Critical Incident Quick Reference*
A Guide for Division Employees
JUNE 2012
* For more detailed information and resources refer to the “Critical Incident Resource Guide”
(Prairie South Schools) and “Responding to Critical Incidents” (Ministry of Education)
(adapted from Surrey School District, May 2007)
Introduction
The purpose of this quick reference is to promote Prairie South Schools as a safe place for students and staff, and it is
intended to complement existing school policies. Although it is not possible to anticipate every type of school
disturbance that could threaten the safety of staff and students, this quick reference has been developed to assist
school personnel in resolving major emergencies.
It is extremely important that staff consider their personal safety first and should not approach any situation that would
endanger their safety or the safety of a student. School personnel should become familiar with the personal safety
considerations that are included in this document.
If a crisis occurs, school personnel need to take immediate action to prevent and/or reduce the possibility of further
accidents and tragedies. The school is not immune from any type of serious incident, whether natural or intentional, but
the school can take preventative steps to minimize the consequences of the incident and to prevent confusion. A staff
that is well-trained in crisis management can help a school return to a normal routine as soon as possible in the event of
a crisis.
Emergency & Resource Phone Numbers
“I’m dealing with a critical incident. I need to speak with
Police / Fire / Ambulance
RCMP
School Division Board Office
Division Resource Cousellors
Superintendent: Derrick Huschi
9-1-1
310-7267
306-694-1200
306-693-4631
MJ Hospital
Assiniboia Hospital
Central Butte Hospital
Gravelbourg Hospital
SaskPower (toll free)
SaskEnergy
Five Hills Mental Health
Poison Control
Suicide Prevention
MJ Fire Department
Victim Services
immediately.”
306-694-0200
306-642-3351
306-796-2190
306-648-3185
310-2220
888-700-0427
306-691-6464
866-454-1212
306-691-1500
306-694-1414
306-694-7624, 888-286-6664
9-1-1 Instructions
Tell the dispatcher:
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WHEN: is the incident in progress or did it happen in the past and at what time?
WHERE: school name, exact school address, your name and date of birth, specific location of the emergency
(i.e., hallway, portable, gym, cafeteria, etc.). If outside, bordering street information and direction (north,
south, east, west) is very helpful.
WHAT: nature of the incident: fight, drugs, suspicious person, threat, etc.
Is the suspect still present? Are there injuries, if so, extent of injuries?
WEAPONS: if weapons are involved, give specifics on the type and quantity.
WHO: name of suspects, if known, and victims. Full descriptions of each suspect.
Fire/Arson/Explosives
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Activate the site fire alarm for building evacuation.
Confirm the location of the fire.
Call 9-1-1 for Fire Department, providing details of incident (i.e., location, nature).
Determine if staff and students have safely evacuated the school building.
Check access routes, gates and fire lanes to ensure they are not obstructed.
Inform Fire Department of students/staff waiting in secure areas of the school for assistance to be removed
from the building.
Inform Fire Department of names, ages and possible locations of unaccounted for students/staff.
Call designated Superintendent.
Stand by and be of assistance to Fire Department as required.
Ensure that staff and students remain in designated areas until Fire Department gives ‘All Clear.’
 Sequence of Response
1. School alarm sounds.
2. Close windows and doors.
3. Teachers lead their class and leave by the closest safe entrance.
4. Complete common area inspection as assigned.
5. Assemble at designed safe area.
6. Take attendance and report to principal or secretary.
7. Wait for “All Clear” signal before re-entering school, or remove students to designated safe place.
 Administrative Action
1. Notify fire department – Admin. Assistant.
2. Complete school evacuation – Principal.
3. Complete attendance process – Principal.
4. Facilitate emergency personnel – All staff.
5. Notify other contacts – Admin. Assistant, Principal/staff.
Contact Division Resource Counsellor as necessary.
Activate School Crisis Response Team.
Allergic Reaction
Possible Symptoms:
 General feeling of impending doom or fright, weakness, sweating, sneezing, short of breath, nasal itching,
hives, vomiting, cough, restlessness, shock, hoarseness, swollen tongue, severe localized swelling.
