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Newcastle EPS: Using the Facts, Feelings and Future model to talk about bereavement with children and young people

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Newcastle EPS: Using the Facts, Feelings and Future model to talk about bereavement with children and young people

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Newcastle EPS: Exploring the stages of grief with children and young people + Kubler Ross '5 Stages of Grief' model

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Newcastle EPS: Exploring the stages of grief with children and young people + Kubler Ross '5 Stages of Grief' model

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Newcastle EPS: Supporting children who have experienced bereavement or loss

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Newcastle EPS: Supporting children who have experienced bereavement or loss

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Children's understanding of death at different ages (CI)

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Newcastle EPS: Supporting Critical Incidents in Educational Communities

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Newcastle EPS: Supporting Critical Incidents in Educational Communities

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Critical Incidents in educational communities

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Newcastle EPS: Supporting children and young people with Suicide 

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Newcastle EPS: Supporting children and young people with Suicide 

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Child Bereavement Support

with special thanks to Comic Relief

Child Bereavement Support

Our 8-week Bereavement Support Programme

Our support;

An initial chat with one of our therapists to talk through your child's needs.

We will support and guide you with next steps for supporting your child when the sessions end.

Our support is designed to;

Book your initial chat with us today.

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Covid-19 Bereavement Support | North East | Holding Hearts Therapeutic Services

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Child Bereavement Support with special thanks to Comic Relief Child Bereavement Support Our 8-week Bereavement Support Programme Our support; An initial chat with one of our therapists to talk through your child's needs. We will support and guide you with next steps for supporting your child when the sessions end.

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Newcastle EPS : Critical Incident Introduction

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Newcastle EPS : Critical Incident Introduction

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Irish National Educational Psychology  Service Critical Incident Guidance

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Irish National Educational Psychology  Service Critical Incident Guidance

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Guidance by the Irish National Educational Psychology Service focusing on resources and guidance for schools.

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Chilypep: Toolkit for Supporting people affected by suicide.

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Chilypep: Toolkit for Supporting people affected by suicide.

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A Toolkit for Supporting Children, Young People and Families Affected or Bereaved by Suicide

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Orchard Mosaic Therapeutic Service aims to reduce the impact of traumatic experiences on CYP and families .
Service delivery includes therapuetic work (individual and group), assessments, consultation and training.

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Orchard Mosaic Therapeutic Service aims to reduce the impact of abusive or traumatic experiences on CYP and families .
Service delivery includes therapuetic work (individual and group), assessments, consultation and training.
Therapists use evidence based approaches and modalities to deliver 1-1, group and systemic work.

Mental health

Services supporting children and young people's emotional health and wellbeing. We have centres where children and young people can visit and have a trained worker they can trust and talk to. We help them build their confidence and get to the root of their difficulties.
Find out more about Mental health Search for Mental health services
Sexually harmful behavior

Working with children, young people, families and professionals to help understand the behaviour, build self-worth, keep safe and make the right choices to improve life chances.
Search for Sexually harmful behavior services

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Orchard Mosaic - Trauma Informed Therapeutic Services

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Orchard Mosaic Therapeutic Service aims to reduce the impact of abusive or traumatic experiences on CYP and families . Service delivery includes therapuetic

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Whole School SEND: Recovery, Re-introduction and Renewal: Safe and Successful Returns to School

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Whole School SEND: Recovery, Re-introduction and Renewal: Safe and Successful Returns to School

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Handbook that initially focuses on Covid-19, but discusses the impact of trauma on young people and their attendance at school.

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The COVID-19 episode has exacerbated the need for high-quality and evidence-informed information to support education professionals to successfully re-engage pupils with learning after a period of disruption or trauma. This handbook is grounded in psychological research and theory and seeks to outline essential information in a clear and accessible manner that will be relevant to colleagues in different roles, including those in leadership or classroom-based and across different phases, including primary and secondary.

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Recovery, Re-introduction and Renewal: Safe and Successful Returns to School

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A handbook for schools and education settings following critical incidents

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The Compassionate Friends: Resources for supporting young people and families

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The Compassionate Friends: Resources for supporting young people and families

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Support our work

Each year thousands of parents suffer the loss of a son or a daughter. Please help us to support families in their time of greatest need.
Make a donation

Content © The Compassionate Friends.

Registered in England and Wales, no 04029535. Registered charity, no 1082335.
Responsive website design and development by fuzzylime.

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Leaflets and factsheets | Resources for professionals and others supporting bereaved parents and families

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Support our work Each year thousands of parents suffer the loss of a son or a daughter. Please help us to support families in their time of greatest need. Make a donation Content © The Compassionate Friends. Registered in England and Wales, no 04029535. Registered charity, no 1082335.

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Child Bereavement UK: Information, Support and Guidance for Schools

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Child Bereavement UK: Information, Support and Guidance for Schools

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A range of guides and resources for schools supporting young people following bereavement.

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Information, support and guidance for professionals working within the education sector in schools, nursery/early years settings or further education.

Child Bereavement UK's mission is to ensure the accessibility of high-quality child bereavement support and information for families and professionals. Outside of their home, a nursery, school, college or university is often the most important consistent influence on the development of children and young people. There are therefore significant opportunities to promote resilience and wellbeing.

Child Bereavement UK provides training which has been specifically developed for teachers and professionals working within the education sector. See the full range of courses on our training page, or contact [email protected] to ask us about bespoke training for your school, nursery, college or educational setting.

