This study aimed to investigate the attitudes and perceptions of school principals and teachers regarding the prevention and management of school crises within the centralized Greek education system. To achieve this aim, a quantitative approach was adopted using survey research, with data collected through two anonymous structured questionnaires completed by 136 school principals and 424 teachers. The findings indicate a high level of preparedness, primarily in areas related to earthquake safety, where clear institutional guidelines and mandatory procedures are in place. However, limited development of preparedness plans was identified for other types of crises, including fires, floods, pandemics, and extreme weather events. Despite the existence of basic organizational structures for crisis management, significant gaps were observed in infrastructure, preventive safety inspections, and training. Teachers appear to rely primarily on their general knowledge rather than systematic training or direct crisis management experience. In contrast, principals reported greater involvement in the planning and organization of preparedness procedures. Overall, the study suggests that effective school crisis management requires a coherent and comprehensive prevention framework, strengthened professional training, improved infrastructure, clear allocation of roles and responsibilities, and enhanced collaboration between schools and institutional stakeholders.