Critical Incident Policy

Introduction

In Coláiste Phádraig, we recognise that incidents can occur which have a great affect on the school community.  Such incidents may affect the whole school, specific class or year groups, specific smaller groups or individual students.   In our overall care of the boys, we try to be as prepared as possible for such an incident.

 

The main purpose of this policy is to provide a framework for dealing with any critical incident which may occur in the life of the school. The main aim of the policy is to lessen the effect of such a critical incident on the staff, students and parents of the school.

 

Key Issues   

• Safety of an individual or group of students.
• Other students closely affected.
• Duty of care of all students.
• Staff team work and support of colleagues.

 

What is a Critical Incident?

A critical incident is one, which arises suddenly.  Critical incidents may occur in school or out of school but both types will have a major impact on staff and students.  An incident might be designated as critical where the result is likely to lead to serious disruption to the running of the school or where there is likely to be significant public and/or media attention on the school. This plan needs to be read in conjunction with the School Tour Policy.

 

Examples of in-school critical incidents:

 

• A serious accident to a child or adult.
• The death of a student or member of staff through natural causes such as an illness.
• A traffic accident involving a student or staff member.
• Violence or assault within the school.
• A school fire or explosion.
• Destruction of part of the school building.
• Abduction of a student.
• A student or students absconding.
• An illness such as meningitis within the school or local community .
• Suicide.

Examples of out-of-school critical incidents:

 

• An accident to a student or staff member while out of school on a tour, match, etc.
• Death or injuries on a school journey, e.g. school bus crash.
• Tragedies involving children from many schools.
• Civil disturbances or terrorist attack.

 

 

The School

Individual class teachers and year heads have an important role to play in managing critical incidents and may well be the best people to deal with the students in their classes.  The main role of specialist agencies is one of empowerment and support for students who cannot be helped by the teachers within the school.  In times of crises, teachers must react as they feel is appropriate and there can be no easy formula for dealing with critical incidents.  However, by having a plan in place to be followed in the event of a critical incident and by ensuring good communication within the school, a crisis may be managed more effectively and the resulting effects on the school community may be reduced considerably.

 

Critical Incident Team

The core group, known as the Critical Incident Team, will exercise a leadership role providing direction, guidance, containment and support when a critical incident occurs.  The role of the team is to review and direct the handling of the incident and the response and recovery process in order to:

 

• Ensure the safety and security of students, staff, visitors and other users of the premises.
• Minimise the loss to the school in physical, human and financial terms.
• Manage an incident to minimise disruption to the day to day operation of the school.
• Liaise with appropriate agencies, including the media.

 

The Critical Incident Team will consist of the following persons:

 

• Principal.
• Deputy Principal.
• School Chaplain.
• School Counsellor.
• Chairpersons of Board of Management and Parents Association.
• Relevant Year Head(s)
• Relevant Class Tutor(s)
• Other members of staff or members of the school community co-opted by the Principal as appropriate.

 

 

 

 

 

Critical Incident Prevention

The Principal of the school or a person designated by her/him e.g. the Health and Safety Officer will be responsible for the following on-going procedures:

 

• Organisation of practice drills to test the plan.
• Regular review of the plan.
• Arranging relevant Staff Development Programmes, where necessary.
• Monitor staff and student adherence to the school Health & Safety Policy.

 

Cultural Diversity

Given the diversity that exists in the school and the community, it is important to bear in mind that certain individuals and groups may respond differently than staff would expect from their own cultural perspective.  Some areas to consider include:

 

• Individuals and groups from diverse cultural backgrounds may respond differently to stress situations.
• Those required to respond to a critical incident may need to go outside the school to community support staff who possess additional language skills, etc.
• Beliefs around concepts of religions, death and the grieving process differ amongst cultures.

 

Critical Incident Aftermath

 

(a)        During School Time

 

            In the event of a critical incident occurring during school time, the following         action(s) should be taken and the following steps followed:

 

By the Principal

The Principal should take the following action as soon as he becomes aware of the occurrence of a critical incident:

 

• Confirm that an incident has occurred and the scale of the damage, injury or fatality.
• In the case of an in-school incident, adequately assess the hazards and situations which may require emergency action.
• Carry out an analysis of the requirements to address these hazards including notification of emergency services and evacuation of school building if appropriate.
• Mobilise the Critical Incident Team (Appendix 1) and consider appropriate responses.
• Advise the Board of Management of the scale of the incident.
• Advise the Parents’ Association of the scale of the incident.
• Ensure that confidentiality is maintained until information is shared with the whole staff and clarify any relevant privacy issues.
• Brief staff all staff generally and outline the plan of action.
• Identify two telephone numbers:

 

• School phone for incoming calls.
• Mobile phone for outgoing calls.

 

Appoint a member of staff to attend to the incoming phone line.

