Nine essential insights from Ukrainian international school principals who are leading their institutions through wartime challenges.
(Photo: Press service of the National Police of Ukraine in Kharkiv region/Handout via REUTERS)
by Marta Leshyk
In the crucible of war, educational leaders craft paths of resilience. This feature unveils the extraordinary stories of principals and leaders who’ve steered schools through the tempests of war-torn Ukraine. “Everything intensifies; you focus on the essential,” muses David Tigchelaar, former principal of Kyiv’s Pechersk School International, distilling the essence of crisis leadership. From innovative crisis strategies to nurturing student empowerment, these education leaders share their key reflections for balancing academic excellence with safety. Their stories of adaptability and unwavering commitment illuminate a profound truth: even in the darkest hours, the flame of learning burns bright, offering a beacon of hope for educators worldwide.
#1 Adaptability and Flexibility
The war in Ukraine has presented unprecedented challenges to the education sector, forcing schools to grapple with ensuring student and staff safety, maintaining academic continuity, and addressing the psychological impact of the war. Pechersk School International in Kyiv (PSI), under the leadership of former principal David Tigchelaar, exemplifies the remarkable resilience and innovation required to adapt rapidly to these new circumstances.
As air raid sirens and power cuts became a part of daily life, Tigchelaar implemented a series of adaptive measures to ensure education continued. “Flexibility was important, so I removed a number of rules that were not absolutely necessary” Tigchelaar explains, describing the school’s initial response to the crisis. One of the first changes was relaxing attendance requirements, allowing students to leave immediately after classes rather than staying until a fixed time. This simple adjustment acknowledged the new realities families were facing and allowed for greater flexibility in managing their daily lives amidst the chaos of war.
The school’s adaptability was further tested by frequent power outages, a common occurrence in many parts of Ukraine due to infrastructure damage. Tigchelaar recalls, “Then you got all those power cuts and you had schedules in which you could kind of know when there would be electricity in your building and when there wouldn’t be.” In response, the school adjusted its policies, permitting students and staff to leave early if they knew electricity would be cut off later, enabling them to manage essential tasks at home.
“There’s all kinds of things you cannot do,” Tigchelaar adds, highlighting the ripple effects of power outages on daily life. “So we started being more flexible in that as well. We said, ‘OK, if you have no lesson, let’s say after 2pm and you know that electricity will be cut off at 4:00, then you can go home earlier so that you can do all your things. You can do your cooking or whatever.'” This approach not only addressed practical concerns but also demonstrated the school’s commitment to supporting its community beyond just academic needs.
Perhaps most innovatively, Pechersk School International introduced a flexible schedule that gave students more agency in their learning experience. “We introduced flexibility in the schedule where students could make choices,” Tigchelaar says. This included allowing students to choose from various clubs and activities or even having free time one day a week. “For example, at some point we said, ‘OK, one day a week you don’t have to choose, then you can do whatever you like. You can even just hang around, but they had to choose from clubs like cooking or Badminton or Art, and Student Council was one group.'”
This flexible approach served multiple purposes. It provided students with a sense of normalcy and control in an otherwise chaotic situation. It also allowed the school to offer a wider range of activities, catering to diverse interests and needs. Moreover, it created opportunities for additional support where needed. As Tigchelaar notes, “It also gave us time to work with students who needed more support, so that added a bit of time in the schedule.”
“I think that gives choice back to students,” Tigchelaar reflects, “It’s not just the teachers who say, you know, like the role, but you move from class to class. The students are involved.” This shift towards student-centred learning and decision-making represents a significant evolution in educational approach, one born out of necessity but with potentially lasting positive impacts. The flexibility allowed students to engage more deeply with their interests, fostered independence, and provided a much-needed sense of agency during a time when much of life felt out of control.
These adaptations not only kept the school functioning during a time of crisis but also empowered students, demonstrating how educational institutions can evolve and thrive even in the most challenging circumstances.
#2 Focus on Safety and Well-being
In the face of war, educational institutions in Ukraine have had to prioritise the safety and well-being of their students and staff above all else. David Tigchelaar also emphasised the importance of creating a safe environment for teachers and students alike, noting, “I was focusing a bit more on the teachers, and the teachers would feel safe because they kind of transfer their security. Then if they feel comfortable and safe, and the students are in the classroom, that will help the students as well.”
