Crisis Resource Guide
In the midst of a school crisis, administrators are faced with urgent decisions that impact the safety, well-being, and stability of their school community. This resource guide is designed to provide clear, reliable support during these critical moments, offering carefully selected tools to help navigate complex situations. Whether addressing immediate concerns, coordinating with community partners, or planning for long-term recovery, these resources are here to assist you in making informed, compassionate decisions.
Communicating with Caregivers, Staff, and Students Post-Crisis
This section provides guidance for school administrators on effectively communicating and supporting students, staff, and families in the aftermath of a traumatic event. Schools play a vital role in helping communities process and heal after crises, such as natural disasters, incidents of violence, serious accidents, or the loss of a student or staff member due to illness or suicide. A trauma-informed approach ensures that responses are compassionate, coordinated, and tailored to the unique needs of those affected.
Things to Consider When Communicating During a Crisis
Honesty
Be honest when sharing difficult information. When adults are honest, it helps children develop trust in their caregivers and role models. Children rely on adults for guidance, and being truthful reinforces that they can count on the adult to be open and reliable, even in tough situations.
Environment and Group Size
The right environment can make the child feel safe and supported. Being in a familiar or comforting space can help the child feel more secure and open to hearing difficult news.
Sensitivity to Those Most Impacted
Difficult conversations can trigger strong emotions in youth, such as sadness, confusion, or fear. A calm, controlled environment allows for emotional space where the child can process their feelings, ask questions, or even cry without feeling exposed or embarrassed.
Group Versus Individual Discussions
When sharing difficult information, be thoughtful about people most impacted, such as close friends or specific classes of students, versus those who may not have a direct connection.
Discipline
The impact of hearing difficult information may vary greatly among students. Though sticking to routine and schedule is important, it is important to be thoughtful about what behaviors may be an outward response to an inward struggle.
Please Note: The Trauma Resource Initiative for Schools (TRIS) team can help support schools in tailoring communication to fit the needs of the school and the specific incident. Our team is adept at helping refine communications and resources for a specific crisis. The information in this section does not include specifics and nuances often needed in moments of crisis.
Reaching Out to Families Following a Crisis
Guidelines for Initial Contact
Express care and support while respecting the family's privacy.
Offer help without pressuring the family to share details about the event.
Align school communication with the family's preferences on how information is shared.
Use open-ended questions to understand their needs and concerns (e.g., “What would be most helpful for you right now?")
Inform the family that school can remain a resource for them.
Actions to Avoid
Pressuring Families for Details
Do not ask intrusive questions about the crisis or expect families to disclose personal details. Instead, allow the family to share at their own comfort level and respect their privacy.
Speculation or Spreading Unverified Information
Do not share unverified details about the crisis, as misinformation can cause harm and increase distress. Instead, ensure all communication is factual, aligned with what the family is comfortable sharing, and avoids sensationalizing the situation.
Using Stigmatizing Language
Do not use phrases that may increase shame, guilt, or misunderstanding. For example, use the term died by suicide rather than committed suicide or successful suicide.
Making Assumptions About How the Family Feels or What They Need
Do not assume the family wants or needs specific support without asking.
Announcing Details Without Family Permission
Some families might not want the community to know specific details about the event. Be sure to ask for permission and specify who would receive that information.
Over-promising or Committing to Long-Term Support Without a Clear Plan
Do not promise resources or accommodations the school may not be able to sustain.
Sample Script for Outreach to Families
My name is [name], and I’m the [role] at [school]. [Express
condolences and acknowledge awareness of the situation.] I
wanted to reach out to let you know that our school community is thinking of you and your family during this difficult time. [Make family aware that others know about what has happened if this is true.] How has your family been holding up?
We recognize that some students and staff may be aware of what happened, while others may not. [Express desire to communicate to school community in ways that best fit with family preferences and values.] We want to ensure that any messaging at school aligns with what feels best for your family.
We also want to offer support to [friends, teachers, and peers] who may be experiencing more difficulty with this situation. Do you have any preferences for how we describe what happened, or any messages you would like us to share? [Ensure family knows that the school is a resource for support.] Please know that our school community is here for you, and we encourage you to reach out if there is anything we can do to support you.
Classroom-Based Discussions After a Traumatic Event
Discussion Preparation and Facilitation
Hold discussions in familiar settings (e.g., homeroom or advisory period) where students feel safe.
Notify families beforehand, if possible, that these discussions will be taking place. Otherwise, be prepared to notify families via other means following classroom-based discussions.
Acknowledge that different students will process trauma in different ways.
Provide clear, developmentally appropriate explanations using language approved by the family.
