Traumatic events and crises involving schools and children often become high-profile occurrences; however, little attention is given to teachers and how they cope with crisis. The purpose of this study was to investigate administrators' perceptions of including additional support for teachers in school crisis policies. Specifically, the study examined principal leadership, stage of change, self-efficacy, training in mental health/illness, and perceived barriers and their relation to including supports for teachers in crisis policy. Total 113 principals from one Midwestern state completed an online survey that assessed principal leadership, self-efficacy, stage of change, training in mental health/illness, and demographic information. Results suggest that most principals endorsed having specific supports in place for teachers during crises. Schools were less likely to currently have crisis plans/policies when the administrator reported the stage as relapse/pre-contemplation, contemplation, or preparation, than when an "action/maintenance" stage was reported. There was no statistically significant relationship between the existence of crisis plans/policies and the training status (yes or no) of the administrator, general self-efficacy, principal leadership or perceived total barriers after controlling for stage. General self-efficacy was not found to be a significant predictor of stage, whereas leadership and barriers were significant predictors. Financial limitations were the most commonly cited barrier to providing additional supports to teachers during crises. Overall, most administrators indicate having policies that support teachers following crises; however, principal leadership, general self-efficacy, training, and barriers did not surface as significant predictors of existing policy. Barriers and leadership were significant predictive variables of stage of change, highlighting their importance in school change and reform efforts pertaining to crisis response.