Santa Clara Primary School
Crisis Management Policy
RATIONALE
The Crisis Management Plan manages the impact of a critical incident through an effective response
and provision of support to members of the Santa Clara School community. Critical incidents for which
the plan may be implemented include:
 the death or major trauma of a student/s or staff member/s.

the death or major trauma of an immediate family member of a student or a staff member.
Definition of a Crisis
Critical incidents may involve a sudden death, an accident, a natural disaster or a criminal act, which
causes risk to the school community and significantly disrupts the running of the school.
This policy will be applied to these situations according to their individual nature.
Incidents such as fire, natural disaster etc., are covered by the Emergency Procedures Policy.
Incidents on site such as armed offender, threatening behaviour, threat of Violence Restraining Order
(VRO) being broached etc., are covered by the Lockdown Procedure Policy.
PRINCIPLES
The Crisis Management Plan is:

a co-ordinated response that meets the needs of the school community, particularly those
most affected;

an establishment of lines of contact and communication between affected parties;

an accurate and appropriate information dissemination – maintaining appropriate levels of
confidentiality and privacy;

an immediate response – with an emphasis on minimising negative outcomes such as
misinformation, sensationalism, self-blame, scapegoating and imitation;

maintenance of stability in the school;

making use of appropriate use of outside support agencies; and

a monitoring of the longer term needs of students and staff.
Written: 2000
Reviewed: 2004,2007, 2010, 2013
Due for Further Review: 2015
EMERGENCY CONTACT NUMBERS
AMBULANCE
FIRE BRIGADE
POLICE (Life threatening emergencies)
POLICE STATIONS
000
000
000
MOBILE PHONE RING 112
MOBILE PHONE RING 112
MOBILE PHONE RING 112
Kensington
Incident Management Unit
Police Operations Room
9474 7516 (direct line)
9474 7555
9451 0160
9222 1555
Santa Clara Primary School, ST JAMES
MOBILE NUMBER
9251 0400
0419927407
CEO CONTACT – NGSPS = (Wilson McNeil)
POISONS INFORMATION
BENTLEY CHILD & ADOLESCENT MENTAL HEALTH
CRISIS CARE UNIT
SCHOOL NURSE – Julie Craig
SES – FLOOD, STORM, EARTHQUAKE
STATE EMERGENCY SERVICE (Head Quarters – ALL HOURS)
ELECTRICITY EMERGENCY
GAS EMERGENCY
WATER FAULTS AND DIFFICULTIES
9212 9310
13 11 26
9334 3900
9223 1111
1800 199 008
9313 1396
1300 130 039
9277 0555
13 13 51
13 13 52
13 13 75
LOCAL SURGERIES
Dr Sue Gopal
Dr Anna Bach
Dr Lekias
9472 3350
9451 3700
9458 2686
16 Chapman Rd
28 Dumond St
1100 Albany Hwy
Bentley
Bentley
Bentley
LATE OPENING SURGERIES
Dr Lekias (7.00pm)
1100 Albany Hwy
Victoria Medical Group (6.30pm) 734 Albany Hwy
Southern Clinic (6.30pm)
148 Douglas Avenue
Bentley
E Vic Park
South Perth
9458 2686
9473 7888
93676211
KEY PERSONS TO CONTACT FOR ASSISTANCE
HOSPITALS:
Bentley Hospital
Princess Margaret Hospital
Fremantle Hospital
Sir Charles Gardiner (QE 11)
King Edward Memorial Hospital
St John of God Hospital Subiaco
St John of God Hospital Murdoch
Royal Perth Hospital
9334 3666
9340 8222
9431 3333
9346 3333
9340 2222
9382 6111
9366 1111
9224 2244
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COUNSELLING/SUPPORT SERVICES
Catholic Outreach
Centrecare Marriage and Family Service
Dept for Community Development, Cannington
Police Child Abuse Unit
Relationships Australia
St Vincent de Paul
Head Office
Translating and Interpreting Service
Women’s Rufuge Group of W.A.
NON GOVERNMENT SCHOOL PSYCHOLOGIST
Kylie Crump
NGSPS CO-ORDINATOR
Wilson MacNeil
NGSPS SENIOR PSYCHOLOGIST
Daniela Jasper
Michele Blacklock
9221 5172
9325 6644
9351 0888
9492 5444
1300 364 277
9475 5400
13 14 50
9420 7264
9251 1804
6380 5256
9251 1806
9251 1803
STAFF EMERGENY CONTACT NUMBERS
Crisis Response Team (CRT)
FRANK HALL
- A/Principal
Mobile 0417 980 814
RICHARD WIN PE
-Principal
Home 9440 1015
Mobile 0428522011
LARRY KING
- Assistant Principal
Home 9342 7372
EVELYN TEMMEN
- Assistant Principal
Mobile 0401 093 327
HILARY CAMPOS
- Social Worker
Home 9252 1204
Mobile 0419996890
Fr DENNIS
- Parish Priest
Home 9458 2944
SUZANNE WALKER
- School Secretary
Mobile 0411 566 427
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PROCEDURES
IMMEDIATE ACTION – PHASE ONE