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Short films delivered by our support practitioners giving guidance on a range of bereavement topics. Read more

A list of books and resources relating to grief and bereavement and what may help. Read more

Watch short films and read experiences of bereaved families and how support has helped them. Read more

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charity bereavement child death grief loss baby stillbirth miscarriage suicide young people

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Information, support and guidance for professionals working within the education sector in schools, nursery/early years settings or further education. Child Bereavement UK’s mission is to ensure the accessibility of high-quality child bereavement support and information for families and professionals.

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UK Trauma Council: Critical Incident Resources

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UK Trauma Council: Critical Incident Resources

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We consider that a critical incident is an event that is potentially traumatic, and affects a large part, or the whole of an educational community, rather than just one or two individuals. Such events are likely to cause many adults and children distress and may threaten to overwhelm their capacity to cope.

Informed by research and best practice, these resources support educational communities in providing a comprehensive and compassionate response to traumatic events that affect children and young people in their care.

Critical Incidents resources

Critical Incidents trailer

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Critical Incidents in Educational Communities

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Free resources to support educational communities in providing a comprehensive and compassionate response to traumatic events that affect children and young people in their care.

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After the Manchester Arena bombing on 22nd May 2017, the Department for Education gave funding to the North West Educational Psychology Services. This was used to create a set of face-to-face training materials to support schools when a critical incident occurred

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Slides with some changes, updated and used within this resource:
Critical Incident Checklist
Letter Writing Prompts

*Remember if you have concerns about a child regarding safeguarding, contact The Bridge: 0161 603 4500 /0161 794 8888 (This is relevant to those working in the Salford area).

​

*Your EP: e.g. for advice/training on strength based conversations

​

​

​

​

​

As well as general resources, Child Bereavement UK have an app which is intended to support 11-25 year olds who have been bereaved of someone important to them:

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*Caritas

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*CAMHS

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Slides with some changes, updated and used within this resource: Critical Incident Checklist Letter Writing Prompts *Remember if you have concerns about a child regarding safeguarding, contact The Bridge: 0161 603 4500 /0161 794 8888 (This is relevant to those working in the Salford area). ​ *Your EP: e.g.

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A thematic analysis exploring Educational Psychologists’ experiences of responding to critical incidents

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A thematic analysis exploring Educational Psychologists’ experiences of responding to critical incidents

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DISRUPTIONS AND TRANSITIONS?YOUNG PEOPLE, BEREAVEMENT AND LOSS 

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DISRUPTIONS AND TRANSITIONS?YOUNG PEOPLE, BEREAVEMENT AND LOSS 

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Winston's Wish: Grief Support for Young People

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Winston's Wish: Grief Support for Young People

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A range of resources and videos to support young people following loss.

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Bereavement support

If you feel like chatting with someone isn't enough, and you'd like more focused support with your grief, we offer a series of one-to-one sessions with a Winston's Wish Bereavement Support Worker. Here, you'll be able to talk openly and safely about your feelings and together you'll find the coping mechanisms that will work for you.

In some cases, and at the discretion of Winston's Wish, group sessions with family members can be arranged to help you all move forward together.

We also make it possible for you to connect with other young grieving people who get what you're going through. Our grief support groups offer the opportunity to share your experiences, reduce feelings of isolation and build connections.

Please note that one-to-one and group support is by referral only. If you're aged 13 or over, you can submit your own referral. Someone from Winston's Wish will then assess your individual circumstances to ensure the service is the right fit for you. If it's decided this isn't the right service for you, a member of our team will guide you towards the right support.

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If you're a grieving young person aged 25 or under, we're here to help with information, on-demand services, bereavement support and counselling.

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East Sussex EPS Critical Incident Guidance

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East Sussex EPS Critical Incident Guidance

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Norfolk EPS: Critical Incidents, Trauma and Bereavement

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Norfolk EPS: Critical Incidents, Trauma and Bereavement

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Educational Psychology & Specialist Support

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The Critical Incident Support Service provides support to schools, academies, independent schools and Early Years settings in a Critical Incident. Procedures for dealing with a Critical Incident can be found in the 'Red Book'. All Local Authority Schools have access to the service, whilst academies and independent schools have the option to pay an annual fee for accessing Critical Incident Support.

An example of a Critical Incident may be the unexpected death of a child or an adult closely associated with the school. Equally, it may be an event causing injuries which result in temporary or long-term disablement. Support can also be offered in relation to some incidents where the LADO is involved, as well as when settings expect the death of a child or member of staff due to illness. When a child dies, we may contact you pro-actively so that you can be prepared and have the opportunity to access advice and support if needed.

The Critical Incident Service can be accessed by phoning the Critical Incident Support Line, which is a pager system to ensure countywide coverage. The Critical Incident Lead Officer will be able to guide you through the process of alerting other key services and will offer advice on how to deal with the immediate impact of a Critical Incident. In school support is available from professionals trained in trauma management and psychological support, who will support you as you come to terms with the consequences of a Critical Incident. This may be at two levels, immediate telephone advice and, where appropriate, allocation of a team to visit the school and support the school community.

We work in partnership with professionals in other agencies (health, police, voluntary agencies, etc.) to offer the best possible support to schools.

In 2020-2021 we offered support/advice on 98 occasions and we visited 19 settings to offer support to pupils and staff, for example when a child or member of staff died. We also offered online support to staff, and EMDR where post-traumatic stress symptoms where present.

