Foreword

Schools are usually a place where childrens voices on the playground make the campus come alive; smiling faces
and children running off in all directions; classrooms with children busily working in groups or listening to their
teacher. Schools work very hard to create this environment and much planning goes into making our schools a
safe, happy environment.

Unfortunately, there is sometimes a reality we cannot control and too often are not prepared to handle. When a
child, parent or teacher dies, schools need a protocol to help everyone deal with this crisis. We do not need to
try to decide what we do during the crisis, we have to know ahead of time. The Kuwait Counselors Network
embarked on a book study, online research and input from Kuwaitis on how to deal with death in a school in
Kuwait. What is an azza (a funeral)? What should the teachers do, counselors, etc? After two years of dedicated
effort we have produced a document response template - for schools to help when the situation arises. It can
be shared with counselors, administrators and teachers to help guide them through a crisis of this sort. We
recommend it become part of your school crisis plan.
~Lynda
Project Coordinators

Lynda Abdul Raheem is a well-known, long-time resident of Kuwait. Originally a

teacher at Bayan Bilingual School, Lynda eventually moved into a counseling role,
which she held for many years. During this period, she formed the Kuwait
Counselors Network as a way to provide support not only for her own colleagues,
but also for the wider community of professionals. Currently the Professional
Development Coordinator for FAWSEC Educational Company, Lynda continues to
invest personally and professionally in the counseling and education community.
This project was born of the obvious need for guidelines or a template for schools
to deal with the loss, and subsequent grief, that is a part of life. She hopes that
schools find it a helpful platform on which to build an organized response to the tragedies that can happen
anywhere, any time.

Dr. Susannah-Joy Schuilenberg is a Behavioural Health Psychologist and the current

Clinical Coordinator and Supervising Psychologist for the Soor Center for Professional
Therapy & Assessment. She is passionate about supporting practicing professionals in skill
development, implementing current best practice research, and encouraging ethical
excellence. Dr. Susannah is also passionately committed to professional and personal
investment in the community in which she happens to be living. This two-year effort has
brought all of those interests together, and she is privileged to have been a part of this
project.

Project Team

Dr. Joanne Hand, Clinical Psychologist Saima Bhatti, School Counselor

Kayla Zeidoun, School Counselor
Kit Whitney, School Counselor
Nancy Loseke, School Counselor
Christina McDade, Career & Guidance Counselor
Dana Salah Sultan Al Eissa, Administrative
Coordinator
Bonnie Robertson, School Psychologist
Crystal Cappuccio, School Counselor
Yolanda Kukuia, High School Counselor
Christiane Maalouf, Principal Assistant for
Academic Affairs
Loa Midford, Principal
Nikhila Thomas, School Counselor

The inspiration and guidance for this project was taken from the book, When Grief Visits School Organizing a
Successful Response (Dudley, John, ISBN-13: 978-1930572232 ISBN-10: 1930572239 Edition: 2nd Paperback,
2003)

The Grief Project Team wishes to thank Spread the Passion for its
sponsorship and support in providing translation services, and for
printing the completed book. It is our hope that schools will benefit
from the work done by having this resource.
 Chapter 1
CRISIS RESPONSE TEAMS

Crisis response teams (CRT) are established to assist in managing tragedies that have significant impact on
schools. Teams are designed to provide assistance to students and staff, preschool through high school.

THE TEAM
Effectiveness and personality are critical in choosing CRT members, not education and training. The team should
be representative of all staff from Kindergarten to Grade 12; counselors, teachers, nurses, psychologists, &
support staff are all options. It may be wise for an administrator to be on the team. Exercise caution in using
'outside' staff: most are in private practice so there can be a conflict of interest. Consider the message this would
send to the community.

TEAM BUILDING
The first time a team comes together should never be in a crisis situation. Organize training, delineate roles,
review hypothetical cases and scenarios, & share!! Communicate membership and function to staff to diffuse
resistance. Communicate function and purpose to board, school community and PTAs. In doing so, remember
your audience and avoid jargon.

CRT LEADER
Every CRT leader requires the skills to organize training and convene the team for a crisis response. The leader is
responsible for liaising with the CRT team and school administrators. They should be familiar with team
members' skills and be up to date with significant events going on in the lives of other team members.

ROLE
The role of the CRT in various aspects of crisis response is listed throughout this manual.
 Chapter 2
THE GENERAL PLAN

A Crisis Response Manual should be written to provide broad guidelines for crisis response specific to each
school.

OVERVIEW/PURPOSE
Begin the general plan with an overview; break it down into parts that cover specific areas. Have as many
checklists as possible (see appendices). Streamline the manual - use general procedures, not specific details.

CHECKLIST #1: ADMINISTRATIVE PROCEDURES

1. Activate Crisis Response Team (CRT), phone # __________ (Team Leader)
2. Inform Head of School, phone #____________
3. Verify information regarding the crisis.
4. Activate building calling/text message tree.
5. Call appropriate contact if needed, e.g., parent/family, embassy, etc.
6. Contact emergency services. If necessary, send someone to hospital by ambulance, with staff member. Staff
member should relay information to school ASAP.

CHECKLIST #2: MEDIA PROCEDURES

Important to follow carefully or may result in "do well, but look bad" scenario. Keep information prompt &
accurate.

1. Determine media contact person.

2. Inform office staff that they may receive media calls; direct them to procedures to be followed.
3. Recommend that students and staff not talk to the media.
4. DO NOT allow people from the media on to school property.
5. Notify Head of Schools office once media contact made.

