ALAMANCE BURLINGTON SCHOOL
SYSTEM
CRISIS MANUAL
A Training and Resource Handbook
PLAN FOR THE WORST AND
PLAN FOR THE BEST
Revised 6/11, 8/11, & 9/21/11
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Crisis Manual Table of Contents
ACKNOWLEDGMENTS .............................................................................................................. 4
SECTION I: Crisis Recovery Plan ................................................................................................. 5
Types Of School System Disasters And Crisis Situations .......................................................... 6
Organization, Planning, And Logistics ....................................................................................... 7
Disaster/Crisis Response Kit....................................................................................................... 8
Recognition, Assessment, and Reaction ..................................................................................... 9
Intervention, Recovery Services, And Restoration ..................................................................... 9
Cautions and Advisements ........................................................................................................ 10
Special Events, Field Trips, and Overnight Trips ..................................................................... 11
Return to Normal Functioning and Follow Up ......................................................................... 12
Evaluation, Debriefing, and Modification of Crisis Plan, Procedures, and Recovery Response
12
SECTION II: Dealing with Death and Chronic Illnesses ............................................................. 13
Roles of the Staff following a crisis .......................................................................................... 14
Developmental Stages, Grief Reactions, and Interventions...................................................... 15
Crisis Team Procedures During a Natural Disaster .................................................................. 16
Crisis Team Procedures after a Natural Disaster ...................................................................... 17
General Information following a Natural Disaster ................................................................... 18
Information for Parents ............................................................................................................. 18
General Information for Teachers Following a Disaster .......................................................... 19
SECTION IV: Recovery Procedures for Incidents of War and Terrorism, Epidemics, and
Pandemics ..................................................................................................................................... 21
SECTION V: Family Reunification Protocols and Practices* .................................................... 22
Roles and Responsibilities at the FR Site ................................................................................. 23
CRP-1: Organizational Chart of Recovery Systems ..................................................................... 25
CRP-2: System Level Crisis Team Members & Contacts* ......................................................... 26
CRP-3 (Print Form): School Level Crisis Team Members & Information .................................. 27
CRP-3 (E-Form): School Level Crisis Team Members & Information ....................................... 29
CRP-4: Community Support Services & Contacts ....................................................................... 31
CRP-5: Disaster/Crisis Response Kit ............................................................................................ 32
CRP-6: School System and School Procedures to Follow in a Crisis .......................................... 33
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CRP-7: System and School Level Roles, Duties, and Responsibilities In the Event of a Crisis or
Natural Disaster ............................................................................................................................ 35
CRP-8: Dealing with the Media in a Crisis Situation ................................................................... 37
CRP- 9: First Day Procedures In The Event Of A Crisis ............................................................ 39
CRP-11: Checklist For Initial Staff Meeting ................................................................................ 43
CRP-12-Form A: Sample Announcement Letter to Parents ......................................................... 44
CRP-12-Form A (Spanish): Sample Announcement Letter to Parents ........................................ 45
CRP-12 Form B: Sample Announcement Letter to Staff ............................................................. 46
CRP-12-Form C: Sample Letter to Inform Students .................................................................... 47
CRP-13: Debriefing and Evaluation Procedures for Crisis Recovery Phase ................................ 48
CRP-14: Recovery Responder Contact/Counseling Form ........................................................... 49
CRP-15: Crisis Recovery Student Contact Summary Sheet ........................................................ 50
CRP-16: Protocol For Death Or Serious Injury Occurring at Sporting Events, Field Trips, And
Overnight Trips ............................................................................................................................. 51
CRP-17: After Action Report and Debriefing Form.................................................................... 52
CRP-18: Reunification Site Concepts Logistics Schematic* ....................................................... 54
CRP-19: Crisis Scenario Exercise Report Form .......................................................................... 55
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Developmental Stages, Grief Reactions, and Interventions ............................... 56
Suggestions for When a Student is Seriously Ill ................................................ 60
Tips for Supporting Children During or After a Disaster .................................. 63
Tips for Teachers’ Personal Care in Time of Disaster ....................................... 64
Tips for Helping Relocated Students Recovering from Traumatic Events ........ 65
Tips for Helping Students Deal with Acts of War and Terrorism ...................... 66
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ACKNOWLEDGMENTS
The Alamance Burlington School System wishes to thank the following persons for their
hard work on and contributions to the formerly titled Crisis Recovery Plan:
A multidisciplinary committee developed the original version of this manual. This committee
was comprised of the following: Daniel B. Watkins, Ed. D., School Psychologist, Crisis
Committee Chairperson; Tyra Ross, Lead School Social Worker; Lucy Kernodle, Lead School
Nurse; Kandace Perryman, School Counselor; Melinda Willingham, School Social Worker;
Alma Scoby, School Psychologist; Shevene Bryant, Counselor, Alamance Regional Medical
Center; Audrey Davis, School Psychologist; Patti Gasparello, Kids Path/Alamance Hospice;
Karen Webb, Alamance-Caswell Local Mental Health Entity; and Mr. Scott Rubright, American
Red Cross.
The June 2011 updates and revisions were made by the following Crisis Trainers:
Daniel B. Watkins, Ed. D., School Psychologist & Crisis Trainer Chair; Jacinta Wright, School
Social Worker; Elizabeth VonEitzen, School Counselor; Rhonda Robinson, School Counselor;
Daniel G. Camp, Assistant Principal; Lucy Kernodle, Lead School Nurse; Kate Cushman, School
Counselor; Kechia Harper, School Social Worker; and Carrie Brandon, School Counselor
Crisis Trainers 2012-13:
Co-Chairs: Daniel Camp, Administrator, and Jacinta Wright, School Social Worker;
Susan Liles, School Nurse; Donna Somers, School Social Worker; LaShonda Oates; School
Social Worker; Kechia Harper; School Social Worker; Kimberly S. Davis; School Counselor;
Garland King, School Counselor; Elizabeth VonEitzen, School Counselor; Katherine Cushman,
School Counselor; Rhonda Robinson, School Counselor; Meg Lyles, Lucy Kernodle, Elizabeth
Brandi Hall, School Psychologist;
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SECTION I: Crisis Recovery Plan
The ABSS Crisis Plan focuses on Recovery. It is the fourth phase of the four-part crisis planning
process described in Jane’s School Safety Plan Development Templates. The four phases are:
Prevention and Mitigation, Preparedness, Response, and Recovery. The objectives of the
Recovery Phase are to ensure the continuation of appropriate emotional and cognitive process in
the event that a disaster or major traumatic event affects the psyche of students, staff, and
parents. The overall goals of the Recovery Plan are to:
1. Prepare and organize the Crisis Team members to respond effectively in a crisis situation
2. Manage the crisis recovery activities and services in an organized, efficient and effective
manner, and
3. Limit the negative emotional and social impact of the crisis situation.
Note: Students and staff will learn positive or negative lessons of life depending on how successful or
unsuccessful the school and school system is in meeting the needs of those affected by a crisis. If
recovery support is effective and follow up provided then students and staff will learn valuable lessons
on coping and dealing with traumatic life events.
The Recovery Phase can be broken down into the following parts:
 Organization, pre-planning and logistics
 Recognition, assessment and reaction
 Intervention/recovery services and restoration
 Return to normal functioning
 Evaluation, debriefing and modification of crisis plan, procedures, and support
interventions
The Crucial Features of the Recovery Response:
 Quick assessment of the severity and degree of impact of the crisis
 Open and easily accessed communication channels
 Rapid implementation of recovery interventions and support
 Adherence to chain of command and strict maintenance of duties and roles
 Comprehensive debriefing of staff and responders
 Evaluation of the response and crisis plan conducted soon after the crisis subsides
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TYPES OF SCHOOL SYSTEM DISASTERS AND CRISIS
SITUATIONS
There are different levels of severity or effects on a school and school system depending on the
severity of the crisis or disaster. For example, the severity and effects of the death of a student
who recently transferred from another state and dies on the way to school in a single car accident
will be less than the effects produced from the deaths of a popular member of the football team,
the Vice President of the Senior Class, and his middle school brother in a two car accident that
also results in the death of one adult in the other car. However, the procedures in responding and
determining the severity of the crisis situation should be the same. The following is a list of
possible scenarios that may cause crises:
A natural disaster or terrorist attack that affects the whole nation
Natural and weather related disasters: hurricane, tornado, flooding, and blizzard
Multiple deaths at a school or schools due to terrorist attack, kidnapping, etc.
Multiple deaths at a school or schools due to tornado, fire, earthquake, etc.
Multiple deaths and/or injuries at a school or schools due to gang riots or shootings.
Death of a student or students on the way to school in a car accident.
Death of a student or students outside of school (field trip, school trip etc.)
Death of a student and/or family members due to fire destroying home.
Death of a student or students at school due to suicide.
Death of a student or students outside school due to suicide.
Death of a student or students at school due to homicide.
Death of a student due to chronic or terminal illness
Death of a teacher at school due to suicide.
Death of a teacher outside school due to suicide.
Death of a teacher or staff member at school due to homicide.
Death of a teacher due to chronic or terminal illness
Death of a teacher/staff on the way to school in a car accident.
Death of a teacher or teachers outside of school in some type of accident, drowning,
shooting, fall, bus accident, etc.
*This is not an exhaustive listing of possible scenarios that could create a school or system level
crisis. A crisis can be caused by other events such as the arrest of a teacher, staff member, or
student for the commission of a serious crime. Some of these scenarios may be more probable or
possible than others but all should be planned and practiced for. Remember Murphy’s Law: If
something can go wrong, it will. Plan for it.
Please note: The manual makes reference to CRP forms throughout the procedural sections.
The CRP or Crisis Response Protocol Forms are located at the end of the procedural sections
and are numbered and referenced in their corresponding sections.
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ORGANIZATION, PLANNING, AND LOGISTICS
CRP-1 shows the organizational structure and functioning of the System Level Crisis Response
Team with the School Level Crisis Teams and Outside Service Agencies. The Director of
Student Support Services is the System Level Crisis Team Chairperson and will work with the
Superintendent and the Public Information Officer and other Central Office administrative
personnel in coordinating and providing recovery interventions and assistance on an individual
school level, multi-school level, and system level depending on the nature and extent of the crisis
situation. CRP-2 shows the members of the System Level Crisis Team and their contact
numbers in the event of a crisis or disaster.
Each member of the System Level Crisis Team should have at least two alternates who
could take over duties and responsibilities in case the assigned member is sick, out of town,
or directly affected by the disaster or crisis.
The Important First Contact Persons in and outside the school system in the event of a disaster
or crisis situation would be:
System Level Crisis Team Chairperson
School Level Crisis Team Leaders/Chairperson
School Principals
Lead School Counselor
Lead School Social Worker
Lead School Psychologist
Lead School Nurse
Each of these persons should have an alternate (or possibly two alternates) who can
function in their place in case they are sick, out of town, or directly affected by the disaster
or crisis.
Each school should appoint a School Level Crisis Team Leader/Chairperson as soon as possible
when teachers report to work at the beginning of each school year. CRP-3 is a model form for
listing School Level Crisis Team Members, members with special skills and training (i.e. CPR
certification, AED trained first-aid), school locations for the crisis operations center, support
service location for students, teachers, and parents and staging areas for student relocation and
parent pick-up, depending on the nature of the disaster or crisis, and outside media contact
location, and briefing location. The System Level Crisis Team Chairperson will collect CRP-3
forms from all schools at the beginning of each year. CRP-2 is the priority phone contact list for
the System Level Crisis Team and the School Level Crisis Team. The members of the System
Level Crisis Team should have copies of each school’s CRP-3 forms to be kept in special Crisis
Response notebooks.
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DISASTER/CRISIS RESPONSE KIT
Depending on the level of the crisis and/or natural or man-made disaster, a Disaster/Crisis
Response Kit may be very important to have to facilitate in the Response and Recovery Phases.
Each school should develop, with input from the System Level Crisis Response Team and the
School Level Crisis Team, a Disaster/Crisis Response Kit (see CRP-5 for the suggested
minimum contents of kit).
Critical Incident Response Kits (CIRKs) are recommended by the North Carolina Attorney
General’s Office, the Department of Juvenile Justice and Delinquency Prevention - Center for
the Prevention of School Violence, and the Department of Public Instruction distributed Critical
Incident Response Kits (CIRK) to all schools in 2002. These agencies recommend that schools
should maintain CIRKs and be ready to share their CIRKs with first response law enforcement
and emergency responders.
The Critical Incident Response Kit (CIRK) helps schools prepare for a crisis such as a school
shooting. The kits contain a booklet and a video that explains how to assemble the kit along with
the requirements and contents of the kit.
CIRK booklet: Tells school administrators how to assemble the Kit. Among the recommended
items in the CIRK are architectural blueprints; procedures to cut-off fire alarms, utilities,
sprinkler systems, and cable television; keys to the school in a separately locked container;
information on evacuation routes and safe rally locations; and emergency contact information for
students and school personnel.
CIRK video: Also included in the kit is the video "A Critical Incident: What To Do in the First
20 Minutes", which provides a powerful dramatization of a critical incident at a school. In the
video, teachers, school administrators and law enforcement officials respond appropriately to a
shooting incident at a school. Following the dramatization, the video reviews the incident stepby-step and recommends procedures for responding safely and effectively
Reference:
http://www.ncdoj.gov/Top-Issues/School-Safety/Critical-Incident-Response-Kit.aspx
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RECOGNITION, ASSESSMENT, AND REACTION
The most commonly experienced crisis situations in the school setting are caused by the death of
a student or students, death of a teacher or teachers or staff member(s) or death of a parent or
parents. It is important for the System Level Crisis Team Chairperson, Administrators, and
School Crisis Team Leaders to have open communication, share accurate information and aid
schools in their assessment and response.
Crisis events or situations may become known first to the media, a parent, teacher or other staff
member or even to a student. In the event that a staff member is the first person aware of a
potential crisis, the staff member should first notify the Principal (or Assistant Principal if the
Principal is not available). The Principal or Assistant Principal will notify the System Level
Crisis Team Chairperson and then the School Level Crisis Team Leader. If a staff member
first notifies the School Level Crisis Team Leader then the Crisis Team leader should
notify the Principal or Assistant Principal who would then notify the System Level Crisis
Team Chairperson. It may be possible during this initial contact (before the first meeting of the
School Level Crisis Team meeting) to identify some preliminary needs of the school(s) in terms
of the number of Recovery Responders or other outside persons that may be needed. If this is
possible, the System Level Crisis Team leader will make preliminary requests for responders
through the appropriate lead contact persons and outside agency contact persons. In the event of
a crisis or disaster that significantly effects more than one school the School System Level Crisis
Response Team will be activated by the Chairperson or alternate and will meet or conference call
with the Principals and Crisis Team Leaders of the affected schools to assess the extent of the
situation and what recovery resources will be needed.
Once the School Level Crisis Team Leader and System Level Crisis Team leader have been
notified of the Crisis the School Level Crisis Team should have a meeting as quickly as possible
to assess the situation, the level of the crisis, who is affected, what additional information is
needed, to assign roles, duties and responsibilities, to determine logistical and space needs and to
determine the number of Recovery Responders and or other resources that will be needed by the
school. This would include activating the Family Reunification Plan and Procedures if necessary.
INTERVENTION, RECOVERY SERVICES, AND RESTORATION
CRP-7 lists the Roles, Duties, and Responsibilities for school level and system level personnel
that will be in effect for the Alamance Burlington School System’s affected schools in the event
of a crisis. CRP-9 lists the First Day Procedures in the event of a crisis (procedures to follow
after the initial recognition and notification of a crisis/disaster situation). CRP-10 is the checklist
for the first meeting of the School Level Crisis Team. CRP-11 is the Checklist for the initial
school staff meeting after a crisis event. CRP-14 is the Recovery Responder Contact/Support
Counseling forms that should be completed for every student, staff or parent given supportive
counseling assistance at the school and given to the school crisis team chair. CRP-15 should be
used by the School Crisis Team Chair for recording contacts and need for follow-up.
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CAUTIONS AND ADVISEMENTS
The lessons of Hurricane Katrina should not be lost when developing and implementing the
system level and school level crisis response and recovery plans. Response and recovery support
should be offered as quickly as possible. Chain of command and role assignments should be
followed exactly. At the school level the Principal and School Level Crisis Team Leader are the
primary decision makers. At the school system level the Superintendent and System Level Crisis
Team Leader are the primary decision makers. The Principal and Superintendent and others on
the System Level Crisis Team must be free to “float” and travel to decision spots and to deal
with outside groups and agencies and to order up any resources not previously foreseen. The
Superintendent will be the primary person communicating information about a crisis to the
School Board. There must be ongoing evaluation of the Recovery Response and both debriefing
at the end of the crisis in terms of emotional impact on all affected and an evaluation of the entire
Recovery response and intervention. There must be follow up for students, staff and parents to
assess and provide for support for any long term consequences of the crisis. There must be
ongoing training, table top exercises and scenario enactments to ensure preparedness.
At the school level great care and thought should be put into the assignment of the four phases of
the Jane’s Crisis Planning and Response model (Prevention and mitigation, Preparedness,
Response and Recovery). The roles and functions that go with each of these sections should be
clearly assigned and overlap in assignments avoided if possible. Since school resources and staff
are finite it may not be possible to avoid overlapping assignments and roles. In that case the
Principal and School Crisis Team leader will determine what phase the school is in, the
necessary roles for the phase, and when the school transitions to a new phase, the changes that
then will be required. The School should not be hesitant in asking for assistance from the System
Level Crisis Team, outside agencies, and from other school crisis teams if necessary before and
during a crisis.
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SPECIAL EVENTS, FIELD TRIPS, AND OVERNIGHT TRIPS
Schools should not omit inclusion of special events such as football games, other sporting events,
field trips and overnight trips in planning for and creating protocols for crises.
Riots, fights, shootings, stabbings, car and bus accidents, severe sickness, severe allergic
reactions, stroke, heart attack, abductions of students etc. could occur at all of these events. At
sporting events and large gatherings (band competitions) police and paramedics are usually on
hand. However, school personnel must have protocols for how to react and how to provide
immediate response and recovery services if death or serious injury occur at the above events
and trips.
It may be important to have current contact information on all students at the school available at
all the above events and for athletic events to have current medical information on participants
(players, band members, cheerleaders). Medical conditions and medications currently taking is
important to have on hand for the participants.
If death or serious injury occurs at the above events a checklist/protocol to follow should be
available. An example protocol is given in CRP-16.
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RETURN TO NORMAL FUNCTIONING AND FOLLOW UP
The School Level Crisis Team should meet each afternoon and conduct a debriefing of that day’s
events and make changes or modifications as necessary throughout the day(s) of crisis recovery.
The System Crisis Responders should attend this debriefing when possible. The Crisis Team will
determine if further support services are needed for the next day and/or if the school staff can
handle any follow up or support services that may be needed by staff or students on the
following days. On-call support specialists will be identified in cases of any flare-ups or follow
up interventions with staff, students or families are needed. An important goal of the Recovery
Response Plan is to return the School(s) to normal functioning as soon as possible and feasible.
EVALUATION, DEBRIEFING, AND MODIFICATION OF CRISIS
PLAN, PROCEDURES, AND RECOVERY RESPONSE
The School Level Crisis Team will also need to meet with the general school staff for debriefing
and sharing of accurate information. This will also be an opportunity for the Crisis Team to
gauge the staff’s response to the crisis and to learn of any student needs shared by the teaching
staff. Teachers should be encouraged to self-report any difficulties they experience handling the
crisis and maintaining their classrooms. Administrators should have a list of stand-by substitute
teachers in instances where a teacher feels they are unable to perform normal duties.
Depending on the level and intensity of the crisis and the schools involved, the System Level
Crisis Team may also need to debrief at the end of each day, separately from the general school
staff, and make changes and modifications as necessary. The Principals and School Crisis Team
Leaders, and other lead personnel should attend this meeting.
At the end of each day of the Crisis Recovery, the School Level Crisis Team, the Chairperson of
the System Level Crisis Team, representatives of the support responders involved, (including
representatives from any outside agencies) should conduct a debriefing. This debriefing should
evaluate the School and System Level crisis response and recovery efforts and make any
necessary changes or modifications. It is recommended that all School Crisis Teams be trained in
some form of Crisis/Traumatic Event Debriefing to help in evaluation of the School Crisis plan
and recovery responding. The debriefing must also include self-reporting by all responders if
they feel their ability to respond has been affected by the crisis or the events of the day. The
debriefing must also include discussion of students and staff that will need additional support.
At the conclusion of the crisis recovery day(s) CRP-17 After Action Report and Debriefing
Form, should be completed by the School Crisis Team Leader/Chair and submitted to the
System Level Crisis Team Chair.
The System Level Crisis Team in coordination with School Principals, School Crisis Teams, and
outside agencies should plan yearly table top exercises, scenarios, and debriefing of possible
crisis events so that the System and Schools will be prepared in the event of a real crisis. CRP19 Crisis Scenario Exercise Report Form should be completed and sent to the Director of
Student Services at the conclusion of each table top exercise.
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SECTION II: Dealing with Death and Chronic
Illnesses
Thousands of school age children die each year. In addition thousands more experience the
expected or unexpected death(s) of parent(s) or grandparent(s). One of every seven children
loses a parent to death before the age of ten.
Now more than ever, schools operate “in loco parentis”— “in the place of the parent.”
Classrooms for many children become a secondary family (and for some may substitute for
family). The role of the classroom may be especially important when parents are so distraught
over a death that they cannot give their children the attention they need. In these cases, the child
loses not only the person who died, but, in a sense, his or her surviving parents as well.
Teachers and student support staff are frequently willing to assume the surrogate parent role, but
most feel insecure when confronted with death. They believe that honesty is the best policy, yet
they are afraid they will say “the wrong thing.” Half-truths in the form of clichés are the easy
way out, but they are disturbing to children. “She’s gone to heaven to live with Jesus”, with no
explanation about why the body is at the cemetery, can make a young child feel abandoned and
confused. “He’s an angel now” or “He died in his sleep” can trigger anxiety about falling asleep.
The school professional’s goal in dealing with a death should be (1) to acknowledge the
death honestly, (2) to allow children to ventilate their feelings, and (3) to offer an outlet for
the children’s desire to help. Most important, school professionals must remember that grief
work takes a long time. Holidays, birthdays, and other special events are very difficult when
someone loved is no longer alive to share the celebration. November and December are
especially difficult because those months are expected to be happy times with all the family at
home.
This section is the crisis manual is designed to clarify the roles the faculty and staff play in
dealing with students in the grieving process pre and post. All roles apply to any crisis dealing
with death and illness such as, but not limited to, death and chronic illness of a student, sibling,
parent or teacher.
How to Work with the Parents following a Crisis
It is very important to inform the parents of students at the school affected by a death that a death
has occurred. A balance must be keep between providing appropriate information to dispel
rumors and protecting the privacy of the deceased and their family. A letter will be created by
the administration to be sent home with students. The name of the deceased and/or injured
student(s) cannot be released unless the parents/guardians grant permission. The letter should
focus on how the parents can now help their child in dealing with this situation. All letters must
come from the administration and must not be teacher created.
Many staff members have direct contact with parents but need to make sure that in a crisis
situation they refer all questions and concerns on the event and how the school will be handling
the event to the administration or central office.
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See Appendix B: “Suggestions for When a Student is Seriously Ill” for tips and ideas for
students, staff, the affected student, and their family.
ROLES OF THE STAFF FOLLOWING A CRISIS
All staff needs to be aware of the reactions of students in a crisis, the reactions and treatment of a
student receiving treatment for an illness and during a crisis and appropriate discussion when
dealing with a death and illness.
Administrators’ Role

