Umeå University's logo

Purpose – The international body of research on crises and school leadership is expanding, yet studies focusing on this theme within the Nordic context remain limited, predominantly addressing the impact of the COVID-19 pandemic. This article aims to examine contemporary research on leadership and crisis management in Nordic education to elucidate the governance, support and control mechanisms employed during unexpected events and to inform future research directions.

Design/methodology/approach – Drawing on neo-institutional theories and sensemaking theory, this study traces the phenomenon of interest across Nordic education systems and governance contexts. The study is based on a literature review and apply thematic content analysis.

Findings – Through the elaboration of six themes, the demands and expectations for school leaders and the tensions they encounter are revealed. The findings suggest that crises often precipitate centralized, top-down governance that challenges the traditional values and decentralized governance in Nordic education systems. In these changed governance relations, school leaders continuously adjust to ever-changing policies through sensemaking and re-organizing the routines and pedagogical approaches of the school. Additionally, the study explores the consequences of crisis management, revealing ethical and social responsibilities and challenges to the well-being of school leaders. Lastly, showing various forms of support and control applied both vertically and horizontally.

Originality/value – The literature review highlights key points for leading and governing in an unforeseen future, emphasizing the crucial role of schools and leaders in maintaining coherence in a democratic welfare society during crises and an everchanging reality. Nordic school leadership during crises involves high demands of micropolitical sensemaking, organizing and communication amid changing policies and legislation. It also involves balancing ethical concerns and social responsibilities to make schools safe and democratic spaces for students and staff. By connecting Nordic studies on education governance, school leadership and crises, we fill an important research gap and identify potential avenues for practice, policy and research. A key strength of this study is its coverage of five Nordic countries in a single paper.