When Malaysian schools reopened during the COVID-19 pandemic, the experience looked nothing like the language of national reopening plans suggested. Teachers arrived before students to conduct temperature screening, taught the same lessons twice under rotation systems, prepared dual lesson plans for in-person and online learners simultaneously, and managed parental anxiety through personal phones late at night. The policies governing all of this were still shifting. The support for the people carrying them out was largely absent. This book documents that experience through original research with teachers, parents, and students across six primary schools in Selangor. Drawing on surveys and in-depth interviews, it examines how health beliefs shaped prevention behaviour, where communication between schools and families broke down, and why the burden of reopening fell so unevenly across different school communities. The Health Belief Model, the Socio-Ecological Model, and Social Behaviour Change Communication provide the analytical framework. The teachers, parents, and students who lived through the reopening provide everything else. The central argument is direct: resilience sustained the reopening, and resilience built on invisible personal sacrifice is a fragile and inequitable foundation for any system that expects to withstand future disruption. This book makes the case for something more durable: preparedness that is structurally embedded, equity-driven, and designed with the people closest to the work at its centre. Written for researchers, policymakers, school leaders, and health communication practitioners, it offers a rigorous and humanising account of what school reopening required of ordinary people in extraordinary circumstances, and of what those circumstances exposed about the education system surrounding them.