Abstract
This study describes how, during the COVID-19 pandemic, teachers working with Roma children in Bulgaria enacted leadership to support their most vulnerable students. The case of Roma education reveals the disruptive conditions of the health crisis and how they may have served as an adaptive challenge that prompted the emergence of leadership. Twelve elementary school teachers participated in the study. Conclusions assert the importance of trust, relationships, collaboration, and nontraditional educator roles as culturally responsive strategies to support the education of disadvantaged students. The study provides insights into the role of teacher leadership in addressing educational disparities, particularly during crises.
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