CHECKLIST #3: CRISIS RESPONSE TEAM

1. Meet with building administrators and staff to plan.
2. Assist with media.
3. Facilitate staff meetings to provide information related to crisis.
4. Support school staff.
5. Help teachers process information with students.
6. Work with students individually or in groups.
7. Be available to contact or meet with parents.
8. Provide helpful, factual information to parents.
- Include reminder that CRT is a supportive service which can assess, plan and intervene in crises affecting
staff and students.
- Make sure this section is reviewed with counsellors in schools to avoid "stepping on toes".

CHECKLIST #4: PRINCIPAL'S RESPONSIBILITIES IN EVENT OF A DEATH

1. Verification of death.
2. Inform affected school staff, e.g., teachers, counsellors, etc.
3. When and where appropriate, inform students impacted by the death (family consent to inform may be
required) May have to coordinate with other principals, buildings, etc.
4. A visit to the family by appropriate school personnel.
5. Arrange for remembrance from the school .
6. Arrange for appropriate staff to attend the services (azza).
7. Identify people available - counsellors and CRT members - to help teachers talk with the students about the
death. This may include the need to prepare the students to welcome back a student who has suffered a loss.
8. Make counselling available for grieving students when they return to school.

CHECKLIST # 5: ACTION PLAN IN CASE OF INTRUDER IN THE BUILDING

1. First person to notice intruder will notify principal.
2. Principal/representative will sound planned alarm.
3. Alarm sounded means: lock classroom doors, do not allow students to leave the room, be seated on the floor
next to an interior wall away from windows and door until further notice.
4. Teachers will take accurate count of students.
5. Staff communicates to the office any information regarding intruder.
6. Principal will determine need to notify police/other authorities of any emergency situation.

CHEKLIST #6: ACTION PLAN IN A HOSTAGE SITUATION

1. Call emergency services. Do not do anything to escalate situation before law enforcement arrives.
2. Notify CRT Team and Head of Schools office.
3. Designate personnel to monitor hallways, other building areas, and to direct students not in class to a safe
area.
4. Assign staff member to liaise with law enforcement officials.
5. Inform office staff as to appropriate information to give callers.
6. The principal or a representative will sound a planned alarm similar to that used for an intruder.
7. Teachers should not allow students to leave the classroom and should follow lock-down procedures. Students
should only be allowed to leave room when all-clear announcement is given or when directed to move to another
location by authorities.
8. Make a list of those being held hostage.
9. Plan how to inform families of students and staff directly affected.
10. Keep the parents informed of situation so they will have accurate information.
11. Contact CRT to assist students and staff in dealing with the aftermath.

CHECKLIST #7: CHEMICAL SPILL/TOXIC FUMES OUTSIDE OF BUILDING

1. Activate CRT Team
2. Keep students inside; close windows. Don't go near/step in spilled materials.
3. Establish contact with law enforcement, fire and health officials.
4. Establish contact with Head of Schools office.
5. Be prepared to evacuate the building.
6. Plan where to take students in case of evacuation
7. Remember that sending students outside may not be possible at certain times of the year.
8. If students are outside, move them upwind.

CHECKLIST #8: BOMB THREAT PROCEDURES

1. Upon receipt of bomb threat, person receiving the call will make every attempt to do the following:
a. Prolong conversation. DO NOT HANG UP THE PHONE.
b. Use another phone to alert emergency services.
c. Identify background noises/ distinguishing voice characteristics.
d. Ask caller for description of the bomb, where it is, and when it is due to explode.
e. If a written threat is received, copy contents and protect original message to preserve evidence.
2. Person receiving threat will notify CRT Team/Principal immediately.
3. Principal will, in consultation with authorities, decide whether to make a preliminary search or to evacuate
building.
5. Notify Head of Schools office.
6. Inform staff/students of bomb threat and also give immediate directions.
7. Ask staff to make visual observation of classroom/work area and inform them not to open cabinets, doors or
move objects. If anything suspicious is found, DO NOT TOUCH IT! They will be searching for something that does
not belong in their area.
8. Account for all students, check halls and rest rooms. Check absentee list and check on each person who was
absent from class at the time the threat was received.
9. Ask staff for volunteers to participate in search with law enforcement/fire department.
10. Meet with law enforcement/fire department and search team to decide on procedure for checking building.
11. If at any time the threat is determined to be valid, use standard fire drill procedures with any necessary
modifications to evacuate building. Evacuate at least 300 feet from building; plan for alternate location if
needed.
12. When building is reported to be safe, resume whatever schedule is needed for the rest of the day and debrief
staff and students.
 Chapter 3
THE MEDIA

Never underestimate the importance of being prepared for the media. The media will influence how the school's
response to crises is perceived by the public. Go into the media situation with eyes wide open - they may not use
all information, may edit information, put their spin on story.

TYPES OF MEDIA
1. Social media - websites, Facebook, Twitter, YouTube, Whatsapp, Instagram, Snapchat, etc.
2. Audio - radio
3. Audio visual - television, cable
4. Print - newspapers, magazines

MEDIA CONTACT PERSON

Head of School may not necessarily be best person to handle media.
It is wise to utilize a National individual for this position.
Best to have media contact person be on CRT because of knowledge of protocol and situation.
Establish chain of command, in case of absences or if a contact person is involved in the crisis. Involved
people must be trained.
Should be involved in response from beginning.
Should be up to date with the situation, aware of different issues.
Talk with students, families, staff; can help with the gatekeepers in a school.
Be involved in all planning and not distracted with other concerns.
Impartial no conflict of interest with regard to the crisis.

