Critical Incident Policy

St. John the Baptist’s College

Critical Incident

Management Strategy

Reviewed: September 2025

Reviewed by: P Rath / S Murphy

Next review: September 2026

Committee: SLT

Contents Page

Page
3 – 4	Introduction
5 – 6	Critical Incident Management Team
7 – 14	Critical Incident Management Plan – Key Actions
16	Staff members on Critical Incident Management Team	Appendix 1
18 – 33	Critical Incident Management Guide	Appendix 2
35 – 37	Cascade Telephone System	Appendix 3
38 – 39	List of Useful Contacts	Appendix 4
40	Announcement to Pupils – Advice for Teachers	Appendix 5
41	Breaking the news to Pupils – Advice for Teachers	Appendix 6
42	Children and Young People’s Understanding of Death – Information for Staff	Appendix 7
43 – 45	Death by Suspected Suicide – Information for Staff	Appendix 8
46 – 48	How School Staff can support pupils at a time of Crisis – Information for Staff	Appendix 9
49 – 50	Responding to Pupils’ Questions following a Sudden Death – Information for Staff	Appendix 10
51 – 52	Understanding your reactions – Information for Pupils	Appendix 11
53	Informing Parents of a Sudden Death – Letter to Parents	Appendix 12
54 – 55	Understanding your child’s reactions – Information sheet for Parents	Appendix 13
56 – 57	Press Statements – Information for Staff	Appendix 14
58	Media Interviews - Information for Staff	Appendix 15
59	Pupils returning to school after Bereavement – Information for Staff	Appendix 16
60	School Record on a Pupil who has experienced Loss/Bereavement	Appendix 17
61	Pastoral Care Transfer Information	Appendix 18
62 – 63	Publications, Resources and Support Services	Appendix 19
64 – 65	References which have informed the production of this document	Appendix 20

St John the Baptist’s College

Critical Incident Management Strategy

Introduction

St John the Baptist’s College aims to protect the wellbeing of its pupils and staff by providing a safe and nurturing environment at all times.

The Board of Governors, through the Critical Incident Management Team has drawn up a Critical Incident Management Plan (CIMP) as one element of the school’s policies and plans within the Pastoral Care arrangements.

A Critical Incident Management Team (CIMT) has been established see Appendix 1 to steer the development and implementation of the plan.

Definition

The Governors and staff of St John the Baptist’s College recognise a critical incident to be “any sudden and unexpected incident or sequence of events which causes trauma within a school community and which overwhelms the normal coping mechanism of the school”. Critical incidents may involve one or more pupils or staff members, or members of our local community.

Types of incidents might include:

Sudden death of pupil or member of staff;
Disappearance of a pupil or member of staff;
Death or injury of a pupil or staff member on a school outing;
Severe injury to pupil or staff member as a result of road traffic accident;
Serious assault on pupil or staff member in school;
Violent/disturbed intruder on school premises during school day;
Serious damage to school building or property through fire, flood, or vandalism
Civil disturbance in local community
Pupil with contagious illness
Immediate evacuation of the school with no likelihood of return for a number of hours.

Aims of the Critical Incident Management Strategy

To recognise which incidents may be critical for the school community.
To respond to a critical incident in an informed manner.
To create a positive, open, communicative climate where the needs of staff and pupils are met in critical incident situations.
To create a safe school environment whereby the physical, social, and psychological health of pupils and staff is prioritised.
To outline, monitor, and review the management plans for dealing with different emergencies.
To promote active coping skills within the curriculum.
To establish positive working relationships and dialogue with outside agencies, thus enabling full and effective collaboration in the event of a critical incident.

Creation of a coping supportive and caring ethos in the school

Our curriculum and pastoral care arrangements aim to help and support both staff and pupils, thus preparing them to cope with a range of life events. These include measures to address both the physical and emotional needs of the school community.

Physical Needs

Evacuation plan formulated
Regular fire drills occur
Fire exits and extinguishers are regularly checked
Safeguarding and Child Protection Policy and procedures followed by all staff and visitors to the school
Standards of positive behaviour are agreed and expectations known by the school community

Emotional Needs

The Governors and staff of St John the Baptist’s College aim to use available programmes and resources to address the personal and social development of pupils, to enhance a sense of safety and security in the school and to provide opportunities for reflection and discussion. Further details can be found within other relevant policies such as Pastoral Care, Safeguarding/Child Protection, Anti-bullying and Mobile Phone and Electronic Technology Policy.

Consultation has taken place with the EA and the Policy and Plan have been developed

Staff has accessed training from the EA Pupil Personal Development Team as the policy has been developed.

Staff are familiar with the school Safeguarding/Child Protection Policy and Procedures and details of how to proceed with suspicions or disclosures

Staff resources on affecting the post-primary school pupil are available

Emotional health and well-being is an integral part of the school curriculum

The school use a range of external agencies for support

Inputs to pupils by external providers are carefully considered in the light of criteria about pupil safety, the appropriateness of the content, and the expertise of the providers.

The school has a clear policy on anti-bullying and deals with bullying in accordance with this policy

In St John the Baptist’s College there is a comprehensive Pastoral Care System in place.

Pupils who are identified as being at risk are referred to the Designated Teacher - Ms Murphy (or to another member of the Safeguarding team), concerns are explored, and the appropriate level of assistance and support is provided. Parents are informed, and where appropriate, a referral is made to an appropriate agency.

Members of staff are informed about how to access support for themselves.

Critical Incident Management Team (CIMT)

A CIMT has been established see Appendix 1 and will meet termly and after an incident to review and, if necessary, update the policy and plan. Each member of the team has a dedicated critical incident folder. This contains a copy of the policy and materials particular to their role, to be used in the event of an incident.

In the event of a critical incident occurring outside of school hours or term time members of the CIMT will be contacted and will arrange to meet. There may be a delay in contacting staff until details are confirmed.

Roles

The key roles covered are as follows:

Team Leader Mrs N Murray - Principal

Alerts the team members to the crisis and convenes a meeting
Coordinates the tasks of the team
Liaises with the Board of Governors
Liaises with the bereaved family (if applicable)
Confirmation of the event should be clarified with Parish Priest or PSNI.

In the absence of the team leader, the HSO/Senior Leader - Mr Rath - will assume the lead.

PSNI liaison Mrs Murray/Mrs K Towe

Liaises with the PSNI
Ensures that information about deaths or other developments is checked out for accuracy before being shared

Staff liaison Mrs A Hughes

CIMT using line of referral informs all staff
Leads briefing meetings for staff on the facts as known, gives staff members an opportunity to express their feelings and ask questions, outlines the routine for the day
Advises staff on the procedures for identification of vulnerable pupils
Refers staff to materials from their critical incident folders
Keeps staff updated as the day progresses
Is alert to vulnerable staff members and makes contact with them individually
Advises them of the availability of Staff Care Services and provides contact details.

Pupil liaison, CIMT Ms Murphy, Mrs Swain, Mrs O’Neill, and Mrs McCabe

ST Care and Welfare Mr J Lynch

Alerts other staff to vulnerable pupils (appropriately)
Provides materials for pupils (from their critical incident folder)
Keeps records of pupils seen by external agency staff
Looks after setting up and supervision of ‘quiet’ room where agreed (Library), Nurture Centre

Community/agency liaison Mr J McConville

Maintains up to date lists of relevant contact numbers such as emergency support services and other external contacts and resources (Office Staff)
Reminds agency staff to wear name/visitor badges (Office Staff)
Liaises with agencies in the community for support and onward referral (Mr Rath/Ms Murphy)
Coordinates the involvement of agencies (Mr Rath/Ms Murphy)
Updates team members on the involvement of external agencies (Ms Murphy)

Parent liaison: Mr J Lynch/Mr McConville, Ms Murphy/Mrs Towe

Arranges parent meetings, if held
May facilitate such meetings, and manage ‘questions and answers’
Ensures that sample letters are typed up, on the school’s system, and ready for adaptation
Sets up room for meetings with parents
Maintains a record of parents seen
Meets with individual parents
Provides appropriate materials for parents (from their critical incident folder)
Mrs A McCaffrey / Mrs C Ritchie posts information on school website

Media liaison: Mrs N Murray – Principal with CCMS/Mrs Martin & EA Rep

Will draw up a press statement, give media briefings and interviews (as agreed by school management).
Where appropriate, may liaise with Legal Services, relevant teacher unions and/or EA Communications Officer

Administrator: Miss B Browne / Mrs A Neeson / Mrs McKeever

Maintains up to date telephone numbers of
- Parents or guardians
- Teachers Miss B Browne & Mrs McIlmoyle
- Emergency services

OFFICE STAFF: Mrs McIlmoyle / Miss J Martin / Ms A Cavanagh

Takes telephone calls and notes those that need to be responded to
Ensures that templates are on the school’s system in advance and ready for adaptation
Prepares and sends out letters, emails and faxes
Photocopies materials needed
Maintains records of all correspondence
Compiles running record from all information obtained by CIMT
Coordinates support for office and reprographics

Record keeping

In the event of an incident Appendix 2 will be completed regularly throughout the incident as a record of the actions and procedures undertaken. All members of the CIMT will keep a written record, in a designated notebook, to be forwarded to Mrs Browne & Mrs McIlmoyle

Mrs McIlmoyle / Miss J Martin / Ms A Cavanagh will have a key role in receiving and logging telephone calls, sending letters, photocopying materials etc.