 

• Meet with key staff who can offer student support and decide on the format for this.
• Express sympathy to the family and assure them of the support of the school and designate a person to liaise with the family.
• Prepare a media statement, appoint a media spokesperson and plan a response to requests for information and requests for access to school property.
• Give support to staff e.g. members of staff who have personal experience of similar or related incidents.

 

By the Critical Incident Team

The Critical Incident Team will take responsibility for the following actions following their mobilisation by the Principal:

 

• Hold a meeting to consider an appropriate response from the school.
• Prepare a short statement for classes, including a short prayer.
• Designate a room(s) for traumatised students to meet with the Chaplain/Counsellor or other relevant persons, e.g. DES Psychologist.
• Arrange for a “Quiet Room” to be opened and suitably furnished, where students and others can congregate for silent prayer, reflection and mutual support.
• Help to identify vulnerable students (including close friends or relatives of those involved) and refer them for appropriate additional support either in-house or outside.
• Draft an appropriate letter to parents regarding the incident and any school arrangements which are being made.  (See samples contained in the NEPS Advice and Information Pack)
• Consider school involvement in any funeral services, which may be held, while at all times respecting family wishes, e.g. guard of honour, readers, prayers.
• Liaise with Health Service Executive personnel and PEPS psychologist if necessary.

 

By Teaching Staff

The general teaching body will have responsibility for the following actions as directed by the Principal or representative of the Critical Incident Team:

 

• Read the announcement drawn up by the Critical Incident Team to their classes.
• Acknowledge the name(s) of those deceased or injured in that class and in each subsequent class.  Have a moment’s silence or say a short prayer.
• Do not speculate with students about the cause of the incident.  Give honest answers to all questions put by students about the cause of the incident.  Questions of “How” or “Why” in the case of a suicide should be diverted.  Information given should be low-key and factual based.

 

• What happened
• When and where events occurred
• Who was involved
• What happened after the event
• What will happen next

 

• Do not use “I know how you feel” statements or euphemisms for death such as “sleep”, “passed away” or “gone” etc.
• Encourage students to be supportive of each other.
• The teacher should feel free to express his/her own feelings appropriately.
• Advise students of personnel who are available to them to help them deal with their fears and worries.
• Identify and notify the Critical Incident Team of vulnerable students who are distressed.  These students may need individual support.
• Parents/guardians of distressed students should be contacted and advised of the situation before the end of the school day.

 

(b)       Outside School Time

In the event of a critical incident, occurring outside school time the following action(s) should be taken and the following steps followed:

 

The school will contact the Critical Incident Team members and carry out the following:

 

• Express sympathy to family and assure them of the support of the school.
• Prepare a statement for the media and appoint a spokesperson if appropriate.
• Notify the entire staff if possible by use of a scripted telephone tree message (appendix 2) and arrange a staff meeting before the school reopens fully.  Do not leave messages on answering machines or with children.
• Notify the Board of Management.
• Notify the Parents’ Association.
• Open the school and arrange for the NEPS Psychologist, School Counsellor or suitable persons to attend.
• Arrange for a “Quiet Room” to be opened and suitably furnished, where students and others can congregate for silent prayer, reflection and mutual support.  Relevant members of the support team and teaching staff should be present.
• Try and arrange for key members of staff to attend the funeral if required.
• Consider the involvement of Prefects and other students as appropriate for readings, prayers, guard of honour.
• Prepare a plan for the support of vulnerable students on the return to school.

 

 

(c)        During State Examinations

In the event of a critical incident occurring during the State Examinations, the following action(s) should be taken and the following steps followed:

 

• Mobilise the Response Team and give support to students as in term time, where practicable.
• Contact the State Examinations Commission regarding examination students who are particularly badly affected for advice and assistance.

 

Parents’ Association

The support of the Parents’ Association in the aftermath of a critical incident will contribute to the minimisation of the effect of such an incident on the school community.

 

Remembrance Activity

Family wishes should guide planning of a remembrance activity after a critical incident which involved a student or staff death.

 

• Open a book of condolence and present to family at an appropriate time.
• Caution should be exercised against holding a large assembly to honour the deceased because of the potential for group hysteria and for glorifying death in the case of a suicide.  Large assemblies are not recommended for acute grief situations.
• Students or staff may wish to express their grief or sympathy by contributing something in the name(s) of the deceased e.g. scholarship fund, school garden, plaque etc.  Caution should be taken when establishing a permanent or highly visible memorial to remember a student who committed suicide.
• Staff should provide leadership to students wishing to establish an appropriate remembrance, as judgements of peers may be impaired following a traumatic event.
• At time of inquest, anniversary or significant dates recognise the support needs of the family and school friends e.g. arrange family visit a few days prior.

 

 

Evaluation

This policy will be reviewed every two years and in the aftermath of a critical incident.

 

 

 

 

 

 

This policy was reviewed and approved by the Board of Management on Thursday, December 8th, 2022.