SKILLS AND ABILITIES

Articulate.
Calm under pressure, quick thinker; can turn potential disaster into a positive situation.
Willing to practice and upgrade skills.
Addendum - should have strong knowledge of cultural rules/ possibly train someone who is also bilingual.
Make protocols for interviews - what type of audience, ask for questions ahead of time.

TIPS FOR INTERVIEWS

Be honest.
No such thing as, 'off the record': assume everything is on.
Have a goal going into interview.
Prepare; ask for more time if you need it.
Never say, 'No comment.'
Avoid jargon.

TYPES OF INTERVIEWS
Print (newspapers, magazines)
Provide supplemental materials to help
reporter; use an outline to stay focused;
may give outline to reporter; ask for
feedback; be receptive to follow-up; ask to
read story before going to press.

Audio (radio) Warn the secretary; be aware of

background noise; dont personalize;
 respond in complete sentences; mention
topic in answer; leave pauses to ease
editing; put energy in your voice.

Television How you sit/stand is important; dress for

success, avoid prints, wear light blues,
pinks, tans, lavenders; Be aware of the
background - avoid poles or brick walls;
decide where to look; wait for another
question; decline opportunity to add
anything if you reach your goal.

Social Media Control the message; use website/SMS to

post link to official school message;
understand students will go to this
resource for information: provide links to
help.
 Chapter 4
THE SPECIFIC PLAN

A specific plan is to be written after a crisis occurs. This should include specific details on managing the event.

1. VERIFY information from reliable sources; double check - information may have changed as situation develops.
a. When/where did the incident occur?
b. Who/how many people were involved?
c. Who were the first responders?

2. NOTIFY Head of School - Need to be aware of what is happening regardless of where they are.
a. Who is responsible for contacting administrators?
b. Chain of contact for administrators?
c. Which administrator is contacting the board?
d. Specific duties for administrator.

3. SCHOOL CALLING/TEXT MESSAGING TREE - Should already be in place.

a. What should message be to staff? Format message before sending out.
b. Last person on tree needs to contact top of tree.

4. NOTIFYING CRISIS RESPONSE TEAM

a. Procedure to contact the CRT
b. What happens when a team member is away?
c. Always notify the team lead when away for an extended time

5. CRISIS RESPONSE TEAM MEETING. Create a tentative plan to present to administrators; do not write in a
combined meeting.
a. What is the proposed plan to handle the problem?
b. Which administrators need to make the decision to accept the plan?

6. MEETING WITH ADMINISTRATORS - Moving tentative to official.

a. Which administrators are affected by the event?
b. Does proposed plan cover every aspect of response? Students, staff, parents, etc.? - Keep just in case
options.

7. MORNING STAFF MEETING - Outlining strategy for the day

a. Is meeting time early enough to allow staff to prepare for the day?
b. What are alternatives if an event happens during the school day?
c. Where will meeting be held?
d. Which administrator will lead meeting?
e. Do staff feel confident about plan?

8. THE ANNOUNCEMENT - Written by CRT, approved by administration.

a. How will announcement be made?
b. Who will identify and discuss incident with affected individuals; where will these sessions be held?

9. THE LETTER - Inform impacted individuals/groups of incident and what the school is doing to help. Written by
CRT.
10. CRISIS ROOM - A place to express and share grief
a. Location of student crisis room: stable enough to remain all day? Is it a place separate from the
counseling office?
b. Where can staff go to express their grief?
c. Who will staff crisis rooms?

11. Using MENTAL HEALTH CARE STAFF/CLERGY - Assess usefulness for your school.

12. FOLLOWING THE REGULAR SCHEDULE - Facilitates conversation, observe students directly affected, provide
assistance from adults, escort students who need to go to crisis center.
a. Which team members will follow the affected students schedule? Who will address students in each
class? Who will sit in seat of the student (if death of a student)?
b. How long should you spend in the classroom?
c. Who will make sure this is consistently carried out through the day?
d. What if incident involved multiple students?

13. TELEPHONES - Control exercised early in process.

a. Who will prepare school secretary? What is response for all incoming calls regarding the crisis?
b. How will phone calls be returned?
c. In the age of technology, how will students be asked to handle the situation?

14. SUBSTITUTES - Plan needs to be in place to have extra substitutes for teachers.

15. THE HOSPITAL

a. Who maintains communication with the hospital staff, prior to the emergency?
b. Who maintains information and filters the information during the crisis?

16. STUDENT INITIATED RESPONSE - Need to be taken into account when creating official plan
a. What are student initiated responses you can anticipate?
b. Who will be the team member to communicate and work with student questions/concerns?

17. STUDENT POSSESSIONS AT SCHOOL - A plan needs to be in place about student possessions on school
property; cannot be an afterthought.

18. THE AFTER SCHOOL MEETING - Just as important as before school meeting
a. Which building administrator is in charge of facilitating meeting?
b. Who will assist in responding to staff concerns, set plan for next day?

19. THE FUNERAL (in case of death) - Make sure funeral strategy is included in the specific plan.
a. Who will contact parents/students about arrangements?
b. Who will encourage parents to attend with their children?