Use honest and direct terms rather than euphemisms when discussing serious events.
Expect a wide range of emotions based on students’ developmental levels, personal experiences, and relationships with those involved.
Share information you have permission to share. Default to not sharing when unsure of answers or unsure whether it is okay to share (e.g., “Out of respect for the family and our community, we are not sharing/not able to share details at this time”).
Be prepared to say “I don’t know” instead of sharing speculations.
Provide opportunities for students to ask or write down questions.
Encourage students to seek support privately with a trusted adult if needed.
Actions to Avoid
Broadcasting Events
Avoid scheduling general assemblies, pep rallies, or intercom announcements to share sensitive information or to facilitate processing of a situation.
Mandating Participation
Do not force students to participate in discussions or share their thoughts or feelings.
Sharing Incorrect Information
Refrain from speculating about the event or providing unverified information.
Using Dramatic Language
Avoid using language that may unintentionally sensationalize the situation (e.g., “This is the worst tragedy our school has experienced”).
Minimizing Feelings
Always try to avoid dismissing students' reactions, even if they seem minor.
Making Assumptions
It is better not to assume how a student should feel or respond.
Unstructured Conversations
Prevent discussions from becoming unstructured or dominated by misinformation.
Sample Script for Classroom Discussion
Today, I want to talk to you about something very important. Our school community has been affected by [provide a brief,
factual statement about the event that school has permission to share]. Some of you may already know about this, and others may just be learning about it.
[Acknowledge that everyone will have different reactions to the situation, and nothing is "right" or "wrong".] It is completely normal to have different emotions—some may feel sad, others confused, worried, or even angry. All of these feelings are okay.
[Make sure students know where they can go if they need space, have questions, or want to talk in private.] If you have questions, you can come talk to me, and I’ll help connect you with our counselor. If you have questions at home, we encourage you to speak with your parents or caregivers. Let’s remember to have these conversations privately with trusted adults rather than in public spaces at school.
Communication to Staff and Families
This section provides pre-drafted communications for school personnel to use when responding to traumatic events in the school community. These letters help ensure clear, compassionate, and trauma-informed communication with staff and families while maintaining consistency in messaging. The letters are adaptable to various crises, including natural disasters, community violence, accidents, serious illness, and loss due to suicide or other causes.
Letter/Email to Families
Subject: Our School’s Support Plan Following a Crisis
Dear Parents and Guardians,
Our school community has recently been affected by [brief factual statement about the crisis]. We know that parents and students may have questions, concerns, or strong emotions in response to this situation, and we are committed to supporting them in every way possible.
We have been in communication with affected families and will share updates as appropriate. At this time, our focus is on ensuring that students have access to mental health resources and support services. Teachers will be facilitating classroom discussions to provide accurate information, address student concerns, and offer space for emotional expression.
Resources for Parents & Caregivers
We understand that many parents are looking for guidance on how to help their children process difficult events. Below are resources that provide information on how children and teens respond to trauma and strategies for offering support:
[Insert relevant resources here.]
If your child is struggling and may need additional support, UAMS AR-CONNECT is a 24/7 mental health resource providing short-term support and referrals for counseling.
AR-CONNECT can be reached at 501-526-3563 or 800-482-9921.
Please reach out if you have suggestions for how we can best support your family. Our thoughts are with all those impacted by this event.
Sincerely,
[Name]
Letter/Email to School Staff
Subject: Supporting Our School Community Through Crisis
Dear Staff,
Our school community has recently experienced a difficult event involving [brief factual statement about the crisis, for example, "a natural disaster," "an act of violence in our community," or "the loss of a student"]. We understand that this situation impacts our students, staff, and families in different ways, and we are committed to ensuring that everyone has access to resources and support.
In this email, we have included resources to help you support students as they process this experience. We also encourage you to prioritize your own well-being and review information on coping with this situation.
Resources for Supporting Students and Staff
[Insert links to relevant resources here.]
If you find that this event is affecting your well-being, we encourage you to seek support. One available resource is UAMS AR-CONNECT, which offers 24/7 mental health support and referrals for counseling. You can access AR-CONNECT services at 501-526-3563 or 800-482-9921.
As we continue to develop a response plan, we welcome your feedback. Thank you for your commitment to supporting our students and each other during this time.
Sincerely,
[Name]
Event-Specific Resources
Different crises require unique considerations. Whether dealing with natural disasters, acts of violence, student deaths, or community-wide trauma, these resources can help school administrators, educators, and others understand the distinct challenges each situation presents.
Please note, these topics are not inclusive of every difficult event a school or community might experience. TRIS can help with finding reliable, event-specific resources that pertain to your current crisis.
