The Coronavirus (COVID-19) global pandemic impacted educational systems globally. To prevent the spread of the virus, governments worldwide instituted stay-at-home mandates. Living rooms transformed into the hub of homelife activity, serving as classrooms, workspaces, and recreational activities for the family. The problem this basic qualitative study explored was how the shift to remote learning affected the well-being of teachers, parents, and front-line school leaders. Few studies have examined the effect of a disaster on educational community members or explored school leaders' response to a crisis. The research study provided knowledge to fill the gap. Crisis leadership theories and Maslow's hierarchy of needs served as the theoretical framework. The study explored experiences and feelings of well-being during New York Pause and any factors having positive or negative effects. Using snowball and emergent sampling, 18 participants (six teachers, parents, and front-line school leaders) were selected to participate in semi-structured interviews. Data were collected from interviews and observational notes. Participants' statements were then analyzed using thematic coding both manually and using MAXQDA software. Member checking, bracketing, and data triangulation were used to increase the data's reliability, credibility, and validity. Results indicated participants experienced fear, anxiety, and other emotions negatively affecting their sense of well-being. Participants believed communication was essential to creating feelings of positive well-being, while a lack of communication and planning was the cause of a negative impact. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]