Checklist:
 Assess the situation, remain calm, and make the person comfortable.
 Only move the person for reasons of safety.
 Contact Emergency Services at 9-1-1.
 Follow the medical protocol for the student, if on file.
 Notify the parent(s) or guardian(s).
 Administer medication, by order of a doctor, if appropriate. Apply an ice pack, keep the person warm.
 Record on an attached label time and site of insect sting, etc. and name of medicine, dosage and time, if
appropriate.
Angry Person
Responding to an incident involving a hostile individual causes all of us concern. Hostile people are often unpredictable
and we are often uncertain how best to respond to their aggressive behaviour. While each incident is unique and will
require modifications as the level of hostility increases, there are general safety considerations and interventions that
have proven effective.
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Meet in a neutral, protected location.
Model control, don’t demand it. Maintain a calm, professional demeanor. By demonstrating self-control,
you may avoid increasing anger and anxiety in others.
Assess as you approach. Approach overtly. Disperse any crowd of onlookers. When possible, assign tasks
(i.e., “Go to the office and ask for another teacher to come here”).
Watch the periphery of the area. Any weapons involved can be passed to individuals on the periphery.
Watch for weapons and other problem individuals.
Work in pairs. Person 1 makes contact and gives direction. Person 2 monitors incident while standing
approximately 3 metres from Person 1.
Ensure you have a clear exit. Prior to entering the area, ensure you can leave easily. Never stand with your
back to a door as it blocks the exit for the person.
Allow a clear exit. Always ensure there is an exit available to the aggressor. If the aggressor chooses to
leave, allow him/her to go.
Keep your hands free. Avoid carrying anything in your hand. It is difficult to appear in control when your
hands are not free.
Identify yourself by name and/or position. Don’t assume this will bring about immediate compliance.
However, it is less likely to trigger the common phrase, “Who do you think you are?” from the aggressor.
Listen, listen, listen. Let them talk. If an angry individual is willing to talk, let them, regardless of whether or
not you agree with them – it is a great way for them to “let off steam”.
Maintain casual eye contact. While the issue of eye contact has many variables (i.e., gender, culture, etc.),
it is important to maintain at least casual eye contact.
If the individual is harassing, disrespectful, or violent, ask the individual to leave and if he/she persists, get
help and/or call 9-1-1.
Ask:
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How can I help you get the services you/your child needs?
How can we work together?
What kinds of support can we put in place to help your child succeed?
Keep a barrier between yourself and the individual when possible. This will allow you to keep a safe
distance away and discourage direct contact.
If you approach a vehicle: Note the license plate number and description of the vehicle. DO NOT stand in
front or behind the vehicle. DO NOT stand beside doors. DO NOT lean into the vehicle.
Intruders
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Determine the location, description and any other information about the intruder.
Isolate the individual if possible.
Determine the extent of the crisis.
Initiate Intruder Alert procedure if potential risk to staff and students. Initiate an announced lockdown or quiet
lockdown as necessary.
Advise the main office of the incident and where you are going.
Do not approach alone.
Approach in a non-confrontational manner and assess the situation/intruder.
Maintain a safe distance.
Identify yourself and ask why the intruder is there.
Ensure that you do not block the intruder’s exit, and identify an exit for yourself.
Ask the intruder to accompany you to the main office, explaining the safety concerns.
If the intruder refuses to cooperate, direct the intruder to leave the school site.
If the intruder refuses to leave, call 9-1-1 at your earliest opportunity, or, if unable to call yourself, instruct staff
to immediately call 9-1-1 for police.
Call designated Superintendent.
Avoid further confrontation by observing the intruder from a distance.
Initiate Intruder Alert procedure if situation escalates and poses a risk to staff/students.
Intruder Alert Procedures
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Instruct main office staff to announce over the P.A. system “All staff and students report to the nearest
classroom. All staff and students must remain in their classroom with the doors secured until further notice”.
Call 9-1-1 for police assistance, providing location, description of intruder and seriousness of the situation.
