Critical Incident Communication Information for Schools · Web viewCritical Incident Communi cation Information for Schools. Introduction. This booklet was produced by the Education

Critical Incident Communication Information for Schools

Critical Incident Communication Information for Schools

Introduction

This booklet was produced by the Education Authority Critical Incident Response Team (EA CIRT). It aims to support schools to share information about a critical incident with staff, pupils and their parents/carers.

‘A critical incident can be defined as any sudden and unexpected incident or sequence of events which causes trauma within a school community, and which overwhelms the normal coping mechanisms of that school’

‘A Guide to Managing Critical Incidents in Schools.’

Department of Education, (2014)

Contents

Breaking the News to Staff Page

Sample Script for Principal4

Breaking the News to Pupils

Advice for Principals5

Sample Script for Foundation Stage Teachers7

Useful Information for Foundation Stage Staff 8

Sample Script for Primary School Teachers9

Useful Information for Primary School Staff 10

Sample Script for Post-Primary Teachers11

Useful Information for Post-Primary Staff12

Sample Script for Teachers Supporting SEN Pupils13

Useful Information for Adults Supporting SEN Pupils15

Sample Letters to Parents and Carers

How to Use the Letter Templates17

Foundation Stage Parents/Carers - Death of Pupil18

Death of Pupil19

Death of Pupil - Road Accident21

Violent Death22

Death of Staff Member23

Death during School Holidays24

Frequently Asked Questions 25

Breaking the News to Staff

Communication with staff is vital during a critical incident. The Principal should address staff formally as a whole group to provide clear and factual information about the critical incident and to control rumours. At this briefing the Principal will also distribute the briefing information for pupils and explain the school’s critical incident management plan.

Sample Script for a Principal

“You may have already heard that two of our pupils were involved in a car accident last night (give details of where). (Names), who were driving together, both died as a result of their injuries. As more information becomes available, including funeral arrangements, I will speak to you again. This is a terribly sad event for our school and the community, and our thoughts and prayers are with the families.

It is important to make every effort to maintain regular classroom routines in accordance with the timetable. However, for many of the pupils this will be difficult. I understand that this may be a very difficult time for you also and we need to be here for each other. Our pupils need to be with people they know and trust so, if at all possible, it is better that we try to provide support for them.

We would ask each of you to outline the basic details to your class. We will issue you with a simple but sincere script which you may find helpful. Please allow pupils the opportunity to talk about what has happened if they so wish.

We plan to meet this afternoon in the staffroom at lunchtime for a further briefing and again at 3.15pm for a cup of tea and a chat.

I wish you well in what will be a difficult day. If you need anything please do not hesitate to ask XXXX, the school Critical Incident Coordinator, who will be available for you all today.

I would ask you to emphasise to pupils the need to be sensitive towards the bereaved family especially in relation to the use of appropriate language on social media during this sad time.

Some of you may be feeling particularly vulnerable due to a recent loss or previous experience (of suicide or road traffic accident, etc.) or you may have known the pupil well. It is important that you talk to each other and support each other during this difficult time. If you are aware that a colleague may need support please let me know, or arrange to meet them after school or give them a call.

The EA CIRT are here to provide advice and support and are going to talk to us about how we can support each other and the pupils in the coming days and weeks. Thank you.”


Advice for Principals

It is important to inform pupils of a critical incident as soon as possible. Delaying a formal announcement may make the situation worse, as rumour can add another dimension to the existing problem and pupils may feel that a delay communicates lack of concern or sensitivity by the school staff. The best person to communicate this difficult news will be a teacher who is familiar to the pupils and trusted by them.

Be aware that there will likely be a range of different groups among the pupils with whom the school will need to communicate.

The manner in which a critical incident is announced to the pupils can have a major impact on the emotional responses of the whole school community. Before making the announcement of a traumatic event, such as an accident or sudden death, which is not already widely known in the school or community, the Principal should give careful attention to the context of what pupils are to be told, as well as how they are to be told. The following guidance may help:

1. Carefully word the content of the announcement and provide written copies to teachers for use in their classrooms.

2. Ensure the family’s right to privacy is respected. In the case of suspected suicide, respect the wishes of the family, being careful about language used. Use discretion regarding specific details of the critical incident. Use the term ‘sudden death’ instead of suicide.

3. Make a straightforward and sympathetic announcement of the loss with a simple statement of condolence. Pupils may have heard rumours via text messages or word of mouth. It is important therefore that the broad facts of the event, once verified, are communicated to the pupils in an appropriate manner (calm, controlled, caring, sensitive and containing). This will help minimise rumour, provide an opportunity for the pupils to talk, express their reactions and help to prevent hysteria developing.