As the war escalated, Rachel Geary took over as principal of Kyiv International School (KIS), continuing the school’s commitment to safety and education. Under her leadership, the school adapted quickly to the new reality. “Once we addressed the safety challenges like a system for air raids, a system for communication, we built a huge shelter so we had enough space for our students.” The school’s innovative approach included creating classrooms in the basement shelter, allowing education to continue even during air raids.
The British International School in Ukraine (BISU), with campuses in Kyiv and Dnipro, faced unique challenges due to its multiple locations. When the war broke out, the school resumed functioning just two weeks after the full-scale invasion began. Olga Zastavna, Co-Founder of the school, highlighted their swift response: “We managed to distribute leadership roles within the school in order to make sure that the safety of every single person was a priority. At the same time, we worked to maintain academic standards.” The school’s Dnipro campus, located in a particularly dangerous area, demonstrated remarkable resilience. As Inna Reshta, the Dnipro campus’s programme leader, noted, “In Dnipro, the British International School was the first to open its doors after safety preparations and to welcome the children back to school here.”
This multi-campus approach allowed the school to operate as “one whole community, despite which city we are in,” showcasing their unique ability to adapt and support students across different locations during the crisis.
#3 Community Building
Community building emerged as a crucial strategy for educational resilience during the full-scale invasion of Ukraine. Rachel Geary, Kyiv International School’s principal, emphasised the importance of developing a strong sense of community: “We focus on building our community. This school has been here for a very long time – more than 30 years, and we have our own culture.” This long-standing culture provided a foundation for unity and resilience. The school’s affiliation with Quality Schools International (QSI), a non-profit organisation with over 30 schools worldwide, offered additional support, allowing the school to “continue to grow despite the lack of tuition or the lack of enrollment.” Rachel stressed the importance of maintaining shared values and worldviews within the community, while also empowering individuals to exercise their rights responsibly for the benefit of the collective.
The school’s commitment to community was evident in its staffing choices, with Rachel noting, “All of our staff that were with us last year had either been with us since before the war. Our two new teachers who were both former students.” This continuity fostered a close-knit community and team spirit that extended to the students, creating a unified front in the face of adversity. Rachel’s forward-looking approach, focusing on community-building and providing diverse learning opportunities, demonstrated a commitment to not just surviving the crisis, but thriving in it.
This sense of community extended beyond individual campuses – highlighted by Olga and Inna from the British International School in Ukraine. They described their institution as “a unique school which works in different cities, but we all are the same team.” This multi-campus approach allowed them to operate as “one whole community, despite in what city we are,” showcasing their ability to adapt and support students across different locations during the crisis. The co-founder of BISU, who established the school more than 20 years ago, emphasised the importance of considering diverse perspectives within the community. She noted, “It’s great to have one opinion, but at the same time it’s great to take into account the views of other people who are also working with you as one.” This collaborative approach created a supportive, family-like atmosphere that provided strength, courage, and motivation to persevere through challenging circumstances.
#4 Emphasis on Mental Health
In the face of ongoing war and unprecedented challenges, educational leaders in Ukraine have placed a significant emphasis on mental health support. This focus has emerged as a key strategy in navigating the complex landscape of education during wartime, recognising its crucial role in maintaining the resilience and well-being of both students and staff.
David Tigchelaar, former principal of PSI, detailed the implementation of a comprehensive mental health programme that went beyond traditional academic support. “I think we actually offered high-quality education last year. For example, our programme for the mental health of the students was very, very good,” Tigchelaar explained. The programme included daily advisory classes, each lasting 20 to 25 minutes, which served as a cornerstone for addressing the emotional and social needs of students.
These advisory sessions were multifaceted, incorporating relationship education, interactive games, and class meetings. Tigchelaar elaborated, “There was a lot of focus on mental health, but also on relationship building and self-expression because the students weren’t good at that.” This approach was particularly crucial as students were observed to be “getting very negative towards each other and very disruptive.” Encouragingly, these behaviours gradually improved over time, demonstrating the programme’s success.
The mental health initiative wasn’t limited to students alone. Recognising the immense pressure on educators, Tigchelaar emphasised the importance of supporting teachers’ mental well-being. “Mental health of teachers. Taking care of your teachers is important, listening to them, acknowledging that things are difficult,” he stated. This support included one-on-one contacts and regular check-ins, especially after repeated bomb alerts or prolonged periods of tension.