20. MEMORIALS - Develop appropriate options for memorials.

 Chapter 5
THE ANNOUNCEMENT

The announcement and before school staff meeting have significant impact in setting the tone of staff and
student response and must be carefully crafted.

The reaction of staff and students to an announcement of an accident/death within the school community will
vary from no visible reaction at all to hysteria, fainting, and/or flight. Some staff may be unable to contain their
emotional responses and will be unavailable to help manage student reactions.

Plan the announcement in such a way as to minimize questions, chaos, and trauma. There is no way to make the
announcement of a death less distressing, but careful preparation can go a long way to keeping the situation
from being worse than it needs to be.

PRIOR TO MAKING THE ANNOUNCEMENT

1. Get as much information about staff/students who have suffered a personal loss within the past year. Make a
plan to follow up with these individuals immediately after the announcement. If possible, plan for a private space
to which these people may go for some support and privacy.

2. Plan the announcement for the staff (dont leave the wording/details to be adlibbed) and be sure to support
any staff member who feels unable to complete this task.

3. Remind the staff to be mindful of religious issues, cultural differences, and other possible issues (unknown
bereavement) that may come up amongst the students after the announcement.

4. Individual reactions will vary, and staff need to be mindful of allowing students space to respond as they wish.

THINGS TO REMEMBER
1. The Crisis Response Team needs to practice writing several different types of announcements for different
situations, i.e., loss of a teacher, death of a student, major accident, etc. The announcement should be critiqued
and vetted by all members until it is concise, precise, and appropriate in tone.

2. Bear in mind with social media, some/many students and staff may already know of the death/accident.

3. No matter how many people may know about the tragedy, always make the announcement. This dispels
rumors, ensures that everyone has the same (accurate) information, and brings everyone on to the same page.

4. In the case of an accident, be prepared to provide authorized, verified, accurate updates in the same way in
which the original announcement was made.

5. Minimize the number of announcements by keeping to a regular update schedule, i.e., homeroom, end-of-day
etc. Too frequent announcements have the effect of creating an emotional rollercoaster.
 Chapter 6
THE BEFORE SCHOOL/AFTER SCHOOL STAFF MEETING

NOTIFYING STAFF
It is imperative to inform all staff of tragedy, including certified staff, bus drivers, custodians, and office staff.
Calling/text messaging tree (see Chapter 4) is effective for spreading basic information quickly to all staff. Staff
meeting is necessary for distributing accurate, detailed information.

Before school meeting sets tone for day.

SETTING MEETING AGENDA

The Crisis Response Team (CRT) and Admin should decide who will conduct before school staff meeting, in case
extenuating circumstances prevent Principal from doing so. CRT and Admin should meet and set agenda for
before school staff meeting. Items may include:
1. Current facts/details, dispel rumors.
2. Introduction of CRT.
3. Outline plan for school day: how to tell students, letter to parents, substitute teachers, where/how CRT
available, crisis center location, guidelines for sending students to crisis center.
4. Ideas for staff in dealing with students
5. Support for staff
6. Media - refer to designated media contact person.
7. Memorials
8. Arrange to meet with teachers/staff who worked directly with deceased.
9. Announce plans for after school meeting if necessary.

Consider timing of the meeting. Allow enough time after the meeting for staff to leave and collect their emotions
before having to face students.

MAINTAINING NORMAL ROUTINE

Staff should be given guidelines and rationale regarding maintenance of normal school routine. Routine provides
stability and safety. Disrupting it increases susceptibility to heightened emotions. Maintaining routine as much as
possible will benefit many staff and students.

General guideline:
1. School to remain open for all students; bells and schedules to be maintained.
2. Attendance procedures maintained. May need to take attendance earlier than normal to determine if at risk
students are absent.
5. Provide academic instruction for students.
6. Staff supervision (hallways, break times) should be maintained and if appropriate, increased.

AT-RISK STAFF MEMBERS

Not enough attention is given to staff who may be at risk. Characteristics of at-risk staff include:
1. Recent losses in personal lives including death, divorce, moving, or other losses.
2. Staff who had the deceased in their classroom.
3. Staff with undisclosed illness that may be terminal.
4. Staff in schools where several crisis events have occurred in a relatively short period of time.
5. Staff who appear to have no support system in/out of school setting.
7. Exhibited at-risk behaviours previously i.e. alcohol, drugs, excessive talk of suicide, or suicide attempts.
8. Staff who have fled school building and whereabouts are unknown.
WORKING WITH STAFF DIRECTLY INVOLVED
CRT should plan to communicate with those teachers whose classroom may be most directly affected by crisis
event. Discuss concerns and ensure they receive assistance necessary to help their students or talk to parents.

THE AFTER SCHOOL MEETING (may need to be next morning)

This brings closure to the day. It is an opportunity to review the day's events and to process and validate staff's
feelings. Discuss students' reactions and identify anyone staff may be concerned about. Encourage self-care and
acknowledge and give thanks for staff effort.
 Chapter 7
THE REACTION OF STAFF/STUDENTS

Reactions will vary according to outside influences that come into contact with the school and previous
experiences in the lives of students/staff/others with whom they have contact.

STAFF
CRT need information on staff who have had recent losses in their lives: death, divorce, children who have
recently left home, serious/terminal illnesses in their families or friends.
Some staff might experience difficulties even though they have not suffered a loss previously. The more
information available, the more accurate the response.
Crisis room for staff should be separate from staff room/teachers lounge and from students.