4. Make the announcement simultaneously where possible so that all pupils in the building will hear about it at the same time. At this stage be mindful of pupils with Special Educational Needs, those with English as an Additional Language, Looked after Children and those who are recently bereaved.

5. Reduce the potential for creating a highly charged emotional climate by informing pupils in small groups, for example, siblings, close friends, class group, and year group preferably in their regular classroom setting. Many pupils will likely be in shock so a small group setting will also act as a 'safe container'.

6. After the announcement in the classroom, allow sufficient time for pupils to begin to discuss their feelings. Assure pupils that they will be kept updated as information is available.

7. Staff should be encouraged to remain calm and to listen to pupils. They should not feel that they need to have all the answers to pupils’ questions. Indeed it may not be appropriate to give out detailed information. Staff have a listening, supportive and containing role.

8. Be as truthful as possible when responding to the questions of pupils, but keep in mind that early information available about a traumatic event may be inaccurate.

9. Monitor the reactions of the pupils.

10. Supervise corridors and school grounds to ensure pupils are appropriately observed and supported. Do not bring large groups together or allow large groups to congregate.

11. Provide a designated area/areas for pupils should they wish to come out of their class. They may wish to go to a quiet place (where they can be supervised) or to talk to someone, for example, a member of the school’s pastoral care team or a member of the EA’s Critical Incident Response Team.

12. Staff members need to be able to respond to pupils’ needs and reactions in a calm, caring, compassionate and containing manner. Staff need to know that they will be supported and affirmed in their efforts to maintain this level of control.

13. It is important to communicate that the staff care about those affected by the critical incident and to model appropriate concern. Inspire details should be shared with all staff.


Foundation Stage

Schools are advised to tell pupils about a death/serious incident as soon as possible. However, some schools may feel that it is more appropriate for parents to tell young pupils (unless the pupils are already talking about it). A sample letter for use with parents and carers of young pupils can be found on page 18.

If parents tell young pupils, we recommend that you still inform all pupils in small groups at the earliest opportunity, e.g. the next school day. This is to ensure that all pupils have the same basic information and to let pupils know that they can talk about the incident in the classroom, as well as giving space to ask questions.

Below is a sample script that can be used to support teachers to break the news to younger pupils. It can also be adapted to support teachers when pupils return to school after being told by their parents.

Staff should be aware of pupils who have recently been bereaved or who are particularly vulnerable.

Sample Script for Foundation Stage Class Teachers

I have some very sad news to tell you. XXX in our class/Primary X has died.

I know that XXX’s family are very upset and that they will miss XXX very much. I felt very sad when I heard this news, and you might be feeling very sad too.

It is okay to feel sad and upset, but remember that there are some things we can do to help ourselves when we feel this way. (Remind pupils of the typical things they can do in the classroom during structured activities/free play if they are feeling sad, e.g. talking to an adult, completing an activity from the calm area, using the feelings chart, etc.)

It is also okay to feel okay, and it is okay if you don’t feel sad.

Our activities today are (explain activities set up in the environment as per usual).

(At this point, the class teacher may want to invite the pupils to think of something they would like to do together in memory of the person who has died, e.g. a card, memory book, etc.)

Useful Information for Adults Working in the Foundation Stage

· Understanding of death

Due to their age and/or stage of development, some pupils may have a very limited understanding of death. Teachers may find some of the following phrases useful if questions about death arise: “When somebody dies, their body stops working.” … “A dead body does not feel any pain”… “Because their body has stopped working, they cannot come back to life, even though we may really want them to.”

· Adults as role models

If the adults around them can express their emotions, young pupils will know it is okay to do the same. Encourage and help pupils to express feelings by giving opportunities through play and open-ended activities in the learning environment. Messy painting or drawing can help a pupil who is too young to have acquired the vocabulary of loss and grief.

· Observational assessment

Be alert to pupils’ play and talk during free choice activities throughout the coming days and weeks. This is often where young pupils will attempt to question, process and understand what has happened. Incidental opportunities for discussion relating to death and loss can arise naturally through practical learning, and practitioners can play a key role in talking to the pupils and trying their best to answer any questions that pupils may have.

· Repeat what has happened and/or explanations

Be prepared for young pupils to be curious and to ask the same questions again. Do not assume that the pupils understand what has been said. Using some of the suggested storybooks on the EA CIRT website, or exploring the life cycle with examples from the natural world, may help a young child to start to grasp the reality of what being dead means.

