Helping Schools in the Aftermath of Tragedy Dr. Scott Poland, Nova Southeastern University spoland@nova.edu

1. Helping Schools in the Aftermath of TragedyDr. Scott Poland, Nova Southeastern Universityspoland@nova.edu

2. Scenario • You 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?

3. THINK PREVENTION • Know the leading causes of death for children and create prevention programs • Know the protective factors for children and increase the circle of care and supervision • Create school prevention task forces and include students • Keep up with current trends and best practices in prevention

4. Theoretical OrientationGerald Caplan Primary prevention--- activities to prevent crises Secondary intervention--- implement short term activities to manage and minimize crisis Tertiary intervention long term--- assistance for those most affected

5. 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

6. Crisis Team Make decisions as a group. Experience has found that the wisest crisis response decisions are made in a group. • Review crisis plan together. • Assign responsibilities • Administrator 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

7. In a Crisis • Avoid an underestimate • Hold your emotions example • Support from the top is important • Get involved quickly—cell phone numbers and calling tree • Crisis team members must know their roles and have crisis materials ready and accessible

8. How to Intervene • Facts, Plan and Pep talk before school for faculty • Helping the teachers first • Examples of entering classrooms • Developmental issues • Desk in a circle • Avoid talking at students instead of talking with them

10. Administrators Role in a Crisis • Get input from crisis team • Inform central administration • Activate calling tree but if school is in session then what? Notify faculty by memo or PA system • Conduct a faculty meeting asap (examples) • Verify the facts and tell the truth • Be visible and available • Don’t be afraid to show emotion • Recognize that after school shootings and multiple causality incidents there is a need to increase suicide prevention efforts • Know the real statistics about school violence

11. Administrator Continued • Contact the family of deceased • Empower staff and students • Know local resources and accept outside help when needed • Recognize the short and long term impact (Brazil example) 60-20-20 rule estimate • Keep everyone updated • Manage the media and protect staff and students • Keep school open or reopen as soon as possible • Plan a Parent meeting or Open House

12. Administrator Continued • Set aside other duties and focus on crisis • Help staff understand the crisis becomes the curriculum • Give permission for a range of religious beliefs • Examples of effective and non effective responses • Keep checking in with and supporting the crisis team

13. Roles for Support Personnel • Advise the administrator • Give permission for range of emotions • Help faculty first • Recognize individual crisis history of each person • Think positively about your abilities and skills to help others • Follow schedule of deceased

14. Support Role Continued • Most students will get help they need in classroom • Don’t hesitate to call parents • Locate additional help • Keep records of who was seen and concerns • Ensure those most affected receive ongoing services

15. Teachers’ Role • Put desks in a circle and sit down • Provide factual information • Stop rumors • Model expression of emotions • Give permission for a range of emotions and religious beliefs • Know students well and their crisis history and identify students who need counseling help • Provide activities such as writing and drawing especially for younger students

16. Teacher Continued • Provide activities such as ceremonies • Help 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

17. Geographical Proximity Outside the disaster area Within hearing distance Near the disaster area Direct exposure

18. Population at Risk Oversensitive Difficult personal or social crisis Significant loss in the past year Recent or similar trauma

19. Psychosocial Proximity Identification with or similarity to victims Acquaintance Near family or close friend Immediate family

20. Circles of Vulnerability Geographical Proximity Population at Risk Psychosocial Proximity

21. Funerals • Parents need to accompany children • Funeral should be after school hours • Funerals should not take place at school • Students should be prepared • “Where are the parents as school personnel try to comfort many grieving students?” School Counselor

23. PTSD Diagnosis Children • Exposed to trauma that involved actual or threatened death and serious injury • Child’s response involved intense fear, helplessness or horror • Symptoms 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

24. Primary Resiliency Factors: • Caring and support of others • Positive view of self • Skills in communication, planning, and problem solving • Capacity to manage strong emotions

25. In Conclusion Help is available. Work as a team. Take care of yourself. Think prevention and preparation. www.scottpoland.com Many of my articles are posted at www.districtadministration.com