Remember: there is no grief recovery there is reconciliation with loss but no complete recovery.

STUDENTS
Dont urge students to move on and continue with their lives. It is crucial to recognize developmental differences
in grieving process. Grief may manifest in behavior if not in verbal expression of feelings. Some will show no
reaction.

MANIFESTATIONS OF GRIEF: CHILDREN (5-11 MANIFESTATIONS OF GRIEF: ADOLESCENTS (12-18

YEARS) years)
Shock/denial, anger/aggressive behavior Shock /denial, anger/aggressive behavior
Guilt Guilt
Idealization of the deceased Sadness
Sleeping / eating problems Rebellion at school/home
Headaches / stomach aches Fighting, withdrawal, attention seeking,
Withdrawal/ sadness restlessness
Poor concentration Poor concentration
Unwarranted fears / worries Loss of interest in peer/social activities
Acting younger than their age i.e., whining, Lack of feelings
clinging Idealization of the deceased
School phobia or avoidance Completely consumed by the situation
Giddiness /laughing/joking
(Wolfelt, 1983)

MOST IMPORTANT

Give opportunity to students to acknowledge and discuss their feelings. This is best done by adults
acknowledging their own feelings. Students need to see grieving as response to a loss. Be open to religious
beliefs.

SCHOOL IS THE PLACE TO BE

Students need structure and routine in time of crisis; otherwise they feel life is out of control. Schools might want
to close or cancel scheduled activities as sign of respect or to allow attendance at funerals

CRT should be at school to do their work.

 Chapter 8
THE PROBLEM(S) OF UNDER/OVER RESPONDING

It is difficult to accurately predict how severe crisis situations actually are. As a result, schools frequently either
under or over respond. It is better to over respond than under respond.

RESPONSE OPPORTUNITIES
Some crises are external or do not affect the entire school population directly. This does not mean they do not
warrant a response from the Crisis Response Team (CRT).

The CRT needs to meet if a situation or event occurs which may cause trauma to students and/or staff or a
disruption to the educational process. A crisis may impact a small number or the entire school community.

WEEKENDS, HOLIDAYS AND VACATIONS

No matter the day or time of year, it is important to respond as immediately as possible. A system should be in
place to contact CRT members during 'non-school' times.

AFTER THOUGHTS
CRT should strive for equity in their response planning. Not responding is far worse than under or over
responding.
 Chapter 9
THE CRISIS CENTER

WORK TO DO BEFORE A CRISIS

1. Decide location. Does not have to be the counselling office.
- Somewhere away from high traffic areas that can be used for entire day.
- Separate room for teachers.
- Enough capacity for individual as well as group work.
2. Create a document and train staff on how to provide support to students who are grieving.
3. Decide if there should be a prayer room or other religious or culturally appropriate room. Decide who will
staff this room?

MATERIALS FOR CRISIS ROOM

1. Sign in/Sign out list.
- Method for teachers sending students so that crisis center is aware of who is coming.
2. Kleenex and drinking water.
3. Paper, pens, colored pencils, markers.

DURATION OF CRISIS CENTER

1. Short term: dependent on situation.
2. Generally one or two days

WHO SHOULD BE THERE

At most 3 members of CRT at a time and students who are in need. Teachers should not send large numbers of
students to crisis center: CRT members can go to classrooms in need.

ROLES OF CRISIS RESPONSE TEAM

1. Support students: assist students in making appropriate decision regarding need to be in the crisis center.
2. Maintain attendance and supervise students sent to the crisis center.
3. Call parents if students are referred but do not attend the crisis center.
 Chapter 10
POSSESSIONS OF DECEASED

POSSESSIONS OF HIGH SCHOOL STUDENTS

1. LOCKERS
Clean out while no one is in hallways. If students are around, may create a problem: can become another
grieving site for students.
All items from locker should be removed, taken to admin offices. Use a box big enough to empty the locker
in one trip
Identify items belonging to other students. Some students share lockers. Some items may go unclaimed
because students forget/are embarrassed to ask for it.
Do not throw away items that are not taken by the family. Only dispose if it is clear items will not be claimed
by the family.
Dispose discreetly and do not let students have as a keepsake.

2. DELIVERING TO FAMILY:
Deliver to family, when MOST appropriate time comes.
Should be done by direct staff contact: NOT sent by mail/an errand runner.
Creates opportunity for continued point of contact with the family.

POSSESSIONS OF JUNIOR HIGH/MIDDLE SCHOOL STUDENTS

LOCKERS
Same precautions should be taken with middle schoolers as with HS students.
Middle school students may have more of an emotional reaction.
Claiming personal items should be done in office: do NOT let students collect from locker.

POSSESSIONS OF ELEMENTARY SCHOOL STUDENTS

Elementary students will have varying levels of understanding about death (due to age, personality, sociocultural
factors, and prior experience with death).

IN CLASS BELONGINGS (DESKS)

DO NOT clean out deceased student's belongings until after the class has returned to school. Two members
of CRT should help class deal with the belongings of the student.
Clearing belongings is done after students have shared their feelings, concerns, and stories about death.
Don't forget items with student's name on it, i.e., art, work, stories or poems that may be on display.
Don't be alarmed if students want to claim the deceased student's belongings for themselves, and you
hear/see smiling or laughter.

