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.

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.

Actions to Avoid

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.