Ensure contact with all P.E., music and technology classes.
Turn off the bell system if possible.
Notify designated Superintendent.
When the situation is safe, announce “Code Green – All Clear”.
Activate Critical Incident Response Team as necessary.
Refer to Specifics and Notification page 23 of Safe School Handbook.
Bomb Threat
CAUTION: Do not use radios, cellular phones or pagers as they may trigger an electronic detonator. Do not
touch a suspicious device or assume that there is just one device.
Unknown Suspect:
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Record data on the “Bomb Warning Telephone Procedures” form.
Select same incoming line and dial *57 to activate call trace where possible.
Hang up, select same incoming line and dial *69 to identify last caller where possible.
Call 9-1-1 for police assistance in the event that a bomb threat is received either by phone or written
communication or a suspicious device is located.
Obtain Bomb Threat Telephone Checklist from the person who received the threat (if by telephone) and
provide this information to police.
Assess threat (nature, time, location, suspect) and perform quick check of location.
Consult with police and designated Superintendent and consider school evacuation and closure. If immediate
evacuation is necessary, proceed to Evacuation Procedures.
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When written communication is found, handle it with care, by edge and place it in a folder immediately, to
preserve any evidence that may be found.
Probable/Known Suspect:
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All of the above.
Activate the Violence Threat/Risk Assessment Team if the suspect is a student.
EVACUATION PROCEDURES
Known Location:
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Evacuate staff and students from the area nearest the threat and then in stages, evacuate the surrounding
areas of the school.
Do not use Fire Alarm.
Unknown Location:
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Use Fire Alarm and relevant evacuation procedures to evacuate all staff and students.
Police will lead a comprehensive search of the school site.
Do not re-enter the building until Code Green – ‘All Clear’ is given by police.
BOMB THREAT
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Listen
Be Calm and Courteous
Pretend Difficulty with Hearing
DO NOT Interrupt
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Gather Information
Take Notes
Trace the Phone Number - * 57
DO NOT HANG UP
EXACT
WORDING
OF THREAT
Your Name
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Time
Date
ASK QUESTIONS: Record Conversation
 Where is the bomb?
 When will it go off?
 Why are you doing this?
 What kind of bomb is it?
 What does it look like?
 When did you do this?
 Where are you calling from?
 What is your name?
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VOICE:
Do you recognize the voice?
Child/Adult
Speech Impediment
Caller familiar with school
Male/Female
Intoxicated
Accent
Other
(e.g. calm, vulgar, emotional)
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BACKGROUND
Music
Machinery
Car/Truck
Typing
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LISTEN FOR THIS TERMINOLOGY:
Pipe Bomb
Detonation Time
Fertilizer
Children
Conversation
Airplane
Accidents at School
For Minor Accidents and Injuries:
 Have the student(s) taken to the general office for assistance by a responsible person.
 Contact the parent(s) or guardian(s) about the accident.
 Accident report form.
Related information:
 Provide all staff with a one-page list of “emergency procedures” of what to do in case of an accident or injury
on the playground, in the halls or in the classroom.
 Post laminated classroom emergency procedures on the back of every classroom door.
 Post in the main office and gym the names of building staff who have completed paramedic training,
certification in First Aid or other special lifesaving/life sustaining training or expertise (i.e., CPR).
 Post the list of emergency telephone numbers in both the main office and the gym office.
 Post general procedures explaining when parents are to be notified of minor mishaps.
 Develop protocols for any student or staff having special medical or physical needs and the procedures that are
to be followed in the event of a medical episode. These conditions might include allergies, fainting, seizures,
diabetes, etc. Ensure that classroom teachers, etc. are fully aware of this information.
Accidents To and From School
In the event of accidents involving an employee or student who is on the way to or from school, first determine whether
or not help is on the way.
If help is not on the way:
 Go for help even if this means the person will be left alone for a brief period of time!
 Call Emergency Ambulance Services at 9-1-1.
 Notify the Administrator.
 Notify the designated Superintendent.