· Keep classroom routines as normal as possible

Young pupils particularly benefit from the security of familiar routines, and this in itself can do a huge amount to support grieving pupils.

· Give reassurance

It is common for pupils to feel that a person has died as a result of something they have said or done. Explain simply how and why they’re not to blame. It might be helpful to give an example, like saying the person died because their heart stopped working.

· Communicate with the bereaved family

Some pupils will make cards/paint pictures for the deceased/ bereaved family during their self-directed play. Check that the family of the deceased would like to receive such tokens before arranging them to be sent out.

· Remember that young pupils can dip in and out of the grief process

This means that they may hear very bad news but then want to go and play.

Additional information about the way in which young pupils grieve can be found here:

Pupils' Understanding of Death at Different Ages


Primary

Below is a sample script that can be used to support primary teachers in breaking the news to pupils. We recommend that pupils are informed in small class groups at the same time.


Sample Script for Primary Teachers

I need to share some very sad news with you all. XXX in our class / Primary X has died.

XXX was very sick/injured/other. Even though the doctors and nurses tried really hard to help XXX, he/she died on (day) in the hospital/at home surrounded by his/her family. (Only give factual information about the cause of death and when/where it took place if this has been agreed by the family, and if it is appropriate to do so.)

I know that XXX’s family are very upset, and that they will miss XXX very much. I also felt very sad when I heard about what had happened.

You might be feeling very upset too, or you might feel something different. You might be feeling sad, worried, angry or confused. This is normal and it is okay to feel any of these emotions. It is okay to cry. It is also okay to feel okay, or not to feel anything. Your friends might have a different reaction to you, and that is okay too. There is no right or wrong way to respond to sad news.

Whatever you are feeling is completely normal but if these feelings are very big, or if they feel a bit scary, then remember there are some things in our classroom/school that can help you. (Remind pupils of pastoral support systems that are familiar to them in school/classroom, e.g. talking to an adult/key person, completing a mindfulness activity, visiting the calm corner, journaling feelings, etc.)

There will be opportunities for us all to have time to think, talk and remember XXX in our own way. I will talk to you again soon about how we want to do this as a class.

(Or at this point, the class teacher may want to invite the pupils to think of something they would like to do together in memory of the person who has died, e.g. a card, memory book, etc.) This morning/afternoon we will be … (outline usual plan for the day, drawing attention to any changes.)

Useful Information for Adults Working with Primary Aged Pupils

· Adults as role models

If the adults around them can express their emotions, the pupils will know it is okay to do the same. Encourage and help pupils to name and express their feelings by modelling emotional literacy, and proving opportunities to recognise emotions through play and structured activities.

· Listen to the pupils

Find a time to talk without others interrupting. It may be helpful to develop an attitude of, “I’m interested but it is okay if you don’t want to talk.”

· Allow pupils opportunities to talk about the person who died

Consider facilitating means of expressing feelings. Painting, drawing or craft activities can give pupils the opportunity to focus on something practical which may help them to talk about their feelings.

· Normalise feelings

Tell pupils that is normal to have different feelings after somebody has died. There is no right or wrong way to respond to difficult news.

· Be prepared to repeat explanations and information

Questions may be repeated in response to their need for more detailed explanations in line with their understanding.

· Keep classroom routines as normal as possible

Young pupils particularly benefit from the security of familiar routines, and this in itself can do a huge amount to support grieving pupils.

· Give reassurance

When someone close to them dies, a pupil’s sense of safety can be rocked. They may start to wonder who else is going to leave them. Try to address any anxieties pupils have, and where possible, prepare them in advance for any changes to the school environment, e.g. substitute teacher cover.

· Enable access to a quiet area/room/key adult

This should be somewhere or someone that pupils can go to if they need to take some time out, regain control of their emotions, etc.

· Give careful consideration to the belongings of the deceased

Do not remove a deceased pupil’s belongings/work/name from the classroom and environment. This should be discussed and agreed with pupils at a later stage, and the family should be consulted about what they would like to happen to any work/belongings.

Additional information about the way in which primary aged pupils grieve can be found here:



Post-Primary

Below is a sample script that can be used to support post-primary teachers in breaking the news to pupils. We recommend that pupils are informed in small tutor/class groups at the same time by a familiar teacher.

It may be appropriate to inform close friends of the deceased first, and away from the rest of the class.