Confidentiality

The management and staff of St John the Baptist’s College have a responsibility to protect the privacy of the people involved in any incident and will be sensitive to the consequences of any public statements.

Critical incident rooms

In the event of a critical incident the following rooms will be used:

Base Room – Lecture Drama
Staff Room - to meet the staff
SG Office / Library – for meetings with parents/Pastoral Office
Nurture Centre / Assembly Hall – for meetings with pupils
Principal’s office for media (if required)
Interview Room for other visitors and LSC room
Canteen for Parents to be located
Rooms for counselling provision – Nurture Centre
Recovery Room Room 5

[Immediate, short and medium term actions are detailed in appendix 3]

All members of CIMT must

have copy of CI kit and plan at home and school
be aware of the roles of each part of the plan
have contact numbers for each member
have a register of emergency services and outside agencies

Critical Incident Management Plan

Key actions

No two incidents are alike, the CIMT will assess needs first and

use the guidelines flexibly and in relation to the information available.

Step 1:

Assess the danger, gather factual information and take appropriate action

Initiate agreed school evacuation procedures if necessary and arrange for first aid.
Notify emergency services/other relevant authorities and EA Critical Incident Response Team.
The Principal’s office will be the central information point and the Principal will liaise with the EA CIRT and emergency services.
Maintain school routines where possible. It may be useful to continue certain curriculum activities at intervals during the days following the critical incident. Sustaining the normal routine, with timetable flexibility to allow pupils and staff to access support from the EA’s Critical Incident Response Teams and external agencies, will maintain a sense of continuity and stability for the whole school community.
Brief office staff regarding incident and confidentiality and keep a written log of all telephone calls and actions taken (see appendix 4). List of names and phone numbers.
Liaise with Chair, Board of Governors.
Create a calm, purposeful environment.

Step 2:

School staff with CIRT support coordinate school’s response, meet with staff

Liaise and delegate, discuss intervention plan, agree how and what other pupils will be told; prepare statement for staff to read to students (see appendix 5 and 6).

Briefing Staff

The Principal or Team Leader will brief staff on the situation. A formal staff briefing will take place as soon as possible after the circumstances of the incident are known with a formal debriefing at the end of the school day(s).

Absent teachers will also be briefed on the situation by phone by Mrs McIlmoyle & Mrs Browne.

Staff will receive factual information on what has occurred, how the incident will be handled and how they can contribute to the school’s response.

Staff will be kept updated on developments during the course of the day during morning breaks and/or lunchtime using the staff room. Staff will be provided with a timetable of events.

The initial briefing should:

Respond to any inevitable risk/threat e.g. evacuation or first aid;
Give a brief statement of factual information;
Outline the school’s response and proposed plan of action;
Allow staff to ask questions and to get a response;
Outline staff responsibility for monitoring pupil and staff welfare;
Identify vulnerable staff and pupils who may be at risk;
Clarify specific responsibilities for staff;
Advise staff on procedure for dealing with media enquiries;
Advise staff on agreed procedure for informing pupils;
Advise staff on the agreed procedure for informing parents;
Inform staff of the support services that are available;
Reassure staff and pupils that they will be supported; and
Advise staff of time/place of next briefing.

Breaking the News to Pupils

It is important to inform pupils of a critical incident as soon as possible. Delaying a formal announcement may make the situation worse, as rumour can add another aspect to handling the critical incident and pupils may feel that a delay shows a lack of concern or sensitivity by the school staff and could undermine the credibility of information given later.

Consideration will be given to the range of different groups among the pupils and how they are to be informed. Young children and those with special educational needs will be informed in a way which is appropriate, using language and methods of communication already familiar to them.

Pupils will be informed in small groups preferably siblings, close friends, class group, and year group preferably in their regular classroom setting/form class to reduce the potential for creating a highly charged emotional atmosphere. As many pupils will likely be in shock, a small group setting will also act as a 'safe space'. The best person to communicate this difficult news will normally be the class/form teacher or the Head of Pastoral Care. If any member of staff feels they are unable to perform this task they should inform the Principal and another member of staff will be designated to inform pupils.

Teachers will be given a carefully worded announcement to read aloud in classrooms.

Where there has been a death it is important that the bereaved family’s right to privacy is respected. In this instance the announcement made to pupils will usually include a statement of condolence and will be sensitive to the different religions and cultures present in the school community. The announcement will also advise pupils of the support arrangements to be put in place and how these can be accessed.

Teachers should be aware that young people’s understanding of death will depend on their cognitive and developmental stage. Appendix 7 provides information for teachers on the concept and common reactions to death in various age ranges.

In the case of a suspected sudden death there are a number of issues that need to be considered. These issues are dealt with at Appendix 8.

Making the Announcement to Pupils – Form Teacher with another member of staff for support to make announcement

Teachers where possible will make the announcement simultaneously, to ensure that pupils attending school hear about it at the same time. Before making any announcement teachers should be mindful of vulnerable pupils in the group as the critical incident may act as a trigger for an extreme response by some pupils who are vulnerable even though they are not directly involved. These pupils include:

Those recently bereaved;
Close friends and relatives of those affected;
Pupils with a history of self-harm or suicidal behaviour;
Pupils who have experienced recent bereavement or separation;
Pupils with mental health difficulties;
Pupils with a history of substance abuse;
Pupils with child protection needs;
Pupils with learning, communication or sensory difficulties;
Non-communicative pupils who have difficulty talking about their feelings; and
Pupils experiencing serious family difficulties including mental/physical illness.
Those with English as an additional language;
Pupils with SEN spoken to in a small group in ‘LSC’
All staff provided with a list of vulnerable pupils

When making the agreed announcement teachers should pass on the facts that are known, never speculate on the cause or causes of the incident and be truthful when questions cannot be answered.

After the announcement teachers will allow sufficient time for pupils to begin to discuss their feelings. Teachers have a listening, supportive and containing role and will remain calm and listen to the pupils (see appendix 9 and 10).

CIMT collect, record, verify and update details (time, place, those involved etc see appendix 2).
Principal continues to liaise with the Chair of the Board of Governors.
Prepare media statement (see appendix 14 and 15). Before making a statement:

A check will be carried out with the police, ambulance, and fire and rescue service;
A decision will be taken on whether all media enquiries and follow up enquiries are handled by the Principal or another designated member of the Critical Incident Management Team;
An accurate, factual report is prepared as background to any questions;
No other staff should make comment or provide comment on the incident;
News media should not be permitted on school property without the prior approval of the Principal. This applies to television, radio, print media and photographers.

Pupils should also be advised about dealing with contact from or with the media. Pupils should also be encouraged to use discretion when commenting about the incident on social networking sites (this should be included in a statement which is read to pupils).

Set up support centres e.g.; Staff room (Mrs McKeever & Ms Soares).

Identify vulnerable individuals/groups – Mr Lynch (Head of Pastoral Care), Form Teachers will identify students and compile list to be given to CIMT and CIRT, pupils will be monitored and appropriate support put in place.

Form teachers/subject teachers email all staff if there are concerns about students. Email names to Mr Lynch, who complies a list of students to visit the counsellor. A member of SLT will accompany the pupil to the designated counsellor. The pupil will return to the office and a member of SLT will accompany them back to class. Staff will be kept informed throughout the day of students who accessed support.

A designated area/areas will be provided for pupils should they wish to come out of class. There, they will be facilitated to talk about their feelings to someone, for example, a member of the school’s pastoral care team or a member of the EA’s Critical Incident Support Team or school counsellor supporting the school. For those pupils that are particularly distressed the suggested information contained in Appendix 11 can be used as part of the support arrangements. Consideration may need to be given for these pupils to go home. Arrangements will be made directly with parents to ensure that the pupils are supported at home.

*For Form Teachers, see additional frequently asked questions and suggested answers (Appendix 20 – Books 21).

Pupils Absent from School

Pupils who are absent from school due to illness, work experience, educational trips or suspension will also be informed. This is of particular importance if a pupil has died and the absent pupil is in the same class or is a known friend. In such a case, early contact will be made with the pupil’s parent by the Form Teacher. Support will be put in place by the Form Teacher for the pupil’s return to school.

Step 3: School staff with CIRT support

Organise contact with pupils and parents

Give the facts of the critical incident, keeping in mind legal implications and respecting aspects of privacy (see appendix 5 and 6). Also used in Step 2.
Ensure a factual and consistent message is given.
Inform parents - When a critical incident occurs, parents must be informed as soon as the initial information is confirmed. The type of critical incident will determine the nature of contact with parents and the urgency in which this is done. Parents will receive an alert to check their Gateway app / personal email/child’s email for correspondence.

Parents of pupils directly involved will be telephoned or visited by a member of the CIMT. If the death of a pupil has occurred, one has to be mindful of the bereaved parents’ needs. It is important for the Principal or another school representative to make contact with the parents as soon as possible to express sympathy, liaise over messages of condolence from staff/pupils and to discuss funeral arrangements. SJBC will take into account the wishes of the family before sending school representatives including pupils to a funeral and be sensitive to different religious practices and cultures.

Other parents may also need to be informed; this is likely to be done most effectively via the Gateway app and may also be posted on the school website as the media may have reached them first with inaccurate information (see appendix 12). Appendix 13 gives practical and constructive suggestions on how parents can support their children. The CIMT will consider issuing the information sheet at Appendix 13 along with the letter to parents.