 Notify parent(s) or guardian(s), spouse or other individuals listed as an emergency contact.
If help is on the way:
 Stay with the person. Send someone to inform the principal.
 If not reached earlier, continue to try to notify parent(s) or guardian(s), spouse, or other individuals listed as an
emergency contact.
 If parent(s) or guardian(s), spouse, or individuals listed as an emergency contact are not available, discuss the
situation with an associate at the place of employment of the parent(s), guardian(s), or spouse.
 Send a “calm” staff member, preferably a member of the School Crisis Response Team, to observe the
situation.
 Notify the designated Superintendent.
Medical Emergencies/Mental Health/Communicable Diseases
MEDICAL EMERGENCIES
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Don’t move the individual unless there is immediate danger and don’t leave him/her alone.
Evaluate first aid needs and send for assistance.
Call 9-1-1 as necessary.
Identify witnesses.
Check the health record of the individual to identify any pre-existing medical conditions or allergies to
medication.
Notify the parents/guardians.
If the individual is taken to the hospital, a staff member should accompany him/her.
Send pertinent personal and medical information to hospital with the individual.
Contact designated Superintendent.
COMMUNICABLE DISEASES
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Report to Five Hills Health Region office (and the school division Manager, Health Safety & Benefits) all
students with a suspected communicable disease (i.e., pink eye, fifths disease, whooping cough, measles, etc.).
Report to Five Hills Health Region any disease that is affecting a large number (10%) of your school population
(i.e., influenza, chicken pox).
Notify Communications Coordinator if communications to parents and staff should or is being considered.
Five Hills Health Region is responsible for all communications and for providing information to parents and staff
during a communicable disease outbreak.
MENTAL HEALTH
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If immediate physical threat, call police.
Don’t argue with the individual.
If possible, decrease disturbing stimuli.
Consider moving the individual to a quiet room in the building – monitor the individual.
Individuals (12-18 yrs) in an acute crisis state with mental health indicators are to be referred to Adolescent
Crisis Response Program or to hospital.
All other individuals should be referred to Mental Health.
Check health card for pre-existing conditions and medications.
Ask individual if they have a current mental health therapist and contact if possible.
Contact school-based counsellor to determine related history if possible.
Notify parent/guardian.
Unauthorized Removal of Child or Lost Child
Checklist:
 Telephone Emergency Services at 9-1-1.
 Notify the parent(s) or guardian(s) of the child.
 Contact the designated Superintendent.
 Use the School Crisis Response Team to work on the crisis while the rest of school maintains a normal routine.
 Obtain a full description of the child including an up-to-date school picture and the clothing they were wearing.
 Search the school building, school grounds and areas immediately adjacent to the school.
 Obtain the following information, if possible:
 where/when the student was last seen;
 what the student was wearing;
 names of student’s siblings and close friends and school(s) they attend; and
 student’s route and means of transportation to/from school.
 Check with student’s friends in an attempt to ascertain whereabouts of the student.
 If child-napping is suspected, try to obtain a description of the suspect(s) from any known witnesses.
 When the child is found, contact everyone involved.
 Prepare a memo/letter to inform staff, students and parents of the incident and actions taken.
 Arrange for counselling for child, parents, staff and students as necessary.
 Call emergency staff meetings as necessary.
 Provide follow-up support for those involved.
Administrative Action:
1. Contact parents.
2. Obtain information about removing person and vehicle.
3. Notify RCMP or City Police.
4. Notify other contacts.
Bus/Auto Accident
Checklists:
At the Bus Garage
 Contact Emergency Services at 9-1-1.
 Dispatch a supervisor along with a back-up bus and driver to the scene.
 Contact the school principal(s).
 Contact the designated Superintendent.
At the Accident Scene
 Account for each individual.
 Attend to the injured as directed by Emergency Medical personnel.
 Supervise those not injured.
 Refer all media requests to the Director of Education.
At the School and/or Emergency Reception Centre
 Activate the School Crisis Response Team.
 Prepare for parent notification and re-unification activities.
 Provide personal support services to students, parents and schoolmates.