The challenges faced by international schools in Ukraine were further illuminated by Olga Zastavna, who highlighted the unique difficulties posed by the war. “Most of the time since the start, students spend their lessons in the shelter, and we’ve noticed that it affects their mental health,” noted the BISU Co- Founder. This stark reality of education continuing in bomb shelters underscores the extraordinary circumstances under which these mental health programmes operate.
In response to these challenges, schools in Ukraine have taken proactive measures. BISU`s leaders noted, “We have psychologists on our campuses working with both students and staff, to support them.” This deployment of mental health professionals across campuses demonstrates a commitment to providing comprehensive support to all members of the school community. The approach goes beyond mere crisis management. It represents a fundamental shift in educational philosophy, recognising the interconnectedness of emotional well-being and academic success. As Olga pointed out, “The school is very understanding…we extend this understanding to all members of our community, be they staff, children or families.” This inclusive approach ensures that mental health support is not just a temporary measure but an integral part of the educational experience.
The emphasis on mental health in Ukrainian schools during this time of war serves as a powerful example of educational resilience and adaptability. By prioritising the emotional and psychological well-being of their communities, these schools are not only addressing immediate needs but also laying the groundwork for long-term recovery and growth.
#5 Student Empowerment
Building on this foundation of mental health support, schools are also focusing on student empowerment. In an interview, Rachel Geary, a KIS`s leader at the forefront of educational resilience during the full-scale invasion in Ukraine, shed light on her school’s approach. Geary emphasised a nuanced strategy that goes beyond traditional education models.
“We’ve worked on student empowerment, encouraging them to speak for themselves and act on their own behalf,” Geary explained. This year, she noted, the school is placing even greater emphasis on this concept, but with an important distinction. “It’s about empowerment, not entitlement,” she clarified.
Geary’s approach seeks to strike a balance between individual rights and community responsibility. “We empower students to make use of their rights, but also to be responsible to their community,” she stated, adding, “Ultimately, what’s good for an individual also has to work for the benefit of the community.”
This philosophy reflects a broader trend in crisis-era education, where schools are increasingly focusing on developing students’ autonomy while also fostering a sense of collective responsibility. As educational institutions in conflict zones continue to adapt, Geary’s insights offer a glimpse into the evolving landscape of student empowerment in challenging circumstances. This approach, combined with the strong emphasis on mental health, is helping to create resilient, empowered learners who are better equipped to face the challenges of their unique situation.
#6 Leadership During Crisis
Leadership during the crisis emerged as a critical theme in the experiences of educators navigating the complexities of war-torn Ukraine. The leader of the British International School in Ukraine emphasised the importance of adaptability and collaborative decision-making in their approach to crisis management. “To be honest, I think that we’ve done well at that time because we managed to restructure the leadership,” Olga Zastavna reflected, highlighting the school’s swift response to the unfolding situation. This restructuring wasn’t merely a superficial change but a fundamental shift in how leadership roles were distributed within the school.
The primary focus of this leadership restructuring was twofold: ensuring the safety of every individual in the school community while simultaneously maintaining high academic standards. This delicate balance required a nuanced approach, one that could respond to the immediate safety concerns posed by the war while not losing sight of the school’s educational mission. Inna Reshta underscored the criticality of this approach, stating, “The main thing you need in your leadership is to distribute responsibility in such a difficult environment because without this distribution it’s quite difficult to get results”. This distributed leadership model proved crucial in navigating the multifaceted challenges presented by the crisis, allowing for rapid decision-making and effective implementation of safety protocols.
The school’s leadership team demonstrated remarkable resilience and agility, managing to evacuate and reorganise within a matter of weeks. Such action speaks volumes about the effectiveness of their crisis management strategy and the strength of their collaboration. Along with unity across different locations, this effective leadership approach provided a foundation for resilience, allowing the school to function as a cohesive entity despite the physical challenges posed by the war.
The crisis also brought to the forefront the importance of addressing the mental health needs of both students and staff. Inna Reshta highlighted this concern, saying, “We’ve also noticed that it affects their mental health and we are trying to support them. We have psychologists here, within our campuses, who are working with both students and staff”. This holistic approach to leadership, encompassing not just academic and safety concerns but also the psychological well-being of the entire school community, exemplifies the comprehensive nature of crisis leadership in education during times of war.