AFTER CLEARING BELONGINGS

A short time after the death, the children and some adults will stop mentioning the deceaseds name. Some will
interact as if they never existed. Inform teachers and students that it is alright to remember and celebrate the
person who died.

MEETING WITH THE STUDENT'S FAMILY

1. An administrator or teacher who knew the student should accompany member(s) of the CRT to offer help,
share information and give possessions of deceased.
2. Site of meeting should be determined by family.
3. Take cue from family as to how long meeting should be.
4. If necessary, schedule additional meeting to keep family up-to-date with how students and staff are reacting
to the death. Consider delivering cards, art work, and poems the students are writing to the family.
5. Don't avoid meeting with the family. It is expected to be an uncomfortable time. Relax and know you are
doing the best you can.
 Chapter 11
THE MANAGEMENT OF FOLLOW-UP

EVERYTHING needs to be a conscious decision even the decision to do nothing.

WHO DOES THE FOLLOW-UP?

NOT the Crisis Response Team (CRT) - they need distance from the crises for their well-being. CRT should provide
structure for follow-up process.

FIVE ORGANIZATIONAL TIPS

1. CRT should provide alphabetized list of all involved in crisis/all who came in contact with the team.
2. CRT should meet before follow up meeting.
3. Leader of CRT should chair follow up meeting.
4. Be prepared to suggest appropriate follow-up that should take place for students or staff.
5. Team leader should schedule any appropriate follow-up meetings to share information that needs to be in
place for future responses.

REFERRAL RESOURCES
Follow-up team should create a list of available resources in and out of the school and have it ready when
needed. Possible resources may include:
Within school: counselors, psychologists, social workers, and nurses.
From community: mental health agencies, hospitals, clinics, private practitioners. These may be able to assist
not only students/staff but also family members.

CASE MANAGERS
The person responsible to manage follow-up procedures should be in charge of maintaining
communication with student(s)/staff assigned to them.
For those categorized as low risk students, communication with their family members, and teachers
might only need to happen occasionally.
For medium and high risk students, frequent contact will be required, especially days and weeks after the
incident.
A procedure should also be in place for cases to be presented so consultation can be available.

MANAGING THE OVERLOAD

In some cases CRT members are also part of the follow-up team. If so:
1. They must have been involved in a Critical Incident Stress Debriefing/Defusing (see Chapter 15) prior to being
assigned follow-up duties.
2. They need to have the opportunity to decline responsibilities assigned to them.
3. They need to be permitted to partner with another person to do follow up duties.
4. They should be relieved from duties if the previous crisis took place within the last two months.

MOVING ON
Those involved in the crisis should be encouraged to take their time through the moving on or grief process.
Follow-up team should monitor those persons assigned to them for as long as the moving on process requires it.

AFTER THOUGHTS
Follow-up team might want to prepare something for anniversary dates of crisis events but not attempt to do
long term follow-ups in a formal way. For those cases needing long term follow-up, it might be best to leave it to
others from the outside community.
 Chapter 12
THE LETTER

Communicating with parents of students impacted by crisis is vital. Information contained in the letter also
critical. Communication via the media is sufficient for general public, but not enough for school parents.

THINGS TO KEEP IN MIND

1. Writer of the letter should be experienced, vetted, and approved prior to any crisis occurring.
2. Letter should be edited by someone capable before submission to principal for approval and signature.
3. A good relationship with emergency personnel such as police, firemen, hospital staff, or Admin should be
cultivated and maintained by CRT prior to any crisis occurring.
4. Letter must be signed by principal of the school at the center of the crisis.
5. Letter should be in lay language - no jargon - minimize chance of miscommunication or misunderstanding.
6. Delivery process for letter must be in place before crisis occurs - mail, email, by hand. System should be
tested via trial run to identify possible areas of difficulty with getting letter into hands of parents in timely
manner.
7. Every crisis needs a NEW letter, not a cut/paste version of previous letters.
8. Keep in mind letter may be reprinted in the local papers.
9. Letter may be the only official, sanctioned communication parents receive from school about the crisis. It is
a vital part of the total crisis response plan.
10. Don't underestimate importance of letter in providing information, lowering level of concern for school
families, and providing an opportunity to connect school, home, and community in face of adversity or
tragedy.

THE LETTER (FORMAT)

Part 1
Short, concise paragraph about event. No rumors/speculation, details subject to change, or unverified
information. Use clear, unambiguous language with no euphemisms (passed away expired etc.) and no
trauma-inducing language (decapitated, murdered, committed suicide, etc).
Part 2
Explanation of schools response to the crisis. Connect parents to the schools resources, e.g., the schools crisis
response team, or school staff trained in crisis response rather than a referral to external experts being
utilized for a school crisis. Reassure parents that management of the crisis (and therefore students) remains with
the school.
Part 3
Provide information on resources for the parents as well as suggestions, as appropriate for explaining the
situation to their children. Offer the parents a number to call if they feel their child requires more help than they
are able to provide. This first contact helps the school identify those students who may be at risk for further
issues as a result of the incident.
Part 4
Provide information regarding future events or expectations as a result of the crisis. School admin decision
regarding the funeral should also be clear - students will be released/not released to attend.
 Chapter 13
AZZA/THE FUNERAL

In Islamic tradition, the deceased is buried within 24 hours. Only close male family members attend actual burial,
while other men may pay their respects at the cemetery directly after burial, in the gathering hall.