The letter issued will give the facts of the critical incident and ensure that only accurate information is shared. Consideration will also be given to the needs of parents whose first language is not English.

Schools also need to have a contingency plan. Where the critical incident requires all parents to be contacted as a matter of urgency the Gateway app facility will be used, twitter and local media and the school website.

Continue to liaise with the Chair of the Board of Governors.
Provide sources of help for pupils and families see appendix 13 and encourage communication between parents and school. Parents will be informed via the Gateway app and on the school website how to access support both within the school and externally.
Suggest possible reaction of students.
Confirm the school's response plans.

Step 4:

Restore the school to regular routine as soon as practicable

Plan visits to injured and bereaved, ensuring a member of the SLT remains on site.
Continue to liaise with Chair, Board of Governors and EA CIRT.
Plan rituals and assemblies
Monitor reactions of pupils and staff and provide relevant support (CMB, defusing)

Support for Staff

Staff must be well supported during a crisis in order to support pupils effectively. The impact of a critical incident on all staff may be distressing and some may have difficulty coping. The extent of this impact will depend on staff involvement in the incident and the particular circumstances pertaining to it. The impact will also vary according to staff experience and training, coping skills, past trauma history, and current stresses.

Sources of help may include the provision of opportunities for staff, as individuals or in groups, to discuss their own reactions to what has happened, to assess the climate of the school and to share their observations on the monitoring of vulnerable pupils. Staff will be kept informed, to understand the importance of their role and to be supported themselves.

Experienced advisers from the EA, the Board of Governors and relevant clergy/faith workers will also be available to provide support for staff.

The needs of all staff will be monitored and appropriate support provided through the school’s formal and informal systems.

Staff Care Call counsellor to be contacted regarding support for staff by Ms Murphy.

Support within School

Informal support in school may be available through staff, colleagues and friends who can help each other and, if appropriate, alert someone in the Senior Leadership Team, if not already involved.

More formal support may include, for example, providing cover arrangements for staff that are temporarily unable to carry out their normal duties, arranging for staff to have time out if necessary and advising staff of external support that may be available to them.

External Support

In the immediate aftermath of a critical incident the school community needs the type of support described in this document such as calm reassurance by familiar adults; this could be described as emotional first aid. The school can be supported in providing this by the EA’s Critical Incident Response Team in conjunction with the Independent Counselling Service for Schools, Familyworks Schools counselling service and Learning Mentor. In the longer term, if required staff may benefit from counselling support, such as that provided by the employing authority i.e. Inspire Wellbeing or other community based counselling services. Support for the school community – Arrange appropriate Information evenings for all members of the school and local communities.

Assisting Statutory Investigations

A critical incident, in particular, the sudden death of a pupil can trigger an investigation that may involve a number of statutory agencies.

The sudden death of a pupil is an extremely difficult and emotionally charged time for all concerned. Staff should be aware that alongside a coroner’s inquest there may be other officially established reviews or inquiries into the pupil’s death and the circumstances surrounding it.

It is important that school anticipates being asked to contribute information about the pupil to any such review or inquiry and ensure that all relevant records are secured. The purpose of such reviews is not to inquire into how a child died or who is culpable; it is to learn from the experience on how best to protect children in the future and if there are ways of improving the practice of all professionals working with children particularly in relation to multi-disciplinary and inter-agency working.

Step 5:

Obtain updated factual information

Continue to inform staff, students, and parents.
The principal consults with the families affected to determine their wishes concerning public announcements and information for school staff and students.
Continue to liaise with the Chair of the Board of Governors.

Step 6:

Continue to monitor wellbeing of students and staff

Organise assistance, such as transport home, for staff or students who are distressed. Try to ensure that they are not alone on the evening after such an incident.
Identify at risk pupils, staff, arrange for follow-up support, involvement with other professionals, referrals as necessary.
Assess the need for debriefing of staff and pupils with expert help.
Arrange for support of the Critical Incident Response Team.
Continue to liaise with the Chair of the Board of Governors.

Step 7:

Spiritual Provisio

The Chaplain may provide support to students and staff from the outset.

Mass in school simultaneous to funeral mass which reflected the funeral mass to support the school community.
Notice board of condolences in the staffroom.
Eucharistic Adoration day held involving parishioners and students.
Special intentions prayer-book in Oratory.
Acknowledgement of support in parish bulletin.
Liaison with Parish Priest of pupil(s) involved.

AFTER THE INCIDENT

The aim of the work carried out in school during the weeks, months and sometimes years following a critical incident is to help its immediate and broader community cope with and recover from the critical incident. A return to normal routine requires careful and sensitive planning, timing, and implementation. Staff should continue to monitor pupils’ emotional wellbeing and be attentive to pupils with ongoing difficulties.

Support for Pupils

Returning to school for some pupils may be very difficult and every attempt should be made to provide as much continuity as possible. Actions to support pupils returning to school should include:

Arranging a home visit to discuss plans for returning to school even on a phased basis;
Helping arrange a rota of support from school friends;
Arranging for school work to be sent home where appropriate;
Briefing staff and pupils on how best to support individuals returning to school;
Arranging support for temporary or permanent mobility difficulties or disfigurement; and
Planning support for emotional needs e.g. leaving class when distressed.
Support is put in place over the summer.

Appendix 16 deals with planning a positive return for a bereaved pupil.

A record should be kept of a pupil who has been affected by bereavement see Appendix 17. When a pupil affected by a critical incident moves school, the receiving school should always be informed, see Appendix 18.

Pupils who continue to show signs of significant distress after a number of weeks and who are finding the return to normal school routine difficult may require a referral for specialist intervention the Form Teacher should discuss with Ms Murphy. If required, a support plan should be implemented by the Form Teacher and Pastoral Team for individual pupils or a group of pupils returning to school after a long absence or those considered at risk. If there are any safeguarding concerns the Designated Teacher or a Deputy Designated Teacher will liaise with external agencies for appropriate guidance and reassurance. The support plans for these vulnerable pupils will become an integral part of the schools’ pastoral care arrangements.

Teachers may have to cope with the continuing impact of the critical incident and with issues as they arise during teaching and learning. The classroom provides for opportunities to deal with these issues in a more extensive way. It would be unwise to focus obsessively on the critical incident, yet issues arising from the event should not be avoided by staff. Some pupils’ ability to concentrate is significantly affected after a critical incident and if public examinations are imminent for pupils the Form Teacher will inform the Exams Officer who will ensure the examining boards will be made aware of the situation.

Support for Bereaved Families

The family of a pupil who has died will require support for a long time after the tragic event. Family members may be at the same school and have difficulty in adjusting to their loss. Parent’s permission should be sought if the school wishes to remember the pupil in services, etc.

The return of personal belongings and/or school work to the family, perhaps in a ‘memory folder’ or ‘memory box’ needs to be handled sensitively. Schools should also consider what to do when events arise that would have involved the deceased pupil, for example, award ceremonies. These decisions will be based upon what is deemed appropriate by the CIMT and family. The management of public examination results and the return of coursework also require careful consideration. It should be remembered that whatever precedent the school sets should be applied to similar incidents in the future taking due cognisance of the circumstances and be in line with family wishes

Support for Staff

Some staff may need support in the longer term. The strain on staff of leading a school through a critical incident can be profoundly disturbing and may not be identified until after the crisis. Staff, both teaching and non-teaching, can often underestimate the impact on them and may not recognise that they are experiencing difficulty. The Critical Incident Management Team will ensure that staff is directed to sources of support.

Memorials and Commemorations

Holding a special assembly is a way of celebrating the life and achievement of the pupil or colleague and gives the school a corporate means of thanksgiving and farewell. The wishes of the bereaved family will be taken into consideration and school will be mindful of different religious faiths and accepted practices. Significant dates such as anniversaries or celebrations may revive deep feelings among pupils and staff and need careful handling if new problems are not to be created. Additional support for pupils and staff may be required at this time. In addition, it is important to take account of any long-term legal processes, for example, a court case or an inquest, possible media interest, and any related public events which may be unsettling for the school.

Review of Critical Incident Management Plan

A review should be carried out within six weeks of a critical incident see Appendix 2. This review will be undertaken in collaboration with those support agencies involved and include consultation with the school community to evaluate the effectiveness of the Plan and to make necessary modifications if required.

The review will address the following questions:

What went well?
What was most/least helpful?
Were there any gaps?
Have all necessary referrals to support services been made?
Is there any unfinished business?
Have all records relevant to the Critical Incident been secured by the Principal?
Are there any identified training needs?
Does the Plan need to be reviewed/changed/updated?

The Critical Incident Management Team will meet on a termly basis to discuss the Plan and ensure that it is fit for purpose including considering the recent experiences of other schools. Key contact details will be reviewed on a termly basis by Miss J Martin.

There will be a formal review of the Critical Incident Management Plan annually by the CIMT.

Consultation and communication regarding the plan

All staff were consulted and their views canvassed in the preparation of this policy and plan. Parents were also consulted and their comments requested by the draft policy being made available

An audit of the school’s current arrangements was completed in preparation for formulating the policy and plan

Our school’s final policy and plan in relation to responding to critical incidents has been presented to all staff.

Each member of the critical incident team has a personal copy of the plan.

All new and temporary staff (as appropriate) will be informed of the details of the plan by Mrs Towe & Mr McConville.

All teachers and support staff have a resource pack for supporting children in class

Board of Governors have ratified the Critical Incident Management Strategy.