Sample Script for Post-Primary Teachers

I have some sad news to share with you about something that has happened in our school community. We have been informed that a Year X pupil, XXX, has died. This kind of sudden and sad news is hard to for us all to accept. You may experience different feelings over the next few days. You might be feeling very upset or you might feel something different. You might be feeling sad, worried, angry or confused. This is normal and it is okay to feel any of these emotions. It is okay to cry. It is also okay to feel okay, or not to feel anything. Your friends might have a different reaction to you, and that is okay too. There is no right or wrong way to respond to sad news. Everyone deals with loss differently and it is important to respect the way others grieve. We as your teachers want to listen to your feelings and concerns.

We, as an entire school community, want to respect the family’s need for privacy at this time. It is also very important that we think about the family when using social media and talking to others about the death.

Useful Information for Adults Working with Post-Primary Pupils

· Acknowledge the event to pupils

If appropriate, try to direct the conversation away from the cause of death.

· Listen to pupils

Give them time to process what they have heard and offer sensitivity, care and empathy.

· Provide opportunities for talking

Give pupils honest and factual information. Encourage pupils to talk to each other, share their feelings and seek help as appropriate.

· Remain calm

Stay in control of the situation and contain the pupils’ feelings (i.e. allowing expression of feelings but not allowing hysteria to build up). Be genuine, professional and non-judgemental.

· Normalise reactions

Reassure pupils that their reactions are normal, and that there is no right or wrong way to respond to difficult news. They are experiencing ‘normal reactions to an abnormal event’.

· Maintain usual boundaries and routines (where possible)

These should be caring and containing. Try to keep pupils in relevant peer groups.

· Enable access to a quiet area/room/key adult

This should be somewhere or someone that pupils can go to if they need to take some time out, regain control of their emotions, etc.

· Give careful consideration to the belongings of the deceased

Do not remove a deceased pupil’s belongings/work/name from the classroom/s and environment. This should be discussed and agreed with pupils at a later stage, and the family should be consulted about what they would like to happen to any work/belongings.

Additional information about the way in which older pupils grieve can be found here:



Pupils with Special Educational Needs

Pupils with special educational needs, including learning and communication difficulties, will require special consideration from staff. They may be at a different developmental level to their peers, which may affect their understanding of trauma and death.

Pupils with special educational needs should be told the news separately by a familiar adult wherever possible. The adult should use short, simple sentences containing language appropriate to their level of understanding when communicating what has happened. Pupils with special educational needs may ask the same questions repeatedly and will therefore require extra patience and support.

Non-verbal approaches such as pictures, drawings and photographs may help pupils to explore and express their feelings and concerns.

Below is a sample script that can be adapted for pupils with special educational needs. Not all pupils will be able to comprehend this information in one go. It may be helpful for some pupils to have key factual information delivered in smaller chunks over a given period of time.

The school’s Special Educational Needs Coordinator should support staff in determining the best approach for informing pupils with special educational needs. Bespoke differentiation should be considered carefully for individual pupils, and preferred means of communication should be applied, e.g. sign language, symbols, picture cards, photographs, etc.


Sample Script for Teachers Working with Pupils with Special Educational Needs

I have some sad news to tell you.

XXX has died.

He/she was sick/hurt/other.

(Only give factual information about the cause of death and when/where it took place if this has been agreed by the family, and if it is appropriate to do so.)

XXX died at home/hospital with his/her family.

(It may be appropriate to use images/concrete objects to aid understanding, e.g. a picture of a hospital)

I feel very sad that XXX has died. You might feel sad too.

You might also feel angry or worried.

(It may be appropriate to show/use feelings cards/images that the pupil is familiar with to aid understanding, e.g. an angry face/worried face).

Maybe you feel okay, and not sad.

(It may be appropriate to show/use feelings cards/images that the pupil is familiar with to aid understanding, e.g. a calm face).

This is normal.

Today we are going to be doing…

(Show visual timetable/Now and Next board as per usual. It may be appropriate to build in activities that focus on emotional literacy so the pupil has the opportunity to be supported in naming and understanding his/her feelings. See the useful information on page 15 for some suggested activities.)

Highlight any changes to the usual timetable in advance.

(If the pupil has understood the information given, the adult may invite and support the pupil to think of something they can do in memory of the person who has died, e.g. a card, memory book, etc. Alternatively, this may be more appropriate at another time.)