Acts of Violence
Acts of violence, such as school shootings, physical assaults, or threats, can create fear, instability, and long-term emotional distress within a school community. In the aftermath, students and staff may struggle with feelings of insecurity, grief, or anger, and responses will need to balance immediate safety measures with ongoing emotional support. Administrators should consider the importance of clear and consistent communication, ensuring that both students and staff feel informed and supported. Counselors should be prepared for a wide range of emotional responses, including anxiety, hypervigilance, and traumatization. Below, you will find well-vetted resources to assist in responding to incidents of violence in schools.
Natural Disasters
Natural disasters—such as hurricanes, tornadoes, earthquakes, and wildfires—can lead to displacement, property loss, and significant emotional distress. Schools should be prepared to address both immediate logistical concerns—such as structural damage, schedule disruptions, and displaced families—and the long-term emotional toll on students and staff. Administrators should consider how to re-establish routines as soon as possible while providing flexibility for those who need time to recover. Counselors should be aware that students may experience increased anxiety, difficulty concentrating, and heightened emotional reactions long after the event has passed. Below, you will find well-vetted resources to support schools in responding to natural disasters.
Suicide
The loss of a student or staff member to suicide is an especially complex and heartbreaking crisis that can deeply impact the school community. Administrators should consider how to communicate the loss in a way that is honest yet avoids language that could contribute to suicide contagion. Schools must also be prepared to address a wide range of grief responses, including anger, guilt, and fear, and to provide spaces for students and staff to process their emotions. Counselors should monitor at-risk students who may be struggling with their own mental health and ensure that ongoing support is available. Below, you will find well-vetted resources to guide schools in responding to a suicide in the community.
The Role of Schools in Student Recovery
Children are resilient, and with the support of caring and responsive adults, they can recover from traumatic experiences. However, some children may require additional interventions beyond natural recovery. Recognizing when a student needs more support is critical to ensuring their emotional well-being and academic success.
Connecting Schools With Community Resources for Basic Needs
In the aftermath of a crisis, many staff or family members may experience financial strain, food insecurity, or difficulties maintaining housing and utilities. Schools can play a key role in connecting families with local resources by partnering with community organizations, food banks, utility assistance programs, and social services. Establishing relationships with these agencies in advance allows for a quicker and more coordinated response when needs arise. Schools can also provide families with a list of available resources, host community support events, or designate a staff member to help families navigate assistance programs. Ensuring students’ basic needs are met is essential for their well-being and ability to engage in learning.
One resource available in Arkansas is the AR Connect Now Case Management service, which can be utilized here.
Mental Health Support for Students and Staff
Once basic needs are met, addressing the emotional impact of a crisis is critical for students and staff. Traumatic events can lead to heightened anxiety, grief, or distress, making it essential for schools to offer accessible mental health support. Schools can provide on-site counseling, establish peer support groups, and collaborate with community mental health agencies to ensure ongoing care. Creating a trauma-informed school environment—where emotional responses are validated, coping strategies are taught, and staff receive training on recognizing signs of distress—helps foster resilience and recovery for the entire school community.
When Mental Health Professionals Provide Services in Schools
When mental health professionals provide services in schools, it is essential to prioritize confidentiality, ensuring that only those who need to know are aware of a student’s participation. Designating private spaces for therapy sessions helps maintain discretion and fosters a safe environment for students to engage in counseling. Encouraging parental involvement can strengthen the therapeutic process, while collaboration between providers and school staff ensures students receive comprehensive support. Additionally, planning for transition periods before and after therapy sessions can help students reintegrate smoothly into their school day, minimizing disruptions and promoting continued academic engagement.
Understanding Evidence-Based Mental Health Treatment
Schools and mental health providers should prioritize evidence-based approaches to ensure that students receive interventions that are proven to be safe, effective, and responsive to their unique experiences.
What Makes Treatment Evidence-Based?
Not all mental health treatments are equally effective. Evidence-based treatments (EBTs) are
approaches that have been scientifically tested and shown to improve children’s mental health.
These treatments follow structured, research-backed methods that address specific mental health concerns, such as trauma, anxiety, depression, and behavioral challenges.
The following are examples of evidence-based treatments. However, this list is not inclusive of every evidence-based treatment used for children and adolescents exposed to trauma. The ARBEST Clinician Directory contains Arkansas providers who have trained in these treatment types.
Child-Parent Psychotherapy (CPP)
CPP is an effective evidence-based treatment designed for children under 5 years old who have experienced trauma. The treatment has been proven effective at reducing emotional and behavioral difficulties associated with trauma, enhancing safe caregiving practices, and strengthening the parent-child relationship. For more information, watch a video about CPP or visit this CPP information sheet.
