As governments around respond to COVID-19 with a variety of strategies, one constant was the way leaders had to persuade everyone to abide by strict rules to protect public health, even if it came at a heavy economic and social price.

Sara Wolfe, external director of McMaster’s Wilson College of Leadership and Civic Engagement, explores the qualities effective leaders showed through the pandemic turbulence, and what it can teach us about nurturing the next generation of leaders.

The pandemic was generational crisis that required effective leadership to navigate. What qualities separated the leaders who adapted well from those who struggled? 

The pandemic tested leadership at every level, not just in politics and public office, but in our schools, hospitals, local businesses, communities and more.

Overall, it seems those who adapted well demonstrated a combination of empathy, clear communication and informed decision-making.

I believe that the leaders who stood out were those who understood their choices had real consequences for individuals and communities. The ones who took the time to listen, acknowledged the hardships people faced and approached decision-making with compassion. The leaders who embraced adaptability and communicated openly and regularly, even when faced with uncertainty or when required to deliver difficult news, helped to foster community-level trust and resilience.

We also saw a remarkable amount of less formal and less visible leadership take place through the efforts of regular, everyday citizens.

People who mobilized efforts to ensure things like community safety, care for vulnerable populations, and access to protective equipment.

Many say that true leadership is revealed in a crisis, and this was clearly the case during the pandemic.

For many, it reinforced the idea that leadership is not just about holding authority, it is about authenticity, ethical decision-making and a deep sense of responsibility toward others.

Do you think that the pandemic exposed leadership gaps, and how do you think Wilson College can help address those gaps? 

I think the biggest gap that was exposed during the pandemic was how systemic factors play out at scale. Vulnerable populations, both locally and globally, were affected more profoundly.

Leaders must understand and consider how systemic inequities contribute to disproportionate experiences of harm and even exacerbate inequity.

The digital divide was a great example of how leaders needed to think holistically about how existing inequities in the infrastructure impacted the ability to implement various solutions fairly across communities.

At Wilson College, we believe leadership is not just confined to titles or positions; it is about how we show up, take initiative, mobilize resources and empower the people around us to make an impact — no matter our role or circumstance.

Wilson College is dedicated to developing leaders who embody these qualities. Our combined honours degree in Leadership and Civic Studies with another subject in Humanities or Social Sciences will give our students an interdisciplinary approach to learn the theory and context, and get the hands-on experience necessary to navigate complex challenges, big or small.

We want our students to learn how to lead with skills in how to listen, build consensus, and understand the broader impact of decisions.

True leadership requires understanding the diverse communities we serve and actively working toward positive change together — values that are integral to the work we do at Wilson College.

What can institutions like Wilson College do to prepare the next generation of leaders to navigate similar crises? 

If the past few years have taught us anything, between the pandemic and surge of generative AI, it’s that the future is unpredictable. While we can’t foresee every crisis or major event, we can equip students with the tools to manage uncertainty and lead with confidence. Wilson College is doing this by bridging academic knowledge with practical skills and experiences.

The Future of Jobs Report 2025 (by the World Economic Forum) includes creative thinking; resilience, flexibility, and agility; and leadership and social influence as part of the top 10 fastest growing skills that employers will want by 2030.

For us, this reinforces how essential humanities and social sciences programs are in higher education. These programs cultivate these skills and more, including the opportunity for students in other disciplines (like STEM or business) the chance to gain an interdisciplinary education through minors or certificates, ensuring graduates have the confidence to succeed in diverse careers in an uncertain future.

Our world is in a precarious state. Issues around global warming, peace and security, deepening wealth gaps and increasing polarization will need strong leaders both locally and globally to help resolve them.

At Wilson College, we want our learners to have meaningful opportunities for interdisciplinary and intergenerational dialogue in an environment where young people are heard, valued, and empowered to lead. Students will be equipped with the skills and confidence to navigate an uncertain future.

A lot of people lost trust in leadership over the pandemic.  How should leadership education prepare students not just for handling crises, but for rebuilding trust in the system? 

Rebuilding trust requires more than just being informed and making better decisions; it requires leaders who can foster meaningful connections with the people they serve. I believe that leadership education must emphasize the importance of this connection.

At Wilson College, students engage directly with communities, gaining firsthand experience in what it means to lead with integrity.

Leadership is not just about strategy — it also includes communication, accountability and responsiveness. Encouraging students to participate in civic life, listen to different perspectives, and engage in open dialogue can help build a new generation of leaders who prioritize trust and collaboration.

In my view, leadership education should be as much about fostering understanding as it is about teaching effective decision-making, and Wilson College will ensure that all of this is part of the learning experience.

Sara Wolfe, external director of Wilson College, is Anishnaabe from Brunswick House First Nation in Northern Ontario. She is an independent consultant and established executive leader who works through an equity lens at the intersections of governance, health and well-being, and impact.