In addition to responding to incidents, the Critical Incident Lead Officer provides consultations in relation to bereavement and trauma and supports settings in referring children to other services. You can also access free places on our training sessions. We offer training for senior leaders about 'Managing a Critical Incident', which will help you to plan and be prepared, as well as training for any member of staff: 'Supporting Bereaved Children in School Communities', which is also available as in-house training.

The Critical Incident Lead Officer is also currently involved with work relating to suicide prevention (schools), as well as the teaching of death and bereavement.

Please see the ' Information' section for further resources for subscribing members. You can purchase the annual Critical Incident Support Subscription via the Services for Schools website.
Contact
If you would like further details, please do not hesitate to contact us:

Dr Bianca Finger-Berry (Critical Incident Lead Officer)

Email: bianca.finger-berry@norfolk.gov.uk

Mobile: 07887 832413

Tel: 01263 739064

This is what school leaders said:
'Head teachers are not trained to deal with all incidents. It is essential to have an expert team not only to offer advice over the phone but to be a physical presence. The team made the most incredible difference when emotions are running high and the school was in crisis. I cannot rate them highly enough (Headteacher, May 2018)'. 'The professionalism and support has been second to none and as a school, we would not hesitate in gaining the services of the critical incident team at a time of crisis. Without the support of the team our academy would not have managed in supporting the whole school through the bereavement of one of our students, from the point of being told of the incident, right through to post coroner's inquest.'

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Critical Incident, Trauma and Bereavement - Educational Psychology & Specialist Support

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The Critical Incident Support Service provides support to schools, academies, independent schools and Early Years settings in a Critical Incident. Procedures for dealing with a Critical Incident can be found in the 'Red Book'. All Local Authority Schools have access to the service, whilst academies and independent schools have the option to pay an annual...

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Trauma and Loss: Key Texts from the John Bowlby Archive

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Trauma and Loss: Key Texts from the John Bowlby Archive

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Trauma and Loss: Key Texts from the John Bowlby Archive

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Supporting Traumatized Children and Teenagers: A Guide to Providing Understanding and Help - Atle Dyregrov

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Supporting Traumatized Children and Teenagers: A Guide to Providing Understanding and Help - Atle Dyregrov

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Supporting Traumatized Children and Teenagers: A Guide to Providing Understanding and Help

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Anna Freud: 5 Principles to help settings recover from a critical incident

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Anna Freud: 5 Principles to help settings recover from a critical incident

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2nd February 2023 | By: David Trickey, Consultant Clinical Psychologist and Co-Director of the UK Trauma Council, a project of the Anna Freud Centre
Today, the UK Trauma Council, a body of childhood trauma experts supported by the Anna Freud Centre, launches a set of free, easy-to-use resources for schools, colleges, early years settings or alternative provisions who have experienced potentially traumatic 'critical incidents'. In this article, Co-Director of the UK Trauma Council David Trickey explains the five evidence-based principles that underpin a response to critical incidents, and why education settings are an ideal place to help children and young people recover.
Much as we wish to protect children and young people from experiencing potentially traumatic events, there will be times when that is not possible.

Sadly, sometimes events such as these will occur that affect all, or a large part, of an educational community such as a school, college, early years setting or alternative provision. This could be tragedies such as the death of a student or teacher, or a violent attack outside the school gates, or an accident that occurs on a school trip. For those of us who work in recovery from trauma in schools, these are often referred to as critical incidents.

It can feel overwhelming for educational professionals when events affect not just an individual, but large groups of children and young people, as well as those around them such as their peers, families and educational professionals. Those affected, including staff, may be distressed and have some difficulties initially, but over time most will recover.

However, for some, these difficulties will persist. Educational communities have tremendous potential to provide precisely the sort of environment that best supports recovery. Sometimes however, it can be difficult to know what to do for the best. Is it better to talk openly about the events, or better to focus on the future? Is it better to bring in outside professionals to provide support, or better to use those adults with whom the children and young people are already familiar?

Those of us working in this area, as I have for many years, hear these sorts of concerns from teachers and others working in education settings. That's why the UK Trauma Council have developed a new set of accessible resources to help, guided by five evidence-based principles that are easy to implement following a critical incident and can successfully support recovery.

These principles are based on research evidence that guides our understanding of how potentially traumatic events affect children and young people. According to Professor Stevan Hobfoll and 19 other leading experts, these are:
SAFE
How do you help the children, young people, families and staff to feel safe, despite what has happened? The critical incident may have changed the way that they see the world, themselves and others, and things may appear very unsafe.

People will feel safer if they are protected from exposure to further trauma and if basic needs are met. For children and young people in particular, returning to familiar routines and structures, and maximising consistency can really help them to feel safe again. Sometimes reports and even footage of the events on news media and social media can focus on the most sensational and potentially traumatic aspects of events, and without a more balanced diet of information, people may struggle to feel safe.
CALM
How can you help people to feel calm? After a stressful event, most people can return to their resting level of arousal. But after a critical incident, some people may stay on a high state of alert.

Those working in educational communities are often already brilliant at helping children and young people to regulate their emotions. They do it all day every day - making sure that people are stimulated enough to be engaged, but not so aroused that they can't concentrate. This can be particularly challenging when working with a group of children and young people after a critical incident because different people will respond to different approaches (e.g. one child might need to run their energy off, another might need to sit and colour for a few minutes).
CONNECTED
Some may feel very isolated and alone, they may even actively withdraw from others. And yet connection, relationships and social support can be crucial components that will help them get through critical incidents.