Parent-Child Interaction Therapy (PCIT)
PCIT is an effective, evidence-based treatment for young children ages 2-6 displaying disruptive
behaviors with a possible trauma exposure. The treatment has been shown to reduce behavior
problems, strengthen parent-child attachment, and improve child trauma symptoms. For more
information about PCIT, watch this video or visit this PCIT information sheet.
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
TF-CBT is an evidence-based mental health treatment for children and adolescents who have experienced potential traumatic events, such as abuse. The treatment has been evaluated and has demonstrated success in reducing trauma symptoms and strengthening the parent-child relationship. For more information, watch this TF-CBT video or visit this TF-CBT resource.
Selecting the Right Mental Health Provider
While many professionals offer mental health services, not all providers are trained in or regularly deliver evidence-based treatments, nor are all providers trained to provide services specific to traumatic stress. When referring students for mental health support, school administrators should ensure that providers are using interventions backed by research. Partnering with knowledgeable providers can lead to better student outcomes.
What to Ask When Seeking Mental Health Services
When selecting a mental health partner for a school or helping parents find appropriate services for their child, administrators should consider the following factors:
Referral Process and Logistics
Determine if a referral from a child’s primary care provider (PCP) is required.
Verify accepted insurance plans and any out-of-pocket costs.
Ask about waitlists and estimated timeframes for scheduling an appointment.
Confirm available appointment times. Some providers offer evening and weekend options.
Identify bilingual providers or those with access to translation services.
Provider Education, Training, and Expertise
Mental health providers have different backgrounds and approaches to therapy based on their education and training.
Consider the provider’s specialized training and experience with specific concerns, as well as their credential and certifications.
Differentiate between therapists and psychiatrists. Psychiatrists prescribe medication, while therapists focus on behavioral interventions.
Medication and therapy together can be effective, but medication is not always necessary, especially for young children.
Ages and Populations Served
Some providers work across all age groups, while others specialize in particular developmental stages (e.g., early childhood or adolescence).
Family and Caregiver Involvement
Treatment models vary in their inclusion of caregivers and family members. Inclusion of caregivers is especially emphasized in most treatment models for younger children.
Some treatments allow participation from caregivers with a history of abuse or neglect, while others do not.
Treatment Expectations and Outcomes
Clarify what treatment aims to address, how goals are set, and how progress is measured.
Ask about expected timelines and whether the provider offers communication between sessions.
Family-Centered Approaches
Providers should demonstrate openness and sensitivity to family values, experiences, and needs.
Ask how they create a physically and emotionally safe space for children and caregivers.
Ways Schools Can Navigate Conversations About Mental Health Support With Caregivers
When discussing mental health support with caregivers, schools can facilitate thoughtful and supportive conversations by considering the following reflective questions:
Understanding Concerns and Readiness for Services
Have others (teachers, school staff, family members) noticed changes in the child’s mood, sleep, eating, or developmental tasks (e.g., toileting in young children) that raise concerns?
Are there any worries the caregiver or child has about seeking mental health treatment?
Aligning Support With Family Needs
What does it mean to the caregiver for their child or family to be involved in mental health services?
What key information would the family like a mental health provider to understand about their values, culture, or experiences?
Logistics and Accessibility
Can the family incorporate regular appointments into their schedule?
Does the family have any specific preferences for a mental health provider (e.g., gender, religious background, language accessibility)?
When to Consider a Mental Health Evaluation
Early identification of mental health concerns is essential. A mental health evaluation may be beneficial if a student exhibits:
Academic Decline
Noticeable drop in grades, disengagement
from learning, or difficulty concentrating.
Emotional Distress
Persistent sadness, excessive worry, frequent
mood swings, or increased irritability.
Sleep Disruptions
Difficulty falling asleep, frequent nightmares,
or excessive fatigue during the day.
Physical Symptoms
Recurring stomachaches, headaches, or other unexplained physical complaints.
Behavioral Changes
Increased aggression, hyperactivity, withdrawal from peers, or defiance.
If a student displays any of these signs, school administrators and support staff should collaborate with families and mental health professionals to determine appropriate next steps. Schools can play a key role in ensuring that students receive timely and effective support.
Caregiver Involvement in Children’s Mental Health Treatment
For mental health interventions to be effective—especially for young children—caregiver participation is not optional; it is essential. Children rely on their caregivers for emotional regulation, reinforcement of skills, and consistent support. Evidence-based treatments for children require caregivers to be actively engaged in the therapeutic process to ensure that progress made in sessions translates into real-world improvements.