All information known to be directed to the Principal. In their absence the Assistant Principal
or delegated person will act as the emergency coordinator.

Principal to contact family/ies directly involved (offer assistance and/or organise any initial
arrangements).

Organise any necessary on site emergency procedures needing attention.

Principal to call a meeting of the Crisis Response Team (CRT) as soon as possible. (This may
involve organising relief or rearranging classes.)
PHASE TWO

Identify and plan how to support the staff and students most likely to be significantly
affected by the incident.

Prepare “statements” of information to be given to students, parents, and staff (where
applicable).

Distribute statements regarding “What To Look For” in children’s reactions to traumatic
events.

Prepare a statement for Receptionist to issue to those not involved eg parents, media.

Discuss if/how media will be involved. What information and how is this to be given.

Make practical plans for varied responses including students/staff going home if necessary.

Make practical arrangements for smooth running of the school.

Notify staff using most appropriate method for specific situation.

Notify students using most appropriate method for specific situation.

Review list of absentees to identify students who may need to be followed up at home or on
a later occasion.
PHASE THREE

Hold staff briefing to accomplish the following:
allow staff to express feelings and answer any questions that they may have about the
incident;
inform staff of counselling available for themselves or for students;
alert staff to the signs that a child may be finding it difficult to deal with the critical
incident that occurred;
plans for paraliturgy/Mass at school if necessary; and
plan next meeting time.

Inform most affected students first.

Teachers to inform students of referral process for counselling.
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
Make direct contact with most affected students’ parents.
PHASE FOUR (One week Later)

Return school to normal routine as quickly as possible.

Foresee relief teacher requirements.

Plan for a parent meeting if required.

Monitor absences.

Assess staff, students and school needs. Continue to monitor reactions within the school
community and provide support as required.

Decide if there should be a planned or formal recognition of the event.

Keep staff, students and parents informed of any updates.

Maintain records of actions following the event.

Plan what follow up is required.

Debrief CRT.
PHASE FIVE (One to Three months)

Monitor long term needs of staff and students. Ensure there is access to support by reviewing
staff understanding of school’s referral process for counselling.

Plan long-term follow up for the most affected/at risk students.

Review Crisis Management Plan.

If investigation is required, provide staff and students involved with additional support.

Be alert and sensitive to possible reactions from the school community at the anniversary.

Monitor absences at times of anniversary.

Keep regular counsellor appointments for that time at a minimum.
Consideration If Incident Is Off Site

Staff member in charge of the event will:
attend to any necessary emergency procedures;
organise medical assistance as required;
contact Principal and advise of the situation and action taken; and
record details of the incident as soon as possible.

Principal to decide:
if it is appropriate for relevant staff to travel to the site to support individuals involved
or
if students and staff are to be transported back to school.

Principal to call meeting of CRT as soon as is practical.

Principal to work with Receptionist to oversee transportation requirements
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Roles of different staff members in a crisis
PRINCIPAL

Oversee the implementation of the Crisis Management Plan.