Educational communities are particularly well placed to identify those children, young people, families and staff who may be becoming isolated,
and it can be particularly helpful to invest time and energy in enhancing opportunities for connection.

For example, if a school wanted to share information about a recent critical incident to parents and carers, an online meeting might be the easiest way to do so. But holding a hybrid event, where parents and carers can actually come together, receive the information but also have a chat with each other, may be more beneficial. Tea and biscuits may not be particularly useful in and of themselves, but when they facilitate social gathering and connection, they can really help.
CONTROL
The research actually talks about 'self-efficacy' which is the belief that you can exert a positive influence over things that happen around you. This belief may well have been shattered by the critical incident. Educational communities can ensure that rather than doing things 'to' or even 'for' children, young people, families and staff, they can actually do things 'with' them. Or even better, help them to do them themselves.
HOPE
Without minimising or dismissing people's views about how awful the event may have been, it can be helpful to balance things with something of a positive view about the future. A headteacher interviewed by the news following a dreadful coach crash may have talked about how tragic the event was, but also how the school community would pull together, support each other and get through it together.

Schools and other educational communities can provide structure, routines, and predictability. They have adults who are familiar, trusted and concerned. They can offer social support from peers, and support families.

Teachers and school staff may not be therapists. But they are well placed to be therapeutic and, by leaning on the research evidence, they can provide an amazingly potent post-trauma environment for children, which will maximise their chances of recovery.
You can access the UK Trauma Council's new 'Critical Incidents in Educational Communities' resources here.

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Critical incidents: How five simple principles can help education settings recover from potentially traumatic events | Blogs | Anna Freud Centre

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2nd February 2023 | By: David Trickey, Consultant Clinical Psychologist and Co-Director of the UK Trauma Council, a project of the Anna Freud Centre Today, the UK Trauma Council, a body of childhood trauma experts supported by the Anna Freud Centre, launches a set of free, easy-to-use resources for schools, colleges, early years settings or alternative provisions who have experienced potentially traumatic 'critical incidents'.

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Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors

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Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors

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Devon EPS Critical Incident Pack for Schools

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Devon EPS Critical Incident Pack for Schools

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Introduction

If you are responding to a Critical Incident in your school, please go straight to 'First Steps' below. These resources will guide you and enable you to support the children, families, and staff within your school community.

Managing critical incidents in schools

This information pack is intended to help schools be prepared for a critical incident and to ensure effective management in a difficult situation. Although it is not possible to prepare in detail for every situation it is essential to have a general plan to hand which outlines the steps that need to be taken.

What is your role in a critical incident?

Critical incidents happen when least expected. When a school is affected by a crisis, all staff have an important role to play in supporting the emotional health and wellbeing of their school community and in maintaining control of the situation in the school. School is a normal place for a child to be and offers security at a time of insecurity. Teachers have many skills and techniques which they use routinely to help children and with some further training and confidence building, these skills can be adapted to help children understand and cope with a range of traumatic incidents.

What support is available to your school in a critical incident?

The Educational Psychology Service (EPS) working on behalf of Devon County Council has a key role in:

First steps

What is a critical incident?

Terminology
A Critical Incident is a single incident or a sequence of incidents which: Critical Incidents affecting educational settings may include: A Serious Incident is a single incident or a sequence of incidents which:

may be expected but are none the less distressing

overwhelm usual coping mechanisms

cause disruption

could be traumatic to individuals or groups involved

Serious Incidents affecting educational settings may include:

an incident or series of events that have a negative impact on several team members or a whole team

pupil or staff member accused of a serious criminal offence

Responding to the first communication of tragic news

This conversation requires a calm, steady, quiet and sensitive approach. It will be important to allow the person to tell their story, and to listen.

You might want time to take a breath and steady yourself. It is okay to ask for a pause, for example to get something to note down contact details and important information.

Demonstrate that you are listening through occasional gentle responses. These could be empathetic sounds or short phrases like "Oh I'm so sorry", "I'm listening", "Take your time".

Leave pauses so that the caller does not feel hurried and has time to gather their thoughts.

Allow the caller to tell their story in their words and in their own time and avoid asking questions.

You can check that you have heard and understood by paraphrasing back, for example "You said that he died at home last night, is that right?" and again leave pauses so that the caller can correct you.

When the conversation reaches a natural break, explain that you need to take very clear notes of the important information.

Obtain as much accurate, factual information about the critical incident as possible. Bear in mind that it is very easy for rumours to spread: uncertainty or misinformation can greatly add to distress levels, create confusion and will take time and effort to correct.

Before ending the call, check that you have collected sufficient factual information and the personal and contact details of the person you are talking to.

What to say when talking to someone about difficult news

There is no 'best way'. The most useful guideline is to try and communicate that you care. It is probably better that you don't have preconceived ideas about what is the best way to help as different people will appreciate different approaches and acts.

Here are a few guidelines to consider:

Care for the 'caretaker'

Responding to traumas and other major disasters can be extremely exhausting, traumatic and overwhelming at times, for the community as well as those directly affected. If you are in a 'helping role' or in a position of responsibility you will have particular demands made upon you and you are likely to make heavy demands on yourself. Try to take care of yourself, so that you are better able to, in turn, help others.

Gather information

Plan communications

In the hours and days following a critical incident, it is important that information is disseminated with care and accuracy.

Sample communication to parents/carers

Dear Parent/Carer

It is with great sadness and regret that I am writing to inform you about the death of (name and details of deceased, include outline details of what happened).

