Introduction: Valuing each stakeholder according to their skills, abilities, interests regarding the reduction of risks generated by the pandemic context has become an immediate priority for school management. Aim: To identify in the specialized literature and in the educational environment some main elements that can constitute the basis for the realization of authentic partnerships between stakeholders, in order to reduce the risks generated by the new context, given by the pandemic Covid-19. Method: The bibliographic research was carried out, developed in parallel with the research on the realities in the field in order to provide data for their processing, analysis and interpretation. Findings: Realizing authentic partnerships between stakeholders requires a redefinition of the realities of educational environments, in the sense of updating the roles and responsibilities assumed jointly, according to indicators and rapid and continuous adaptations. This approach being not only necessary, but also essential to support the reduction and even elimination of the effects generated by the Covid-19 pandemic, in the educational environment, but also the anticipation of possible risks. However, such a partnership is based on mutual trust, cooperation, involvement, immediate and assumed support, resulting in equal opportunities for each learner. Originality and value: The present study offers the opportunity to identify those factors of the organizational contexts in education that can work to achieve functional, applicable, adaptable partnerships in order to reduce the risks generated by the pandemic context.