Purpose: This research explored school leaders', teachers' and paraprofessionals' perceptions of effective leadership in special purpose private schools (SPPS) during long-term crises. Design/methodology/approach: Empirical data were derived from a purposeful sample of school leaders, teachers and paraprofessionals in Maine. Demographic information and semi-structured interviews were analyzed using a complexity leadership framework and a qualitative interpretive phenomenological approach (IPA). Findings: The analysis revealed four major themes, including (1) presence, approachability and availability; (2) the need for high emotional intelligence; (3) creating a culture of idea-sharing, compassion, trust, community building and value and (4) understanding and acting on the complexity of long-term crisis. Research limitations/implications: The research took place in one state and within one subset of specialized schools, thus limiting applicability to leadership outside this subset of schools and in other states. Practical implications: The results can directly support identification of strategies for leaders in schools where long-term crisis is a factor. Originality/value: Current research explores factors and strategies for understanding and supporting teachers and paraprofessionals in schools during short-term crises (i.e. school shootings, natural disasters) but largely neglects how to support teachers and paraprofessionals experiencing long-term crises in school settings which is increasing in prevalence post COVID-19. Results and implications of leaders and staff were explored and analyzed in schools that experience long-term crises.