Appendix 1

Staff members on Critical Incident Management Team: -

Name	Role	Contact Numbers
Mrs N Murray	Principal	Mobile Home	07801699677 02837 530729
Mr M McConville	SLT	Mobile Home	07828868402 02838 326152
Mrs A Hughes	SLT	Mobile Home	07851230454 02887 747859
Ms S Murphy	SLT	Mobile Home	07902743814
Mr P Rath	SLT	Mobile Home	07890014735 028 37510080
Mr J Lynch	SLT	Mobile Home	07708683084
Mrs K Towe	SENCO	Mobile Home	07707969105
Mrs R McKeever	SLT First Aider	Mobile Home	07957640041
Mr J McConville	Designated Governor	Mobile Home	07900914442
Mrs B Campbell	Building Supervisor	Mobile Home	07784860597
Father Clarke	School Chaplain	Mobile Home	02838 338086

Critical Incident Management Guide

Appendix 2

To be completed by EA Southern Region

Confidential

Initial Report

Date: ____________________ Time: _______________

Information received from: __________________________________________

Contact details: __________________________________________

__________________________________________

Name of person informed: __________________________________________

Information passed to: __________________________________________

(Name of person with overall responsibility)

Time: _____________________________ Date: ___________________________

Facts of incident received so far: - Brief Description of the Incident on (Date)

Unconfirmed reports:

Confidential

Details of individuals known to be involved: -

Name	Pupil/Member of staff or local community	Involvement	Known/ Suspected	Contact Details

IMMEDIATE ACTION

Critical Incident Team Management Informed _________________ (Time) _________________ (Date)

Name of Person: ________________________________________________________________

Arrange Meeting of Critical Incident Management Team

_________________ (Time) _________________ (Date)

Name of Person: ________________________________________________________________

_________________ (Time) _________________ (Date)

Confidential

Day 1: Running Record

DAY 1

1. Assess the ongoing danger and take necessary action e.g. evacuation/first aid/ emergency services

Done: ❑ Time: ______________ Date: _________________________

Name of Person: _______________________________

2. Principal allocate roles to CIMT members

Lead Roles	Person Responsible	Contact Number
Establish central information point	Mrs N Murray – Principal	07801699677 02837 530729
Set up dedicated phone line	Mrs C McIlmoyle – PA to the Principal	07519830728
Arrange staff briefing and debriefing (set regular times)	Mrs N Murray – Principal Mrs K Towe – HSO & Senior Leader	07801699677 07707969105
Inform pupils	Form Teacher/SLT/SENCO/Ms Murphy/Mr Lynch	07902743814 07708683084
Inform parents	Mrs K Towe Mr McConville	07707969105 07828868402
Manage Media (prepared statement)	Mrs N Murray – Principal	07801699677
Arrange staff support	Ms S Murphy (Teaching Staff) Mrs Hughes (Teaching Staff)	07902743814 07851230454
Set up recovery room	Mrs E Soares Mrs R McKeever	07591525816 07957640041

Done: ❑ Time: ______________ Date: _________________________

Person Responsible: _______________________________

3. Establish a central information point (Office 2)

Done: ❑ Time: ______________ Date: _________________________

Person Responsible: _______________________________

4. Set up dedicated phone line Number: 028 38 334725

Done: ❑ Time: ______________ Date: _________________________

Person Responsible: _______________________________

5. Inform key people and seek support as appropriate/link with other relevant agencies

List of Key Contacts (name)	Phone Number	Done
Principal	07801699677	🞐
Deputy Team Leader (Interim) Mrs K Towe	07707969105	🞐
Education and Library Board’s Critical Incident Response Team	028 3751 2515	🞐
Chair of Board of Governors Mrs T Martin	07714095656	🞐
Local Clergy Fr. Clarke	02838 338086 02838332218	🞐
Local Police Craigavon	999 /	🞐
Fire Brigade	999	🞐
Hospital Craigavon Area Hospital	028 3833 4444	🞐
Designated Medical Officer	TBC	🞐
Communications Officer Mr Richard Bullick EA	CCMS – Mr C McKenna	🞐
First Aider Mrs McKeever & Mrs E Soares	07957640041	🞐
Educational Psychologist Carol McVeigh	07789550573	🞐
Educational Welfare Officer Alex May	07766477802	🞐
Counselling Services Family Works Schools Counselling Service	02891821721	🞐
Key Holders Mrs B Campbell Mrs N Murray	07867975671 07801699677	🞐
Father Clarke School Chaplain	02838338086

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

6. Brief all staff

Depending on the nature of the incident (if outside school hours and term time cascade telephone system will be used to inform staff)

Remember: Clear factual information

Advice on how to inform & support pupils

Team working & practical arrangements (e.g. cover, flexible timetable, recovery room)

Support for staff

Identify vulnerable staff

Inform absent staff

Set time for debrief session

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

7. Inform all pupils

Depending on the nature of the incident (if outside school hours and term time text to parents used to inform pupils directing pupils to school website for further information)

Remember: Clear language (no euphemisms)

Dispel rumour

Offer support

Age appropriate factual information

Assurances regarding updated information

Identify vulnerable pupils

Identify absent pupils

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

8. Inform all parents

Depending on the nature of the incident (if outside school hours and term time text to parents used to inform pupils directing pupils to school website for further information)

Remember: Appropriate format e.g. by phone, letter, home visit.

Done: ❑ Person Responsible: _______________________________

How? _________________________________________________________

Time: ______________ Date: _________________________

9. Contact with Media (if appropriate) (Principal – Mrs N Murray)

Remember: Consult with legal advisor/PRO

Return media calls

Use prepared statement

Use measured tone

Emphasise school pastoral care support as appropriate

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

10. Debrief staff – End of day Session

Remember: Thank staff

Advise about self-care

Information about next day

Time to chat/reflect, tea and buns

Next day arrangements

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

11. Meeting of Critical Incident Management Team (End of day session)

Remember: Support and debrief team

Plan Day 2 – morning briefing for staff

Arrange next meeting of Team

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

Day 2: Running Record

DAY 2

1. Record any further information/details since previous day

Done: ❑ Time: ______________ Date: _________________________

Name of Person: _______________________________

2. Maintain central information point Location: Office 2

Staffed by: Miss J Martin

Done: ❑ Person Responsible: _______________________________

3. Maintain dedicated phone line Number: 02838 334725

Done: ❑ Person Responsible: _______________________________

4. Deal with staff cover/flexible timetable/allocate appropriate rooms etc as necessary

Done: ❑ Person Responsible: ______ ______________________

5. Briefing Staff – Morning session

Think: Practical arrangements

Support for pupils

Self-care

Time of next debriefing session

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

6. Pupils

● Providing further information (as appropriate)

● Showing care and support

● Providing comforting routine and predictability

● Allowing pupils some involvement/outlet e.g. cards/drawings/poems/ceremonies

● Support rooms

● Refer vulnerable pupils for further action

Details of action taken or any follow up action required should be recorded separately.

7. Parents

Provide further information (as appropriate) eg letter/meetings etc

Details of action taken:

Person Responsible: _______________________________ Date: _________________________

8. Consideration of religious services

Remember Family preferences

Times/dates

Staff involved

Information to parents

Done: ❑ Person Responsible: _______________________________ Date: __________

9. Debriefing staff – end of Day 2 session

Remember Ongoing practical arrangements

Longer term monitoring of pupils who may be at risk more detailed self-care advice

Time to reflect, chat, tea and buns

Give details of next briefing session

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

10. Meeting of Critical Incident Management Team end Day 2

Remember: Support and debrief team

Plan Day 3 – morning briefing, staff cover etc, if required

Discuss need for longer term actions these will include:

● Religious services and ceremonies (as per No. 8)

● Re-establishment of feelings of safety and predictability among school community

● Ongoing support of pupils’ emotional coping (eg circle time, Personal Development and Mutual Understanding)

● School support for contact with families affected by the incident

● Ongoing monitoring of pupils who may be having difficulties – providing support and referring on as necessary

● Ongoing support for staff directly involved and those most affected

Done: ❑ Person Responsible: _______________________________

Time: ______________ Date: _________________________

CONFIDENTIAL

Details of Pupils and Staff Requiring

Ongoing Support

CONFIDENTIAL

One to be completed for each individual pupil and member(s) of staff

Ongoing support for pupils and staff most affected

Potential Referral Agencies	Telephone Number
Family doctor (through GP)
Other Counselling Agencies
Education Welfare
Other Education and Welfare Services
Familyworks School Counselling Services

1. Details of Pupil Referrals for support following Critical Incident

Name		Referred to	Referred by

Date of Referral	Outcome

Name		Referred to	Referred by

Date of Referral	Outcome

Person Responsible: _______________________________ Date: ________________________

CONFIDENTIAL

One to be completed for each individual member of staff by Principal/Vice-Principal

Details of ongoing support for staff directly involved and those most affected following Critical Incident

Details of action taken:

Person Responsible: _______________________________ Date: ________________________

Review

Management of Incident

(To be completed 6 weeks after the incident)

Reflection

Details of key lessons learned through management of this incident:

● What went well?

● What was most/least helpful?

● Were there any gaps?

● Have all necessary referrals to support services been made?

● Are there any identified training needs?

● Does the policy need to be reviewed/changed/updated?

● Is there any unfinished business?

