Flocking as an Adaptive Strategy: Schools as Enabling Spaces During a Global Pandemic

Teachers' collective adaptive behaviours in the wake of ongoing and extreme risk can transform vulnerable schools into enabling spaces. This article will profile one school in regional Australia that was part of a larger study on school resilience and resourcefulness during the COVID-19 pandemic. The school’s data holds significance because it defies the predictors for how vulnerable schools would fare during the pandemic; in some instances, the data for this school indicated it was thriving. In this instance, the pandemic offers an opportunity to investigate enabling schools and explore what they offer education in an unstable future.Funding Information: None.Declaration of Interests: The authors have received no financial benefit from this project.Ethics Approval Statement: Human Research Ethics Office, Curtin University, Perth, Western Australia Ethics Approval Number: HRE2020-0216 This study meets the requirements of the National Health and Medical Research Council’s (NHMRC) National Statement on Ethical Conduct in Human Research (2007).