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COVID-19 resulted in political backlash, public dissatisfaction, and the need for principals to create spaces to foster communication, implement change, monitor dissatisfaction, and foster wellness. Using the concept of the third space, we explore the dialogic and linguistic spaces K-12 leaders created while navigating this crisis. Employing a phenomenological approach, we interviewed 17 principals from 2021-22 who found themselves creating third spaces for collaboration around issues of academics, mental-health, political backlash, and community distrust. Leaders experienced growth, embraced vulnerability, and emerged stronger. Implications illustrate that experiential learning in third spaces could enhance preparation programs as related to future crisis management.

During the COVID-19 pandemic, school leaders searched for new techniques and strategies to help them lead their school communities. This phenomenological research study involved interviews with 17 principals from elementary, middle, and high schools in the southeastern United States who served as principals during the school years between 2019 and 2022. This research was guided by two central questions: (1) How did K-12 school principals effectively lead and adapt their leadership style and actions to meet the extreme challenges incurred during a crisis? and (2) How can educational leadership programs better prepare school leaders to lead during times of crisis? These leaders shared their struggles and fears and discussed how they adjusted to the situation and cared for their students, staff, and parents. Three emerging themes were evident from the interviews: (1) the numerous challenges faced during the crisis, (2) techniques and strategies used to navigate the challenges, and (3) leadership growth and learning. These themes were studied through the theoretical lens of adaptive leadership. Findings indicate that many of the successful strategies these principals used align with the adaptive leadership model. Leader preparation programs and others who develop school leaders must prepare leaders for the next crisis. Intentional consideration of the adaptive leadership model in leadership preparation programming could help leaders better understand how to guide their school communities during intense times of change and uncertainty.