This study investigated the lived experiences of (12) elementary and middle school principals in the Northeast United States throughout the COVID-19 pandemic. In light of the emergency COVID-19 guidelines that have been implemented across schools in the United States, the purpose of this phenomenological study was to understand how principals support the social-emotional wellbeing of their school community and make emergency policy decisions during crisis. Through virtual interviews, elementary and middle school principals shared their unique perspectives around the perceived impact that COVID-19 emergency guidelines had on their schools, actions they took to support their schools' socio-emotionally, and the ways in which they made decisions around emergency policy. The study revealed that leaders and teachers experienced higher levels of stress due to the COVID-19 emergency guidelines, and students had fewer opportunities for social interactions. Principals also had to leverage existing socio-emotional supports and develop innovative methods to promote the socio-emotional wellbeing of their school communities throughout the pandemic. Throughout the crisis, policy decisions were made by leaning on experts, considering safety and operational feasibility, and deliberating community perception. The ways in which principals individually perceived and interpreted emergency guidelines also influenced the decision-making process and implementation. School communities were impacted by emergency guidelines in profound ways and principals recognized the critical importance of supporting their school community socio-emotionally during crisis. Principals prioritized the overall safety of their school communities regardless of the impact on socio-emotional health. Lastly, this study provided recommendations not only for future policy in education, but potential practices that will provide targeted socio-emotional interventions to students and strengthen community connections. Recommendations for future studies are also included to help bring to light the degree COVID-19 emergency guidelines have impacted schools throughout the United States for generations to come. [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.]