This case study investigated the collective resilience of school stakeholders--comprising administrators, teachers, and parents--during the COVID-19 global pandemic. Central to this study was investigating how these stakeholders demonstrated resilience in the face of unprecedented challenges posed by the pandemic. This study sought to understand how stakeholders recovered from these challenges by focusing on emotional, social, cognitive, and existential factors. The findings revealed intricate dynamics of how the school community responded to the pandemic, highlighting the mechanisms through which administrators, teachers, and parents managed to not only bounce back from setbacks but also cultivate a stronger sense of agency and acquire attributes necessary to thrive in a post-pandemic landscape. Additionally, the research examined the role of communication strategies and the impact of digital tools in sustaining educational continuity and community cohesion, which were critical in overcoming the physical separation imposed by lockdowns. The study contributes to a deeper understanding of collective resilience, offering insights into how school communities can navigate future crises by leveraging the strengths of their collective capabilities and resources. The findings of this investigation underscore the importance of collaborative resilience and the potential for educational communities to emerge stronger from adversities, equipped with enhanced adaptive strategies and a reinforced commitment to mutual support and shared goals. [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.]