 Provide information and personal support services to staff.
 Refer all media requests to the Director of Education.
 Call Emergency Staff Meeting(s) as soon as is reasonable.
At the Hospital
 Provide practical and emotional support for the injured and their families.
 Refer all media request to the Director of Education.
 Keep in regular contact with the School Crisis Response Team.
Fighting
Intervention:
Intervening and managing physical altercations requires making judgment calls. There may be several goals at one time
and individual circumstances will determine the priorities of your interventions.
 Call for help and assistance in managing the incident.
 De-escalate the immediate situation.
 Disperse the crowd.
 Maintain care and control of the combatants.
 Attend to medical needs.
Postvention:
 Assess the incident.
 Contact the RCMP/Police if appropriate.
 Contact the designated Superintendent.
 Contact parents or guardians.
 Provide follow-up supports to those involved in the incident.
 Call a meeting of the School Crisis Response Team and an emergency staff meeting.
 Formulate the school/division response(s).
Suggested Procedures for Handling Fights in School Settings
1. Remove your eyeglasses.
2. Walk briskly – don’t run.
3. Get help along the way.
4. Assess and evaluate:
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the number of students directly involved
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the size of students involved
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the presence of weapons
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the proximity of individuals who can assist
5. Recognize that there may be several subtle things going on simultaneously that are being tangibly expressed in
the conflict (e.g., gang involvement; cliques, etc).
6. Dismiss the audience.
7. Identify yourself to the combatants.
8. Call the student(s) by name.
9. Stay away from the middle of the conflict.
10. Give specific commands in a firm, authoritative voice.
11. Defer to rules, not personal authority.
12. Separate aggressor and the victim when safe to do so.
13. Avoid physical force if possible.
14. Remove participants to neutral locations.
15. Obtain identification.
16. Get medical attention if necessary.
17. Describe the incident in writing.
18. Debrief relevant teachers.
19. Provide protection and support for victims.
20. Provide counselling to all relevant parties – not simply the day after the event, but as long as necessary.
21. Report incident to all relevant personnel including parents, administration, police and other community agency
personnel that may be involved with the students.
Violence/Weapons/Threats
REMEMBER:
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Your own safety is the first priority.
Do not get between or physically restrain combatants.
Do not chase combatants.
Do not try to take weapons away from anyone.
Call 9-1-1 for police assistance and send for extra staff assistance as necessary.
Assess your ability to intervene safely.
Walk to the scene with another staff member – do not intervene alone.
Disperse crowd on approach; give simple, loud verbal commands – “STOP!”
Use combatants’ names, if possible.
Watch for weapons and proceed accordingly (see below).
Obtain medical assistance, as necessary.
Assign staff to stay with any injured parties and accompany to hospital if necessary.
If a crime has been committed, try to screen off the scene to protect evidence.
Designate staff persons to obtain names of witnesses (keep witnesses separate if the police are attending the
scene).
Contact designated Superintendent.
Activate school’s Violent Threat/Risk Assessment Team as necessary.
Notify parents as necessary.
IMMEDIATE POST-INCIDENT:
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Consult with a Violent Threat/Risk Assessment Team member if:
1. Violence appears unprovoked.
2. Clear victim and perpetrator dyad with power imbalance (age, size, social power, etc).
3. Intent to harm present.
4. If the frequency, intensity, recency (FIR) of the violence denotes a significant increase in behavioural
baseline of the perpetrator(s).
Activate Violence Threat/Risk Assessment Team and protocol if:
1. Direct, clear, and plausible threats to kill or seriously injure are communicated.
2. When illegal weapons (knives, guns, replicas, machetes, etc) are brandished or used in the commission of
the offence.
3. When there is intent to seriously injure the target(s).
WEAPONS INVOLVED:
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Keep distance (7 metres minimum between you and the individual with weapon).
Don’t attempt to take the weapon away.
Ask the individual to put the weapon down and walk away from it.
Do not confront the individual in front of others.
With the assistance of another staff member, escort the individual to the office.
Immediately secure all weapons with minimal handling.