#8 Communication and Collaboration
In the midst of the crisis, effective communication and collaboration emerged as critical components of resilient educational leadership. David Tigchelaar emphasised the importance of close collaboration with parents – “We worked closely with the parents. We met with them once every three weeks and they could throw everything on the table”. This approach built trust and enabled rapid problem-solving: “We could take minutes and say, ‘OK, yes, we can make the bomb shelters a bit better. Yes, we can think about the problems in that class and we can take these measures’.”
The importance of a strong, unified team was highlighted across multiple institutions. Rachel Geary emphasised the significance of community building and shared experiences in developing resilience. She noted, “We already had a close sense of community and team. The teamwork, even with the students… it was like we’re all on board.’ We’re all going the same way.” Rachel also highlighted the value of shared experience“: ’We’d all experienced the war. We have empathy for that experience.” This sense of unity was further reinforced by long-standing staff members and even former students re-joining as teachers, creating a deep-rooted community culture.
Similarly, Olga and Inna from the BISU prioritised well-being and maintaining open communication channels, especially with international teachers, proving crucial. Olga Zastavna highlighted their efforts in this area emphasising the importance of supporting international staff, saying, “It was a priority to look after international people and to make sure that they were evacuated properly, peacefully, and we’ve done well”.
Leaders also recognised the need for comprehensive support, noting, “We are trying to support anyone who needs any support from our side”. They also acknowledged the emotional needs of their staff: “The teachers, they are sometimes like small children. They need to be supported. They need to be looked after, they need to be inspired, they need to feel that they are supported.” This holistic approach to communication and support helped maintain morale and effectiveness in challenging circumstances.
The BISU leadership expressed deep gratitude for their international teachers’ commitment: “We are highly grateful to all international teachers. I said to them the other day at an event at the end of the year, ‘I consider you heroes and I have huge respect for you’.” This appreciation further strengthened the sense of community and resilience within the school.
David’s experience further underscored the delicate balance between listening to stakeholders and maintaining educational standards: “We stood our ground on some things and agreed with them on others. We made changes because the parents said they didn’t care so much about academics at the moment – they cared that our students felt safe in the school”. This adaptive approach to leadership, combining firm decision-making with flexibility and responsiveness, exemplifies the complex nature of educational resilience in conflict zones.
#9 A Vision for the Future
The vision for the future in educational leadership during times of crisis is characterised by resilience, adaptability, and unwavering commitment. As Rachel Geary eloquently states, the focus is on moving forward with what is available, planning for various scenarios while maintaining a steady course: “I go forward with what we have so I don’t make plans for if the war ends…we just plan to go forward as it is”. This approach emphasises the importance of continuity and community-building, with a vision “To continue to build a community of learners that have opportunities to explore and to speak for themselves”. A strategy that involves planning optimistically while being prepared for challenges: “I plan as if everything will go smoothly and then have backup plans if it doesn’t”. A sentiment echoed by other leaders who stress the importance of belief and commitment: “The important thing is to believe in what you are. You have to trust in what you are doing. You have to have a vision and commitment”. Despite uncertainties, the focus remains on maintaining high standards and international quality in education, demonstrating a resilient and forward-thinking approach to educational leadership in challenging times.
In conclusion, the resilience and adaptability demonstrated by educational institutions in Ukraine during times of war offer valuable lessons in crisis management and leadership. From mental health initiatives to student empowerment, from collaborative decision-making to maintaining academic standards under duress, these schools have shown remarkable fortitude and innovation. The courage and commitment of educators shine through in their words. As Olga Zastavna states, “People demonstrate lots of courage and dedication to their work, dedication to education, dedication to our mission and vision of the school, and loyalty to our standards which we believe.” This dedication is further emphasised in BISU`s leaders` belief that “Education is an instrument, why we are all here, and we have to give the children the right instruments.” The future of education in conflict zones remains uncertain, yet the determination of these educators provides a beacon of hope. As one leader affirmed, “I believed in what I’m doing from day one.” It is this belief, coupled with courage and dedication, that will continue to shape the landscape of education in challenging times, ensuring that Ukrainian and international students in Ukraine receive not just an education, but the tools to build a better future.
Have you been affected by the war in Ukraine?
Do you have a story in international educational leadership? Contact LYIS and we would be happy to talk. Email: amy@leadingyourinternationalschool.com
Marta Leshyk is the Ukrainian Education Correspondent, Leading Your International School
To connect with Marta on LinkedIn: linkedin.com/in/marta-leshyk-b911aa253
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