This qualitative phenomenological study aimed to explore the lived experiences of primary school principals, vice-principals, and teachers regarding technology management and mental health preservation during the "Ramadan War." Sixteen participants from Ilam Province, Iran, were selected through purposive snowball sampling. Data were collected using semi-structured interviews (both in-person and virtual) and analyzed using Colaizzi's seven-step phenomenological method. The findings revealed four main themes: (1) the technology ecosystem in crisis-stricken schools, (2) infrastructural and human-centered technology challenges, (3) psychological resilience and support programs, and (4) adaptive leadership in crisis. Key challenges included persistent internet instability, an intergenerational digital divide among teachers, security vulnerabilities and privacy breaches, and the financial burden of technology on low-income families. Despite these obstacles, teachers emerged as "vigilant eyes," playing a critical role in early detection of students' anxiety, stress, and withdrawal symptoms. School-level resilience strategies included creating safe emotional spaces, reducing academic workload, holding supportive dialogue sessions, and fostering networked collaboration with families, local mosques, village councils, and charitable organizations.The most important lessons learned for educational leadership in crisis were: prioritizing simplicity and offline functionality, pre-crisis capacity building for teachers in both digital skills and mental health first aid, developing school-family-community networks, and transitioning toward a blended, smart school model. The study concludes that effective leadership in wartime requires moving beyond administrative management toward adaptive, resilient, and network-oriented approaches.