School crisis situations are increasingly prevalent, yet many educational leaders lack adequate preparation for crisis prevention and intervention upon assuming administrative roles. This gap poses severe implications for the well-being of school communities. To address this issue, a study was conducted within a university educational leadership program, focusing on K-12 school administrators enrolled in a doctoral program. These administrators, representing diverse school environments, are pivotal stakeholders in managing school crises, indirectly impacting students, teachers, and parents through their preparedness. The study integrated a 60-minute workshop into a university preparation course to target this training gap. This workshop focused on navigating national resource centers for school crisis prevention and intervention, drawing on evidence-based resources from entities like the Pennsylvania Commission on Crime and Delinquency and the Readiness and Emergency Management for Schools TA Center. The effectiveness of the workshop was evaluated through pre- and post-surveys, participant feedback, and practical scenario-based exercises. Key metrics included participants' familiarity with crisis resources, their confidence in managing crises (crisis self-efficacy), and the likelihood of applying these resources in future crisis situations. Results showed significant enhancement in participants' crisis management knowledge and skills. Survey data revealed notable improvements in participants' confidence in accessing and utilizing crisis resources. Participants expressed strong intentions to revisit the introduced resources, emphasizing the workshop's practical value and the collaborative learning environment fostered by its interactive elements. This study demonstrates that integrating a structured workshop into university preparation courses effectively addresses the gap in crisis preparedness among educational leaders. Beyond boosting crisis self-efficacy, the workshop equipped leaders with practical tools and strategies crucial for managing school crises, thus safeguarding school communities. These findings underscore the necessity of comprehensive training for school.Future research should delve into the workshop's long-term impact on school crisis management and explore scaling this intervention to other educational leadership programs. Incorporating follow-up observations and coaching could further bolster the application and retention of crisis management skills. Moreover, expanding the training's scope to encompass a wider array of crisis scenarios and integrating culturally competent practices will be essential for meeting the diverse needs of school communities. [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.]