Confirm information and facts of the situation.

Consult with Parish Priest on overall situation/approach.

Convene Crisis Response Team meeting.

Contact family of affected individual/s. Explain to parents and family the approach to be
taken by the school in responding to the event. Establish with the family the parameters for
disclosure of information.

Notify siblings.

Maintain contact with emergency services to ensure information is up to date.

Brief receptionist on dealing with calls related to the crisis.

Record all events and action.

Draft letter to parents.

Prepare statement for staff, children, media and for office staff to inform callers.

Call a staff meeting –inform staff (including those on leave)- Present factual information,
dismiss rumours.

Inform CEO and alert other schools, where appropriate.

Manage media inquiries in consultation with CEO.

Be visible, available, supportive, and empower staff.

Monitor needs of staff and students.

Set time for crisis team to review response so far.

Review and modify CMP.

Confer with other Principals as required.
ASSISTANT PRINCIPAL (ADMINISTRATION)

Liaise closely with Principal.

Make a list of relief staff required.

Organize all administrative and teaching relief.

Organize evacuation, if appropriate.

Inform key staff / students individually.

Inform students in small groups.

Compile a list of offers of support /assistance.

Arrange room changes.

Liaise with parent helpers, mentors and volunteers.
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
Arrange early student pickup, as appropriate.

Ensure extra staff on duty at normal pickup time.

Plan official ceremonies / funerals if required.

Keep written account of events, actions, responses, etc.
ASSISTANT PRINCIPAL (RELIGIOUS EDUCATION)

Contact Santa Clara Parish Priest.

Assist in contacting families most affected.

Identify and monitor high needs students.

Work with Parish Priest to arrange whole school Mass/Paraliturgy if necessary.

Arrange for notices, cards, flowers.

If a death, take care of deceased’s property.

Contact parents who may be able to help eg.School Board Members, P&F, Volunteers.
PARISH PRIEST

Discuss overall situation and response with Principal.

Accompany Principal on visit to family.

Assist with funeral arrangements (if necessary).

Work with APRE to arrange whole school Mass/Paraliturgies if necessary.

Arrange counselling support for identified students / staff.

Closely monitor those in care-giving and support roles for adverse reactions (liaise with social
worker).

Keep daily records.
RECEPTIONIST

Provide assistance to the Principal as required.

Telephone emergency services as requested by the Principal.

Contact relief staff as requested by the Principal or Assistant Principal.

Quarantine phone line for specific use – not to be used other than for the crisis.

Amend school rolls and record / class lists.

Keep daily records.

Organize emergency transportation for staff and students if required in case of incident
occurring during an off site event.
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SOCIAL WORKER

Support and consult with Administration.

Support Staff.

Set up the support centre.

Support and liase with the family.

Identify and monitor at risk personnel.

Liaise with outside agencies as necessary.

Liaise with Non-Government School Psychology Team / coordinator.

Organize additional counselling. Keep daily records. Support staff as required.

Monitor staff and students and ensure they receive all necessary counselling / practical
support / intervention.
TEACHERS
Guidelines for staff support of students

Be aware of how the event is affecting you and consider how your reactions may affect your
dealing with students.

Direct and supervise students en route to pre-designated safe areas if evacuation is
required.

Verify the location and status of every student. Report to the Principal, Assistant Principals or
Social Worker on the condition of any student who needs additional support.

Establish a partner system to pair teachers and classes so that some teachers can assist with
other tasks such as first aid, search and rescue, or community relations.

Remain with assigned students throughout the duration of the emergency, unless otherwise
assigned through a partner system or until crisis is deemed to have passed or children are
returned to the care of parents.

Inform Social Worker of names of families who have experienced a death/crisis and who
may require practical support from the school community.

Read Principal’s accurate information to dispel rumours.

Maintain routine of normality as soon as possible.

Allow students to talk and express how they feel. Be prepared to listen and reflect feelings
and try not to judge the person or their reaction.