Useful Information for Adults Working with Pupils with Special Educational Needs

· Consider the environment for telling pupils

Choose a place that is calm and relaxing for the pupil. Sit alongside them rather than in front of them when sharing the difficult news. Sometimes, pupils feel able to open up more if they don’t have to look at someone in the eye and the adult can still be available to offer comfort if appropriate.

· Understanding of death

Consider the pupil’s stage of development rather than their chronological age. This will help determine what the pupil’s level of understanding is around death and subsequently, what language should be used. Some pupils will find the permanence of death a particularly hard concept to grasp and may benefit from simple, practical examples to illustrate the difference between dead and living things. Visual explanations are particularly important for pupils with autism spectrum disorders.

· Give information in small chunks

Communicate information slowly and stop regularly after sentences so that pupils have time to process what is being said.

· Answer questions honestly

If pupils ask questions, it is important to answer them as honestly as possible. It is okay to say, “I don’t know the answer to that question, but I will try and find out for you,” and it is important to follow this up. Pupils may ask questions that adults haven’t even thought about, such as, “What temperature does a body get cremated at?” These questions will be incredibly important to the pupil and will play a part in their processing and understanding of what has happened.

· Keep routines as normal as possible

Many pupils with special educational needs generally find any change to routine difficult to manage. Explain any predicted changes in routine in advance, giving details about who will be doing what and when.

· Use the pupil’s preferred method of communication such as sign language, symbols and PODD books

These tools can help support pupils to process and understand information. When pupils with special educational needs are told difficult news, it can impact on their ability to use certain skills, including speaking and listening. Consequently, having supporting tools available may be useful to aid communication, even if a pupil has verbal skills.

· Develop emotional literacy

Help pupils to learn how to recognise different feelings both in themselves and others, as well as learning appropriate ways of expressing their feelings. Adults can do this by naming and expressing their own feelings in response to the critical incident, as well as generally drawing attention to different emotions in other people. Multisensory or social stories using photographs with accompanying text could be used to prepare pupils on the autism spectrum (who may have difficulty in reading the emotional cues of others) for the range of normal emotions that they might see over the next few days (e.g. crying as a way to express sadness, smiling when sharing a funny memory, etc.) These resources may also help pupils better identify and understand their own feelings.

Additional resources to support adults working with pupils with special educational needs can be found here:

Bereavement Books and Resources to Support Pupils with Special Educational Needs

It may also be helpful for staff to read how grief can affect pupils of different ages. Pupils with special educational needs often display an understanding of death that is more typical of younger pupils.

Information about this can be found here:


Sample Letters for Parents/Carers

The following pages contain sample letters relating to a range of different circumstances which schools may experience. These templates can be used as a starting point for communicating with parents/carers, and can be adapted to suit a school’s particular situation and community.

In some circumstances it may not be appropriate to share the name of the person who died with the whole school community. Schools are advised to communicate with the family of the deceased before sending out any letters; this will provide clarity about what the wishes of the family are, and what can and cannot be shared with pupils, and their parents/carers.

Foundation Stage

Dear Parent/Carer,

It is with great sadness that I have to inform you about the (sudden) death of one of our pupils/staff in PX (name if agreed with family). He/she died as a result of xxxx/the full details surrounding the death are not known at this stage.

We have not told the pupils yet, as we felt that it would be better if their main carers tell them. It usually helps when this can be done in a place where there is peace and quiet, and where your child feels secure. If you feel that you need help in telling your child, please contact us and we can support you with this. Your child may or may not want to talk about it, but it is likely that he/she will need your special care, attention and reassurance at this difficult time.

We are all deeply affected by the death, but we are trying, for the pupils’ sake, to keep the next few days as normal as possible, whilst allowing the pupils opportunities to talk/draw/express themselves about XXX if they want. We have consulted with professionals from the Education Authority Critical Incident Response Team who have given us advice about how to support the pupils during this difficult time. If you feel that your child needs additional support, please let us know.

We will be talking with the pupils about XXX’s death when they return to school (tomorrow). We will briefly mention the child/staff member’s death, and then give pupils opportunities to ask questions and express themselves if they wish to. The pupils will be reassured that this is something that does not happen very often. We will then continue with our usual routines, but allow for pupils who might be upset.

Our thoughts are with the family at this difficult time, and we are all sending them our sincerest sympathy and support.

If you have any questions or concerns, please do not hesitate to contact me.

Yours sincerely,

Principal

Death of a Pupil – Example 1

Dear Parent/Carer,

It is with deep sadness that I write to inform you of the sudden and unexpected death of one of our PX pupils.