Completed by: __________________________Position: ___________________

Date: ___________________________________

Appendix 3

CASCADE TELEPHONE SYSTEM

Member of CIMP	Contact	Contact

Appendix 4

LIST OF USEFUL CONTACTS

This list should be reviewed each school term and updated if necessary. It is important that all members of the school’s Critical Incident Management Team have a copy of this list at home as Critical Incidents can occur during weekends and school holidays.

Organisation	Name	Phone	Fax	Email
Principal	Mrs N Murray	07801699677
Head of Pastoral Care	Mr J Lynch	07708683084
Chair of Board of Governors	Mrs T Martin	07714095656
Caretaker/Key holders	Mrs B Campbell Mrs N Murray	07867975671 07801699671
Designated Safeguarding Teacher	Ms S Murphy	07902743814
SENCO	Mrs K Towe	07707969105
SELB Critical Incident Response Team Leader		02837512515
CCMS – Lisburn	Mr C McKenna	02892013014
Local Police – Craigavon	Craigavon	999
Local Fire and Rescue Service	Craigavon	999
Local Hospital	Craigavon	02838334444
Nearest Doctors’ Surgery	Bannview Medical Practice	02838351497
Board’s Emergency Out of Hours	Armagh Office	02837512345
Board’s Health and Safety Officer		02837512429
Board’s Transport Section	Mr Dale Hannah	02837415377
Board’s Maintenance Officer	Mr Lloyd Cochrane	02837512208
Board’s Communications Officer	Mr Richard Bullick	02837415356
Educational Psychologist	Carol McVeigh	07789550573
Education Welfare Officer	Alex May	07766477802
Social Services – Local Team	Gateway	02837 415285
Familyworks School Counselling Service (pupils)		02891821721
Carecall		02890328474
Local Church or Clergy/Faith Workers (staff)	Father Clarke	02838338086
Primary Schools (Local)	SJBPS Ballyoran PS Presentation PS	02838336211 02838352009 02838334965
Media Contacts	Portadown Times BBC UTV	02838336111 02890338000 02890262000
Local Health and Care Trust	Craigavon Area Hospital	02838334444
Staff Support and Welfare	Mrs R McKeever	07957640041

Contact List: Updated ________________________ (date) by ________________________ (name)

Updated ________________________ (date) by ________________________ (name)

Appendix 5

ANNOUNCEMENT TO PUPILS

ADVICE FOR TEACHERS

Remember announcements should be simple, straightforward and sincere. The following examples provide a suggested structure and are not intended to be adhered to rigidly.

After the announcement pupils should be assured that they will have the opportunity to talk about the critical incident.

Fatality After A Road Traffic Accident

We are taking this time to think about __________, a Year 10 pupil who died last night in a road traffic accident. ____________ was travelling with her family to _________ when the accident occurred. We do not know any further details about the accident at this time except that the rest of the family is safe.

________'s funeral is being held at ___________ on __________. A funeral is a special time to remember a person who has died. The school will let your families know about the funeral arrangements in a letter which will be sent home tomorrow.

Let's take a moment of silence to think of ________, to remember all the good things about her and to say goodbye. In our silence we will express our loving thoughts.

After A Sudden Death

Sadly a tragedy has happened in our school community. __________, a Year _ pupil has died suddenly. We want to respect the family’s need for privacy at this time but you will be given information about funeral arrangements as soon as possible.

This kind of tragic news is hard to accept. You may experience many feelings within the next few days. Everyone deals with loss differently and it is important to respect the way others grieve. We want to listen to your feelings and concerns so support staff are available in ____________. Feel free to arrange to go there and talk to someone.

Appendix 6

BREAKING THE NEWS TO PUPILS

ADVICE FOR TEACHERS

Before telling the pupils about an incident consideration needs to be given to issuing the “Information sheet for Pupils” and allowing time for discussion.

If the incident involves the disappearance or sudden death of a pupil or member of staff it is important to consider the wishes of “the family” and remember their right to privacy.

Teachers should relay the information, agreed at the staff briefing, to pupils at schools- preferably at the same time. Relaying the information to vulnerable pupils and pupils absent from school also needs to be considered. Any “news” should contain appropriate language and factual information only with clear, concise, “bite size” explanations delivered in a calm manner.

REMEMBER

Be patient – you many have to repeat the information many times. Be honest, specific and straightforward – it is acceptable to say you do not have all the answers. Be available for the pupil. Monitor initial reactions.

Allow time for pupils to discuss their feelings. Provide reassurance and information about the school support which is available. Inform pupils of a designated area should they be unable to stay in class. Monitor ongoing and developing reactions. Refer on for additional support if in doubt.

Share your own feelings, if appropriate; acknowledge the pupil’s feelings: if necessary, use pictures and social stories to aid understanding.

Be prepared that a pupil may come back and ask more questions.

Be proactive: if you can, have information ready for possible questions. Assure pupils they will be kept updated.

Appendix 7

CHILDREN AND YOUNG PEOPLE’S UNDERSTANDING OF DEATH

INFORMATION FOR STAFF

Children and young people’s understanding of death will depend on their cognitive and developmental stage. They will revisit the loss as they mature, reach significant milestones and become more able to talk about their experiences and questions in relation to the death. Children and young people with learning difficulties will progress through these developmental stages at a slower pace or indeed may remain at an early stage in their understanding of death.

Children and young people do experience similar feelings to adults following a death but often express their feelings differently depending on their developmental age.

Age	Concept of Death	Possible Reactions
2 to 5 years	● Death seen as reversible ● May feel they have caused the death ● Magical thinking – make up fantasies to fill gaps in knowledge	● Fears abandonment and separation ● Loud protest ● Despair ● Indignant at changes in patterns or routine ● Sleep problems ● May revert to “baby” behaviours
5 to 11 years	● More exposure to death and understanding of death as permanent	● Withdrawal, sadness, loneliness, depression ● Anger, guilt, temper tantrums, nightmares ● Behaviour, learning or school problems ● Perfect child, brave and in control ● May become preoccupied with death
Over 11 years	Death permanent Denial – it can’t happen	● Withdrawal, sadness, depression, loneliness ● Anger, rejection, guilt ● Joking, sarcasm ● Dependence or regressing to younger age ● Insecurity, low self-esteem

There is no right or wrong way to grieve. It is important to allow children and young people to grieve in their own way and their own time. They may seesaw in and out of grief, needing time to play and have fun as well as to cry.

Appendix 8

DEATH BY SUSPECTED SUICIDE

INFORMATION FOR STAFF

The term suicide should not be used by the school until this is determined by the Coroner’s Office. Where an inquest is required it may be a considerable period of time after the death.

When providing support for vulnerable pupils, it would be prudent to make a working assumption of suicide, if all reasonable indicators suggest that this might be the case. Pupils and members of the community may be inclined to describe a death as a suicide before this has been established. Phrases such as ‘tragic event’ or ‘sudden death’ should be used by the school when taking to pupils.

In the aftermath of a sudden death within the school community pupils’ vulnerability may increase. Teachers should realise that some pupils may develop suicide ideation and/or self-harm. Staff need to be proactive in identifying and monitoring these pupils. Pupils considered to be ‘at risk’ should be immediately be referred to the Designated Teacher for Child Protection who will then notify parents and advise them of the referral pathway to obtain support for their child. This will include the child’s doctor and the Child and Adolescent Mental Health Services.

School should maintain contact with parents to ensure that appropriate action has been taken to protect and support the pupil. Careful records should be kept at every stage and securely stored as set out on the school’s data protection guidelines. Action must also be taken to identify other at risk groups within the school, including close friends and relatives, and to direct them to the appropriate support. Information for parents on supporting pupils can be found in Appendix 13. At any time parents, school staff or pupils can contact the “Lifeline 24/7” crisis response helpline service (Tel. 0808 808 8000).

Where there appears to be an emerging cluster of perceived suicides in a school or a number of schools in close proximity, the Education and Library Boards’ Critical Incident Response Teams will liaise with the relevant Health and Care Trusts. This coordinated response will ensure an appropriate community response to the situation while minimising sensationalism and avoiding the glamorising of suicidal behaviour.

As with any death, schools may wish to remember the person who has died and to pay tribute to their memory. When an apparent suicide has occurred, schools should be careful to remember the person without condoning the means of death. It is important that events are reported in a sensitive and measured way so that other vulnerable young people are not put at risk. The language used is very important.

Schools should remember to be vigilant around the time of the inquest, court cases and the anniversary of a death and they should have access to the necessary support services as may be required.

GUIDELINES FOR STAFF

Your Responsibilities

You have two major responsibilities:

To respond with empathy and in a non-judgemental way to the pupil in need.

To follow the usual safeguarding procedures with an appropriate referral to ensure the pupil’s safety.

Responding to a Distressed Pupil

It can be very difficult for a young person to disclose distress so it is essential that he/she is given time and attention. Privacy is also important.
Take it seriously. Disclosures of distress should never be minimised. The young person should be taken seriously but the adult should not express alarm. The young person needs to feel safe and have confidence in adults.
Accept the possibility of suicidal thoughts. These feelings are real and should not be dismissed.
Do NOT promise confidentiality. Ensure that the young person knows that the information will be handled sensitively but that it must be shared with others to safeguard them.
Show a caring attitude. It is acceptable to express care for the young person and a commitment to their well-being.
Be open. If suicidal intent is suspected it is appropriate to ask the young person whether they are thinking of harming themselves and have any plans.
Supervise closely. Keep the pupil with you until you can deliver them to the care of the Designated Teacher for Child Protection (or appropriate alternative). Sometimes it is more helpful for the teacher to whom the pupil expressed their distress to be the one who stays with him or her while the designated teacher makes safeguarding arrangements.