I want to reassure you that the pupils and adults in school will be offered support. The next few days may be difficult for all, but it will be important to maintain our normal routines whilst allowing everyone to grieve in their own way and in their own time.

The Educational Psychology Service will be available to provide additional support as necessary and there is guidance attached to this letter for ways of talking to your child and maintaining a routine as far as possible.

If you have any concerns then you are most welcome to make contact with the school.

Yours sincerely,

Your Name

Headteacher

Tell people what has happened

Short to medium-term planning

With the support of your core team. Work through the guidance and checklists in the pupil, staff and family sections of this document to ensure that appropriate support is in place.

Find out what funeral arrangements are and communicate these to relevant parties in line with the family's wishes.

Long-term planning

The impact of the 'critical incident' is likely to continue to be felt for a considerable time.

It will be important to be vigilant and to continue to monitor pupils and staff so that any signs or symptoms of delayed grieving can be identified and appropriate action taken. Pupils should be clear about who they can talk to, and those providing the listening service need to be clear about their role, boundaries and confidentiality issues.

Good home-school links will encourage the early reporting of difficulties being experienced in the home.

Be aware of the potential power of anniversaries of the incident, or of the deceased person's birthday etc. in reawakening feelings of distress.

Consider whether a school-based memorial would be helpful and appropriate. Always check this out with the family first. This could take the form of a service or ceremony, dedicated piece of equipment or furniture, an award, an area of the school grounds etc. Planning a memorial can in-itself be a therapeutic act and such an event can acknowledge that an incident is over.

Checklist

Supporting the school community - Pupils

School staff who are supporting bereaved children and young people during this time and may be concerned about saying the wrong thing or making things worse.

The Educational Psychology Service is here to support your school. We can provide consultation and support for school staff feeling under pressure or managing sensitive issues.

Children's understanding and response to loss: A developmental picture

When talking to children, it can be helpful to consider how their developmental stage may impact upon their understanding of death and trauma.

Early Years: Understanding of loss

· At this age children do not understand that death is permanent. They think it is temporary or reversible.

· They do not often understand abstract language. When we talk about abstract language we mean words which describe concepts or ideas that cannot be observed using our senses.

· Young children show a very literal understanding of language, for example, the phrase "gone away" could lead to misconceptions for them.

Early Years: What you might see

Early Years: What you can do to support

Have one to one time on a shared activity.

Keep routines and normal activities going as much as possible.

Tell them you know they are sad - teach and use words that describe feelings.

Tell them they are safe, and who is looking after them.

Ensure they have access to their comfort items, such as a cuddly toy, special blanket.

Explain death as part of life, so they come to understand it over time. Using some examples in nature may be helpful, such as watching plants grow, bloom and die.

Use simple concrete language and give simple explanations.

Death may be made clearer by explaining it in terms of the absence of familiar life functions - when people die they do not breathe, eat, talk, think, or feel any more; when dogs die they do not bark or run anymore; dead flowers do not grow or bloom any more.

Avoid using words such as "gone to sleep", "rest", or "went away" as this can cause confusion and young children may become scared of sleeping in case they don't wake up or of brief separations.

Young children often repeat questions, be prepared for this.
Encourage play to help them process what has happened; sand play, puppets, dolls.

By attending to a child's play, or playing alongside them, you can correct misconceptions. How much do they understand? Are they making misconceptions?

Stories are a good way to explain more abstract concepts with images. Choose stories with concrete, simple language and read them together making plenty of time for children to ask questions.

Primary Aged Child: Understanding of loss

Primary aged child: What you might see

Older primary children may:

Primary aged child: What you can do to support

In addition to the support for Early Years children, you can support in the following ways:

Secondary aged child: Understanding of loss

By adolescence, death is accepted as part of life, but it may not have affected a teenager personally yet. Their reactions may fluctuate between earlier age group reactions and reactions that are more adult.

Teenagers will often want to spend more time with friends than family as they seek support.

They may find the intensity of emotion overwhelming or scary. They may not be able to find the words or ways to talk about their emotions with others.

They may want to feel they are coping, and be seen to be, but inside they may be hurting a great deal, or be putting their emotions on a shelf for a later time.

Secondary aged child: What you might see

Secondary aged child: What you can do to support

In addition to the support for Primary aged students, you can support in the following ways:

Letting children know about an incident

Depending on the nature and timing of the incident, some pupils may already know or suspect that something untoward has happened. As above it is important to ensure that accurate information, containing facts rather than speculation, is disseminated.

Inform close friends and close friends of any siblings individually or in small groups.

Inform other pupils with factual information calmly and sensitively - if possible within their form or class groups rather than in large groups. Avoid whole school assemblies.

When talking to groups of pupils, ensure there are at least two adults available. Ideally, one adult should be known to them.

Using the information above, consider the children's developmental stage and think about the language you use to explain what has happened clearly.

Establishing spaces and structures for support

It is generally felt that keeping as much 'normal structure' as possible is beneficial, this is to ensure some stability in the lives of pupils at a time of crisis.

Remember that feelings and expressions of grief are normal, appropriate and healthy.

There may be some children who are not at school owing to the incident. Help them to feel connected to events in school and plan support for their return.

As with any 'emotionally charged' experience, it is important for staff to remain aware of confidentiality issues and respond appropriately to information or concerns shared with them by their pupils.

Identify and make available designated places on site (e.g. 'Mr Y and Mrs X will be working in the library this week and are available if you would like to talk about Y or take some time) and perhaps on line/school web link for children to go for reflection time or for expressions of emotion.