XXX has been with us since his/her PX days. He/she has always been a popular, happy and smiling little boy/girl who brought ‘a breath of fresh air’ to the classroom. He/she will be deeply missed.

As a school community, we are truly heart-broken and our thoughts and prayers are with his/her family and extended family circle.

As you will understand, this is a very difficult time for the whole school community. Trained staff from the Education Authority Critical Incident Response Team are in school to offer critical incident management support and advice to staff in their support of pupils. I have also attached a leaflet from the Critical Incident Response Team which provides advice for parents about ways to support their pupils at home over the coming weeks.

It is possible that some pupils may raise questions or concerns in the weeks to come. Please be assured that these will be dealt with sensitively and with compassion. XXX’s death is a huge loss and it is widely felt, but for the welfare of our pupils, we are trying to keep the school environment as normal as possible.

With this in mind, we have made the decision to keep school open as usual.

If you have any concerns regarding your child, please contact me immediately.

I know you will want to join us in expressing our sincerest sympathies to XXX’s family at this sad time and assuring them of our continued prayers and support in the coming days.

Yours sincerely,

Principal

Death of a Pupil – Example 2

Dear Parent/Carer,

The school has learned of the (sudden) death/accidental injury, of XXX (name if agreed with the family), one of our pupils in Year X. We are deeply saddened by the deaths/events, and our thoughts are with (family name).

We have support structures in place to help pupils cope with this sad event (elaborate).

It is possible that your child may have some feelings and questions that he/she may like to discuss with you. It is important to give factual information that is age appropriate. You can help your child by taking time to listen to them and by continuing to do ordinary things at home. All pupils are different and will express their feelings in different ways. It is not uncommon for them to have difficulty concentrating after hearing sad news or to feel fearful, anxious, or irritable. They may become withdrawn, cry, complain of physical aches and pains, have difficulty sleeping or have nightmares. Some may not want to eat. These are generally short term reactions. Over the course of the coming days, please keep an eye on your child and allow him/her to express their feelings.

Trained staff from the Education Authority Critical Incident Response Team are in school to offer critical incident management support and advice to staff in their support of pupils. I have also attached a leaflet from the Critical Incident Response Team which provides advice for parents about ways to support their children at home over the coming weeks.

Although classes will continue as usual, I anticipate that the next few days will be difficult for everyone. We are all deeply affected by XXX’s death, but we are trying, for the pupils’ sake, to keep the school as normal as possible over the coming days, whilst allowing pupils opportunities to talk if they would like to.

Pupils frequently turn to social media to see what others are saying, or to find out more. At these times it is important that you monitor your child’s use of social media, and engage with them about what they read. We urge you to emphasise and reinforce the need to be extremely sensitive and careful about what they post.

As a school community, we would also encourage you to be mindful and respectful of XXX’s family at this difficult time. One of the ways we can do this is by giving the (name) family time and space to process what has happened.

XXX’s death is a huge loss and it is widely felt, but for the welfare of our pupils, we are trying to keep the school environment as normal as possible.

With this in mind, we have made the decision to keep school open as usual.

If you would like any further advice or support, you may contact the following people at the school (details).

Yours sincerely,

Principal

Death of Pupil - Road Traffic Collision

Dear Parents and Carers,

It is with deep regret that we inform you about a recent loss to our school community. On the morning of (date), our Year X pupil (name) was involved in a road traffic accident. Despite the best efforts of paramedics/hospital staff, he/she sadly passed away at the scene/died later in hospital.

Our thoughts and prayers are with XXX’s mum and dad, his/her brothers/sisters, who are also pupils at (school name), and the extended family circle.

XXX’s wide circle of friends and classmates are heartbroken by his/her untimely loss and are being supported at this time by staff and relevant professionals.

Personalised comment about pupil:

For example: He/she was a quiet but very popular pupil who always had a smile on his/her face and was recently described by his/her class teacher as a ‘breath of fresh air’.

He/she was a kind, caring and gentle child, who will be very much missed in school by fellow pupils and staff alike.

He/she was a very bright and talented pupil with a great love of sport. XXX was a lively, out-going boy/girl who was very popular with both staff and pupils and they have been profoundly saddened by his/her death.

He/she will be remembered with great love.

XXX was a kind, gentle, out-going boy/girl with the most beautiful smile/vibrant personality/other. He/she was very popular with both staff and pupils and we are profoundly saddened by his/her death. Our hearts go out to XXX's parents and wider family circle; they are foremost in our thoughts and prayers.

