Helping Schools in the Aftermath of Tragedy

Dr. Scott Poland, Nova Southeastern Universityspoland@nova.edu

ScenarioYou are the H.S. Director and a teacher calls you

from the hospital to say that one of the school students has just been pronounced dead as a result of a scooter accident witnessed by several of his friends.

Students gathered at the hospital have been told to leave as they are creating chaos. It is the first day of holiday vacation. What do you recommend?

THINK PREVENTIONKnow the leading causes of death for children and

create prevention programsKnow the protective factors for children and increase

the circle of care and supervisionCreate school prevention task forces and include

studentsKeep up with current trends and best practices in

prevention

Theoretical OrientationTheoretical OrientationGerald CaplanGerald Caplan

Primary prevention--- activities to prevent Primary prevention--- activities to prevent crisescrises

Secondary intervention--- implement short Secondary intervention--- implement short term activities to manage and minimize crisisterm activities to manage and minimize crisis

Tertiary intervention long term--- assistance Tertiary intervention long term--- assistance for those most affected for those most affected

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If A Death Occurs: Have Correct Information

Verify details with the police or the affected family and do not delay finding out what has happened as rumors spread quickly with today's’ technology.

Notify faculty before students and prepare faculty to assist students. Tell the truth and model coping.

What if you are unsure if the death was a suicide?What if the death was verified as a suicide? After a

suicide: Toolkit for schools www.afsp.org

Crisis TeamMake decisions as a group. Experience has found that the wisest crisis

response decisions are made in a group. Review crisis plan together.Assign responsibilitiesAdministrator or crisis leader should empower

crisis team members and check in with them frequently.

Every school crisis response needs to be evaluated for lessons learned

In a CrisisAvoid an underestimateHold your emotions exampleSupport from the top is importantGet involved quickly—cell phone numbers

and calling treeCrisis team members must know their roles

and have crisis materials ready and accessible

How to Intervene

Facts, Plan and Pep talk before school for faculty

Helping the teachers firstExamples of entering classroomsDevelopmental issuesDesk in a circleAvoid talking at students instead of talking

with them

Key questions to determine degree of trauma when a death affects the

school community:

• Who was the person?• What happened to them?• Where did the death occur?• What else has impacted the school

community?• Who was the perpetrator?

Administrators Role in a CrisisGet input from crisis teamInform central administrationActivate calling tree but if school is in session then

what? Notify faculty by memo or PA systemConduct a faculty meeting asap (examples)Verify the facts and tell the truthBe visible and availableDon’t be afraid to show emotionRecognize that after school shootings and multiple

causality incidents there is a need to increase suicide prevention efforts

Know the real statistics about school violence

Administrator ContinuedContact the family of deceasedEmpower staff and studentsKnow local resources and accept outside help

when neededRecognize the short and long term impact

(Brazil example) 60-20-20 rule estimateKeep everyone updatedManage the media and protect staff and

studentsKeep school open or reopen as soon as possiblePlan a Parent meeting or Open House

Administrator ContinuedSet aside other duties and focus on crisis Help staff understand the crisis becomes the

curriculumGive permission for a range of religious

beliefsExamples of effective and non effective

responsesKeep checking in with and supporting the

crisis team

Roles for Support PersonnelAdvise the administratorGive permission for range of emotionsHelp faculty firstRecognize individual crisis history of each

personThink positively about your abilities and skills

to help othersFollow schedule of deceased

Support Role ContinuedMost students will get help they need in

classroomDon’t hesitate to call parentsLocate additional helpKeep records of who was seen and concerns Ensure those most affected receive ongoing

services

Teachers’ RolePut desks in a circle and sit downProvide factual informationStop rumorsModel expression of emotionsGive permission for a range of emotions and religious

beliefsKnow students well and their crisis history and

identify students who need counseling helpProvide activities such as writing and drawing

especially for younger students

Teacher ContinuedProvide activities such as ceremoniesHelp students communicate to victim’s family Emphasize that with many crisis situations no

one is to blame and is often it is a long time before much information is available

Focus on your students and the loss and not all the why questions

Be familiar with developmental stages of death (Piaget)

Prepare students for funerals

Geographical Proximity

Outside the disaster areaOutside the disaster area

Within hearing distanceWithin hearing distance Near the disaster areaNear the disaster area

Direct exposureDirect exposure

Population at Risk Oversensitive Oversensitive

Difficult personal or social Difficult personal or social crisiscrisis

Significant loss in the past Significant loss in the past yearyear

Recent or similar trauma Recent or similar trauma

Psychosocial Proximity

Identification with or Identification with or similaritysimilarity

to victimsto victimsAcquaintanceAcquaintance

Immediate family Immediate family Near family or close friendNear family or close friend

Circles of VulnerabilityGeographical Geographical

ProximityProximity

Population at RiskPopulation at Risk Psychosocial ProximityPsychosocial Proximity

FuneralsParents need to accompany childrenFuneral should be after school hoursFunerals should not take place at schoolStudents should be prepared “Where are the parents as school personnel

try to comfort many grieving students?” School Counselor

Typical Childhood Reactions to a Crisis

* Fear of the future* Behavioral regression* Academic regression

* Nightmares

All adults need information about thesereactions and how to assist children.

PTSD Diagnosis ChildrenExposed to trauma that involved actual or threatened

death and serious injuryChild’s response involved intense fear, helplessness or

horrorSymptoms persist over several months such as

reexperiencing the trauma, avoidance of reminders and emotional numbness and increased arousal symptoms (startle response, agitation, sleeping problems, irritability)

School personnel and especially teachers need to be able to recognize what is more than a typical reaction

Primary Resiliency Factors:Caring and support of othersPositive view of selfSkills in communication, planning, and

problem solvingCapacity to manage strong emotions

In ConclusionHelp is available.Work as a team.Take care of yourself.Think prevention and preparation.www.scottpoland.comMany of my articles are posted at

www.districtadministration.com