This study explores the experiences of educational supervisors in Israeli religious schools during the Swords of Iron War, emphasizing their dual roles in integrating pedagogical mentorship with cultural and spiritual values of this minority group. Supervisors in religious Zionist and ultra-Orthodox schools must navigate complex intersections of secular state mandates, rabbinical guidance, and community expectations, challenges intensified during wartime. Operating within a national educational system, religious supervisors face tensions between state policies and the distinct cultural-religious ethos of their communities. In times of crisis, these leaders are tasked with implementing state directives while addressing the unique needs of their schools, balancing professional responsibilities with personal and collective trauma. Their dual roles highlight broader challenges in educational supervision for minority communities in Israel. Through qualitative interviews with 50 supervisors, this study examines how they managed professional development for pre- and in-service teachers while addressing emotional disruptions caused by war. The findings reveal four key themes: 1. Faith and Leadership Under Pressure: Supervisors balanced emotional and professional support with maintaining spiritual values. 2. Operational Challenges: Logistical and emotional strains disrupted supervisory practices, requiring adaptive, though inconsistent, approaches. 3. Transforming Crisis into Opportunity: The crisis became a catalyst for innovation, including peer mentoring and collaborative lesson planning, fostering resilience. 4. Fostering Emotional and Academic Stability: Supervisors prioritized trauma-informed leadership principles, blending emotional well-being with academic progress. The study applies the Trauma-Informed Leadership Framework (TILF) to analyze these dynamics, focusing on emotional safety, cultural sensitivity, and adaptability. By addressing psychological and operational challenges, religious supervisors maintained instructional continuity and strengthened communal resilience. This research underscores the critical role of religious educational supervisors as minority leaders navigating secular-state policies and rabbinical culture. Their experiences highlight the importance of trauma-informed practices in conflict-affected settings, advocating for systemic support and tailored professional development. These findings contribute to the literature on educational leadership in crises, offering insights into balancing pedagogy, spirituality, and resilience in wartime contexts.

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