Due to the recency of the pandemic, there is a somewhat limited understanding of the impact of COVID-19 on educational settings. A 2020 British study engaged teachers in narrative research and found six themes: (1) uncertainty; (2) finding a way; (3) worry for the vulnerable; (4) importance of relationships; (5) teacher identity; and (6) reflections (Kim & Asbury, 2020). Cheng et al. (2020) interviewed more than 100 representatives from community-based organizations to study public sector and community-based responses to the pandemic in China. While not all community-based organizations relate to public education, an essential outcome of their research that informs educational leaders is the importance of building trust and long-term capacity in these types of organizations (2020). The researchers sought to understand the organizational dynamics that assisted and hindered this process, the leadership actions that moved learning organizations toward meaningful goals, the organizational process and procedural redefinitions that took place to support stakeholders through this change, and, most importantly, the researchers sought to give voice to and understand the thoughts and experiences of various stakeholders involved in public education.