Consider whether a school-based memorial would be helpful and appropriate. Always check this out with the family first. This could take the form of a service or ceremony, dedicated piece of equipment or furniture, an award, an area of the school grounds etc. Planning a memorial can in itself be a therapeutic act, even where a period of time must elapse before the event can happen. Such an event can acknowledge that an incident is over.

Consider contributions to a book or a display board to share memories and thoughts.

Be alert for individual pupils who may be particularly vulnerable to such events due to their own particular circumstances (e.g. personal experiences of bereavement or loss, close relationship with the affected person(s)).

Establish procedures for identifying and monitoring the wellbeing of vulnerable pupils (e.g. a pastoral meeting, a familiar adult checking in, 'watchful waiting' not 'wait and see' but identify, observe and monitor).

Encourage pupils and staff to be open with their feelings and memories e.g. collections of photographs. Some children may not know that they are 'allowed' to talk about the person who died. They should be.

Funeral arrangements

Ascertain details of the funeral arrangements. Allowing children and young people to attend the funeral may help in their grieving process.

If the friends or classmates wish to attend, the consent of their parents needs to be obtained.

Consider recommending that pupils in primary schools are collected by and attend the funeral with their parents, taking them home afterwards if necessary.
Secondary schools may be able to arrange transport and staffing to enable their pupils to attend (if appropriate).

Supporting pupils - checklist

Supporting the school community - Parents and Carers

When responding to a critical incident, you will need to inform and reassure parents and carers. You will also need to speak with - and support where possible - any affected families.

Supporting the bereaved family/families

Before speaking with affected persons consult the guidance: 'Responding to the first communication of tragic news' (see above) and 'What to say when talking to someone about difficult news' (see above).

Working with other parents and carers

Prepare a letter informing parents/carers of the facts of the incident on the same day. Depending on the circumstances, it may also be necessary to provide additional health information or contact numbers where such information can be obtained. This is particularly important where parents/carers may have concerns for their own child's health or well-being - for example in the case of known or suspected meningitis.

The families of close friends or class members of the pupil(s)/staff who have died may also be reassured to be provided with information about how to support each other regarding loss and bereavement (see below).

Remember that churches or other religious or community-based groups may be able to provide support at this time, but be sensitive and alert to religious and/or cultural sensitivities for individual families.

If additional professional support is required for affected children or siblings, speak with parents and carers and obtain appropriate consent.

Communicate with parents/carers about funeral arrangements seeking consent as appropriate.

If appropriate, consider an after-school meeting (arranged with relevant support staff if required) for parents to discuss practical concerns and / or bereavement issues may be helpful. Although the numbers attending may be small, this provision has been highly valued by parents.

Good home-school links will encourage the early reporting of difficulties being experienced in the home.

Keep messaging clear and consistent, direct parents to a key point of contact in school with any specific queries or concerns (see 'plan communications' - above).

If additional professional support is required for some children, speak with parents and carers and obtain appropriate consent.

Supporting parents and carers - checklist

Supporting the school community - Staff

School staff are constantly supporting each other, providing emotional support for colleagues experiencing a range of personal and professional challenges including those who have been bereaved. Staff may feel worried about how to do this and concerned about saying the wrong thing or making things worse.

The Educational Psychology Service is here to support your school. We can provide consultation and support for school staff feeling under pressure or managing sensitive issues.

Informing staff

Be mindful that some staff may already have some understanding of what has happened. It is important that you gain clear, factual information before talking to staff (see 'plan communications' - above).

Consider which staff are likely to be particularly impacted by the news. You may wish to inform key individuals (e.g. class teachers) on a 1:1 or small group basis.

Hold a meeting to inform staff about what has happened. See 'What to say when talking to someone about difficult news' (above) for guidance and support.

Offer appropriate reassurance and have plenty of tissues available.

Share information with staff about support arrangements in place for pupils, families and staff themselves.

Direct staff to relevant aspects of this guidance (e.g. 'Supporting the school community - pupils' - above).

Talk with staff about the importance of clear communication and confidentiality. Where staff encounter questions from parents or pupils that they feel unable to answer, have an identified member of staff available for staff to direct to (see 'plan communications' - above).

Keep staff regularly updated and supported. Providing comfort for distressed pupils is a difficult and draining task; all staff - including the senior management team, need the opportunity to express their own feelings. Having the time and space for this to happen is essential.

Be alert for individual staff or pupils who may be particularly vulnerable to such events due to their own particular circumstances.

Support structures

Identify spaces within the school grounds where staff can go for a moment of quiet reflection or to speak with a colleague. This could be as simple as 'Ms X and Mr Y will be based in the PPA room this week and this can be used as a staff as a quiet space if required or somewhere to speak with colleagues.'

Consider setting up a 'buddy' system so that staff can support one another.

Where possible, pre-empt the need for additional staffing/cover in affected groups. Additional staffing can support staff to take a brief break if required.

Make sure that you have good supplies of tea, coffee, biscuits and tissues. Small things can make a big difference in times of distress.

Continue to ensure that staff members have the opportunity (perhaps with the help of outside support) to deal with their own feelings, both about the incident and the distress of the pupils. The Educational Psychology Service can be available as a point of contact for members of staff.

Ensure that there are procedures in place - which staff are aware of - for discussing concerns about any particular children.

Direct staff to the self-care checklist (see below).

Supporting staff - checklist

Resources and further information

Support available from the Educational Psychology Service

In the event of a suicide

When discussing suicide, be mindful of up-to-date phraseology to avoid language which could be considered stigmatising or blaming.