Response to Suicide Ideation Disclosure

The Designated Teacher for Child Protection (or appropriate alternative) should ensure that pupil is safeguarded by doing the following;

Continue to supervise closely. The pupil should not be left unsupervised at this stage.

Contact parents. Parents should be advised of the content of the disclosure, the school’s concern and asked to take the child or young person to the doctor for an ‘emergency mental state assessment’ and potential referral to Child and Adolescent Mental Health Services.

Safely hand over the young person into the care of parents. Parents should be advised to

supervise very closely.

Contact the young person’s doctor. It may be helpful if schools also contact the doctor directly to

inform him/her of the concerns.

If the above is not possible. If the school cannot safely deliver the child into the care of parents, or have concerns that appropriate support will not be sought/provided, it is possible for school staff to bring a child or young person directly to an Accident and Emergency Department acting in loco parentis.

Follow-up. The Designated Teacher (or other member of staff) should remain in sensitive contact with parents and plan to support the young person upon return to school. In planning to support the young person the school may wish to seek medical/psychiatric advice in this regard.

Available Support

School’s Key Contact for Pastoral Care
Independent Counselling Service for Schools
Lifeline – 0808 808 8000

Lifeline offers immediate help over the phone 24/7. It is a helpline service for those experiencing distress or despair and deals with issues such as suicide, self harm, abuse, trauma, depression and anxiety. Pupils can phone directly for individual counselling. Lifeline can also put an individual in touch with follow-up services to ensure the best possible response meets individual needs. Lifeline also gives support and guidance to families and carers, concerned friends, professionals, teachers, youth workers, clergy, faith workers and communities about how to support a young person that may be a risk. A number of other agencies provide support to pupils and others. These include:

NSPCC - 0808 800 5000
Samaritans - 0845 790 9090
Childline - 0800 1111

Appendix 9

HOW SCHOOL STAFF CAN SUPPORT PUPILS AT A TIME OF CRISIS

INFORMATION FOR STAFF

Pupils will react to a critical incident in a variety of ways; no two reactions are the same. Their own personality, their family support and their life experiences will influence their responses. Here are some common reactions.

THINKING	FEELINGS
Disbelief Confused Inability to take in information Talking: repeating what they have experienced/heard Nightmares Thinking that they cannot cope Lack of concentration Spending a lot of time thinking of what has happened	Anger Fear Sadness Frightened Irritable Overwhelmed Guilty Worried Easily upset
BEHAVIOURS	PHYSICAL COMPLAINTS
Panic Anxiety Crying Regression Withdrawal Aggression/argumentative	Cold and shivery Unable to rest or settle Hyper-vigilant Feeling sick/knot in stomach Loss of appetite Feeling tired all the time

Adults often wish to shield children from pain and distress. Experience and research have shown, however, that children and young people are best supported by having the incident acknowledged in an appropriate way rather than ignored. It is important to be available and receptive to pupils, to listen to them, to empathise with them and assure them that their emotions are normal.

It is normal for adults to be upset and it can be appropriate for children and young people to see this as it can help them to understand their own emotions. Staff working directly with pupils can show that they are upset, but not out of control. It is important to maintain a safe, secure and predictable environment for the pupils in their care. Staff should remember that they are modelling a response for children and young people and helping them to develop coping skills.

GENERAL GUIDELINES FOR STAFF

Never underestimate the positive effect that concern and support from a caring, familiar adult can have on a pupil.

At a time of crisis pupils can be distressed, frightened and upset. It is desirable for them, in the first instance, to be supported in a familiar environment by adults who are known to them. School has a significant influence on a pupil's life as follows.

On a day to day basis it provides support and a social network for the pupil.
At a time of a crisis, when pupils may be experiencing insecurity and change, it offers security and containment.
Attending school helps to keep a routine and maintain a regular daily pattern.
The way staff respond to a pupil can significantly affect the outcome of their experience. So staff reactions are very important.
Teachers know the pupils already and they are therefore in a good position to observe change, notice issues which are not being resolved and decide whether onward referral is warranted.

Useful tips for staff

Acknowledging the event to pupils
Talk with pupils, giving them honest factual information, not shocking details
Being willing to listen to them, and giving them time
Remain calm, keep control of the situation and contain their feelings (i.e. allow expression of feelings but not allowing hysteria to build up)
Being willing to answer questions. (It is not important that staff answer all questions but that they listen to pupils’ fears and worries and take their queries seriously.)
Being genuine and professional
Being non-judgemental
Giving information to them including the ‘normalisation’ of their reactions (i.e. their reactions are normal reactions to an abnormal event)
Encouraging pupils to talk, share their feelings and seek help as appropriate
Maintaining a routine in school (flexible, caring and containing)
Offering sensitivity, care and empathy
Keeping pupils in relevant peer groups
Keeping pupils informed and updated
Allowing pupils to make a response to the situation, e.g. the making of sympathy cards (for family of deceased) or get well cards (if pupils are injured)
Involve them in special ceremonies/rituals/any response the school will make
Not removing a deceased pupil's belongings/work/name from classroom/s and environment – these should be discussed with pupils at a later stage.

Restore normal routine

The resumption of normal routines (in as flexible but as structured a way as possible) re-establishes a pattern and support for the pupil while being sensitive enough to respond to the incident and its aftermath.

It is important to be mindful that life has changed for the pupil as well as for the staff. The healing process involves accepting what has happened, coping with the implications of this and adapting over time to the new situation.

It is necessary to continue to monitor pupils’ reactions. Most symptoms should settle over time. These may include sleep difficulties, poor concentration, and loss of motivation in schoolwork, avoiding issues/places, upset, worry and anxiety. If they do not show signs of recovery or if they are becoming worse, a pupil may need more specialist support.

Advice and support is available from the appropriate Education and Library Board support services. It is important to recognise that parents may need to be informed that a referral to a General Practitioner is necessary. Some pupils may require a more specialist intervention straight away. Early contact with their parents should be sought in order to discuss this further. Other pupils may need specialist intervention some time after the event. If symptoms persist for longer than 5/6 weeks referral for specialist help should be considered.

Remember that PARENTS, FRIENDS, PEERS, and STAFF are the key supporting people for pupils. Make use of all of them!

Appendix 10

RESPONDING TO PUPILS’ QUESTIONS FOLLOWING A SUDDEN DEATH

INFORMATION FOR STAFF

It can be very difficult to respond to questions from children following a sudden death especially when the member of staff is also shocked and bereaved. Many factors will influence a pupil’s idea of death – their developmental stage, their experiences, their ethnic, religious, and cultural backgrounds, and their personal way of seeing things.

It is useful to agree a ‘script’ for all staff. The advantages of this are that staff will have a form of words to use so are not caught unawares and that pupils get to hear a reassuring message over and over again. This is particularly reassuring and helpful to young people with special needs when processing the information.

Some questions will reveal that children feel insecure about whether the adults in their lives will be around to look after them. Reassure them that even though nobody knows the future, they can be sure that there will always be reliable adults to look after them.

It is not unusual for young children to ask the same question again and again. Repeating questions and getting answers helps the child understand and adjust to the loss of someone loved.

Sometimes children become very interested in physical details. Keep the reply very simple and factual. Repeat it as often as necessary and do not be drawn into giving further details. Be careful not to use euphemisms such as ‘sleep’ or ‘went away’ for death. Keep it simple, factual and clear. Younger children find it difficult to understand the permanence of death. Euphemisms will only make it worse.

When answering questions about death, tell a pupil only what he or she is capable of understanding. There is no need to be evasive, but modify explanations to what the pupil can comprehend; use language the pupil can understand; and what is said is important, but the manner in which it is said has even greater significance. Be aware of voice tone. Try to answer the questions in a matter-of-fact way without too much emotion.

Suggested Answers to Certain Questions

Question: Why did ______ die?

Answer: “There are some things we understand and some things we don’t understand. We do/don’t know exactly why ______ died. The doctors have told us the reason was ______”.

Question: Why Do People Die?

Answer: Dying is a natural part of life. All living things like plants, animals, and people are special parts of the natural world. Nature almost always gives us long, healthy lives. Like all things in nature, after many years people grow old and reach the end of life. This is called death.

Question: Is Death like Sleeping?

Answer: No. Death is not like sleeping at all. People sleep to rest and stay healthy. Sleep gives hard working parts of our body time to build up strength again. Think of how good you feel after you sleep. You feel so good because your body is rested and ready for another day, When someone dies, their body stops working. It is not resting anymore. Its job is over.

Appendix 11

UNDERSTANDING YOUR REACTIONS

INFORMATION FOR PUPILS

You have experienced a tragic incident which has been very upsetting for you. Even though this event is over, you may still be experiencing some reactions to it. This is normal. It is unlikely that you have experienced anything like this before and so you may never have been faced with such reactions.

Your reaction may last a few days, a few weeks or longer. Your parents, teachers and friends can help you cope with this and get rid of some of these feelings and reactions. Sometimes this might be a bit more difficult and you might need more help. This does not mean that anything is wrong with you. It only means that this event is just too powerful for you to deal with on your own.

Here are some reactions you might experience.