XXX's death may raise emotions, concerns, and questions for our entire school, especially pupils in XXX's class. Trained staff from the Education Authority Critical Incident Response Team are in school to offer critical incident management support and advice to staff in their support of pupils. I have also attached a leaflet from the Critical Incident Response Team which provides advice for parents about ways to support their pupils at home over the coming weeks.

The wellbeing of our pupils and staff is, as always, a priority for our school. If you have any concerns or questions arising from this sad news, please do not hesitate to contact the school.

Yours sincerely,

Principal

Violent Death

Dear Parent/Carer,

I write to inform you about a very sad event that has happened. XXX, a pupil here at our school, was killed as a result of (a violent attack, violent incident in the street, etc.) earlier this week. We are all profoundly saddened by his/her death.

We have shared this information and had discussions with all of our pupils so that they know what has happened. School staff have been available for pupils on an on-going basis today. Trained staff from the Education Authority Critical Incident Response Team are in school to offer critical incident management support and advice to staff in their support of pupils. I have also attached a leaflet from the Critical Incident Response Team which provides advice for parents about ways to support their child at home over the coming weeks.

The death of any young person is tragic, but a violent death is even more difficult. It is hard to have to teach our pupils about the violence in our world and to accept that sometimes we do not have the power to prevent it.

This death may cause a variety of reactions in your child. Some pupils may be afraid for their own life and for the lives of those they love. Take time to listen to their fears and reassure them that what has happened is rare. XXX's death may raise emotions, concerns, and questions for our entire school, especially pupils in XXX's class.

The media are in the vicinity of the school and may approach you or your child. We will not allow the media to interview your child at school and our general advice is that you should not let your child be interviewed due to the ongoing police investigation.

In these times, pupils tend to turn to social media to see what others are saying, or to find out more. While social media can be of great consolation, we would urge you to reinforce the need to be extremely sensitive about what your child might post to others.

We appreciate the expressions of concern we have already received from our school community. However, it would be helpful if parents did not telephone the school during this time so we can keep telephones and staff free to manage the present situation.

Our thoughts are with (family name) and with each of you.

Yours sincerely,

Principal

Death of a Staff Member

Dear Parent/Carer,

It is with great sadness that I have to inform you about the (sad/sudden/unexpected) death of XXX, one of our teachers/ teaching assistants/other in Primary X/Year X. The pupils were told this morning by XXXX in their classroom.

XXX was a teacher/teaching assistant/other at (school name) for (number) years.

(Insert optional description about the work of the staff member/what he/she brought to the school/what he/she will be remembered for.)

We are deeply saddened by XXX’s death. He/she will be greatly missed by the staff, pupils and parents.

XXX’s family have given us permission to say that he/she died as a result of (an accident/illness/unexplained event) / the full details are not known at this stage. Your child may or may not want to talk about it, but it is likely that he/she will need your special care, attention and reassurance at this upsetting time.

Mr/Miss/Mrs XXXX will teach the Primary X/Year X pupils for the remainder of the term/year. The pupils know Mr/Miss/Mrs XXXX well, and he/she is entirely committed to supporting the pupils whilst keeping their usual classroom routines in place as far as possible.

We have a number of support structures within the school to help your child cope during this upsetting time (elaborate). Trained staff from the Education Authority Critical Incident Response Team are in school to offer critical incident management support and advice to staff in their support of pupils. I have also attached a leaflet from the Critical Incident Response Team which provides advice for parents about ways to support their child at home over the coming weeks.

Our thoughts are with XXX’s family at this difficult time and the whole school community sends them our sympathy and support. We will be considering a memorial in consultation with the family in due course. In the meantime, we are trying to keep school routines as normal as possible over the coming days, whilst allowing the pupils opportunities to talk about XXX if they want.

If you have any questions or comments, please do not hesitate to contact the school.

Yours sincerely,

Principal

Death of a Pupil during School Holidays

Dear Parents and Carers,

It is with great sadness that I am writing to tell you that pupil XXX died yesterday/this morning/other.

XXX injured himself/herself/ on (day) and despite the best efforts of medical staff, he/she did not recover from his/her injuries. XXX died peacefully in hospital surrounded by his/her family.

When someone dies, it is normal for their friends and family to experience lots of different feelings like sadness, anger and confusion. Under normal circumstances, the pupils would have been told by their teachers. As this task now falls to you, I have attached some information that will help you in communicating this sad news to your child. I have also attached a leaflet from the Critical Incident Response Team which provides advice for parents about ways to support their children at home over the coming weeks.

