With the growing incidents of terrorism, war, and warlike situations around the globe, academic
achievements, physical and mental well-being of affected children in schools have become a major
concern for the educational stakeholders. This paper discusses three key issues. Firstly, the article
discusses the emerging role of school teachers and leadership in supporting students affected by war
and terrorism in a cross-cultural context. Secondly, it focuses upon similarities between Canadian
and Pakistani classrooms, and the challenges that school teachers and leaders encounter while educating
students affected by war and terrorism. Thirdly, the article proposes the establishment of a
cross-cultural learning community connecting the school leaders and teachers from both countries
through the train-the-trainer model. This paper also contributes to the existing body of literature on
the role of school leadership in teaching multi-cultural classroom.