Police need to be made aware promptly whenever weapons are seized/involved. Police response is affected by
individual circumstances.
Activate Violence Threat/Risk Assessment Team and protocol when illegal weapons (knives, guns, replicas,
machetes, etc) are brandished or used in the commission of the offence.
THREATS:
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Follow the Violence Threat/Risk Assessment Protocol on the reverse side of this page.
If written, handle with care and immediately put in folder to preserve evidence.
If verbal, immediately document all details, and if in person, proceed using procedures for responding to
violent incidents (see above).
Keep victim informed and provide information to staff, students, parents as necessary.
Violence Threat/Risk Assessment Protocol
High-Risk Student Behaviours
1.
Any SD #210 employee having knowledge of student violence or threat-making behaviour shall promptly report
the information to the Principal or designate who will respond accordingly.
2.
Principals have received training in threat assessment. As a result, all schools have the capacity to conduct an
initial review (gathering of information) to determine whether activation of the Initial Response Team (IRT) is
warranted. The IRT consists of the following personnel: Principal or designate, Division Resource Counsellor
and School Liaison Officer. When in doubt or unsettled (red flag), consult with your Division Resource
Counsellor and/or School Liaison Officer.
3.
If activation of the IRT is deemed necessary, the Principal will contact the Division Resource Counsellor, School
Liaison Officer and Superintendent.
4.
If data is obtained that indicates that the student in question actually poses a threat, the Initial Response Team
may involve other community/division personnel trained in threat assessment to assist with an intervention
plan. This process will be deemed activation of the Comprehensive Assessment Team (CAT).
5.
Reminder of WCB requirement: If any division employee is the target of threats or violence, please contact
the Business Manager at 306-694-1200.
ADDITIONAL INFORMATION: QUICK REFERENCE CHECKLIST
Categories:
Procedures:
Immediate Risk Situations
 (i.e. student is in possession of a gun, or any other
weapon while displaying threatening behaviour)
Call 9-1-1
 Initiate appropriate school safety procedure
 Refer to Critical Incident Quick Reference
High-Risk Student Behaviours
 Serious violence (see violence/weapons section)
 Possession of a weapon
 Making threats to destroy a school (i.e. bomb, fire)
 Verbal/written threats to kill
Activate Initial Response Team (IRT)
Worrisome Behaviours
 Majority of concerning behaviour
 Drawing disturbing pictures
 Writing disturbing stories, etc
Consult with DRC
 Recommended
High Profile Threat Related Behaviours
 Elevated sensitivity by school community
 Dramatic overreaction due to traumatic stimuli
Activate Initial Response Team (IRT)
 Recommended
Chemical Spill
Inside the School:
 Evacuate the area immediately.
 Check the Material Safety Data Sheet to determine the urgency of the situation.
 Notify the principal as soon as possible.
 The principal will call Emergency Services at 9-1-1 if outside consultation and/or support is necessary.
 The principal will notify the Facilities Manager and the designated Superintendent.
Outside the School:
 Ensure that all students are in the school and that they remain there.
 Shut off all outside air ventilators if possible.
 The principal will call Emergency Services at 9-1-1 if outside consultation and/or support is necessary.
 The principal will notify the Facilities Manager and the designated Superintendent.
 Keep telephone lines clear for emergency calls only.
 Prepare for parent information and parent/student re-unification procedures if appropriate.
Disaster
Destruction of Part/Whole of School (e.g., tornado, plane crash, explosion, etc.)
Checklist:
 Call Emergency Services at 9-1-1.
 Call School Crisis Response Team members together.
 Call the designated Superintendent.
 Establish a Crisis Command Centre in or near the school.
 Determine the extent of injury to persons and damage to the building if safe to do so.
 Evacuate or, if unsafe to leave the school, move students to safe areas of the building.
 Assign staff to supervise others in attending to the injured.
 Assign staff to meet and assist Emergency Services personnel.
 Assign staff to begin accounting for all students and staff.
 Relocate students and staff to the designated evacuation site.
 Prepare for parent information and student re-unification process.