Instead of saying - Committed suicide

Say:

Instead of saying - Failed suicide attempt/unsuccessful suicide attempt

Say:

Aborted suicide attempt (when the person stops themselves)

Interrupted suicide attempt (when an outside circumstances stops the individual)

Some risk factors associated with suicide include:

Self-harm

Suicide attempts*

Suicidal ideation, communication and threats**

Suicide-related internet use

Childhood abuse or neglect

Bereavement

Exam pressures

Bullying

Substance abuse - illicit drugs or excessive alcohol use

Physical health conditions

Mental illness in the family

Physical illness in the family

Substance abuse in the family

Relationship break downs

Vulnerable groups (eg CiC, children with mental health needs)

*Previous suicide attempts are one of the most significant risk-factors for children and young people who later die by suicide

**Not every child and young person who dies by suicide will express suicidal ideation. And not all who threaten suicide or communicate thoughts about this will attempt suicide. However, "a significant majority of young suicide attempts or deaths by suicide are preceded by threats or warnings" (Miller, 2021, p, 5.)

Suicide myths

Communication

In addition to following the guidance around communication elsewhere in this pack:

Be mindful of the risks associated with 'suicide clusters' - this is where children and young people with pre-existing vulnerability may be more likely to attempt suicide following bereavement by suicide of a friend of school member. With this in mind, carefully considering the way that pupils are informed about a suicide is key. Do not provide details of the method of suicide to pupils.

Inform other nearby schools where the deceased student may have connections so that they can communicate with and support their pupils.

As with other critical incidents, monitor social and digital media. Be mindful of content online which:

Contributes to misinformation

Is harmful or inappropriate

Could indicate that there are students at-risk

Should students start a spontaneous memorial, monitor this for messages which may identify students as at-risk or be inappropriate.

Support and monitoring

Young people who have lost friends or family to suicide can - alongside other bereavement responses - experience:

In addition to following the guidance around supporting pupils and staff elsewhere in this pack...

...consider the points below to support the school community following a suicide:

Identify pupils who are close contacts, consider if any may need bereavement counselling or support (e.g. friends, classmates, siblings).

Do not allow any students affected by the suicide to leave school unaccompanied unless arranged with parents.

Beyond close contacts/friends, consider the student body more broadly. Are there other pupils with suicide risk-factors who may be vulnerable in response to the current bereavement?

Consider the risk of 'suicide clusters' - this is where children and young people with pre-existing vulnerability may be more likely to attempt suicide following bereavement by suicide of a friend of school member. How can resilience be built within the school community (e.g. good systems of support, good pupil and staff knowledge)? How can 'at-risk' pupils be monitored and supported?

Promote help-seeking behaviour within the school community ensuring that pupils know who they can talk to, how to support one another, and what to do if they are worried about a friend or classmate. Children and young people are often more likely to speak to their friends about self-harm or suicidal ideation.

When monitoring pupils over a longer-time frame be sensitive to times when support networks might change (e.g. exams, holidays, transitions, family changes) and identify alternative support for these periods.

In the longer-term, consider planning information sessions for parents and carers to promote knowledge of suicide-risk factors and prevention. Draw upon support from mental health partners to run these events.

Similarly, upskill staff through training or team meetings around suicide risk-factors, effective support and prevention.

Local procedures

There is formal procedure for alerts when there is a suicide:

The EP service will alert the Single Point of Access (SPA) through the following number: 03300245321

Alternative e-mail contact: bcl.devonspa@nhs.net - This will go to a pre-referral duty box which is checked daily

Where possible and appropriate, a joined-up approach with CAMHS should be offered to the school starting with an initial joint meeting with the school's senior leaders. The role of EPs and CAMHS should be jointly agreed.

Sometimes there is a delay in the EPS receiving notifications of a suicide. Therefore, in addition to the above, Senior CAMHS manager Lisa Thorne; CAMHs Lead for Suicide Prevention ( lisa.thorne@nhs.net) will contact the Principal Educational Psychologist (PEP) - Dr Jane Williams, to inform the service of a suspected suicide or sudden death of a CYP of school age or in an education setting. The PEP will inform the Area Senior Educational Psychologist who will arrange a response with the school's named Educational Psychologist.

A CAMHS manger will be linked to the school to create an awareness of the 'ripple effect' of suicide and possible repeats (this is linked to safeguarding).

Other official procedures to be aware of

Deaths of children (<18 years) are reviewed by a Child Death Overview Panel (CDOP) on behalf of the Local Safeguarding Children Board. The CDOP will look at information from any agencies involved with the child before their passing and will consider factors which may have contributed to death.

A Serious Case review (SCR) occurs when a child either dies or is seriously injured in circumstances where neglect or abuse are either known or suspected. A SCR may also occur when there are concerns about the way professionals have acted.

Where a child has recently been in police custody, was residing in a detention centre or immigration centre, the Prisons and Probation Ombudsman (PPO) or the Independent Police Complaints Commission (IPCC) may also investigate.

Onward referrals may include:

Resources and organisations who offer support

Papyrus conversation starters - suicide https://papyrus-uk.org/wp-content/uploads/2018/09/papyrus_conversation_starters.pdf

Papyrus - Building Suicide Safer schools and colleges; a guide for teachers and staff https://papyrus-uk.org/wp-content/uploads/2018/08/toolkitfinal.pdf

Samaritans - Support for schools
https://media.samaritans.org/documents/samaritans-help-when-we-needed-it-most.pdf

Survivors of Bereavement by Suicide (SOBS) - Emotional and practical support and local groups for anyone bereaved or affected by suicide.
uk-sobs.org.uk

When a parent dies

A representative from the school should discuss with the family (and if appropriate the child) what information should be given to classmates and other school pupils.