The family will receive visitors for 3 days between morning prayer times and again between afternoon and
evening prayer times. The azza is segregated, so men will meet at a home, a diwaniya, or a husseinia. Women
typically gather at a designated home. Women should either wear a long sleeve conservative black outfit or a
black abaya. Women will often wear little or no makeup to an azza. Men will either wear a dark suit or
a dishdasha (the long tunic over white pants.)

The neighborhood is usually marked with signs in Arabic giving directions to the correct house. It is a good idea
to car pool since parking can be crowded. Parking attendants are sometimes available. When entering the
designated gathering place, look for the people seated in a row of the most comfortable chairs/sofas. When this
row of people stands to greet visitors, you know these are likely the close family members that are to be greeted
first. Handshakes, hugs, kisses, and a quiet comment are appropriate methods to express support and
condolences. "God be with you," "God help you during this time," and "So sorry for your loss," are typical
comments.

After speaking to each member of the standing row of family, visitors take a seat for 5-10 minutes. During this
time some will choose to read Qur'an, pray, or just sit quietly. Please put your phone on silent or vibrate during
this quiet, reflective time. Please do not chew gum. After sitting, visitors may choose to say goodbye to a few of
the family members, then leave to allow room for other visitors. For acquaintances, visiting on one day of an
azza is appropriate. For close friends, visitors may choose to attend 2 or 3 of azza times, depending on closeness
of the relationship.
 Chapter 14
THE RELATED ISSUES

MEMORIALS
Be aware of the emotion of the moment. Postpone decisions regarding memorials until reflection and planning
can occur. Consider past practice; establish guidelines for memorials prior to a crisis event.

GRADUATION CEREMONIES
The ceremony should tastefully blend celebrating student success with the loss of a classmate. Here are
suggestions for designing graduation ceremonies in schools where students have died.

1. If the ceremony plan is to remember a student who has died, do this in as short a time as possible; do it
at/near the beginning of the ceremony.

2. If the ceremony plan is to award a diploma posthumously, read the name of the deceased student and award
the diploma in the same graduation order the student would have received it if present.

3. If the plan is to award a posthumous diploma at graduation to the deceased students family, arrangements
should be made with the family prior to the graduation ceremony.

4. If school tradition is to have students speak at the graduation ceremonies, designated school staff should
meet with the students prior to graduation to discuss the content of their presentations. Be direct and ask if they
plan to talk about the deceased student. If the speakers plan to devote a portion of their speech to the deceased
student, offer suggestions that will hopefully make it a win-win situation for all parties.

5. Consider reconvening the CRT and have them review the graduation exercise plans. They may be able to make
suggestions to admin/staff on identifying and handling unexpected situations.

6. Keep the ceremony as positive as possible and in the tradition of previous graduations.

STUDENT/STAFF INITIATED RESPONSES

Students and staff may initiate ideas that may not be in the best interests of the school. The schools response to
these initiatives may be critical to the overall success of the crisis response.
1. Listen carefully to students and staff. Their concerns regarding management of the crisis response may stem
from misunderstanding of what is being done.

2. The CRT should anticipate various student/staff responses. Have a plan prepared to manage them successfully.

3. Stick to school policies that address any student/staff issues. Usually these policies are drafted during less
stressful times.

4. Remember students/staff have not had the training and experience of CRT members. They may not consider
that what they are requesting may not be possible.

COMMUNITY INVOLVEMENT
During a crisis, it is vital the school communicate with all of its various communities and each school needs to
identify what communities would be impacted in a crisis situation.
Being proactive with communication would entail sharing the crisis response plan prior to an event with parents
and other community members. As such, all school employees should participate in meetings when issues of
crisis response are presented and discussed. It is always a possibility they may be asked by members of the
greater community about school related issues.

Depending on the school and the community, other related or seemingly unrelated issues may occur during a
tragedy. CRT members should, in their planning sessions, include opportunities to explore what some of these
issues might be and make plans in advance for effective responses. There may be times when these issues may
overshadow the initial crisis. The overall success of the entire response will require these issues to be addressed
and resolved.
 Chapter 15
THE CARE OF CRISIS RESPONSE TEAMS

Schools should implement practices to assist CRT members in stress management. Such practices include:
Opportunities for CRT members to meet regularly, continue debriefing, practice response scenarios, support
each other.
Release time for staff development on issues related to crisis response i.e. grief responses in children,
adolescents and adults, in various cultures, team building, managing personal stress.
Promoting appropriate recognition for voluntary efforts of CRT members. (In most schools, CRT members do
not receive additional benefits such as pay and release time.)

Critical Incident Stress Debriefing should be done by a trained professional with experience in trauma
response.

CRITICAL INCIDENT STRESS DEBRIEFING (CISD)

Structured debriefing procedure that assists individuals in discussion of facts of crisis event and their
thoughts/reactions to the event.
Like first response personnel, CRT members can experience psychological issues after a response e.g.
depression, withdrawal, sleep problems, family problems, and recurring stress when they have to respond to
similar events.
CISD should help them understand these are normal reactions.

GUIDELINES FOR CISD

The school should establish CISD guidelines for CRT members:
All members responding to crisis event should be required to participate in CISD.
If individual CRT member requests CISD, all team members who responded to event must participate.
Cost of CISD covered by school.