I know like me, you will wish to extend your sympathy and condolences to the (name) family. XXX’s death is particularly poignant because he/she was such a well-known and well-liked member of our school community. We will miss him/her very much. Advice about how to support your child with their sadness can be found attached to this letter. It is important to acknowledge that there is no correct way to communicate this news. There is no right way to grieve or to respond when someone dies.

We will be arranging a memorial service in the school in the next few months as a means of celebrating XXX’s life; I will write to you again with more details about this in due course.

If you have any particular concerns about your child please do talk to the class teacher on our return to school on (day and date). In the meantime, if they wish, please allow your children to do something practical and positive such as making cards, writing or drawing messages that we can collate and pass onto the family once we are all back together.

Yours Sincerely,

Principal

Frequently Asked Questions

Pupils may have lots of questions after somebody has died. School staff may be worried that they will not know how best to answer them. Remember that it is okay if you don’t know how to answer a question, and you can say, “I do not have the answer to this right now, but I will try and find out for you.”

The information below contains examples of questions that pupils may ask and suggested answers that the adults in the school could give.

Every pupil is individual, and you may need to adapt answers depending on the pupil, the situation, and their beliefs. How you answer questions will depend on how old the pupil is, their stage of development and whether they have had any experience of death before. You can find more information about what children might understand at different ages here:


Questions about Death

What is death?

Death happens when someone’s body stops working. Their body stops working and they no longer breathe, move, eat or drink. They cannot feel anything when they are dead, so it doesn’t hurt and they are not in pain. They cannot come back to life once they are dead.

Why do people die?

Someone’s body might have been damaged by a bad accident or they might have had a very serious illness or disease that the doctors couldn’t make better.

When do people die?

Many people die because they are very old and their body is worn out. But not everyone who dies is very old.

Is death forever?

Yes. When someone dies nothing can bring them back to life.

When will I/you die?

I don’t know. Probably not for a long time yet, as most people live long and healthy lives.

Questions about the Person Who Died

It is important for the school to communicate with the bereaved family in order to establish what their wishes are, and to determine what can and cannot be shared with pupils. It is helpful for pupils if the adults give simple and factual information based on what they have permission to share.

What exactly happened when XXX died?

XXX died at home/in the hospital/other with his/her family. He/she was very sick/badly injured/other.

Did his/her family see him/her die?

Yes. XXX was with his/her family when he/she died. He/she was not alone.

Was he/she in pain? Did it hurt?

Any pain that XXX felt would not have lasted very long and he/she is not in any pain now/I don’t know if XXX felt any pain but he/she is not in any pain now/XXX was not in any pain when he/she died and he/she is not in any pain now.

What did the doctor say?

I do not know what the doctor said to XXX and his/her family, but I do know that the doctor tried very hard to look after XXX and to stop him/her from dying.

Questions about what will happen to them

Will I die?

Yes, you will die one day. We all die, usually when we are old. You won’t die just because someone you know has died.

Can I catch cancer? Will I have a heart attack? Could I die of the same thing that the person died of?

You cannot catch cancer or a heart attack.

(If it is relevant, like if the person had a genetic disease, you may also want to say something like this: Some diseases are genetic, meaning that a family member might be more likely to get it, but this is not usually the case).

Was it my fault?

It is not your fault that they died. Being naughty does not make someone die. And being kind, well behaved and loving someone cannot stop them from dying either – nor do wishes and thoughts. Everyone says and does things that later they wish they hadn’t.

Questions about the Future

Will my sad feelings go away?

Sad feelings do not last forever. If something reminds you of the person who died, you may feel sad again for a while.

Will I ever feel happy again?People do feel happy again, although they never forget the person who died. It is okay if you laugh and have fun.

Will I forget the person who died?You will never forget the person who has died. As time goes by you are likely to start to feel less upset than you do now and to find a way of giving the person who died a new place in your life and your memories.

Other Questions Pupils may ask

Pupils might also ask other questions, like the ones listed below. It may be helpful for school staff to think about how they could answer these and other questions just in case a pupil brings them up.

· What will happen to XXX’s books/chair/things at school?

· What will happen when it is our class assembly/party?

· Will XXX’s brother(s) and/or sister(s) be at school tomorrow?

· Can I go to the funeral?

· Can I make a special card to give to XXX’s family?

· What will happen to XXX’s Christmas presents/Easter Eggs now that he/she is dead?

27

Documents

Critical Incident Communication Information for Schools · Web viewCritical Incident Communi cation Information for Schools. Introduction. This booklet was produced by the Education