With crises such as epidemics, wars, wildfires, earthquakes, and hurricanes becoming increasingly more common in various parts of the world, it is crucial that schools become crisis-ready. Crisis-readiness lies partly in the ability of schools to deliver "emergency education" (i.e., education in crisis situations) promptly and effectively. To support the delivery of emergency education, this study sought to document and examine the strategies employed by schools during a crisis, specifically the COVID-19 pandemic. Through analysing data collected from interviews with teachers based in different parts of Europe, the study identified a series of micro-level strategies used by schools to address the challenges posed by the pandemic. These micro-level strategies were subsequently analysed to develop a typology of overarching mechanisms, or macro-level strategies. As discussed in the article, apart from providing a useful starting point for any teachers required to deliver emergency education in the future, these emergency strategies also offer valuable insights into schools' adaptability, values, and crisis-readiness. As such, they could prove very informative for both educational policy and practice.