Be visible, available, supportive and empower staff

Provide direction to teachers about how much to set aside the curriculum. (Tests should
be postponed in some situations)

Communicate with central office and other affected schools

Contact families of deceased and inquire about needs they may have and give what
support may be appropriate and available for the school to provide.

Create a memo to be hand delivered to staff on the basic facts of the event

Inform staff and students about funeral arrangements and family desires

Ensure that memorials are appropriate

Delete the deceased students name(s) from the school mailing list.
Teacher and Other Classroom/Specialty Staff’s Role

Provide accurate information to students

Ensure that discussions focus on helping students cope with the crisis

Dispel rumors

Answer basic questions without providing unnecessary details

Recognize the varying religious beliefs held by students

Model an appropriate response

Give permission for a range of emotions

Identify students who need counseling and refer to student support staff

Provide a comforting atmosphere to ease anxiety such as artwork, music and writing

Set aside the curriculum if instructed

Give necessary information of funeral procedures when given

Continue on with typical day but in a more comforting atmosphere
Student Support Staff’s Role

Be available as needed

Cancel other activities

Locate counseling assistance

Provide individual and group counseling

Contact parents of affected students with suggestions for support

Follow the schedule of the deceased and visit classrooms of close friends

Support the faculty (provide counseling as needed)

Keep records of all affected students and provide follow-up services
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DEVELOPMENTAL STAGES, GRIEF REACTIONS, AND
INTERVENTIONS
Student reactions and behaviors are very important to pay close attention to preceding a crisis.
All adults involved with working with the students need to be aware of what is developmentally
appropriate reactions to trauma. This awareness ensures that students will receive the counseling
assistance they need to deal with the crisis instead of a disciplinary action or being overlooked.
It is also important to keep in mind that reactions can occur with anyone involved in the life of
the deceased or ill student either direct or indirectly. A child’s developmental stage has a major
effect on his/her ability to understand and come to terms with death.
See Appendix A, “Developmental Stages, Grief Reactions, And Interventions Chart” for a
summary of how children of different ages may react to death in terms of their thoughts, feelings,
and behaviors. Note: Although age ranges are shown, these are really developmental stages. An
individual child may react differently—as if they are somewhat older or younger—depending on
factors such as their intellectual ability and/or their emotional maturity. The list of behaviors and
reactions students may have on their developmental levels can signal they need further assistance
in dealing with the crisis.
WARNING SIGNS/FACTORS THAT MAY CONTRIBUTE TO COMPLICATED GRIEF





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


Poor relationship between the child and parent/guardian
An adult in the home is mentally ill or has a substance abuse
The child/family has experienced numerous losses
The death causes financial difficulties
The death was sudden, unexpected, or disfiguring
The death was prolonged
The child was informed about the death of a family member from someone other than
their primary caregiver or close family member
The child was excluded from rituals surrounding the death
ASSESSING NEED FOR ADDITIONAL HELP