 Direct all media requests to the Director of Education.
 Call an emergency staff meeting.
Specifics:
 After Emergency Services have been contacted, it may be necessary to stay on the telephone with them until
the first Emergency Services personnel arrive.
 Start delegating tasks to the School Crisis Response Team members.
 Make sure that no additional person is put in harm’s way.
 Assign unassigned adults to attend to the injured with one adult designated as “in charge.”
 Only evacuate if there is no danger outside the school.
 If it is unsafe to leave the school, designate hallway routes to be taken by staff in moving students to safe
areas.
 Have the person meeting Emergency Services personnel provide access via a master key to all areas of the
school.
Notification:
 Call an emergency staff meeting after students leave to update the situation.
 Work with the Director of Education in developing all information for dissemination to the public.
 Use radio station to broadcast emergency public information announcements.
 Refer media and other calls from the general public to the Director of Education.
(continued)
Danger from Outside Preventing Evacuation (e.g., severe weather, plane crash, etc.)
Checklist
 Call Emergency Services at 9-1-1.
 Call the designated Superintendent.
 Identify safe areas in the school.
 Direct staff to escort students to identified safe areas.
 When the situation is “clear,” return students to class if appropriate.
 Direct all media requests to the Director of Education.
 Prepare memo/letters to inform staff, students and parents.
 Call an emergency staff meeting.
Specifics
 After Emergency Services have been contacted, it may be necessary to stay on the telephone with them until the first
Emergency Services personnel arrive.
 Attempt to determine the level and type of danger and the possible length of time the danger may exist.
 Move everyone to a safe area if possible:

Consider large areas at the interior of the school away from numerous windows and outside walls that also have a
reliable source of lighting.
 All “clear”

Do not give the all clear signal to staff and students until directed to do so by Emergency Services personnel. Make
a judgment as to whether evacuation to an emergency site or reception centre should be carried out or whether it
is okay for teachers to escort their students back to class.
 Evacuation and Re-location:

If possible, wait until the arrival of Emergency Services personnel.
 Notification:

Consider briefly summarizing the danger and its resolution for all students prior to dismissal by informing teachers
and having them explain it to the students or by using the P.A. system.
 Consider preparing a written memo to parents detailing the situation and how it was handled to be sent home with
students or distributing it the following day.
 Prepare a written memo to staff summarizing the situation and how it was handled.
Suicide Threats/Attempts
In the event that a staff member has reason to believe that a student may be suicidal, the following actions are to be taken:
 Take all comments about suicidal ideation seriously, especially if details of a suicide plan are shared.
 Immediately report any concerns to an administrator, the counsellor and the psychologist.
If a student is identified as distressed, an assessment of degree of suicidal risk should be done by a trained professional. Factors that
are considered in such an assessment include:
 Prior history of suicidal behaviour/ideation
 A plan for completion of suicide
 Access to the means to carry out the plan
 Method by which the plan was communicated
If a student is assessed to be at high risk of suicide, the following steps should be taken:
 Do not leave the student alone. Remain with them in a safe and visible place until help can be obtained, and remove any
weapons/pills/etc.
 Contract with the student that they will not hurt themselves; explain that you will obtain help for them.
 Contact parents.
 Contact local Mental Health, Social Services, police or hospital immediately.
 If parents are unavailable to drive the student to a place of help, either have persons from the school designated to do so,
or request assistance from the police.
 Maintain contact with the student and family during the crisis.
 Follow up with the student’s class to ensure that they are able to reconnect with the student when she/he returns to
school.
If a student is assessed to be at low to moderate risk of suicide, the following steps are recommended:
 Inform parents of the concern.
 Assist parents in arranging for intervention for the student, including medical assistance and counseling.
 Maintain contact with the student to monitor progress.
Suicide is a long-term solution to a short-term problem. It is not about wanting to die so much as it is about running out of solutions
to problems that seem overwhelming. Teens are one of the highest risk groups for suicidal behaviour. Education and understanding
can bring us a long way towards improving and saving lives.