School administrators and counselors can play an important role in helping caregivers understand the need for their involvement in their children’s treatment. They can also help caregivers explore ways to remove barriers to that involvement (e.g., work schedules or transportation). Administrators can also explore how school-based mental health providers plan to engage caregivers in the treatment process.
Involvement Is Essential for Effective Treatment
Compared to outpatient mental health providers, caregivers and school personnel spend exponentially more time with children. A therapist may see a child for one hour per week, while caregivers and teachers interact with them for dozens of hours. This means that meaningful change happens outside of therapy—in the home, at school, and in daily interactions. Mental health treatment should equip caregivers and educators with the tools to support a child’s emotional and behavioral growth in real time.
The Role of Caregivers and School Personnel in a Child’s Daily Life
Risks of Treatment Without Caregiver Involvement
When caregivers do not participate in treatment or do not maintain communication with the mental health provider, children often:
Do Not Receive the Appropriate Type or Level of Service
The provider may lack a full understanding of the child's environment, needs, and progress.
Show Minimal or No Improvement
Without reinforcement at home and school, therapy alone is unlikely to create lasting change.
Miss Out on Critical Skill-Building
Caregivers need to learn strategies to reinforce coping skills, manage behaviors, and create a supportive environment.
Individual Therapy for Children: A Limited but Strategic Approach
While there may be situations where a child spends brief, individual time with a therapist, this should not be the regular or primary approach. Unlike therapy for adults, where individual sessions are standard, children—particularly younger children—benefit most when therapy focuses on strengthening caregiver-child interactions and equipping caregivers with effective strategies.
The Younger the Child, the More Caregiver Involvement Is Needed
Developmentally, younger children have less ability to process and apply therapeutic concepts on their own. The general rule is:
For very young children (ages 0-6)
Therapy should be almost entirely caregiver driven.
For school-aged children (ages 7-12)
Caregivers should still be actively involved, learning and reinforcing therapeutic skills.
For adolescents (ages 13+)
There is more room for individual therapy, but caregiver engagement remains important for overall family functioning and support.
Collaboration Between Mental Health Providers and Schools Is Key
When schools remain in touch with mental health providers (with appropriate permissions), they have greater success:
Aligning strategies and interventions.
Reinforcing coping skills and behavioral strategies in the school environment.
Recognizing signs of progress or challenges and sharing insights with caregivers and providers.
Regular and Consistent Mental Health Treatment for Children
Frequent Sessions Lead to More Effective Treatment
For mental health treatment to be effective, sessions should occur regularly, typically on a weekly basis. When appointments are spaced too far apart—such as every few weeks or once a month— progress is often slow, and skills introduced in therapy may not be reinforced effectively.
Why Regular Sessions Matter
Reinforcement of Coping Skills – Many therapy sessions introduce new coping strategies, such as deep breathing, problem-solving, or emotion regulation techniques. Regular sessions allow children to practice these skills with guidance and support, making it more likely they will use them in real-life situations.
Consistency in Parenting Strategies – Parents and caregivers play a key role in reinforcing what is learned in therapy. Weekly sessions help parents implement strategies effectively and receive timely feedback, leading to more efficient progress for the child.
Stronger Support System – Frequent sessions allow therapists to monitor progress closely and adjust strategies as needed, ensuring the child gets the right level of support at the right time.
Arkansas Mental Health Resources
This section includes references to resources available within Arkansas for administrators, educators, and families.
State Employee Programs
Employee Assistance Program
Employee Assistance Program (EAP) services offer employees and their families access to short-term counseling. This resource might be useful for staff who need help after a difficult event. Make sure that information about EAP is accessible to employees.
Phone: 877-300-9103
Website: eap.ndbh.com (Code: ARBenefits)
University of Arkansas for Medical Sciences (UAMS)
ARBEST Clinician Directory
ARBEST hosts a directory of Arkansas clinicians trained in evidence-based trauma treatment within the state, including CPP, PCIT, TF-CBT, and others. Visit the clinician directory to search for clinicians by county, city, or therapy type. Please note, this list does not provide full details, such as insurance coverage or clinician’s availability. Contact the provider’s office for complete information.
AR ConnectNow
AR ConnectNow is a UAMS program that offers education, resources, and assistance with mental health access for Arkansans. Check out their website for education about mental health, information about mental health providers across the state, use their Care Guide to request access to mental health services or other resources in communities across the state, watch videos about building resilience through mindfulness or call their virtual clinic to find short-term, individual mental health services. These resources are not crisis support, but they can be used to help access resources that can provide further support.
Specialty Clinics
UAMS has many specialty clinics to help children, teens, and adults with different mental health needs. Consider sharing these resources if you know someone in need of additional support.