Absence of any emotion regarding the death
Persistent blame or guilt or other anxieties
Chronic depression or preoccupation with the deceased or death
Sudden personality change
Isolation from family or friends
Loss of interest in former activities
Suicidal thoughts or actions
Academic failure or over achievement
Eating disorders
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SECTION III: Recovery Intervention for A Natural
Disaster
CRISIS TEAM PROCEDURES DURING A NATURAL DISASTER
When a natural disaster such as a tornado, fire earthquake etc. strikes the school, staff and
students should respond as they have practiced and drilled according to North Carolina
State requirements and Federal recommendations. (Schools should refer to CIRK.)
If a school is damaged and there are injuries and or deaths of staff and or students then the
first responders (Fire and rescue, paramedics, police) will have control and authority over
the site until it is released to the Principal or other school system administrator. Security of
the site before and after the disaster or incident must be ensured.
If Central Office staff is unable to respond to site, the School Crisis Team will meet to restore
order on campus: assess injuries and site-based damage, transportation needs, and
communications systems and inform central office and response personnel immediately.
Each School Crisis Team will determine what level of parent and student notification is needed
based on the individual disaster.
Team should help identify for the first responders all injured students and staff, and monitor
evacuation of all non-injured staff and students to safe locations,
In the event of building damage, Crisis Team Chairperson will deploy staff to call parents/
guardians for student dismissal, (Connect Ed may be an option), evacuate the campus, and
dismiss students according to site-based safety procedures.. School administration and law
enforcement will monitor bus and motor traffic
Crisis Team will explore and identify student/staff needs and determine support responses
needed for recovery. Once campus is clear the team should meet to evaluate needs, duties,
responses, and plans for further recovery.
Note: If members of the School Crisis Team including the Principal are injured and cannot
function, the alternates will have to assume responsibilities. It may be necessary to call on the
assistance of other Schools’ Crisis Teams and the System Level Crisis Team for assistance in
giving support and organizational help. The System Level Crisis Chair can activate the
assistance of another school’s Crisis Team in these situations.
Important: Immediately after a disaster or severe school crisis (such as a school shooting with
injuries and fatalities or other crisis events that would require the evacuation of the school)
parents will likely come to the school in large numbers. The school and system must plan in
advance with local authorities, churches, and local businesses for Family Reunification sites for
students and parents. Schools must consider that normal lines of communication may be
impacted by the disaster. See the Family Reunification Section in this manual for details.
-16-
CRISIS TEAM PROCEDURES AFTER A NATURAL DISASTER
After consulting with the Fire Department and the ABSS Director of Facilities, the System Level
Crisis Team and School Crisis Team will assess damage and plan for staff/student return to
campus. If the school(s) are significantly damaged and cannot be occupied, the System Crisis
Team will make decisions about where and when school and classes will resume.
Once campus is operational and classes resume, the School Crisis Team should monitor the
school campus and report any irregularities immediately.
Appointed team member(s) will monitor site-based transportation and communications until
normal functioning has resumed.
Team will monitor students and staff for signs of stress and refer them to the school based
Counselor, School Social Worker, or School Psychologist. Site based mental health workers will
make referrals to community-based professionals as needed. Crisis Team must be prepared to
debrief with other Mental Health Professionals during and after Natural Disaster Recovery.
See Appendix C: Tips for Supporting Children During or After a Disaster for more
information.
See Appendix D: Tips for Helping Relocated Students Recovering from Traumatic Events
for information on helping students who have been relocated to another town or another area of
the country due to a natural disaster
Sources:
Helping Children after a Disaster, (2004). Copyright 2005 by the American Academy of Child and Adolescent
Psychiatry.
www.aacap.org/publications/factsfam/DISASTER. HTM
Helping Children at Home and School: Handouts from Your School Psychologist, Originally published by NASP
(1992); additional material and resources added by Andrea Canter, Ph.D., NCSP (Minneapolis Public Schools),
1998.
Disaster: Helping Children Cope: a Handout for Teachers, by Debby Waddell, Ph.D., NCSP, Columbus, Ohio, Alex
Thomas, Ph.D., Miami University, Ohio. www.naspcenter.org/crisis_safety/index.html
U.S. Dept. of Health and Human Services, SAMHSA.gov. www.mental
health.samhsa.gov/publications/allpubs/KENO1-0103/default.asp
Facts for Families, American Academy of Child And Adolescent Psychiatry (2005).
www.aaacap.org/publications/factsfam/DISASTER.HTM
-17-
GENERAL INFORMATION FOLLOWING A NATURAL DISASTER
A catastrophe such as an earthquake, hurricane, tornado, fire, flood, or other violent acts of
nature is frightening to children and adults alike. It is important to explain the event in words the
child can understand. Falsely minimizing the danger will not end a child’s concerns. Several
factors affect a child’s response to a disaster. The way children see and understand their parents’
responses is very important. Children are particularly sensitive during a crisis. Parents should
admit their concerns to their children, and also stress their abilities to cope with the disaster.
A child’s reaction also depends on how much destruction and/or death he or she sees during and
after the disaster. If a friend or family member has been killed or seriously injured, or if the
child’s school or home has been severely damaged, there is a greater chance that the child will
experience difficulties. A child’s age also affects how the child will respond to the disaster. For
example, six-year-olds may show their worries by refusing to attend school, whereas adolescents
may minimize their concerns, but argue more with parents and show a decline in school
performance.
Following a disaster, people may develop Post Traumatic Stress Disorder (PTSD), which is
psychological damage that can result from experiencing, witnessing, or participating in an
overwhelmingly traumatic (frightening) event. Children with this disorder have repeated
episodes in which they re-experience the traumatic event. Children often relive the trauma
through repetitive play. In young children, upsetting dreams of the traumatic event may change
into nightmares of monsters, of rescuing others, or of threats to self or others. PTSD rarely
appears during the trauma itself. Though its symptoms can occur soon after the event, the
disorder often surfaces several months or even years later.
INFORMATION FOR PARENTS
Parents should be alert to these changes in a child’s behavior:
•
•
•
•
•
•
•
•
Refusal to return to school and “clinging” behavior, including shadowing the mother or father
Persistent fears related to the catastrophe (fears about permanent separation from parents)
Sleep disturbances-nightmares, screaming, bedwetting, persisting for more than several days
Loss of concentration and irritability
Startling easily, jumpy, anxious
Behavior problems-misbehaving in school or at home in ways that are not typical for the child
Physical complaints (stomachaches, headaches, dizziness) with no apparent physical cause
Withdrawal from family and friends, sadness, listlessness, decreased activity, and
preoccupation with the events of the disaster
Professional advice or treatment for children affected by a disaster--especially those who have
witnessed destruction, injury or death--can help prevent or minimize PTSD. Parents who are
concerned about their children can ask their pediatrician or family doctor to refer them to a child
and adolescent psychiatrist for an evaluation. Parents should seek support from trusted school
personnel to share their concerns and help seek additional professional support.
-18-
GENERAL INFORMATION FOR TEACHERS FOLLOWING A
DISASTER
Disasters can take many forms. They may be weather-related, as in tornadoes, hurricanes or
floods; accident-related, as in bus or automobile deaths or drowning; illness-related as in AIDS,
cancer, or other deaths due to illness; or bizarre and unusual, as in the case of snipers or a
murder.
Teachers have two essential jobs in the aftermath of disasters: First, to make plans for the
practical aspects of how the disaster will be handled in their own classroom and second, to
understand and cope with student reactions. The first of these responsibilities will likely be
shared with other building personnel, but each teacher will have to structure the response within
his/her own classroom. The second responsibility, coping with student reactions, again will be
shared, this time with the parents and individuals such as school psychologist, school counselor,
school social worker, or an outside mental health professional. The ongoing need to deal with
student reactions during the school day, however, will fall on individual teachers. Determining
appropriate steps to take immediately upon experiencing a disaster and deciding what to do in
the days and weeks that follow is crucial.
Another important aspect for teachers is to remember to care for self in times of crisis. Teachers
can become overly burdened by the crisis and the needs they are aware of in their classrooms.
See Appendix D: Tips for Teachers’ Personal Care in Time of Disaster. The following
section provides some basic information about student’s reaction to a disaster. For further
information see Appendix C: Tips for Supporting Children During or After a Disaster
Student Reactions to Disaster
Common emotional reactions: Emotional reactions vary in nature and severity from student
to student. Children’s reactions to a disaster are determined by their previous experiences, their
temperament and personality, and the immediacy of the disaster to their own lives. Nonetheless,
some commonalities exist in how students (and school staff) feel when their lives are disrupted
by a disaster.
• Loss of Control: By their very nature, disasters are something over which we have no
control—if we did, we would stop them from happening. The feeling of loss of control can be
overwhelming.
• Loss of Stability: Disasters also interrupt the natural order of things. Stability is gone and this
is very threatening; it can destroy trust and upset equilibrium for extended periods. After all, if
this disaster could happen, then most anything else might happen too.
• Self-centered Reactions: Children’s immediate reaction to disaster often includes a fear for
their own safety. They may be intensely worried about what will happen to them to an extent
that adults think is unreasonable. However, young children have difficulty putting the needs of
others before their own. Children need repeated reassurance regarding their own safety and the
outcome of the disaster as it relates to them.
-19-
Common Stress Symptoms
Following a disaster or traumatic crisis event, students—like adults—will likely exhibit at least
several typical symptoms of stress, reflecting their emotional reactions and sense of loss.
Symptoms tend to vary with the age and developmental maturity of the child. If symptoms
persist for a long time or seem extreme, teachers should consult their building mental health
provider.
Professional help through the school or community healthcare provider might be needed, at
different ages, teachers might observe:
• Elementary school children: irritability, aggressiveness, dinginess, school avoidance, poor
concentration, withdrawal from activities and friends, increased conflict with peers. Parents
might report concerns about sleeping difficulties, including nightmares.
• Young adolescents: poor school performance, physical complaints (headache, stomachache),
and withdrawal from friends. Parents might report concerns about sleep disturbance, loss of
appetite and conflict between parent and child.
• Older adolescents: agitation, lack of energy, lessened interest in peers, physical complaints
(headache, stomachache), poor concentration, irresponsible or delinquent behavior. Parents
might report concerns regarding sleeping and eating disturbances.
Long-Term Reactions
Prepare for long-term reactions, which are normal, such as the continued need to discuss a
hurricane or shooting.
Be alert for pathological long-term reactions, which are more severe than those experienced by
most children. These might include (1) persistent re-experiencing of the traumatic event through
intense recollections, dreams, flashbacks or hallucinations, (2) persistent avoidance of stimuli
associated with the trauma or numbing of responsiveness—restricted affect, diminished interest
in usual activities or (3) signs of increased arousal, such as sleep difficulties, irritability, hyper
vigilance, disturbances in concentration, or exaggerated startle response.
Find ways to emphasize a return to stability. When the disaster abates, return to previous
schedules and maintain these for a time, even if some change in routine was planned, in order to
provide a sense of security and comfort.
-20-
SECTION IV: Recovery Procedures for Incidents of
War and Terrorism, Epidemics, and Pandemics
War and acts of terror will have a profound and lasting impact on all humans and especially on
children and younger adults who do not possess the understanding and coping mechanisms
available to adults. Even adults may not have the coping mechanisms to prevent psychological
and physical dysfunction. Epidemics such as bird flu and pandemics can also create fear and
panic. The closer a school or community is to the center of the attack or outbreak, the more
severe the effects.
Terrorist attacks can occur in various forms: bombings, large and small scale assault tactics,
biological and chemical weapons, and other actions that could cause terror. In the case of
terrorist attacks, epidemics, and pandemics, state and federal authorities, including health
authorities and policing agencies will assume control. Restrictions on travel and quarantines may
take place. Schools in the immediate vicinity of attacks or where infected children or staff
appears will likely be closed. Parents and staff may take their children out of school even if the
schools are not closed. School systems can expect a multitude of responses from parents,
students, and staff in the wake of a terrorist attack or a pandemic outbreak. In these instances,
schools will be directed by the System Level Crisis Team for the appropriate actions to take and
when to activate individual crisis teams at the school building level.
At some point schooling and education will return, and normalcy will be sought. The role of all
crisis teams will be extremely important in helping schools, teachers, and other staff recover as
much as possible and to return to some sense of normalcy.
-21-
SECTION V: Family Reunification Protocols and
Practices*
Although Family Reunification can be seen as a part of the Response phase it quickly takes on
Recovery aspects. In terms of a school crisis, Family Reunification is: the redirection of all
concerned parties to a secured site that is removed from the crisis event and supports the efforts
to reunite families. Each school’s Crisis Intervention and Response Kit should contain plans and
procedures for evacuation and Family Reunification Sites.
Pre-Crisis Family Reunification Activities for the School Crisis Team and Administration:
1. Secure adequate location that can house a lot of people. (It may be important to keep this
location confidential from the public until it is needed.)
2. Secure this location each year ensuring correct contact information and key access to site.
3. Establish a Memo of Understanding with local churches, business or other local entities
for a FR site.
4. Designate personnel and roles of persons to staff the site.
5. Designate the site coordinator/director.
6. Develop a plan for transportation for all students and needed staff to FRS.
7. Develop training for personnel to be at the FR site.
8. Develop practice exercises and scenarios
9. Develop a written Family Reunification plan
When Family Reunification Protocols and a Site Are Necessary