THINKING	FEELINGS
Confused Nightmares/bad dreams Poor concentration Restless Not interested in what is going on Spending a lot of time thinking about what happened	Worried Guilty Angry Sad Easily upset Sad Overwhelmed
BEHAVIOURS	PHYSICAL COMPLAINTS
Loss of appetite Being very quiet Agitated Being quarrelsome/arguing	Feeling tired all the time Unable to rest or settle Feeling sick/knot in tummy Cold and shivery

REMEMBER!

Your reactions are normal.
They should lessen in time, normally over the next few weeks.
If you have any concerns, tell your parents or a teacher.
People love you and care about you. Let them help.
Dreams or other thoughts about the traumatic event will get less over time. They are normal reactions to what you experienced. They are signs that your mind is trying to understand what happened.

THINGS THAT MIGHT HELP YOU

Talk to people and tell them what is on your mind. Talk to your parents or to your teachers. Talking is a great way to help at this time. No one can resolve all their worries by themselves. Your teachers, parents or friends may be able to help you.

Take some exercise – walking, running, playing games. This will get rid of some of the tension in your body and mind.

Keep yourself busy.

Keep doing all the usual things – this will also help you.

Spend lots of time with your friends and your family.

Do things that you like and that make you feel good.

Get plenty of rest.

Do not be afraid to ask for help.

Support Services

If you are in distress or despair, call Lifeline free on 0808 808 800.

Cruse Bereavement Care, Monday – Friday, (Moy) 028 87784004,

National Helpline: 0844 4779400

Youthline number, Freephone: 0808 808 1677

Barnardo’s Child Bereavement Service: 028 9064 5899

Barnardo’s Child Bereavements Helpline: 028 9069 4000

PIPS Newry & Mourne (Bereaved by Suicide Support Group) 028 3026 6195

Samaritans Helpline: 0845 7909 090

ZEST Passion for Life: 028 7126 6999

Appendix 12

INFORMING PARENTS OF A SUDDEN DEATH

LETTER TO PARENTS

Date:

Dear Parent

It is with great sadness that I have to tell you of the sudden death of __________________ use caution if naming a pupil (a pupil in Year ______/a Year _____ Teacher). The pupils were told this morning by their Principal/class/form teacher.

________________ died of (an asthma attack, meningitis etc) and the pupils have been reassured this is something that does not happen very often. Your child may or may not want to talk about it but it is likely that he/she will need extra love and support from you in the days ahead. This does not mean that anything is wrong with him/her. It only means that this traumatic event has been too powerful for him/her to deal with on his/her own. He/she may be feeling anxious. Take time to listen to your child and try to provide a predictable routine for him/her at home. Avoid too many absences to start with.

We have enclosed an information leaflet for you which may be useful at this time.

Trained staff from the Education and Library Boards’ Critical Incident Response Team are helping to support us through this difficult time. It is sometimes necessary for a member of the team to speak to a class or to individual pupils who may be distressed. He/she will be guided by the Principal/class teacher in this. If you do not wish your child to receive such support from the team please contact us immediately.

We are deeply saddened by this great loss but are trying, for the pupils’ sake, to keep the school environment as normal as possible. Our thoughts are with __________’s family at this tragic time and the school community sends them sincerest sympathy and support.

__________’s funeral is on _________ at ________ am/pm at __________________. We are in touch with the family regarding their wishes for the school’s representation at the Service.

If you require further clarification or have any concerns please do not hesitate to contact me.

Yours sincerely

_______________

PRINCIPAL

Appendix 13

UNDERSTANDING YOUR CHILD’S REACTIONS

INFORMATION SHEET FOR PARENTS

When a child or young person experiences a traumatic incident it can be very upsetting for them and for you. Even though this event is over your child may still be experiencing reactions to it. It is normal for children and young people to be upset after such a happening. It is unlikely that they have experienced such an event before and so their reaction may be challenging for you.

Their reaction may last a few days, a few weeks or longer. Reassurance, understanding and support from you, along with their teachers and their friends can help them to cope.

Here are some common reactions to such an event. You may have noticed some of these.

THINKING	FEELINGS
Confused Nightmares/bad dreams Poor concentration Restless Not interested in what is going on Spending a lot of time thinking about what happened Thinking that they cannot cope	Worried Guilty Anxious Fearful Easily upset Cross Panicky Overwhelmed
BEHAVIOURS	PHYSICAL COMPLAINTS
Loss of appetite Being very quiet Agitated Being quarrelsome/arguing	Feeling tired all the time Unable to rest or settle Feeling sick/knot in tummy Cold and shivery

REMEMBER

1. These are normal reactions.

2. The reactions should lessen in time normally over the next few weeks.

3. If you continue to have concerns some more specialist help may be needed. Talk to your doctor about this.

HELPING YOUR CHILD

It is important that you are strong enough to bear whatever your child wants to talk about and to answer their questions.

Do Not

Take time to listen and answer questions.

Be honest in your explanations and in showing your own sadness or grief.

Let them know their feelings are important.

Give plenty of reassurance and affection. Let them know you love them and will be there for them.

Keep to routines and patterns as much as possible.

Be aware that changes such as clinging or aggressive behaviour or physical problems may be an expression of grief.

Take things one day at a time.

Try to hide your own sadness or grief but try not to overwhelm them with such.

Tell your child not to worry or be sad. They cannot control their feelings.

Feel like you have to have all the answers or get it right all the time.

Be surprised at your child’s ability to set grief aside and alternate between sadness and happiness. Time with friends and playmates enable them to release anxiety about incidents over which they have no control.

Appendix 14

PRESS STATEMENTS

INFORMATION FOR STAFF

Schools are under no obligation to speak to the press. If however, schools feel it is necessary to issue press statements the following guidance may be useful. Remember that support and guidance are available from the Education and Library Boards’ and Council for Catholic Maintained Schools Communications Officers. They will act on behalf of schools for which they are responsible for when asked.

Press statements can be issued and updated as new and accurate information becomes available. Explain that the whole school has been deeply shocked and that all available resources and support services have been gathered. Outline what steps are being taken to provide support for students and staff in an effort to get things back to ‘normal’ as soon as possible.

Press statements should include:

Facts about the incident, what has been done and what is planned.

Information regarding the implementation of the school’s critical incident management plan and the fact that the situation is under control.

Affirmation of the principles of critical incident management in order to reduce and prevent further stress; stabilise the situation; normalise and promote the functioning of the school, its staff and pupils; and ensure everyone receives the help they need.

Historic school destroyed by fire

Date

_____________________ School was destroyed by fire in the early hours of Saturday morning. Fire and Rescue Services and the PSNI responded to a 999 call reporting the blaze at 3 am on Saturday. There were no injuries reported. The cause of the fire is under investigation. Damage is estimated at £ ___ million.

"It is a tragedy to have lost this school, not only for our students and their families, but for our community." _____________, Chairperson of the Board of Governors said. "Schools are much more than a place of learning. They are where our communities meet for special events, to vote and to play. ___________ school, in particular, was a landmark in our community with historical building designation." ___________School was built in 1906 and has undergone substantial renovations in recent years.

Arrangements have been made to house ___________ school's _______ pupils at _____________ for the remainder of this school term, with the addition of temporary classrooms at _________. All parents were contacted by telephone on Sunday.

To assist in supporting our staff and pupils through this time of shock and loss, additional trained staff from the Education and Library Board’s Critical Incident Response Team have been assigned to the school to provide support.

Contact ______________ Chair of Board of Governors of _______________

School at _________________________.

Adapted from ‘When Tragedy Strikes’ (INTO & UTU, 2000)

School grieves sudden death of pupil

Date

As reported by the PSNI, _____________ (use caution if naming a pupil), a pupil at ______________ school died tragically on _____________. The circumstances of ____________'s death are not known at this time and an investigation is currently ongoing.

This is a tragic loss to _____________’s family and to our school community. To assist in supporting our staff and pupils through this time of grief, additional trained staff from the Education and Library Board’s Critical Incident Response Team has been assigned to the school to provide support. A letter has been sent by the school to parents, informing them of this incident and providing information on the support services available through the school.

A special assembly to remember ________ has been arranged for ________.

Contact:_____________ Principal, ___________ School at ____________.

Appendix 15

MEDIA INTERVIEWS

INFORMATION FOR STAFF

It can be difficult to manage media interviews well especially when a school is dealing with a critical incident. A school should think carefully before agreeing to any interview(s). Advice should be sought from Communications Officers. It is important in advance of a media interview to ascertain the main focus of the message, for example, is it about providing public reassurance or is it about clarifying public misunderstanding.

Schools should have a ‘one spokesperson’ practice. The spokesperson should be well briefed on the details and expectations of the interviewer. Briefing should include the most likely questions that may be asked. Negative lines of questioning and difficult questions should be anticipated and appropriate responses prepared. If media deadlines cannot be met it is essential to say so and to keep to new deadlines if agreed.

Before making a media statement. The school’s spokesperson should:

Liaise with the Chair of the Board of Governors and/or relevant Education and Library Board/ Council for Catholic Maintained Schools Communications Officers in order to identify two or three key messages to be highlighted;

Write these down before the interview and refine for accuracy, clarity, simplicity and impact;

Keep spoken comments simple, factual and short so that key points such as what has been done so far, are not edited out;

Be aware that interviews, if not live, may be edited and comments taken out of context;

Take time to respond to questions and seek clarification if necessary;

Be aware of legal issues, particularly the language/terminology used;

Avoid making comments which imply blame or fault for any part of the incident, as there could be significant legal implications;

Remember that official enquiries are likely to follow serious incidents. Media comments on the public record may have a bearing on such proceedings;

Avoid ‘off the record’ comments at all times;

Express concern and the school’s grief, restricting answers to facts and accentuating the positive developments following the event.

