The COVID-19 pandemic that took the world by storm in 2020 had a large-scale effect not only on the world, but also on the field of education. Most educational systems were not equipped to address the needs of the students, families, faculty, staff, and community as they related to education. This study explores the administrative response to the COVID-19 pandemic in Northwestern Pennsylvania. Surveys, document reviews, and semi-structured interviews are utilized to understand the varied responses to the pandemic, particularly in the area of support systems. This qualitative phenomenological narrative study explores how school leaders describe how they demonstrated resourcefulness, resiliency, and responsiveness to maintain effective post-pandemic student support systems including financing increased staffing and resource needs, implementing remediation processes to avoid student learning loss, and addressing outside factors that affected student learning. The gathered data indicates a need for both creation and maintenance of comprehensive student support systems. The results of this study should encourage administrators to develop robust contingency plans and flexible policies that can adapt to the changing academic and mental health needs of educational landscapes, should they arise. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]