Mass shooting incident

Explosive device found

Detonation of an explosive device

Hostage situations

An armed subject in the facility

A severe weather crisis-School is damaged and cannot be reoccupied

School catches on fire and cannot be reoccupied

Threat of WMD or SMD/Hazmat incident

Anytime evacuation from the site is required
Logistics: CRP-18 gives a schematic of the recommended layout of a Family Reunification Site
in terms of functions necessary. Safety and security is of utmost importance at the Family
Reunification Site. Coordination in setting up the site is necessary with local law enforcement to
ensure adequate coverage (see CRP-18).
Accountability Areas during Family Reunification:
Bus transportation
Students/children
Information areas
Check in points
Counseling areas
Check out points
-22-
Mental Health professionals
Parents/guardians
Faculty/staff
Logistical issues that will have to be addressed include:
Perimeter control
Adequate space and amenities
Media access
Proper documentation
Adequate personnel
Transportation Issues from school site to reunification site:
Information Dissemination
Parking
Names of students on the buses
Evacuation kit
Bus number and or driver number
Route taken to site
Assessment of wounded or medically affected children on the buses
ROLES AND RESPONSIBILITIES AT THE FR SITE
Upon arriving at the FR site staff will report to the information area to receive assignments. The
staff of the FR site will receive briefings of locations and responsibilities of area of the FR site.
Staff will receive names and information on personnel from outside agencies represented at the
site. Each site area should have supervision personnel.
The faculty and staff of the different site areas should document and problems or issues with
children or parents. They should have proper identification badges. They should have a copy of
the Family Reunification plan, site area locations, and personnel in charge. The faculty and staff
will deliver a list of students to the information area and provide updated contact information for
the students.
The site coordinator/Director will: meet and stage volunteers and volunteer agencies, list staff
assignments and provide to the Information Area, and serve as liaison between crisis site and
family reunification center.
Area supervisors will: supervise all activities occurring within the scope of the area, provide
instructions to staff, brief the site director and other staff on activities and problems maintain
proper documentation of staff and volunteers working within the area. It may be necessary for
site supervisors to have two way communication devices.
Procedures must be established in order to contact parents/guardians using the most current
student information. Special consideration of custody issues is necessary. NC Wise Data
Managers can be an excellent resource in this area. Strict documentation of student release
activities is crucial.
-23-
Functions of Family Reunification Site Areas
The student/victims area should not be in close proximity to the arriving parents and
family area. Staff may be needed to escort parents when needed. Students should not be
used for this purpose.
Check-in Point: Ensure that accurate information is given to persons manning the check-in site.
Local law enforcement may need to assist with security and order at this area. Staff at this area
will need to insure that parent/guardian ID is validated before checking parents in or checking
students out. Non-parents must have written authorization from the parent/guardian to obtain the
child. Schools may want to consider verifying written authorization by telephone contact with a
parent/guardian when possible. Crisis intervention services should be offered to parents and
guardians.
Check-out Point: This area should be staffed with persons familiar with the Family
Reunification procedures. Staff must verify all identification documentation. Law enforcement
may also be needed in this area to assist with security and maintain order. Every effort should be
made to contact parents of students who are left at the FR site for unreasonable periods of time.
Social Services and or the police may need to assist in locating the parents.
Counseling Area: Counseling and support activities will occur for students and parents. Space
will be needed for debriefings and group crisis interventions; a separate area will be needed for
any death and serious injury notifications. Reminder: school personnel should not be involved
in death notifications to parents. Medical responders and law enforcement will fulfill these roles.
Referrals for long term assistance and care should be provided here for those in need of ongoing
mental health services.
Information Area: Staff in this area should have updated and accurate information especially on
any children taken to the hospital and on deaths. Staff should refer queries to the appropriate FR
area. The staff in this area is required to provide other areas with updated information. Several
staff may be needed in this area to handle numerous questions and many parents. A separate
area will be needed to brief the media. The supervisor of this area will provide assignments to
incoming shifts and other staff.
* Family Reunification section was taken directly from the Crisis Recovery power point presentation given by
Ms. Sonayia Shepherd, Jane’s Consultancy on 12/13/06 for the Alamance Burlington School System.
-24-
CRP-1: Organizational Chart of Recovery Systems
Recovery & Support Systems
Community:
 Red Cross
 Mental Health
 HOSPICE
 ARMC-Pastoral Care
 Private Professionals
 Parents
SCHOOL SYSTEM
CRISIS TEAM
School Crisis
Family
School:
 School Counselors
 School Nurses
 School Psychologists
 School Social Workers
 Principals & Administration
 Teachers
 Students
 School System Level
Crisis Team
? ? ?
SCHOOL
&
SCHOOL CRISIS TEAM
-25-
Community
CRP-2: System Level Crisis Team Members &
Contacts*
System Level Crisis Team Leader: Dr. Marrius Pettiford ................................. (336) 438-4140
Director of Student Services, Dr. Marrius Pettiford........................................... (336) 516-2438
............................................................................................................................... (336) 438-4140
Alternate: Assistant Superintendent for Student Services-Dr. Todd Thorpe.. (336) 438-4150
Superintendent of Schools
Dr. Lillie Cox ........................................................................................................ (336) 438-4002
Alternate: Assistant Superintendent for Student Services....................... (336) 438-4150
Dr. Todd Thorpe
Assistant Superintendent for School Administration/Auxiliary Services
Dr. Charles Monroe .............................................................................................. (336) 438-4040
Alternate:
Executive Director of School Administration—Dr. Dain Butler...................... (336) 438-4042
Alternate:
Director of Transportation—Al Smith .............................................................. (336) 438-4191
Alternate:
Director of Facilities/Construction—W.D. Yarbrough ..................................... (336) 438-4158
Alternate:
Public Information Officer—Jenny Faulkner .................................................... (336) 438-4005
Alternate: Lori Bryan .................................................................................... (336) 438-4006
Executive Director of Finance—Bill Josey ....................................................... (336) 438-4050
Alternate: Kimberly McVey .......................................................................... (336) 438-4054
Executive Director of Exceptional Children & AIG—Bill Hussey ................. (336) 438-4120
Alternate: Merideth Miller (336) 438-4123
*Note: School Crisis Teams should maintain a current Central Office Phone Directory as part
of their school’s Crisis Manual
-26-
CRP-3 (Print Form): School Level Crisis Team
Members & Information
The Principal will designate members to be trained and serve on the school level crisis
team. This should be done early in the school year. A copy of this completed form should be
sent to the Director of Student Services.
Phone (Home)
Principal
And/or Assistant Principal
4 to 5 Other Staff
School Crisis Team Leader/Chair(s) (Please list phone numbers)
Alternate 1
Alternate 2
School Crisis Phone Operators
School Personnel that have CPR training, first aid training, or other emergency training:
-27-
School Personnel with valid Bus Drivers License (CDL-Class B-passenger endorsement) in
case evacuation is needed
A central Location for operations and communications for the School Crisis Team will be:
Locations for immediate support services for students and staff will be:
Dates that presentations will be made to full school staff on Crisis plans:
Dates of your School Crisis Team meetings this year (recommended quarterly):
If needed staging locations for student relocation and Family Reunification and will be:
An off-site evacuation site has been established for this year and remains confidential:
Yes
No
Contact persons and phone numbers for medical assistance, fire and rescue:
Contact persons and phone numbers for police:
Itinerate Support Responders:
School Psychologist
School Social Worker
School Nurse
Interpreter(s)
Interpreter(s)
School Phone
-28-
Home Phone
CRP-3 (E-Form): School Level Crisis Team Members &
Information
The Principal will designate members to be trained and serve on the school level crisis team
at the start of each school year. A completed copy of this form is to be sent to the Director
of Student Services.
Principal:
Assistant Principal:
Phone:
Phone:
Crisis Team Members:
Name:
Phone: (336)
Name:
Phone: (336)
Name:
Phone: (336)
Name:
Phone: (336)
Name/Position:
Phone: (336)
Cell:
Cell:
Cell:
Cell:
Cell:
Cell:
(336)
(336)
(336)
(336)
Cell: (336)
School Crisis Team Leader/Chair(s)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Alternate/ Name:
Phone: (336)
Cell: (336)
Alternate Name:
Phone: (336)
Cell: (336)
School Crisis Phone Operators:
Name:
Phone: (336)
Name:
Phone: (336)
Cell: (336)
Cell: (336)
School Personnel that have CPR training, first aid training, or other emergency training:
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
School Personnel with valid Bus Drivers License (CDL-Class B-passenger endorsement):
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
Name:
Phone: (336)
Cell: (336)
-29-
Name:
Name:
Name:
Name:
Name:
Name:
Phone:
Phone:
Phone:
Phone:
Phone:
Phone:
(336)
(336)
(336)
(336)
(336)
(336)
Cell:
Cell:
Cell:
Cell:
Cell:
Cell:
(336)
(336)
(336)
(336)
(336)
(336)
A central location for operations and communications for the School Crisis Team will be:
Locations for immediate support services for students and staff will be:
Dates that presentations will be made to full school staff on Crisis plans:
Dates of your School Crisis Team meetings this year (recommended quarterly):
If needed, staging locations for student relocation and Family Reunification will be:
An off-site evacuation site has been established for this year and remains confidential:
Yes
No
Contact persons and phone numbers for medical assistance, fire and rescue and police:
Agency Name:
Phone: (336)
Cell: (336)
Agency Name:
Phone: (336)
Cell: (336)
Agency Name:
Phone: (336)
Cell: (336)
Agency Name:
Phone: (336)
Cell: (336)
Agency Name:
Phone: (336)
Cell: (336)
Itinerate Support Responders:
School Psychologist
Name:
Office Phone: (336)
School Social Worker
Name:
Office Phone: (336)
School Nurse
Name:
Office Phone: (336)
Interpreter(s(
Name:
Office Phone: (336)
Name:
Office Phone: (336)
Cell: (336)
Cell: (336)
Cell: (336)
Cell: (336)
Cell: (336)
-30-
CRP-4: Community Support Services & Contacts
Agency
Area Code 336 for all phone numbers below
Home
Contact
Work Number
Number
Hospice of
Alamance/Kids Path
Patti Gasparello
Mental Health
PBH
PBH
American Red Cross
Involved only in
military deaths or fires
Employee Assistance
Program OR
Department of
Pastoral Care
(ARMC)
Christian Counseling
Center
Crossroads Sexual
Assault Response
and Resource Center
Emergency Crisis
Line
Family Abuse
Services
(refer counseling
needs to Pastoral Care
at ARMC)
Alamance County
Social Services
Department
532-0100
(main office is 24
hours – can page
person if asked for
directly)
532-0123 (direct #)
584-7330
Referrals:
Alternate
Glenda Walden
532-0100
(main office is 24
hours – can page
person if asked for
directly)
Crisis/Advanced
Access: 513-4200
Mobile Crisis
Services, call (888)
543-1444
Rans Triplett
226-4906
687-1867 (cell)
Robbie Shatterly
226-4906 (office)
Shevene Bryant
538-7481
Emergency
Beeper
Gary Cook
Director
Bob Stogner
227-5476
228-9845
Suzan Evans
Director
228-0813 (office)
516-8502 (cell)
Leslie Rhodes
Rene Burgess
Ginger Murphy
Victim Assistant
516-4860 (cell)
Lynn Rousseau
(Director)
Adrian Daye
(Children
Services
Director)
1-800-543-1444
513-4444
24 hour crisis line
(513-4200
LME 8am-5pm)
226-5982
(main office)
570-6532
(or DSS Hotline
for reporting abuse
or neglect 2292908)
-31-
226-5985
(24 hour
crisis line
operated by
staff)
Linda Allison
(Assist. Director of
DSS)
Susan Osborne
(Director of DSS)
CRP-5: Disaster/Crisis Response Kit
North Carolina Refers to these kits as CIRK-Critical Incident Response Kits.
CIRK kits should contain:















Large clearly readable badges identifying the School Level Crisis Team leader, System Level
Crisis Team Chairperson, Crisis Support Personnel: Psychologist, Counselor, School Social
Worker, School Nurse, other agencies, etc.
A copy of the CIRK Booklet and Video along with a Master copy of the ABSS Crisis Manual
(disc and hard copy) should also be part of the Crisis Kit.
Copies of all forms used by teachers, administrators and support service providers in
referring students and in the provision of in school assistance and follow up by support
service providers. (CRP-14 and 15)
Copy of the school’s Family reunification plan and procedure.
Copy of the school’s emergency response and recovery plans flip charts.
Updated listing of student names with parent’s home and work addresses and phone numbers
by teacher and grade level, and if possible, pictures of all students and staff members.
List of all students with special medication requirements, emergency care plans, allergies or
special mental health needs. Medication should be kept in a portable container and
evacuation of medicine and care plans should be practiced during all drills.
List of all special education students/special health need students.
Layout of inside of school showing current teachers classrooms-map.
Copy of the structural blue print of the school showing all entrances and exits
Red Cross Emergency Kit or Kits.
Communication devices that would allow for 2-way communication with law enforcement,
fire department, paramedics, hospitals and Red Cross Emergency Response director.
Examples of parent, staff and media letters and announcement forms. The forms labeled
CRP-12: Forms A, B, and C are examples of such letters and announcements.
A copy of the Debriefing and evaluation procedures and forms to assess the effectiveness of
the response to the disaster or crisis. (CRP-13). It is recommended that System and School
Level Crisis Teams receive training in Crisis/Traumatic Event Debriefing and evaluation.
* Schools may personalize their kits by adding anything they find helpful in any phase of the
disaster response or crisis but cannot delete from the above list. It is recommended that a
duplicate kit be kept at an off school site in case of severe damage or destruction of a school.
Schools should practice evacuation with the kits during every fire drill.
-32-
CRP-6: School System and School Procedures to
Follow in a Crisis
Once the School Level Crisis Team Leader and System Level Crisis Team leader have been
notified of the crisis the School Level Crisis Team should meet as quickly as possible to assess
the situation, the level of the crisis, who is affected, what additional information is needed, to
assign roles, duties and responsibilities, to determine logistical and space needs and to determine
the number of Recovery Responders and or other resources that will be needed by the school.
This meeting should occur as soon as possible including after school hours or early in the
morning before school. The team will also determine if the Family Reunification Plan and
Procedures need to be activated..
A Family Reunification Plan and Procedures will be developed by each school and a staging area
for parents to pick up students or to come for information will be established by each school. A
procedure to handle traffic and security for the above will be developed by each school.
Crisis Teams should follow CRP-7 for necessary duties, CRP-10 for the first meeting checklist,
and CRP-9 for first day procedures. CRP-11 is the checklist for the initial school staff meeting
after a crisis event. CRP-14 is the form that should be completed for every person who receives
counseling assistance at the school and given to the school crisis team chair. CRP-15 should be
used by the School Crisis Team Chair for recording contacts/need for follow-up.
Special Events, Field Trips, and Overnight Trips: Schools should consider that crises can occur
during events such as sporting events, field trips, and overnight trips. School personnel must
have protocols for how to react and how to provide immediate response and recovery services if
death or serious injury occur at the above events and trips. See CRP-16 for an example protocol.
Schools should include plans for the mobility of medications housed in the school building and
students’ emergency care plans during a crisis that requires an evacuation from the building.
Schools may want to consider practicing this during regularly scheduled fire drills.
The Principal will consult with the Public Information Officer and the System Level Crisis Team
Leader before any information is given to the media. The media will not be allowed to interview
staff, students or parents on school property during a crisis. See CRP-8 for further details
regarding the media.
Students should be strongly encouraged not to use cell phones without express permission of the
principal during a school crisis as over use could tie up cell frequencies especially the emergency
frequencies. Each crisis may dictate different levels of enforcement.
Each school will develop procedures for communicating information to parents. Written
notification to parents is best practice but Connect Ed automated phone calls to each home may
also be used. The School Crisis Team may need to determine the most appropriate delivery of
information to parents based on the individual crisis. Each school will develop procedures on the
use of bilingual notifications and the use of interpreters during a crisis for communicating with
non-English-speaking parents.
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Law enforcement personnel will be responsible for any special security and for conducting any
necessary searches of students, staff, or parents during a crisis. Campus security will remain a
priority. Non-school employee personnel who have not been pre-approved for providing
assistance in a crisis will not be allowed on school property during a crisis.
Each school will develop procedures for responding to requests and offers from local clergy and
other outside volunteers who offer their support. Some schools may opt to share information
with the student body about local church gatherings or community vigils in the evenings as
opposed to housing these volunteers on campus.
In the event of a death on campus, each school will develop procedures for responding to a
family’s request to visit the site of the accident/death. Schools should take care to be sensitive to
the family but also avoid disruption to the student body. Schools may opt to offer the family a
time to visit after school hours after students have been dismissed.
Each school will develop procedures on releasing students from class to go for support in
designated areas. Best practice is to have staff escorts for all students. Other areas to consider:

Procedures for the how students will be released from class for support needs.

For older students a sign-in to the support area could be used.

For younger students each Recovery Responder could maintain a log of students seen.

Procedures for the return of students to class after receiving support.