Try to use phrases such as the following when talking to students:
It’s OK to feel shocked and helpless now
You must be finding it really hard to believe
We all feel the shock of something like this
The thoughts will keep coming back at times
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
Be careful not to speak about things you do not know or if the event was a result of a
person’s actions, avoid getting involved in discussions or blame.

Label children’s reactions as normal GRIEF. Remind students that certain responses can be
expected from a grieving situation. They are natural and should be accommodated with
sensitivity (eg anger, tears).

Grief generally involves a number of the following phases:
period of unreality
feelings of intense sadness
feelings of anger
guilt

These phases do not last for any predictable period or occur in a fixed order.

Explain the support services available to students.

Monitor students and refer to support team where appropriate.

Consultation with parents as requested.

Keep daily records.

Take care of yourself.
OTHER POSSIBLE SUPPORT
(Although these are not directed by the school, they may offer assistance in times of crises)
The school parent body often offers support to school families through their own resources.
Parish groups/St Vincent De Paul Society also may support and are able to supply emergency food,
child care and other resources where necessary.
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INFORMATION FOR CRISIS RESPONSE TEAM TO COLLECT
Date:
Time:
Recorded by:
What happened?
Where did it happen?
When did it happen?
Who was involved?
Who witnessed the event? What did they see?
Who knows about the incident?
Have emergency services been contacted?
Are there police officers on the scene? If so, name of attending officer/s.
What is known of the extent of injuries or deaths?
Has any other action been taken?
Have the parents been contacted? If not able to contact parents, has the nominated
emergency person(s) been contacted?
Are there siblings at school?
Are there siblings at any other school?
What has been done so far?
Is anyone in hospital? If so, who?
Are other agencies/organizations involved?
Have neighbouring schools been notified?
Telephone contact numbers:
Name ________________________________ Number ___________________________
Name ________________________________ Number ___________________________
Name ________________________________ Number ___________________________
Name ________________________________ Number ___________________________
Crisis Response Team called together:
Date ____________ Time _________
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CHILDREN’S REACTION TO TRAUMATIC EVENTS
Individuals will react differently to the same experience. The response is determined by many factors.
Some responses can be considered as common to particular age groups.
When a death or significant loss occurs (and this can be of material possessions), the process of
grieving has added complications. The shock of the trauma must be dealt with before grieving can
begin in most instances.
In general, children of all ages show as their most frequent symptoms of the trauma the following:

Disturbed pattern of sleeping

Nightmares and vivid dreams often reliving the actual event

Fears around normal everyday occurrences

Fear of future events

Loss of interest in school and lower academic achievement

Loss of sense of personal responsibility including simple things like hygiene
REACTIONS OF CHILDREN IN EARLY CHILDHOOD
Emotional/behavioural/cognitive…
 Regressive behaviours such as crying, thumb sucking, bed wetting, infantile language

Fears

Clinging, adult dependent

Irritable

Disobedient/oppositional

Aggressive behaviour, violent themes in play

Disturbed pattern/s of activity/ies

Repeated talking about event

Upset at change to routines

Poor concentration, shortened attention span
Physical

Sleep disturbance in both pattern and duration

Change to eating patterns

Toileting problems: change to bowel/bladder patterns
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REACTIONS OF CHILDREN IN MIDDLE CHILDHOOE AND EARLY
ADOLESCENCE
Emotional/behavioural/cognitive…

Regressive behaviours such as clinging/anxiety

Competition with brothers or sisters particularly for parental attention

Crying, sadness/emotional/mood swings

School refusal

Social withdrawal, refusing to go out of house, remaining in bedroom

Disturbed pattern of activity

Irritable

Disobedient/oppositional

Poor concentration and attention, lower achievement levels

Repetitive play concerning incident

Overt competition with siblings and peers

Fears
Physical

Headaches

Pains

Nausea

Sleep disturbance in both pattern and duration

Itching

Visual difficulties
APPENDICES: (Copies kept in Front Office in Crisis Management File)
Principal and administration file kept in front office
Sample Front Desk Statements
Sample Letter to parents
Sample Statement to be read to students
Sample Statement to media
For 
Bus crash
Death of teacher
Fire
Drowning
Death of a student/suicide
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