Appendix 16

PUPILS RETURNING TO SCHOOL AFTER BEREAVEMENT

INFORMATION FOR TEACHERS

Returning to school after bereavement can be very difficult for a bereaved pupil. It can also be difficult for peers and other staff to know how best to support the pupil. The circumstances of the bereavement and the age and developmental stage of the pupil will determine the approach used by teachers.

The following advice may be helpful in planning a positive return to school

Speak to the bereaved pupil. Check how he/she feels about coming back to school and what he/she may want to happen. Discuss the support that will be available. Speak to the parents to find out what they may want.

Discuss with class peers how they feel and how they can support the pupil. Discuss normal grief reactions. Encourage them to share their feelings and experiences of bereavement and how they coped. They may have sent cards or messages.

Ask a group of friends to be supportive during the first days following the return to school.

Consider a phased return. Plan for the day of the return of the pupil with a key member of staff taking the lead. When the pupil comes back to school it is important to acknowledge the loss. You may wish to say something like “I am/we are sorry that ______ died. I/We know you are sad and I/we want to support you at this time”.

Consider giving the pupil age appropriate information on normal bereavement responses and grief reactions.

Allow for possible changes in emotions, behaviours, concentration, work levels. All teachers need to be made aware.

Allow for “time out” when the pupil wants to be in a quiet place or to talk with a school counsellor, pastoral care teacher or another member of staff.

Carry on normal routines with normal approaches to discipline, with sensitivity.

Once a pupil returns to school following bereavement complete a record of this and place on pupil’s file – see Appendix 17.

Appendix 17

CONFIDENTIAL

SCHOOL RECORD ON A PUPIL WHO HAS EXPERIENCED

LOSS/BEREAVEMENT

This document should be treated as confidential and its content shared and stored in accordance with Data Protection and Child Protection Policies.

Name: DOB: Age:

Faith/culture: Key Support Person:

IMPORTANT INFORMATION: (to include relationship of pupil to deceased, nature of bereavement, illness, accident, sudden death)

FAMILY DETAILS: (names, ages, relationships, school etc)

SIGNIFICANT DATES: (anniversary, birthday, child’s/young person’s birthday etc)

ADDITIONAL COMMENTS BY STAFF:

Signed: Date:

Appendix 18

CONFIDENTIAL

PASTORAL CARE TRANSFER INFORMATION

This form should be completed and sent to the receiving school when a pupil is transferring from one school to another. It should be treated as confidential and its content shared and stored in accordance with Data Protection and Child Protection Policies regarding sensitive and confidential information.

NAME OF PUPIL: ………………………………………………………………………………………………

SCHOOL ATTENDED: ………………………………………………………………………………………...

PARENTAL CONTACT: ……………………………………………………………………………………….

(Name/number)

CLASS TEACHER’S NAME: ………………………………………………………………………………….

PASTORAL CARE TEACHER’S NAME: …………………………………………………………………….

NATURE OF NEED:

Medical

Educational

Personal/social/ emotional

Background Information:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Summary of action taken by school date:

Action to be taken:

Completed by………………………..……………………………………………………………………………

Designation………………………………………………..………………………………………………………

Date…………………………………………………………………………….………………………………….

Appendix 19

PUBLICATIONS, RESOURCES AND SUPPORT SERVICES

Schools might find the following resources helpful. These should be reviewed to ensure that they meet school requirements and conform to school policies and ethos. This is not an exhaustive list.

The School Library Service, Northern Ireland Library Authority, will be a useful source of materials and information.

Books and publications

Barnardos Books for children, parents and professionals.

Bereavement Issues – Information for Schools. (Psychology Section, SEELB). www.seelb.org.uk

“Children and Grief. When a Parent Dies”. J. William Worden. Guildford Press.

ISBN 1-57230-148-1

“Developing a Whole School Response to Loss”. Pupil Personal Development Services, SELB, WELB.

“Effective Grief and Bereavement Support”. The role of family, friends, colleagues, schools and support professionals. Dyregrov, Atle and Dyregrov, Kari. (2008). Jessica Kingsley Publishers. ISBN 978-1-84310-667-8

“Grief in Children. A Handbook for Adults”. 2nd edition. Dyregrov, Atle (2008). Jessica Kingsley Publishers. ISBN 978-1-84310-612-8

“Grief in Young Children. A Handbook for Adults”. Dyregrov, Atle (2008). Jessica Kingsley Publishers. ISBN 978-1-84310-650-0

“Grief Matters – Managing bereavement and trauma in schools; a support pack”. (Educational Psychology Service, WELB, 2000)

“LOSSS”. Middlesbrough Psychological Team. Middlesbrough Teaching and Learning Centre, Tranmere Avenue, Middlesbrough, TS3 8PB. Ph:01642 201681

Meditec Medical. Very comprehensive bereavement booklist for children, parents and professionals. Sales@meditec.co.uk

“Protect Life. Suicide Prevention Strategy”. DHSSPS 2006**

“When Tragedy Strikes: Guidelines for Effective Critical Incident Management in Schools” INTO/UTU (2000).

Bereavement and Trauma resources and support

Barnardos. Counselling support for children. www.barnardos.co.uk

Childhood Bereavement Network – www.childbereavement.org.uk

Childline – www.childline.org.uk

Cruse Bereavement Care. Resources and bereavement counselling for children of all ages; for parents, carers and professionals: www.cruse.org.uk

Family Trauma Centre: ftc@sebt.n-i.nhs.uk / www.ftc.hscni.net

Lifeline: 24 hour support and counselling helpline 0808 808 8000

NEPS: Responding to Critical Incidents Resource Materials for Schools. neps@neps.gov.ie

NSPCC. Counselling support for children. – www.nspcc.org.uk

Samaritans - www.samaritans.org.uk

Winston’s Wish - www.winstonswish.org.uk

Resources supporting bereaved children and young people – www.youngminds.org.uk

Other useful websites

www.copewithlife.org.uk

www.papyrus-uk.org

www.selfharm.org

Staff support

BELB Human Resources Section Phone: 028 90564000

NEELB Human Resources Section Phone: 028 25662417

SEELB Human Resources Section Phone: 028 90566200

SELB Human Resources Section Phone: 028 37512559

WELB Human Resources Section Phone: 028 82411411

Catholic Council for Maintained Schools. Staff Welfare Section

Phone: 028 90426972

Staff Care Services. 24 hour Careline. Freephone: 0500 127079

Every effort has been made to provide accurate and complete information. The Department of Education, cannot, however, accept responsibility for any errors.

Appendix 20

REFERENCES WHICH HAVE INFORMED THE PRODUCTION OF THIS DOCUMENT

“Responding to Critical Incidents in School” BELB unpublished Guidance material

“Bereavement Issues. Information for Schools”. Educational Psychology Section. SEELB (2000). www.seelb.org.uk

“Critical Incidents in Schools”. (2007) South Eastern Health and Social Care Trust, SEELB, Investing for Health, Wellnet

Data Protection Guidelines – www.ico.gov.uk

“Developing a Whole School Response to Loss”. SELB/WELB Pupil Personal Development Services

“Grief in Children. A Handbook for Adults”. 2nd edition. Dyregrov, Atle (2008). Jessica Kingsley Publishers. ISBN 978-1-84310-612-8

“Grief in Young Children. A Handbook for Adults”. Dyregrov, Atle (2008). Jessica Kingsley Publishers. ISBN 978-1-84310-650-0

“Grief Matters – Managing bereavement and trauma in schools; a support pack”. Educational Psychology Service. WELB (2000).

“Order from Chaos”. Gibson, M. (1998). Birmingham. Venture Press

Pastoral Care in Schools – www.deni.gov.uk

Includes “Pastoral Care in Schools- Child Protection”, and “Pastoral Care in Schools - Promoting Positive Behaviour”

“Responding to Critical Incidents. Guidelines for Schools”. The National Educational Psychological Service Agency. Dublin. Tel. 00 353 1 889 2700. Email:neps@neps.gov.ie

"The Basic Critical Incident Stress Management Course: Basic Group Crisis Intervention. 3rd Edition." Mitchell, T. and Everly, S. International Critical Incident Stress Foundation, Inc. USA. 2001. www.icisf.org

“Traumatic Grief”. A series of 23 information booklets for schools, relatives and carers. Royal Hospitals and EHSSB, (2007). www.royalhospitals.org/traumaticgrief

“When Tragedy Strikes: Guidelines for Effective Critical Incident Management in Schools” INTO/UTU (2000).

“Wise before the Event”. Yule, W., & Gold, A (1993).London. Calouste Gulbenkian Foundation.

Special Educational Needs

“Am I allowed to cry?” A study of Bereavement amongst People who have Learning Difficulties. Oswin, Maureen. (2000). Souvenir Press (E&A) Ltd.

ISBN 0-285-65095 (Hardback)

ISBN 0-285-65096 (Paperback)

“Loss and Learning Disability”. Blackman, Noelle. (2003). Worth Publishing.

ISBN 1-903269-02-4

“LOSSS”. Middlesbrough Psychological Team. Middlesbrough Teaching and Learning Centre, Tranmere Avenue, Middlesbrough, TS3 8PB. Ph:01642 201681