The use of a special pass to release students to and from class could be utilized.
School administration will determine student dismissal procedures. Students will not be allowed
to leave school during the day(s) surrounding a crisis without written consent from a
parent/guardian requesting release from school (prior to the end of the regular school day).
 If parent/guardian is not present, phone verification of written consent will be required.
 Schools must keep accurate documentation of students signing out early.
 IMPORTANT: The safety of students who are severely affected by the crisis must be
given special consideration. Any student identified as highly affected, distraught, or
close to the victim will not be allowed to drive away from campus. The same
consideration will also be needed for highly affected staff that needs to leave school
early. (Careful attention should be given to a student driving following a suicide or threat
of a suicide of a student.)
The School Level Crisis Team will meet each afternoon for a debriefing of that day’s events,
review student forms, and make modifications to the plan as necessary throughout the day(s) of
crisis recovery. The System Crisis Responders should attend this debriefing when possible.
The School Level Crisis Team will also meet with the general school staff for debriefing and
sharing of accurate information. Administrators should have a list of stand-by substitute teachers
in instances where a teacher feels they are unable to perform normal duties.
At the conclusion of the crisis recovery day(s) CRP-17 After Action Report and Debriefing
Form, should be completed by the School Crisis Team Leader/Chair and submitted to the
System Level Crisis Team Chair.
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CRP-7: System and School Level Roles, Duties, and
Responsibilities In the Event of a Crisis or
Natural Disaster
System Level Crisis Team Leader: The Director of Student Support Services is the SLCTL and
will set up the initial membership of the System Level Crisis team and discuss with members’
roles and duties. Recommended members of this team would be the Superintendent of Schools,
Public Information Officer, Assistant Superintendent of Administration, and the Director of
Transportation. The System Level Crisis Team Leader will contact the Lead School Counselor,
the Lead School Social Worker, the Lead School Psychologist, the Lead School Nurse, and any
needed outside agency, and will ask for the required number of responders based on the needs of
the school(s). The System Level Crisis Team Leader will be relieved of other responsibilities
until such time that the crisis has ended or is managed by the school crisis team or teams and
Recovery Responders.
School Crisis Team Leader/Chair: The School Crisis Team Leader (Chair the School Crisis
Team) will service as the primary contact person for the SLCTL. The School Crisis Team Leader
will, in consultation with the School Crisis Team, Principal and other school staff and System
Level Crisis Team Leader, determine the level of the crisis and the initial response and recovery
resources needed. This may include the need for any security or law enforcement assistance.
The School Crisis Team Leader will manage/coordinate all Recovery Responders arriving at the
school. The School Crisis Team Leader will not provide direct recovery services to students,
parents or staff but will coordinate the provision of these services. The School Crisis Team
Leader will be relieved of other responsibilities until such time that the crisis has ended. The
SCTL/Chair will need appropriate authority to make building decisions.
Public Information Officer: This person will work directly or through a designee with the
school Principal(s) and System Level Crisis Team Leader to address information and relations
with the media and any requests to be made of the media. This person will also assist in the
provision of information to parents on a system level or multi school basis.
School Principal: The Principal will work with School Crisis Team Leader and Crisis Team to
assess the level of the crisis and what recovery services are needed. The Principal will work with
the System Level Crisis Team Leader and the Public Information Officer on media contact and
relations issues and or communication with parents and other community groups. The Principal
will make decisions on class schedules, modification of the school day, or termination of
classes/school after discussion with Crisis Team and System Level Crisis Leader.
School Level Service Location Coordinators (Runner): Appointed by the School Level Crisis
Team Leader to direct the location of Recovery Responders, parents, staff, and students to the
pre-designated locations and give any written communication and forms needed. This person
may also be needed to help monitor areas and report concerns to School Crisis Team Leader.
Additional In-House Roles: Copier Team-will make copies of announcements, letters as
needed; Hospitality-will coordinate refreshments as needed; Written Communication
Secretary-will type as directed by Crisis Team Leader and Administrator; Translator-may be
-35-
needed for parent communication; Connect Ed Coordinator-will send Connect Ed messages as
directed by Crisis Team Leader and Administrator; CIRK/First Aid/Medications-will be
responsible for evacuating items during drills and when needed in crisis
System Level and or School Level Communication Secretaries: These persons will be
responsible for taking phone calls or requests from using a recording form, and channel these
requests to the appropriate person(s). These requests might be for direct service, parent needs,
mental health assistance for a child family member, offers of assistance, requests for information
etc. These persons may need a script, a fact sheet, staging locations for parent pick-up of
students, or waiting areas for parents. Sufficient communication channels must be kept open
between the school and the System Level Crisis Team and for public/parent access in the crisis.
There should also be access to two-way communication with outside agencies (law enforcement,
Red Cross, medical, fire, and rescue).
Lead School Psychologist, Lead Social Worker, Lead School Counselor and Lead School
Nurse: The System Level Crisis Team Chairperson will contact the respective School Level
Crisis Team Chairperson to determine the number of school psychologists, school social
workers, school counselors, and school nurses needed for the particular crisis. The Lead staff
will be responsible for contacting/assigning their respective staff to the school in crisis after
conferring with the System Level Crisis Team Chairperson. The on-call list should be used as a
guide. *Consideration should be given to the grade level and expertise of the responders
called for each individual crisis. Care should also be given to not over burden each
responder during the course of a school year. Lead staff will be on site to assess needs of
their support staff and to communicate with the School Level Crisis Team Chairperson.
Recovery Responders: Visiting school counselors, school social workers, psychologists, mental
health workers, and nurses, will be provide direct assistance to students, staff and parents during
Recovery phase and follow up after crisis from within the system and outside agency personnel.
Responders must wear name tags that clearly identify them (Recovery Responder, name and
title). Responders should be directed to appropriate areas to provide support to individuals or
small groups. Confidential office may be needed. Responders will use CRP-14 (Recovery
Responder Contact/Counseling Forms) for each student they meet with. Completed forms will
be given to the School Crisis Team Leader. If a responder determines that a student is in need of
a higher level of intervention they should immediately contact the School Crisis Team Leader.
Needs of the Responders should be directed to the School Crisis Team Leader. Additional
responders can be requested by informing the System Level Leader of the need.
Students: Students who receive counseling should not be left alone unless dismissed back to
class or released to a parent. Documentation students’ location or dismissal is very important.
Law Enforcement: Law enforcement may be needed to ensure campus security. Any person
not known to staff without a badge or school identification should be challenged and security
notified. No school staff or parent should escort any individual off campus. This should be left to
law enforcement. No staff or parent should search a student for suspected weapons or drugs. This
should be done by law enforcement personnel. School staff will not be involved in injury or
death notifications to parents. This is a role for law enforcement or medical personnel.
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CRP-8: Dealing with the Media in a Crisis Situation
Excerpts from Internal Memo from the Alamance-Burlington Public Information Office
Managing the Message
In the event of a crisis situation, the Public Information Office is prepared to assist and will help generate
the best possible message to the public. We evaluate the situation, verify pertinent information, consider
what is appropriate to give to media, decide what our message will be on behalf of the district/school/site,
and develop a timeline and method for sharing information with media outlets. In addition, we assist with
or provide information as needed to our own internal audiences: ABSS employees, School Board, and our
parent/child community.
Our goal is to “manage down” the frenzy that often occurs with media response to emergencies so we can
return to normal as soon as possible and limit the negative and emphasize any positives of the situation.
Media can be an asset. It can give us the opportunity to respond with information to showcase how our
professionals are utilizing their expertise in crisis situations, to express our collective sorrow/grief and to
ask the community for support all while limiting information about the specifics of a crisis situation.
Most specific details about a crisis situation will not come from us—they will be supplied by law
enforcement, emergency personnel, etc.
It is important to keep in mind that ABSS is under no obligation to respond as media demands. We do so
on our terms. Theirs is a high-pressure, time-sensitive business, but their deadlines are simply that:
theirs, not ours. We decide when, where, and how we release information or respond to questions based
on what works best for ABSS. Our first priority is to our internal audiences: staff, students, and parents.
We have to rely on each other when a crisis event occurs, and it takes everyone working together to
manage a successful outcome. Managing the message response from the district to media is the
responsibility of the Public Information Office, and our main goal is to protect and promote our students
and staff. It is important that only authorized staff members provide information to the media, staff, and
school families as appropriate. Rumors and gossip can quickly get out of hand and can overtake the facts
surrounding an incident.
It is important that you notify appropriate central office administrators of an incident as soon as
possible:

If the event that occurs involves law enforcement, fire or emergency medical personnel, calls
from media will be close behind—usually coming in first to the Public Information Office or
central office asking if we can confirm that something has occurred. All newsrooms have
emergency scanners, so they often know, within minutes, when responders are dispatched to an
emergency. That is why it is important to let central office know about an event involving staff,
students, parents, etc. as soon as possible—so we can be prepared to assist you. Even if you don’t
have complete information, just receiving a heads-up can be a big help to us. An e-mail, text
message, or phone call is fine. If you call the main switchboard and tell the receptionist, she will
make sure the message gets to the Public Information Offfice.

One of the first things that the Public Information Office does is to send a brief message to Board
of Education members so that they are aware, and we also notify others at the central office level
that may be needed to assist.
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
If calls begin to come in to the site/school location from media, front office staff should refer the
caller to the Public Information Office at central office. Most of our regular reporters know to
contact our office first—but depending on what reporter is on staff at the time of the incident (TV
reporters in particular), they may not have enough knowledge about ABSS to know to call central
office first. The standard response can be something like this: “Our Public Information Office
handles all media calls. Please call 438-4005 or 438-4006 and they will be happy to assist you.
Or call 570-6060, and the front desk receptionist will direct your call to the right person.”

It is a good idea to assign a staff member to keep an eye on the parking lots and entrance/exits to
your site so that you are aware of incoming traffic and can take care of any media arrivals as soon
as possible.

If media representatives show up at your school campus, they do not have permission to be on
your property. Just like any visitor to your campus is asked to check in at the office, they must
abide by the same rules. If you have any doubts, contact the Public Information Office or the
front desk receptionist at central office.

If a reporter comes to your school, calmly and politely refer them to Public Information Office at
central office and tell them that they are not authorized to remain on your property. If this occurs
and they begin to argue or tell you that they have received permission, please contact the Public
Information Office and let us know—we can and we will place a call to their supervisor.

If necessary, you have the right to contact your SRO officer or to call law enforcement to have
the reporter escorted off the premises.

Once you have done so, their vehicles and equipment cannot remain on your school property.
They do not have permission to remain on your property and can be directed to leave and
escorted off the premises by school administrators or law enforcement if necessary.
Sometimes TV crews will park their truck just off campus so they can remain in sight of the
campus. We cannot prevent them from doing this as long as they are on public property unless
their presence creates an unsafe traffic situation. We do have the right to ask them what their
intentions are—sometimes it is to broadcast live from the spot or to film background footage for a
“lead-in” to the story for an upcoming newscast. Sometimes that is referred to as filming “B roll”
footage. If their presence is causing an unsafe traffic situation, a school administrator or law
enforcement personnel can inform them that they are creating a traffic hazard and they can be
directed to move. Contact the CR Department if you experience an uncooperative reporter or to
let us know that media trucks are in the vicinity. It would be advisable to have a staff member
observing the situation and ready to intervene if necessary. We cannot prevent them from
interviewing parents or students off campus property, but we recommend that the staff maintain a
presence in the vicinity.
In rare circumstances, if the Public Information Office decides that permission should be
granted to allow a reporter access to your campus, you will be notified directly first and
arrangements for an escort for the reporter and strict guidelines for authorization would be
made in advance.
-Alamance-Burlington Public Information Office
June 2011
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CRP- 9: First Day Procedures In The Event Of A
Crisis
1.
Staff members will inform the Principal of the crisis situation. If the Principal is
unavailable then the second or third administrative person on the contact list will be
notified.
2.
The School Level Crisis Team Leader will notify the Principal if they were the first to be
notified by a staff member.
3.
The Principal or School Crisis Team Leader will notify the System Level Crisis Team
Leader or the second or third contact person if they are not available.
4.
The System Level Crisis Team Leader will notify and activate, if necessary, the System
Level Crisis Team and contact any other Central Office personnel .
5.
The School Crisis Team will call a meeting. This can often occur outside of regular school
hours. It is important to maintain after hours phone contacts for all members.
6.
The Principal or School Level Crisis Team Leader will communicate all known facts about
the situation to School Crisis Team members and to the Communication Secretaries. The
Principal and or School Level Crisis Team Leader will instruct the Communication
Secretaries on what information to give out to callers (phone script, information sheet, etc).
It may be necessary to communicate with the System Level Crisis Team Leader and the
Public Information Officer on dealing with the media and with what information can be
released to parents or other callers.
7.
The School Level Crisis Team will conduct its initial meeting regarding the crisis. The
Crisis Team Meeting Checklist for First Day (see CRP 10 for this checklist) will be used
at this point by the Crisis Team. An immediate decision that will need to be made is how
and when students/parents will be notified about the situation.
8.
Once the School Level Crisis Team has determined resources and Recovery personnel
needed, the School Level Crisis Team leader will contact the System Level Crisis Team
leader with this information who will in turn contact the Lead personnel ( i.e. Lead School
Counselor, Lead School Social Worker, Lead School Psychologist, Lead School Nurse and
if necessary outside agency personnel). The Leads will contact the on-call persons in the
respective areas to respond to the school or as directed by the System Level Crisis Team
Leader. Note: If there is a death by suicide then the recommendations for
interventions, working with students, parents and staff, and not doing memorials
found in the ABSS Suicide Intervention Team manual should be followed.
9.
The privacy of the student/staff/victim must be maintained. Schools must not release the
name of the injured/deceased to the rest of the school without the permission of the
parents/guardians.
-39-
10.
Notification of entire staff: A written notice, not a PA announcement, will be given at a
staff meeting, or through team leaders, grade level representative, or crisis team members
concerning the facts of the crisis situation. An email from the Crisis Team or Principal to
the staff can be sent using one of the CRP-12 example letters. Be mindful of staff that may
need support to read the announcement to students.
11.
Individual teachers will notify students only according to the directions they receive from
the School Crisis Team so that accurate information is provided and at the same time.
12.
If an individual staff member is directly affected by the crisis situation, a regular staff
member should serve as a substitute in that classroom. The staff member affected should be
given support as needed. Regular duties by this affected staff member should not be
required unless cleared by a recovery responder specialist.
13.
Students or staff needing support/counseling or intervention should be sent to designated
areas for these services. All students should be escorted or monitored to make sure they
reach the area in a timely manner.
14.
All Recovery Responders should have Contact/Support Counseling forms (see form CRP14) to record the names of staff and students who receive support and if any follow up
counseling or any immediate mental health intervention is needed. These forms will be sent
periodically to the School Level Crisis Team Leader for further action or follow up. These
forms are confidential and their confidentiality should be maintained.
15.
An end of day Debriefing Meeting of the Crisis Team and Recovery Responders at the
school should be held to assess the status of the crisis and to make plans and to determine
needs for the following day. Service contact forms should be reviewed at this meeting.
See the recommendations under debriefing.
16.
A written notice/letter will be prepared to be sent home to parents to inform them of the
crisis situation. English and Spanish sample forms are included in CRP-12. Connect Ed is
also an option but consideration must be given to families without telephones. Bilingual
notification must also be considered.
17.
There will be an end of day staff meeting to give staff updates and debriefing concerning
the crisis.
18.
The school principal and any needed crisis team members should contact the family for
funeral/memorial service information and to determine if the school can provide further
assistance.
19.
The School Crisis Plan or System Level Crisis Plan should be continued with the provision
of Recovery Services until the Responders and the School Level Crisis team feel services
are no longer needed.
-40-
20.
The School Crisis Team will need to determine if crisis team members will be needed at
the funeral as a support for students and staff..
21.
The School Crisis Team may need to make arrangements to secure food and refreshments
for the staff and Responders during the time of crisis recovery. Other zonal schools and/or
PTA’s could be contacted to help.
22.
The School Level Crisis Team using the Recovery Responders’ Counseling/Support forms
and follow up sheets will provide ongoing support for students, staff and or parents. The
Appendix of this manual contains handouts that can be used for follow up activities.
23.
A crisis team member should be designated to collect all of the deceased student’s
possessions from the student’s desk and locker in order to be returned to the family.
24.
The school crisis team should help determine the length of time an empty desk or locker
remains part of the classroom or building. A memorial is acceptable if appropriate and
timely with a specific ending date except in the case of suicide.
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CRP-10: School Crisis Team Checklist for First Day
& First Meeting Of School Crisis Team
1.
2.
3.
4.
5.
6.
___School Crisis Team Leader & Principal make contact with System Crisis Team Leader
___Find substitutes for any School Level Crisis Team members that may be needed.
___If needed, find substitutes for any teachers directly affected.
___Determine if teachers need support during reading of the announcement to students.
___Obtain permission from parent/guardians of injured/deceased releasing information
___Determine how and when parents and students will be notified. Contact the System Level
Crisis Team Leader or Public Information Officer if assistance is needed with media. (Refer
to CRP-8). Use or modify any form letters in section CRP-12. (Some staff may be unable to
read any announcement to students if they are highly impacted by crisis.)
7. ___Make lists of students, staff and parents that may need support. (best friends, classmates
in certain classes, students at other schools.) Give this list to School Crisis Team Leader.
8. ___Determine what support services may be needed by staff. The EAP may be a resource.
9. ___Prepare for the use of name tags for the additional staff that will be on-site as Recovery
Responders. Nametags should be clearly labeled: Name, Recovery Responder: Counselor,
School Social Worker, School Psychologist, etc.
10. ___Determine locations for support services for students, staff and parents.
11. ___A separate location may be needed for staff support. Administration may need to have
substitute teachers on stand-by in cases where staffs are highly impacted by the crisis.
Special attention should be given to these teachers/staff.
12. ___Make sure there is enough CRP 14-Contact/Support Counseling Forms available for the
Support responders.
13. ___Have copies of Community Support Service Agencies’ phone numbers available.
14. ___Prepare standard announcement for teachers and include any for-teachers-only
information. See CRP-12 for examples.
15. ___Identify Communication Secretaries and have phone script, fact sheets, parent handouts,
including copies of the Community Support Service Agencies, and recording sheets for
messages and or questions (that may need to be given to the Principal or School Crisis Team
Leader) available to handout.
16. ___Schedule an end of day Debriefing Meeting for the School Crisis Team:
 Decide support services are needed for the next day.
 Assess and modify crisis plan and procedures if necessary (debriefing session)
 Discuss any needs of the Recovery Responders and allow for debriefing activities
17. ___Schedule a staff meeting/staff debriefing to provide follow-up information.
18. ___Develop a plan for sharing accurate information with the visiting Recovery Responders.
They will need to know information concerning the crisis as they meet with students and
staff. Be sure to supply general housekeeping information (bathrooms, refreshment area,
map of school, parking, etc.) and arrival/dismissal procedures for students seeking support.
19. ___Principals or Crisis Team Leaders may want to contact the school’s PTA/PTO or feeder
schools’ PTA/PTO if the crisis highly impacts the school staff and refreshments will be
needed. Determine a location for these refreshments that can serve as a comfort to staff.
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CRP-11: Checklist For Initial Staff Meeting
The Principal or School Level Crisis Team Leader should conduct this meeting
1.
___Identify and introduce the team leader(s) as needed. Identify the team roles of the
Crisis Team for the staff.
2.
___Give information on what is known concerning the event-Stop any rumors.
3.
___Remind staff to refer any media, parent or community questions to the School Crisis
Team leader or Principal.
4.
___Provide printed announcement to staff to be read to students and parents at the
appointed time. Care should be given to keep this information confidential until that time.
5.
___Advise staff about students who have already been identified by the Crisis Team as
needing individual support. Collect additional names of students who may fit this category
from the staff.
6.
___Describe the support services that will be available to students, staff and any walk in
parents. Give the designated locations for these services and detailed procedures for
sending students to and from these locations.
7.
___Identify staff that will serve as escorts or runners to take students needing support to
designated locations.
8.
___Remind staff of the resources available to them. Make sure they are aware of the
Employee Assistance Program and phone number.
9.
___Review School System Policies on the use of cell phones during a crisis, leaving class
and going home.
10.
___Inform staff of any schedule changes or class location changes.
11.
___Announce location and time of next staff meeting for updated information and
debriefing.
12.
___Inform staff that a letter and/or Connect Ed message containing relevant information
will be sent home to inform parents.
-43-
CRP-12-Form A: Sample Announcement Letter to
Parents
(Be sure to have parent permission to release the name of the injured/deceased.)
Dear Parents:
I regret to inform you that our school has experienced the death of one or our (students, staff).
_________________ was a student in ____ grade (a___ grade teacher _________other staff
member). We are all saddened by this loss. I want to inform you of the steps our school takes
following a tragedy:

The School Crisis Team has met and has implemented a plan of support for students and
staff (crisis recovery plan).

