Understanding the role of multi-level societal intelligence for ensuring robust governance of schools during turbulence

Purpose To examine the utility of a theoretical model of the role of multi-level societal intelligence for contributing to robust governance during societal turbulence. Design/methodology/approach Comparative case study based on qualitative methods. Findings In both cases, multi-level societal intelligence was important for the public governance adaptations and innovations occurring in schools to ensure educational attainment and to protect pupil mental health. The schools in both cases adapted significantly, using online teaching during the initial closures. After reopening, the Danish school expanded outdoor teaching, whereas the Spanish schools returned to normal. Contrary to expectations, resource availability had a limited effect on the ability to provide robust governance solutions. Research limitations/implications Our findings are based on two case studies with a positive outcome, providing limited potential for generalization; large-N studies of randomly selected cases are required. Practical implications Developing multi-level societal intelligence seems important to a robust response to crisis-induced turbulence. Governments could benefit from building institutionalized fora for the exchange of affected actors’ understandings of the crisis and its solutions. Social implications Robust governance supported by multi-level societal intelligence may prevent the loss of educational attainment and well-being among schoolchildren, which tends to hit hardest those from less affluent homes. Originality/value Provides proof of concept for a novel theoretical model of the processes through which multi-level societal intelligence is developed and contributes to robust governance in turbulent situations.