SELF-CARE
CRT members must actively invest in self-care in order to muster the physical and mental energy to respond to
crisis events again and again and again. Members should:
Be open to sharing positive/negative response experiences.
Focus on the positive.
See themselves as care receivers as well as care givers.
Know when to say enough and sit out next response.
Treat themselves kindly.
Remember it takes a special person to do crisis response work.
Learn from their work and live each day to the fullest.

In noting their mistakes, the biggest mistake school CRTs make is to not gather together in a timely manner and
have team members participate in CISD. School CRT members and their effectiveness in future responses would
be better served by such an experience.
 Resources
It is with gratitude that we acknowledge the incredible amount of work that Christiane Maalouf and
Nikhila Thomas did over the two years this project was done. They took the template as the team
developed it, and implemented each and every suggestion, from creating a crisis response team to
dealing with the media, to taking care of their staff when the crisis was over. Every single chapter. This
very practical experience is incorporated into the final edit of the template and they have graciously
shared the forms they created in the process of putting this crisis response plan into action.
A Crisis Screening Interview

Student's Name _______________________________ Age _____ D.O.B ___________

Sex: M F Grade ________

Interviewer________________________ Date__________

Note identified problem:

Is the student seeking help? Yes No

If not, what were the circumstances that brought the student to the interview?

We are concerned about how things are going for you. Our talk today will help us to discuss whats
going O.K. and what's not going so well. If you want me to keep what we talk about secret, I will do so -
except for those things that I need to discuss with others in order to help you. In answering, please
provide as much details as you can. At times, I will ask you to tell me a bit more about your thoughts
and feelings.
1. Where were you when the event occurred? (Directly at the site? nearby? out of the area?)

2. What did you see or hear about what happened?

3. How are you feeling now?

4. How well do you know those who were involved?

5. Has anything like this happened to you or any of your family before?

6. How do you think this will affect you in the days to come? (How will your life be different now?
7. How do you think this will affect your family in the days to come?

8. What bothers you the most about what happened?

9. Do you think anyone could have done something to prevent it? Yes No
Who?

10. Thinking back on what happened

not at all a little more than a Very much

little
How angry do you feel about 1 2 3 4
it?
How sad do you feel about it? 1 2 3 4
How guilty do you feel about 1 2 3 4
it?
How scared do you feel? 1 2 3 4

11. What changes have there been in your life or routine because of what happened?

12. What new problems have you experienced since the event?

13. What is your most pressing problem currently?

14. Do you think someone should be punished for what happened? Yes No Who?

15. Is this a matter of getting even or seeking revenge? Yes No Who should do the punishing?

16. What other information do you want regarding what happened?

17. Do you think it would help you to talk to someone about how you feel about what happened? Yes
No Who? How soon?

Is this something we should talk about now? Yes No What is it?

18. What do you usually do when you need help with a personal problem?
19. Which friends and who at home can you talk to about this?

20. What are you going to do when you leave school today? If you are uncertain, let's talk about what
you should do?

Signature of the Interviewer: _____________________

Follow up needed : Yes No

High Risk Case : Yes No
OPEN-ENDED QUESTIONS FOR CLASSROOM DISCUSSION

What was it like for you when you heard the news?

Do you have someone to talk to? Did/will you discuss it at home? How did it go?/How do you think it
will go?

If you were a member of ___________________s family, what do you think you would want at a time
like this?

How can you help each other through this?

What other losses have you experienced?

What do we know about how (cultural group) respond to this type of loss? How can we respond in
ways that are culturally respectful?

Students at Risk or who need follow up:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
Crisis Checklist

DAY 1
In the event of a serious accident, sudden death, or similar events:

_____ Direct staff and others not to repeat information until verification is obtained.

_____ Notify superintendent.

_____ Convene Crisis Response Team and assign duties.

_____ Notify building support staff, such as counselors, psychologists, and social workers.

_____ Inform closest friends of the affected student and provide support.

_____ Prepare formal statement or announcement.

_____ Announce time and place of emergency staff meeting.

_____ Identify other/additional students, staff, and parents likely to be most affected by news.

_____ Assess need for additional community resources.

_____ Make official announcement.

_____ Hold emergency staff meeting.

_____ As needed, assign team members and other staff to monitor grounds; notify parents, support

staff, and feeder schools; provide support to staff; collect student belongings and withdraw student

from school rolls.

DAY 2

_____ Gather faculty members and update them on any additional information/procedures.

_____ In case of death, provide funeral/visitation information if affected family has given permission.

_____ Identify students in need of follow-up support and, in accordance with the schools crisis

response plan, assign staff members to monitor the most affected students:

a. coordinate any ongoing counseling support for students on campus;

b. announce ongoing support for students with place, time, and staff facilitator; and

c. notify parents of affected students regarding community resources available to students and

their families.

Immediately Following Resolution of the Crisis

_____ Convene crisis response team for debriefing as soon as possible:

a. discuss successes and problems; and

b. discuss things to do differently next time.

_____ Allow staff opportunity to discuss feelings and reactions.

Long-Term Follow-up and Evaluation

_____ Provide list of suggested readings to teachers, parents, and students.

_____ Amend crisis response procedures as necessary.

_____ Write thank-you notes to out-of-building district and community resource people who

provided(or are still providing) support during the crisis.

_____ Be alert on crisis anniversaries and holidays. Often students will experience anniversary grief

reaction the following month or year on the date of the crisis, or when similar crises occur that remind

them of the original crisis. Holidays, too, often are difficult for students who have experienced loss.