Extra support personnel (school counselors, school social workers, and school
psychologists) have been called in to assist our students and staff.

Support counseling will be available for any of our students who need it.
Our school is making every effort to provide care and support for your child(ren). If you have
any questions concerning this incident or any concerns about how your child may react to this
please call this phone number at the school _____________________.
Optional sentence: I have enclosed some information that may help you understand and respond
to your child’s feelings, as well as a list of community resources
Sincerely,
Principal
Note: The Crisis Team may want to add pages/handouts if a child or faculty member dies.
The team may also want to include information on grief responses to aid parents in
responding to their child’s needs.
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CRP-12-Form A (Spanish): Sample Announcement
Letter to Parents
(Be sure to have parent permission to release the name of the injured/deceased.)
Estimados Padres:
Lamento informarle que nuestra escuela está sufriendo la pérdida de un (estudiante, miembro del
personal). _________________ era un estudiante en el ____ grado (era maestro(a) del ___
grado _________era otro miembro del personal). Todos estamos muy afectados por esta pérdida.
Quiero informarle de los pasos que toma nuestra escuela después de una tragedia:
 El Equipo de Crisis Escolar se ha reunido y ha implementado un plan de apoyo para los
estudiantes y para el personal (plan de recuperación después de una crisis).

Personal adicional de apoyo (consejeros escolares, trabajadores sociales y psicólogos de
la escuela) han sido solicitados para ayudar a nuestros estudiantes y al personal.

Asesoramiento de apoyo estará disponible para cualquiera de nuestros estudiantes que lo
necesiten.
Nuestra escuela está haciendo todo lo posible para proporcionar atención y apoyo a su hijo(a). Si
usted tiene alguna pregunta acerca de este incidente o alguna preocupación sobre cómo su hijo(a)
puede reaccionar ante esta situación, por favor llame a la escuela a este número
_____________________.
Optional sentence: He incluido información que puede ayudarle a entender y cómo responder a
los sentimientos de su hijo(a), así como una lista de recursos en la comunidad
Atentamente,
Director(a),
Note: The Crisis Team may want to add pages/handouts if a child or faculty member dies.
The team may also want to include information on grief responses to aid parents in
responding to their child’s needs.
-45-
CRP-12 Form B: Sample Announcement Letter to
Staff
(Be sure to have parent permission to release the name of the injured/deceased.)
Dear Staff:
It is with deep regret that I must inform you that our school has experienced the death of one or
our (students, staff) _________________ who was a student in ____ grade (a___ grade teacher,
a _________other staff member). We are all very saddened by this loss. In response to this
event, our school has taken the following steps:

The School Crisis Team has met and has implemented a plan of support for students and
staff (crisis recovery plan).

Extra support personnel (school counselors, school social workers, and school
psychologists) have been called in to assist our students and staff.

Support counseling will be available for any of our students who need it.

You will receive additional instructions on procedures for students and staff that are need
of support.

You will be reading an announcement to students with facts about the crisis. If you feel
you will be unable to read the announcement or need support in your class for this, please
notify the Crisis Team as soon as possible.
Optional sentence: I have enclosed some information that may help you understand and respond
to your children’s feelings, as well as your own feelings and included is a list of community
resources. If you have any questions concerning this incident or any concerns about how your
children may react please contact your School Crisis Team Leader ___________________.
If you feel you have been significantly impacted by this death and feel you need assistance or
may need to take some time off please do not hesitate to contact me or the school counselor and
we will get you any assistance you may need. Remember that you have free and confidential
access to the Employee Assistance Program through Alamance Regional Medical Center at (336)
538-7481.
Sincerely,
Principal
A CONNECT ED CALL MAY BE USED AS AN OPTION TO INFORM STAFF
BE SENSITIVE WHEN USING THIS DELIVERY OPTION
-46-
CRP-12-Form C: Sample Letter to Inform Students
(Be sure to have parent permission to release the name of the injured/deceased.)
(This information can be sent in an email, however, depending on the crisis, your crisis team
members may need to hand-deliver this information to highly affected teachers and highly
affected classrooms in order to better assess the response and needs of students and staff. Be
mindful that some staff may be unable to read this aloud to students. Support staff or Recovery
Responders should be placed in these identified rooms to carry out the task of the
announcement.)
IMPORTANT INFORMATION FOR TEACHERS:
Teachers, as you may be aware from previous communications, _________________ who was a
student in ____ grade (a___ grade teacher, a _________other staff member) has passed away.
We are all very saddened by this loss. In response to this event, our school crisis team has
developed plans for our students and staff. The statement below is for you to read to students
today at ____ (time) so that all students are informed at the same time. We want students and
staff to have accurate information.
If students ask for details or questions about the situation, simply state that you only know what
is in the statement below. It is important to focus on the facts and not rumors and hearsay.
If a student becomes visibly upset today or tomorrow, you may (INSERT SPECIFIC
PROCEDURES and locations for students and staff in need of support and any other instructions
teachers may need during the crisis)
PLEASE READ ALOUD TO YOUR CLASS AT ____(time)
_________, a ninth-grader was involved in car accident this morning and passed away due
to her injuries. We are all very saddened by this loss. Additional support staff has been
called in to our campus. If you are need of counseling support, please let your teacher
know. (INSERT SPECIFIC PROCEDURES and locations for students and staff in need of
support.) (You may want to insert an encouraging statement to students, or information
about the funeral arrangements if known. If arrangements are not known, you may want
to inform students they are not known at this time.)
-47-
CRP-13: Debriefing and Evaluation Procedures for
Crisis Recovery Phase
A debriefing meeting is needed daily for school staff and responders throughout the crisis. There
are debriefing techniques and procedures for responding to the emotional impact on staff of a
death or crisis. These critical event stress debriefing techniques would require special training of
your Crisis Team. Contact the System Level Crisis Team Leader to schedule this training.
The evaluation phase of the Recovery response should follow the recommended procedures
outlined by the Jane’s consulting group. They should include evaluating how the Incident
Command Structure functioned, what went well during the Recovery Phase and what did not go
well and why, and what needs to be changed or modified before the next crisis. During the
Recovery Phase an outside objective observer could be called in at the beginning of the crisis to
observe and record how the process went and what the observations were. Things to evaluate
would include but not be limited to:








Chain of command
Role and duty functioning
Assignment of responsibilities
Communication to staff, students, and parents
Preplanning and preparation
Use of Family Reunification, if necessary
Use of outside school support services and personnel security
Dealing with the media
Crisis Recovery Responders also need a debriefing daily throughout the crisis event days
Assessment of each responder’s personal coping skills
Discussion on students at risk or in high need of additional support
-48-
CRP-14: Recovery Responder Contact/Counseling
Form
*These forms should be completed for each student, staff, or parent who receives supportive
counseling and given to the School Crisis Team Leader before leaving the school site.
Name:_____________________ Student ___ Staff ___ Parent ___ Date:
Time:
Siblings and School/Grade:
Parent Phone Numbers:
Was parent contacted?
Parent’s Response:
Additional follow-up support will be needed at school?: Yes
No
Referral needed to an outside mental health provider?: Yes
No
Family stressors were indicated?: Yes
No
Please describe nature of family stressors:
Student Outcome:
___Student returned to class. Proper documentation procedures were followed.
___If known: Student checked out of school early. Student was released to parent or guardian
and proper documentation procedures were followed.
Additional comments:
Support Responder Signature
Printed Name and Title:
-49-
CRP-15: Crisis Recovery Student Contact Summary Sheet
For use by the Crisis Team Chair
School:
Date of
Contact
Student Name & Phone Number
Grade
Relationship
With Victim
-50-
Follow-up
Recommended
Student
Signed out
Early
CRP-16: Protocol For Death Or Serious Injury
Occurring at Sporting Events, Field Trips, And
Overnight Trips
1. If on the site of the incident or accident, dial 911-Get immediate assistance from medical
and police authorities.
2. Contact a school administrator and Chairperson of the School Crisis Team
3. School administrator contact the of the ABSS System Crisis Team Chairperson
4. Determine if the Family Reunification Site needs to be activated (see section on page 23)
and the FRS protocols implemented. Many students not involved in the incident, friends and
parents not related to the injured or deceased students and others may flock to the hospital. It
will be important to have school and police authorities there to redirect these people to the
Family Reunification Site.
5. If school is still in session during the day, it is recommended that uninjured children, parents
and staff be taken to the FRS instead of the school.
6. Contact parents of students not seriously injured. Determine quickly with the police and
medical authorities who will make injury calls and death notifications.*
* Medical and police authorities make death and serious injury notifications. School
personnel should not be involved with this type of notification. Specially trained school
personnel (School Counselors, School Social Workers, and School Psychologists) should be
on hand at the FRS and in a separate site area to give support and comfort to those parents
who have students who were seriously injured or who have died and who choose to come or
stay at the FRS site. Most parents will go to the hospital to be with their children and it may
be important for a specially trained school support person to accompany them and stay with
them for as long as needed. Often the School Principal will want to be at the hospital. If this
is the case it is important for the School Crisis Team Chairperson to be in close contact with
the Principal and with the FRS personnel. Support personnel will need backups and relief.
7. Call in support personnel needed as part of the FRS for returning students and parents of
these students (those students not seriously injured).
8. The School Crisis Team should meet as soon as possible and plan for the handling of school
the next day which would include, announcements, letters home to parents, student
notifications, support and counseling areas for students, staff and parents, a media contact
area. See CRP-forms.
-51-
CRP-17: After Action Report and Debriefing Form
Description of the Crisis:
Was an ABSS Crisis Manual on hand for consultation? Yes ___ No___
Was an outside observer/evaluator on site during the crisis recovery phase? Yes____ No____
Please evaluate the crisis in the following areas; indicate strengths and weaknesses and
corrective actions to be taken:
Communication with and notification of staff, Crisis Team, parents and students-
Procedures, Protocols and Policies followed-
Assessment Recovery Responses and support services provided-
Reaction Time-
-52-
Environmental set up-allocation of space on site-
Was the Family Reunification Plan and Site activated? Yes___ No___
Recovery Support Personnel Needed on Site-
Security and interaction with outside agencies-
Interaction with media-
Follow Up-
Debriefing of staff and Crisis Team after the crisis-
Please submit a copy of this completed form to the School System Crisis Chair
-53-
CRP-18: Reunification Site Concepts Logistics
Schematic*
Check-In
Point
Information Area
Students/
Victims
Check-Out
Point
Counseling Area
*
Adapted from Jane’s School Safety Plan Development Templates
-54-
Parents/
Family
CRP-19: Crisis Scenario Exercise Report Form
Staff Members Participating in Exercise:
Nature of the Exercise:
Table Top
On Site Run Through with Role Playing
Other
Description of the Crisis for the Exercise:
Was an ABSS Crisis Manual on hand for consultation? Yes ___ No___
Please evaluate the exercise/crisis in the following areas:
Indicate Strengths and Weaknesses and corrective actions to be taken
Communication-
Procedures and Protocols-
Assessment of Crisis and Needed Recovery Responses-
Reaction Time-
Recovery Support Personnel Needed on Site-
Security and interaction with outside agencies-
Interaction with media-
Follow Up-
Please submit a copy of this completed form to the School System Crisis Chair
-55-
APPENDIX A: DEVELOPMENTAL STAGES, GRIEF REACTIONS, AND INTERVENTIONS
AGE
THOUGHTS
FEELINGS
GRIEF RESPONSES
INTERVENTIONS
Infants
0-18 Mos
Learns by playing and
exploring. Has to see a
person or thing in order to
think/believe it exists
Loss causes temporary
discomfort
Fears separation
(especially from
parents)
Reacts to others’ stress
Needs consistency, Cries
Acts as if the death didn’t
occur.
Provide physical contact,
comfort. Try to maintain
infant’s schedule. Meet
needs quickly and lovingly.
Use soothing voice.
Toddlers
18 Mos – 3
years
Begins to classify objects
Has short term memory
Illness/death is temporary
and reversible
Doesn’t separate fantasy
from reality
Sad, Anxious,
Confused, Angry,
Scared
Cranky
Imitates others’ behaviors
Asks Why
Expect regressive behaviors
Model your own grief, let
toddler know your painful
feelings are not directed at
them. Offer comfort and
care. Use concrete, simple
language. Minimize change
in daily schedule.
Pre-School
3-5 yrs old
Does not understand the
permanency of death
Perceives death as
reversible
Difficulty understanding
feelings or verbalizing them
Sad, anxious,
withdrawn,
confused, angry,
scared
Regressive behavior-- more
dependent, more clingy
Physiological difficulties—
stomachaches, eating and
sleep disturbances
Asks same question over and
over
Asks when the deceased is
coming back
Acts as if the death did not
happen
Acts indifferent
Encourage expression of
feelings through play, art
Answer questions honestly,
concretely
Use words the child
understands
Reassurance their needs will
be met
Structure and limit setting
-56-
DEVELOPMENTAL STAGES, GRIEF REACTIONS, AND INTERVENTIONS CHART—CONT’D
AGE
THOUGHTS
FEELINGS
GRIEF RESPONSES
INTERVENTIONS
Elementary
School Age
6-9 yrs old
Begins to understand the
permanency of death
Interest in the biological
processes of death
Thinks their thoughts or
actions caused the death
Notion of “scary
phenomenon” that can “get
you”
Sad, anxious,
withdrawn,
confused, angry,
fearful
Aggression
Withdrawal
Nightmares
Difficulty concentrating
School difficulties—behavior
or academic
Fear others may die
Act as if the death did not
happen
Encourage expression of
feelings through play, art
Reassurance that their needs
will be met
Answer questions honestly,
with words they understand
Structure and limit setting
with flexibility
The structure of the school
setting may be a good source
of safety and security
Elementary
School Age
9-12 yrs old
Understands the finality of
death
Difficulty articulating some
feelings
Fascinated by the mechanics
of death
Realization that others they
care about could die
Anxious, lonely,
confused, angry,
sad, guilty, fearful,
worried, isolated
Aggression
Withdrawal
Nightmares
Lack of concentration
Decline in school
performance
Provide accurate information
Good age for support groups
Encourage expression of
feelings through art, play
Reassurance
Structure and limit setting
with flexibility
The structure and limit
setting of school may be a
good source of safety and
security
-57-
DEVELOPMENTAL STAGES, GRIEF REACTIONS, AND INTERVENTIONS CHART—CONT’D
AGE
THOUGHTS
FEELINGS
Elementary
School Age
9-12 yrs old
Understands the finality of
death
Difficulty articulating some
feelings
Fascinated by the mechanics
of death
Realization that others they
care about could die
Anxious, lonely,
confused, angry,
sad, guilty, fearful,
worried, isolated
Aggression
Withdrawal
Nightmares
Lack of concentration
Decline in school
performance
Provide accurate information
Good age for support groups
Encourage expression of
feelings through art, play
Reassurance
Structure and limit setting
with flexibility
The structure and limit
setting of school may be a
good source of safety and
security
Elementary
School Age
9-12 yrs old
Understands the finality of
death
Difficulty articulating some
feelings
Fascinated by the mechanics
of death
Realization that others they
care about could die
Anxious, lonely,
confused, angry,
sad, guilty, fearful,
worried, isolated
Aggression
Withdrawal
Nightmares
Lack of concentration
Decline in school
performance
Provide accurate information
Good age for support groups
Encourage expression of
feelings through art, play
Reassurance
Structure and limit setting
with flexibility
The structure and limit
setting of school may be a
good source of safety and
security
-58-
GRIEF RESPONSES
INTERVENTIONS
DEVELOPMENTAL STAGES, GRIEF REACTIONS, AND INTERVENTIONS CHART—CONT’D
AGE
Teens
12 & above
THOUGHTS
Understands the finality of
death
Explores the “why”
questions about life
Life is unfair
Desire to be in control of
feelings
May think they are
somehow responsible for
causing the death
FEELINGS
GRIEF RESPONSES
INTERVENTIONS
Anxious,
vulnerable, lonely,
confused,
“different,” angry,
sad, guilty, fearful,
worried, isolated
Impulsive behavior
Argues, yells
Allows self to be in dangerous
situations
Acts like it never happened
Decline in school
performance
Hides feelings
Blames self
Lack of concentration
Opportunities for support
from peers—school may be
student’s primary
environment for this
Adults “checking in” with
them
Helped to understand current
feelings are normal
Safe outlets for expression of
feelings
Structure and limit setting
with flexibility
-59-
APPENDIX B: SUGGESTIONS FOR WHEN A STUDENT IS
SERIOUSLY ILL
Children with life-threatening conditions often feel isolated from their peers and need
opportunities to socialize with other children. If and when they are able to attend school, the
classroom can give them a sense of “normalcy” and a refuge from the illness.
All or some part of the following may be helpful:
School personnel decide which staff member will reach out to parents/guardian: let them know
classmates and school personnel are thinking about them and their child.
When appropriate, ask the parents how the school can be most helpful to the child.
After a discussion with the parent, ask the child/parent what they would like the other students to
know about the illness (e.g. the illness is cancer, what the medicine “chemo” is hoping to do,
what may happen to hair, why student may be out for extended periods of time, why students
need to be careful around them, etc.).
Always respect the parents’ and student’s confidentiality and wishes. They may choose to
provide minimal information. Continue to reach out to them with care.
If parents choose for others to be informed, ask the parent/child how they would like students to
be told (e.g. student and parent along with teacher/counselor).
Notify parents of students—with ill student’s parent consent and approval of information. Invite
parents to a meeting at the school with teacher and counselor to be informed first and be able to
ask questions and express concerns.
Be sure that someone is present who is comfortable and knowledgeable about how to address
students’ questions and concerns.
Elementary School Students
Classmates of the ill child may:
1.
2.
3.
4.
5.
6.
7.
8.
Worry that they might “catch” the illness.
Wonder if somehow they “caused” the illness.
Worry that they could “hurt” the sick child by touching him/her.
Be wary of the ill child because he/she looks different.
Be jealous of the attention the ill child gets.
Wonder if or when the ill student is coming back to school when absent.
Question if this can happen to him/her, or someone else they care about.
Worry that the classmate might die.
-60-
Remember the siblings of the ill child! Much of the family’s emotional and physical life has
become centered on the ill child. Healthy siblings may feel left out or ignored. The sibling may
want the students in his/her classroom to also be informed as above.
If the ill child is out for an extended period of time, stay in touch. Have a box delivered to the
home each week with notes from classmates. Have a designated student write a “report” on what
when on in the classroom that week. Suggest the student/parent send the box back with a note
about what the student has been doing at home. These will help with the ill student’s
reintegration to the classroom.
The family of the ill child has had the ground beneath them shaken. Encourage those who want
to “help” to have a close friend of the parent be in charge of assigning meals, transporting
siblings, taking the “box” home and back.
If the child becomes homebound, maintain contact as appropriate and able.
Prepare the crisis team if the child’s death is likely.
Middle School and High School Students
Academic and social success at school often comprises the very essence of the seriously ill
teenager’s self-esteem and sense of future. The importance of peers, appearance, and
communication are vital for the seriously ill student.
Assisting seriously ill teens and their classmates in the school setting is important. Many may be
affected by the student’s illness--the ill student, his/her family, teachers, classmates and their
parents. Feelings of grief, fear, and anxiety may be experienced by any who impacted by the
illness. In order to help ease the anxiety of those involved, careful preparation, openness to
understanding, and anticipation of the needs are essential.
The following is a list of suggestions and ideas to assist school personnel.





