Introduction
1.1 Critical Incidents: Definition
Any event, sudden and or unexpected that has significant emotional power to overwhelm the usual coping mechanisms of a whole school or members of the school community. The event may be a single occurrence or a sequence of events.
This may include:
- the sudden death of a member of staff, pupil or parent of a pupil;
- an accident;
- criminal act including violent attack within school or the community;
- fire at a school or local community;
- illness;
- natural disaster; or
- suicide or attempted suicide that affects members of the school community.
1.2 Levels of support
| Level of incident | Type of incident | Response |
|---|---|---|
|
Level 1 Loss and Bereavement |
e.g. accident, illness, death of a pupil / member of staff / parent, out of school.
|
It is envisaged that the appropriate members of school staff will respond to these events promptly. Most schools will manage this with reference to available resources such as this guidance. In addition, a senior staff member may wish to contact a representative from the Educational Psychology Service who can provide advice through contacting 01926 742911. |
|
Level 2 Critical Incident |
e.g. accident, illness, death of a pupil / member of staff / parent at or near school, or on a school trip; self=inflicted death of pupil, member of staff, parent.
|
A senior staff member is likely to request involvement from the EPS and advice to help manage the critical incident through contacting Janet Mander. A member of the EPS will respond by telephone on the same day to provide support and advice and explore the EP role in supporting school (see section below). |
| Level 3Major Disaster |
e.g. large-scale disaster affecting the school and / or the local community.
|
Larger multi-agency response led by Coventry Solihull and Warwickshire Resilience Team (CSWRT). |
1.3 What support can the EPS offer in a Critical Incident?
Warwickshire Educational Psychology Service does not work directly with children and young people during a Critical Incident. Research suggests that the best people to support children immediately after experiencing grief or trauma are the adults that they know and trust, for example, parents, carers and/or school staff. In these circumstances the primary role of external agencies, such as Educational Psychology Services, should be to provide support for these adults.
- Planning - Helping senior leaders to assess the significance and impact of the event, to draw up a plan, to mobilise school resources and to access other support systems.
- Information and advice - Providing information and advice to staff as they come to terms with the situation. Signposting staff to additional support and resources if required.
- Support - Being available for consultation to school staff as they support the students and each other.
- Screening - Working with staff to identify students who are most in need of support, and developing procedures for reviewing their needs and supporting onward referral, if necessary.
1.4 Accessing support from the EPS
School / setting will phone 01926 742911 and a Business Support Assistant will take details including name, contact details and an outline of the incident. School to leave details of the best person for the EP to contact this is likely to be a member of the SLT who is leading the response.
When the business support is unavailable callers are asked to leave a message on the EPS answer-machine detailing their name, school, contact number and making clear that they are seeking support with a critical incident.
SEP or link EP for the setting will return call where possible on the same day.
EP and member of SLT will discuss the situation, establish the facts, identify what steps have been taken so far, clarify what support is being sought by the caller and start to problem solve identified issues
Agree a timetable of EP guidance, advice & support through telephone and/or e-mail
EP involvement aims to support head teachers/senior management team (HT/SMT) to feel confident in supporting their staff, parents and children/young people through:
- Active listening, support and emotional containment
- Problem-solving, reframing, giving feedback and discussing specific questions with staff
- Sharing of information to circulate to staff, parents and carers to support them in talking about loss and bereavement
- Signposting and sharing of guidance leaflets and resources
- Sharing of sample letters and scripts for communicating with children, staff and parents
- Thinking through ways for students to share feelings and an exploration of school sharing forums to promote social connection
- Identification of and planning for vulnerable children and staff
- Advice on practical issues such as marking the event / memorials / books of condolences
- Support to HTs, SLT or groups of staff through facilitating staff meetings.