In September 2023, the Thessaly region of Greece faced severe impacts from two storms: Storm Daniel and Storm Ilias. Storm Daniel brought unprecedented rainfall, causing widespread flooding, fatalities, and significant infrastructure damage, which led to a state of emergency. Storm Ilias, while less severe, complicated recovery efforts by maintaining high water levels in already saturated areas. Two years later, Thessaly continues to grapple with the aftermath, affecting both the physical environment and the psychological well-being of residents. The damage to infrastructure, particularly schools, disrupted educational services and forced many students to adapt to alternative learning environments.

In light of these crises, there is a pressing need to explore how local school leaders are adapting to new circumstances, preparing for future crises, and integrating sustainable practices to ensure long-term resilience in their schools and communities. Sustainability in education goes beyond teaching environmental issues; it involves embedding sustainable practices into the operational framework of schools. Educational leaders are crucial in this process, establishing clear sustainability goals and fostering a culture that prioritizes eco-friendly initiatives. According to Hargreaves and Fink (2006), sustainable leadership means creating long-term systems that support both educational excellence and environmental stewardship.

Additionally, educational leaders must prepare schools for various crises, including natural disasters and health emergencies. Effective crisis management includes developing comprehensive plans that outline protocols for communication, resource allocation, and recovery. Leithwood, Harris, and Hopkins (2020) emphasize that successful school leadership requires navigating crises with clarity and purpose, ensuring the well-being of students and staff remains a priority.

Despite the importance of sustainable leadership, challenges persist. Many school leaders have a limited understanding of sustainable development, often viewing education for sustainable development (ESD) primarily through an environmental lens while neglecting socio-economic dimensions. There is also a scarcity of research on the impact of K-12 school leadership on ESD, with existing studies often focusing on teacher and student outcomes rather than leadership practices. Additionally, school leaders may struggle to prioritize ESD due to external pressures, such as meeting academic targets and government micromanagement, which can distract them from sustainability initiatives.

In the aftermath of the crises caused by Storms Daniel and Ilias, schools in Thessaly are beginning to recognize the importance of implementing sustainable practices and building resilience. This study aims to explore school leaders' practices regarding sustainability and resilience in their schools following these crises. The research is framed around Adaptive Leadership Theory, which emphasizes flexibility and responsiveness to changing environments and complex challenges. This framework highlights the importance of navigating uncertainty, fostering collaboration, and building resilience, enabling school leaders to adapt their strategies in response to crises and implement practices that address immediate needs and long-term sustainability goals (Goode, H., McGennisken, R., & Rutherford, E. (2021).

The primary objectives of this research are: a) to assess the current state of sustainability and resilience practices in schools in the Thessaly region after a catastrophic event, and b) to examine the availability and effectiveness of crisis management plans in schools affected by such events.

The research questions of the study are: What sustainability practices are currently implemented in schools in Thessaly? How do school leaders perceive the importance of sustainability in their schools? What crisis management plans are currently in place, and how comprehensive are these plans? how effective do school leaders consider their crisis management plans to be in preparing for natural disasters? 

Research DesignThis study will adopt a quantitative research design, utilizing structured surveys to collect data from educational leaders across various K-12 schools in the Thessaly region, encompassing both urban and rural settings. Participants The target population consists of educational leaders, principals, vice-principals, from K-12 schools in Thessaly. A stratified sampling approach will categorize schools based on criteria such as location and size. Initial outreach will occur via email to potential participants, explaining the study's purpose and significance while emphasizing confidentiality. Follow-up emails will encourage participation and maximize response rates. The survey will be sent to all 500 schools in the region, targeting a sample size of at least 217 schools to ensure representativeness. Data Collection Data will be gathered through a structured online survey that includes a mix of closed-ended and open-ended questions. The survey will be distributed via email to the identified participants, with follow-up reminders to enhance response rates. Participants will be assured of the anonymity of their responses and the study's overall purpose, which is to gain insights into current practices and perceptions regarding sustainability and crisis management. Data Analysis Upon completing data collection, quantitative analysis will be performed using statistical software. Descriptive statistics will summarize demographic information and responses, providing an overview of the data. Inferential statistics, including chi-square tests and correlation analyses, will explore relationships between variables related to sustainability practices and crisis management effectiveness. Open-ended responses will be systematically coded and analyzed to identify common themes that enhance the quantitative findings.

The expected outcomes of the study include an overview of the sustainability practices and crisis management strategies currently employed by K-12 schools in the Thessaly region, along with insights into trends and common themes among educational leaders regarding their approaches. The study aims to identify significant relationships between factors such as school size, location, and the effectiveness of crisis management strategies. Ultimately, the study will establish a foundation for future research into sustainability and crisis management in educational settings, potentially guiding local educational authorities and policymakers in understanding the challenges faced by schools and supporting future initiatives.

Hargreaves, A., & Fink, D. (2006). Sustainable leadership. Jossey-Bass. Hopkins, D. (2021). Powerful learning: Taking education reform to scale. Routledge. https://doi.org/10.4324/9781003135258Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077Goode, H., McGennisken, R., & Rutherford, E. (2021). An adaptive leadership response to unprecedented change. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 49(1), 36-42.