Permission from the parent(s) and ill student is required before sharing any confidential
information. Without permission, only information that is commonly known or
reasonably applicable to other similar situations may be shared.
The school counselor or other designated staff member (school nurse, teacher with a
connection to the student, etc.) should reach out to the student and family, and maintain
consistent contact if agreed upon.
Meeting with the student and family will help the school staff understand the student’s
condition and help the staff be in a better position to help meet the student’s physical,
academic and social/emotional needs.
Information received should be shared (with permission) with school staff members
involved with the student.
Ask the family if a palliative care team or hospice program is involved with the ill
student. Ask for the psychosocial team member’s assistance and/or guidance in sharing
-61-









information with classmates regarding the illness, hospitalizations and treatments,
possible return to school, and the possibility of death.
This team member can also help (with student/parent permission) draft a letter to go
home with students that provides relevant information about the student and tells families
what kind of contact is welcomed and how they can help the ill student and his/her
family.
The team may be available to provide informational sessions for classes, teachers, staff
members, and for parent meetings. Q&A sessions can be very helpful for classmates.
The school counselor (or other staff member) should seek out those students who are
particularly close to the ill student and provide emotional support.
Returning to school may happen sporadically and part-time for the student. For the ill
student who has been home or in the hospital, all school-based activities may have been
at a standstill. For his/her classmates, however, school life and relationships have
continued. Reintegration may be difficult for the ill student.
Keeping the student informed about school and his/her classmates should be encouraged.
It is also important to keep students informed about their classmate and prepare them for
the student’s return. Ongoing contact with the student/family is essential for both to be
accomplished.
Psychosocial factors that impact siblings are also evident in the school setting and should
be addressed. If the sibs attend another school, contact between the staff members of the
schools should be on going.
The sibling’s classmates may have similar questions and concerns and may also benefit
from the interventions utilized with the ill student as stated above.
If a palliative care team or hospice program is involved, on-going contact with this team
is important as a means of staying informed of any changes with the ill student.
If it becomes evident that the student is dying, the palliative care team can assist the
school assistance team (of the student’s school as well as the siblings’ school) with the
process of addressing the needs of students and staff.
Sources:
Himelstein, B., Orloff, S. Evans, D., & Wheeler, J. (2004). Palliative care in the home, school,
and community. In B. Carter & M. Levetown (Eds.), Palliative care for infants, children,
and adolescents. Baltimore: The Johns Hopkins University Press.
Gortler, E. (2001). Lessons in grief. In A. Armstrong, Hospice care for children. New York:
Oxford University Press.
-62-
APPENDIX C: TIPS FOR SUPPORTING CHILDREN DURING OR
AFTER A DISASTER
Knowing what to say is often difficult. When no other words come to mind, a hug and saying,
“This is really hard for us,” will always work.
Try to recognize the feeling underlying your child’s actions and put it into words. Saying
something like “It makes us mad to think about all the people and homes that were hurt by this
hurricane,” or “I can see you are feeling really sad about this,” can help.
Sometimes children may have an overwhelming fear that they are unable to put into words, and
you may need to voice for them. For instance, if a friend loses his mother during a flood, you
might want to say to your child, “You may be scared that something will happen to me and
Daddy (or Mommy) too. We are safe, and the flood waters are leaving, so we aren’t going to die
from this flood.”
Be honest with your child about what has happened and what is happening.
Don’t deny the seriousness of the situation. Saying to a child “Don’t cry, everything will be
okay” does not reflect how the child feels and the child knows that, at least in the immediate
future, this is not true.
Help your child know what words to use with others. For instance, if the disaster has resulted in
death, the child may feel overwhelmed about what to say to friends at the funeral home. You
may need to help by suggesting some simple appropriate words.
Plan a practical concrete activity to help children deal with feelings.
Involve children in decisions about what to do to help restore their sense of having control in
their lives.
Possible activities include:
• Collecting money for disaster victims.
• Planting a tree as a memorial for a death.
• Designing cards and writing notes to someone involved in the disaster.
• Drawing pictures and putting up a bulletin board.
• Writing poems or stories for a class book about the disaster.
Inform your children’s teachers about how they reacting and find out what is being done in the
classroom to deal with the disaster.
Decide how to handle attending funeral or memorial services if the disaster involves deaths.
Whenever possible, parents should take their own children to services. Provide information about
the funeral and its structure to prepare children for the experience. Children who aren’t going
may still want to know what will happen. For young children, this may be their first experience
with death, and information may be especially important for them.
Allow for the fatigue children may experience due to stress and changed sleep patterns.
-63-
APPENDIX D: TIPS FOR TEACHERS’ PERSONAL CARE IN TIME
OF DISASTER
Taking Care of Yourselves and Each Other
As teachers, you directly deal with your children’s reactions to disaster. You may also be
impacted by the disaster. It is extremely important to recognize that you, like children, are under
particular stress and vulnerable to “burnout”.
Burnout reactions include:

Depression, irritability, anxiety, hyper excitability, excessive rage, etc.

Physical exhaustion, loss of energy, gastrointestinal distress, appetite disturbances,
hypochondria, sleep disorders, muscle tremors.

Hyperactivity, excessive fatigue, inability to express self (orally or in writing).

A slowness of thought, inability to make decisions, loss of objectivity in evaluating and
functioning, external confusion, etc.
It is important to recognize these symptoms and find ways to relieve the stress. Talk to each
other and share your experiences. In staff meetings, set aside time to discuss your own personal
responses to the disaster and share ideas on how to assist students and parents in dealing with
their responses.
Teaching is a demanding job. Learning to deal with your own responses to a disaster as well as
your students’ may make you feel overwhelmed at times. Taking care of yourselves and each
other can help keep the stress at a manageable level.
For more information on responding to mental health needs in times of crises, or to find out
about local mental health services, contact your school’s counselor, school social worker, or
school psychologist. ABSS Employees may also access the Employee Assistance Program free
of charge. See system website for contact information.
-64-
APPENDIX E: TIPS FOR HELPING RELOCATED STUDENTS
RECOVERING FROM TRAUMATIC EVENTS
Suggestions for students who are at a new school because their families had to relocate after a
natural disaster:

Limit television coverage of disasters. An adult supervising viewing can address concerns.

Students should attempt to stay in touch with their old friends and be supported in this.

Students should tell their new teachers what would help them feel comfortable in their
classes and tell them if they are having trouble concentrating or doing schoolwork.

Students should get involved in activities that they enjoy at school or in their new
neighborhoods. They may also want to join a youth group such as the Boy Scouts, Girl
Scouts, or 4-H. This will help them meet new friends who share their interests.

Some students may find it helpful to have lunch or get together at other times during school
with other students who have relocated because of the disaster.

Students may want to find some way to express what they’re feeling by creating artwork,
writing, playing music, singing in a choir or just talking to a friend or trusted adult.

Students should get enough sleep and exercise and eat food that is good for them.

Students should make time to do things they enjoy. They should play sports, read good
books, go to movies, spend time with friends, go for walks or listen to music. Students should
try to not dwell on the disaster or their family’s situation all the time.

It isn’t unusual for students to want a light on at night or to leave music on while they sleep.
They might have nightmares for a while, but this is normal. If they still feel really upset two
or three weeks after a return to their normal routine, they should tell their parents or a teacher
or school counselor.

If students feel really upset, they should take time to talk to an adult about what happened.
Some feelings can be overwhelming after a crisis, and talking to an adult can help students
feel better.

This experience has changed students’ lives. While they may not feel better immediately,
most people will find that they start to feel better after a few weeks and begin to realize that
things will be okay.

If people ask about things that students don’t want to talk about, it is fine for them to say that
they don’t want to talk about those things.
-65-
APPENDIX F: TIPS FOR HELPING STUDENTS DEAL WITH ACTS
OF WAR AND TERRORISM
Tips for Teachers to Help Children Cope with War or Terrorism
1. Be a role model
1. Set an example of calm and in control behavior. The more in control adults appear to
be, the more confident children will be that things will ultimately turn out all right
2. Keep in mind that children learn from watching adults in their lives. They will take
their lead from watching your behavior and mood
3. Monitor the tone and content of your conversations with other adults when children
are present
4. Take time for yourself, too, and try to deal with your own reactions to the situation as
fully as possible
2. Connect with children
1. Pay attention to children’s fears. Children can feel embarrassed or criticized when
their fears are minimized
2. Respect a child’s wish not to talk until ready
3. Help children to put the events of war in perspective. Explain that war is intended to
prevent bad things from happening in the future
4. Look for ways to inject humor into classroom discussions and activities
3. Identify Vulnerable Populations. The degree to which children are affected will vary
depending on personal circumstances. Most vulnerable are child who:
1. Live in proximity to past traumatic events or “high” target areas
2. Have suffered a personal loss from or been exposed to terrorism, violence or military
actions
3. Have parents currently in the military or on active duty in the reserve forces
4. Have parents who fought in past conflicts
5. Have parents involved in emergency response or public safety
6. Are of non-US origin and may feel threatened by intolerance or racism
7. Suffer from PTSD, depression or other mental illness.
4. Foster open communication
1. Make time for class discussion. Talk to the school counselor or school psychologist if
you are unsure how to respond to questions.
2. Reassure children that there is no “right” or “wrong” reaction to war. Give children
an opportunity to express their thoughts and concerns in many ways
3. Help children separate real from imagined fears
4. Any time that a child is motivated enough to ask a question, use it as an opportunity
for a teachable moment
5. Speak to children in terms they can easily understand
6. Be prepared to answer your students’ questions factually and take time to think about
how you want to frame events and your reactions t them
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7. Talk with children about their art or written images and how they feel
8. As war efforts continue, have ongoing discussions to address children’s changing
worries and concerns
5. Enforce the Same Rules
1. Expect and respond to changes in behavior. All children are likely to display some
signs of stress. Immature, aggressive, oppositional behaviors are normal reactions to
uncertain situations like war
2. Maintain consistent academic and behavioral expectations. Be sure children
understand that the same rules apply, but be realistic about an individual child’s
coping skills
6. Help Children Understand
1. Help children interpret what has happened and make sense of what they see and hear
2. Dispel rumors and correct misinformation
3. Use war as an opportunity to discuss issues of prejudice, stereotyping, and
aggression. Stop children from stereotyping people from specific religions, cultures or
ethnic backgrounds.
4. Stop bullying or harassment immediately
5. Use discussions of war to teach about non-violent ways to handle situations. For
instance, teach children how to share and take turns.
6. Help children understand that individuals can disagree with a particular war effort,
but still believe it is important to defend a country
7. Reinforce Ideas of Safety and Security
1. Reassure children that school is a safe place and that responsible adults are there to
protect them.
2. Teach a sense of optimism. Remind children that our nation has survived over
difficult times, and help them to stay optimistic about the future.
8. Foster Resilience
1. Help children explore positive ways of coping with their fears and anxieties. For
example, help children maintain a sense of control by organizing activities that
support military families and their communities, like writing letters of support or
sending care packages.
2. Involve children in creating a school disaster plan to follow in the event of an
emergency
9. Be alert to special needs
1. Spend extra time with certain children, if necessary. Pay special attention to children
who may feel isolated
2. Pay special attention to children who have parents involved in the military to help
them cope with their feelings of separation and fear of loss
3. Watch children for signs of stress and anxiety
4. Be alert to signals of stress and be prepared to alert the student’s parents or caregivers
to your concerns
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Open lines of communication with Parents and Caregivers:
Coordinate information between school and home. Inform parents about school activities being
planned. Share information with parents about social studies and history lessons and other
relevant classroom discussions. Invite parents with relevant professional experience to come to
school to talk about their jobs and how their skills contribute to the war effort or safety at home.
If a child is showing signs of stress in school, provide parents with helpful suggestions or
information about community resources
Information provided by:
U.S. Department of Health and Human Services and the National Association of School
Psychologists
Children’s Reactions and Responses to Terrorist Attacks and War
Emotional responses vary in nature and severity from child to child. Nonetheless, there are some
similarities in how children (and adults) feel when their lives are impacted by war or the threat of
war:
1. Fear
2. Loss of control
3. Anger
4. Loss of stability
5. Isolation
6. Confusion
The following symptoms are normal reactions to trauma and do not necessarily mean that a child
has acquired a disorder. However, a significant minority of children will develop posttraumatic
stress symptoms after a terrorist attack or incident of war.
Findings from the Oklahoma City bombing indicate that:
1. Children who lost a friend or relative were more likely to report immediate symptoms of
PTSD than non-bereaved children
2. Arousal and fear presenting 7 weeks after the bombing were significant predictors of
PTSD
3. Two years after the bombing, 16% of children who lived approximately 100 miles away
reported significant PTSD symptoms related to the event. This is an important finding
because these youths were not directly exposed to the trauma and were not related to
people who had been killed or injured
4. PTSD symptomology was predicted by media exposure and indirect interpersonal
exposure, such as having a friend who knew someone who was killed or injured.
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Developmental Expectations
Young Children (1-6 years old)

Helplessness and passivity; lack of
usual responsiveness

Generalized fear

Heightened arousal and confusion

Cognitive confusion

Difficulty talking about event; lack
of verbalization

Difficulty identifying feelings

Nightmares and other sleep
disturbances

Separation fears and clinging to
caregivers

Regressive symptoms (e.g.
bedwetting, loss of acquired speech
and motor skills)

Inability to understand death as
permanent

Anxieties about death

Grief related to abandonment by
caregiver

Somatic symptoms (e.g. stomach
aches, headaches)

Startle response to loud or unusual
noises

“freezing” (sudden immobility of
body

fussiness, uncharacteristic crying and
neediness

avoidance of or alarm response to
specific trauma-related reminders
involving sights and physical
sensations
School-Aged Children (6-11 years)

feelings of responsibility and guilt

repetitions traumatic play and
retelling

feeling disturbed by reminders of
the event

nightmares and other sleep
disturbances

concerns about safety and
preoccupation with danger

aggressive behavior and angry
outbursts

fear of feelings and trauma
reactions

close attention to parents’ anxieties

school avoidance

worry and concern for others
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
changes in behavior, mood and
personality

somatic symptoms (complaints about
bodily aches and pains)

obvious anxiety and fearfulness

regression (behaving like a younger
child)

separation anxiety

loss of interest in activities

confusion and inadequate
understanding of traumatic events
(more evident in play than in
discussion)

unclear understanding of death and
the causes of “bad” events

giving magical explanations to fill
in gaps in understanding

loss of ability to concentrate at
school, with lowering of
performance

“spacey” or distractible behavior
Pre-adolescents and Adolescents (12-18 years)

self-consciousness

life threatening reenactment

rebellion at home or school

abrupt shift in relationships

depression and social withdrawal

decline in school performance

trauma-driven acting out, such as
with sexual activity and reckless
risk taking

effort to distance oneself from
feelings of shame, guilty, and
humiliation

excessive activity and involvement
with others, or retreat from others in
order to manage inner turmoil

accident proneness

wish for revenge and action
oriented responses to trauma

increase self-focusing and
withdrawal

sleep and eating disturbances,
including nightmares
Information provided by National Center for PTSD
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Tips for Parents Following Incidents Of War And Terrorism, Epidemics, And Pandemics

Maintain a normal routine. Keeping a regular schedule can be reassuring and promote
physical health. Ensure that children get plenty of sleep, regular meals, and exercise.
Encourage them to keep up with their schoolwork and extracurricular activities but don’t
push them if they seem overwhelmed.

Create a safe environment. One of the most important steps you can take is to help
children feel safe. If possible, children should be placed in a familiar environment with
people that they feel close to. Keep your child’s routine as regular as possible. Children
find comfort in having things be consistent and familiar.

Provide children with reassurance and extra emotional support. Adults need to create
an environment in which children feel safe enough to ask questions, express feelings, or
just be by themselves. Let your children know they can ask questions. Ask your children
what they have heard and how they feel about it. Reassure your child that they are safe
and you will not abandon them.

Turn off or monitor the television. It is important to stay informed, but watching
endless news programs is likely to heighten anxiety. Young children in particular cannot
distinguish between images on TV and their personal reality. Older children may want to
watch the news, but be available to discuss what they see and help put it into perspective.

Be honest with your children about what happened. Provide accurate information, but
make sure it is appropriate to their developmental level. Very young children may be
protected because they are not old enough to be aware that something bad has happened.
You might want to tell them there has been a terrible accident and that many people have
been hurt or killed. Adolescents will have a better idea of what has occurred. It may be
appropriate to watch selected news coverage with your adolescent and then discuss it.

Stick to the facts. Answer children’s questions factually and include a positive
element to the answer, e.g. “Yes, we are on high alert, but we have been here
before. It does not mean that something bad will definitely happen.” “Yes, we
may go to war, but our troops will keep us safe.” “Yes, there are more armed
guards on our streets, but they are there to protect us.” Don’t speculate about what
could happen.

Differentiate between war and terrorism. Children are likely to see images of and
hear about suffering and death and may confuse these far away actions with
potential danger at home—particularly young children. Older children may be
aware of heightened risk of terrorism because of the war, but you can distinguish
between the two types of actions. Acts of war involve attacks on military targets,
and are in effect, government to government action linked to official foreign
policy objectives. Terrorism targets innocent individuals with the goal of
inflicting harm and terror.
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
Tell children what the government is doing. Reassure children that the state and federal
government, police, firemen and hospitals are doing everything possible. Explain that
people from all over the country and from other countries offer their services in times of
need.

Be aware that children will often take on the anxiety of the adults around them.
Parents have difficulty finding a balance between sharing their own feelings with their
children and not placing their anxiety on their children. For example, the September 11th
attack on the US was inconceivable. Our sense of safety and freedom was shattered.
Many parents felt scared and fearful of another attack. Others were angry and revengeful.
Parents must deal with their own emotional feelings. Parents who are frightened may
want to explain that to their child, but they should also talk about their ability to cope and
how family members can help each other.

Try to put the event in perspective. Although you yourself may be anxious or scared,
children need to know that attacks are rare events. They also need to know that the world
is generally a safe place.

Have a family plan. This should involve a way to get in touch with each other, a meeting
place, friends or neighbors who can help, emergency supplies, etc. This is important not
only if something does happen but it also will help you feel more in control now. Events
that are judged to be “out of control” are especially frightening. Thus, anything children
can do to control their situation will be helpful. Most older children can participate in this
process and will probably feel better if they do. However, assess your younger children’s
understanding of the situation. Don’t involve them in this planning if you think doing so
will only serve to heighten their awareness of the danger.

Communicate with your children’s school. Find out what they are learning. Share any
concerns you have with teachers including if you have a family member on active duty.
Encourage the teacher to keep you informed as well. Remember that teachers might be
under heightened stress like everyone else. Not only are they providing extra support to
their students, they may also have loved ones who are called to active duty and/or trying
to cope with their own personal reactions to events.
Activities to do with or for children ages:

Infancy to 2 ½ Years
1. Maintain child’s routine around sleeping and eating
2. Avoid unnecessary separations from important caretakers
3. Provide additional soothing activities
4. Maintain calm atmosphere in child’s presence
5. Avoid exposing child to reminders of trauma
6. Expect a child’s temporary regression. Don’t panic.
7. Help a verbal child to give simple names to big feelings; talk about event in simple
terms during brief chats
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8. Give simple play props related to the actual trauma to a child who is trying to play out
the frightening situation (e.g. a doctor’s kit, a toy ambulance)

2 ½ to 6 Years Old
1. Listen to and tolerate child’s retelling of the event.
2. Give simple, repeated explanations as needed, even every day. Make sure they
understand the words you are using.
3. If you are some distance away from the incident, make sure to tell your child that the
danger is not near you.
4. Respect child’s fears; give child time to cope with fears.
5. Protect child from re-exposure to frightening situations and reminders of trauma,
including scary TV programs, movies, stories, and physical or locational reminders of
the trauma.
6. Accept and help the child to name strong feelings during brief conversations (the
child cannot talk about these feelings or the experience for long).
7. Expect and understand child’s regression while maintaining basic household rules.
8. When the child is regressing, remain neutral or matter of fact, as best as you can, as
these may continue a while after the disaster.
9. Give age appropriate consistent explanation—that does not give false hopes—about
the reality of death.
10. Expect some difficult or uncharacteristic behavior.
11. Set firm limits on hurtful or scary play and behavior.
12. Provide ways to turn spontaneous drawing or playing from events to include
something that would make them feel safer or better.
13. If child is fearful, avoid unnecessary separations from important caretakers.
14. If you leave, reassure your children you will be back. Tell them a realistic time in
words they understand and be back on time.
15. Maintain household and family routines that comfort child.
16. Avoid introducing experiences that are new and challenging for child.
17. Give your child more hugs, hand holding or time in your lap.
18. Provide additional nighttime comforts when possible such as nightlights, stuffed
animals, and physical comfort after nightmares.
19. Explain to child that nightmares come from the fears a child has inside, that they
aren’t real, and that they will occur less frequently over time.
20. Provide opportunities and props for trauma related play.
21. Try to discover what triggers sudden fearfulness or regression.
22. Monitor child’s coping in school and day care by expressing concerns and
communicating with teaching staff.
23. Be aware when you are on the phone or talking with others that your child does not
overhear you expressive fears.

6 to 11 Years Old
1. Listen to and tolerate child’s retelling of the event.
2. Respect child’s fears; give child time to cope with fears.
3. Provide a safe place for them to express fear, anger, sadness, etc. Allow children to
cry or be sad; don’t expect them to be brave or tough.
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4. Increase monitoring and awareness of child’s play which may involve secretive
reenactments of trauma with peers and siblings; set limits on scary or hurtful play.
5. However, encourage the child to engage in reactional activities and exercise as an
outlet for feelings and frustration.
6. Permit child to try out new ways of coping with fearfulness at bedtime: extra reading
time, leaving the radio on, or listening to a tape in the middle of the night to erase the
residue of fear from a nightmare.
7. Let your child tell you about bad dreams. Explain that bad dreams are normal and
they go away. Do not ask the child to go into too many details of the bad dream.
8. Reassure the older child that feelings of fear and behaviors that feel out of control or
babyish (e.g. bed wetting) are normal after a frightening experience and that he or she
will feel better with time.
9. If the child is complaining of physical complaints when there is no apparent reason,
find out if there is a medical reason. If not provide comfort and assurance that this is
normal.
10. Be matter of fact with your child; giving non-medical complaints too much attention
may increase them.
11. Help children constructive activities on behalf of others, but do not burden them with
undo responsibility (e.g. collecting money or supplies for those in need).
12. Give clear explanations of what happened. Correct information that your child is
unclear or confused about regarding if there is a present danger.
13. Let your children know what they can expect to happen next.
14. Encourage positive problem solving in play or drawing.

11 to 18 Years Old
1. Encourage adolescents of all ages to talk about the traumatic event with family
members.
2. Provide opportunities for the young person to spend time with friends who are
supportive.
3. Reassure the young person that strong feelings—guilt, shame, embarrassment, or a
wish for revenge are normal following a trauma.
4. Help the young person find activities that offer opportunities to experience mastery,
control and self-esteem.
5. Help to identify different reminders (people, places, sounds, smells, feelings, time of
day) and to clarify the difference between the event and the reminders that occur after
it.
6. Explain to teens that media coverage of the event can trigger fears of it happening
again.
7. Encourage tolerance for different family members’ courses to recover.
8. Accept responsibility for your own feelings.
9. If the adolescent is exhibiting wanting premature entrance into adulthood (e.g.
leaving school, getting married), encourage postponing major life decisions. Find
other ways to make the adolescent feel more in control over things.
10. Encourage pleasurable physical activities such as sports and dancing.
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When Should You Seek Professional Help For Your Child?
Many children and adolescents will display some of the symptoms listed above as a result of
terrorist attacks. Most children will likely recover in a few weeks with social support and the aid
of their families. Many of the above suggestions will help children recover more quickly. Other
children, however, may develop PTSD, depression, or anxiety disorders. Parents of children with
prolonged reactions or more severe reactions may want to seek the assistance of a mental health
counselor. It is important to find a counselor who has experience working children as well as
with survivors of trauma.
Information provided by
National Center for PTSD
National Association of School Psychologists
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