Some will want to be absent for this talk and some will want to participate.

Then use the opportunity to talk about grief and reactions.

Consider whether a representative from the school should attend the funeral. Some closest friends may also want to attend (consent must be obtained).

After the bereavement there will be a long period when the child will have a reduced capacity to work.

Extra help may be needed later.

Let the child decide how much s/he wants to talk about what happened but let them know you are willing to listen if s/he comes to you.

Maintain contact with the home about the child's progress in school.

Refer to 'Supporting pupils' (see above) for guidance around a child's developmental understanding of bereavement.

Talking to children and young people about serious illness

Talking to children and young people about serious and life threatening illness is not easy. We instinctively want to protect children and not scare them with too much negative information. However, the advice of specialists including the bereavement charities is that it is better to be open and honest. This is especially true for illness due to the Coronavirus because it is being so widely discussed in the media and in our homes.

Partial or inaccurate information may be even more worrying and could affect the child or young person's trust in you in the future. It is important not to underestimate the ability of children and young people to hear the truth.

Key information to tell children and young people

How to begin a conversation

You could start by asking the child or young person what they already think, and what questions they might have. This will give you a chance to correct any misunderstandings and provide some insight on the amount of detail they are ready to hear.

For example:

Allow lots of time to ask questions and be prepared to repeat the information as the child gradually processes the news. For younger children (under 7), just the initial information that someone is ill may be enough at first, further information may be added over the next few days.

It may be helpful to remind yourself of the facts about the illness before talking to older children and young people. Using a reliable source such as the NHS website will enable you to answer any questions accurately. It is ok not to know all the answers and to say we do not know. You can reassure them that you will try to find out and tell them later if you can.

What reaction might there be?

Everyone processes information in different ways, there could be a range of reactions from upset or anger, people sometimes even laugh or smile when they are presented with information they can't quite process or that appears frightening. There may appear to be no reaction at all. Give children and young people some time and space to react in their own way without negative comment. Offer kind words acknowledging that it is a sad time, we are thinking about the person who is ill and we are all trying to look after each other.

Guidance for parents and carers when talking to children about traumatic events

Parents and carers are faced with the challenge of explaining traumatic events to children. Although difficult, these conversations are extremely important. They give parents an opportunity to help their children feel more secure and understand the world in which they live. The following information can be helpful:

Listen to children:

Answer children's questions

Use words and concepts your child can understand. Make your explanation appropriate to your child's age and level of understanding. Don't overload a child with too much information. See 'Supporting pupils' (above) for guidance around a child's developmental understanding of bereavement.

Give children honest answers and information. Children will usually know if you're not being honest.

Be prepared to repeat explanations or have several conversations. Some information may be hard to accept or understand. Asking the same question over and over may be your child's way of asking for reassurance.

Acknowledge and support your child's thoughts, feelings, and reactions. Let your child know that you think their questions and concerns are important.

Be consistent and reassuring, but don't make unrealistic promises.

Remember that children learn from watching their parents and teachers. They are very interested in how you respond to events. They learn from listening to your conversations with other adults.

Let children know how you are feeling. It's OK for them to know if you are anxious or worried about events. However, don't burden them with your concerns.

Don't confront your child's way of handling events. If a child feels reassured by saying that things are happening somewhere else, it's usually best not to disagree. The child may need to think about events this way to feel safe.

Provide support:

Don't let children watch lots of violent or upsetting images on TV. Repetitive frightening images can be very disturbing, especially to young children.

Help children establish a predictable routine and schedule. Children are reassured by structure and familiarity. Physical activity, quiet time and time to be noisy and have fun take on added importance during stressful times.

Where possible coordinate information between home and school. Parents should know what school are expecting. Teachers should know about the child's specific fears or concerns.

Children who have experienced trauma or losses may show more intense reactions to tragedies or news of further incidents. These children may need extra support and attention.

Watch for physical symptoms related to stress. Many children show anxiety and stress through complaints of physical aches and pains.

Watch for possible preoccupation with health and anxiety around being ill.

Children who seem preoccupied or very stressed about their own health may need to be be evaluated by a qualified mental health professional. Other signs that a child may need professional help include: on-going trouble sleeping, persistent upsetting thoughts, fearful images, intense fears about death, and trouble leaving their parents or going to school.

Help children communicate with others and express themselves at home. Some children may want to write letters to politicians, newspapers, or grieving families.

Let children be children. They may not want to think or talk a lot about these events. It is OK if they'd rather play a game, watch a suitable TV programme, play outside (if appropriate) etc.

Traumatic events are not easy for anyone to comprehend or accept. Understandably, many young children may feel confused, upset, and anxious. Parents and caring adults can help by listening and responding in an honest, consistent, and supportive manner. Most children, even those exposed to trauma, are quite resilient. Like most adults, they can and do get through difficult times and go on with their lives. By creating an open environment where they feel free to ask questions, parents can help them cope and reduce the possibility of emotional difficulties.

Guidance for teenagers following a traumatic event

When a traumatic event strikes, it can seem like the entire world is upside down and confusing. It's hard to believe what's happening and to know when things will get back to normal.

Here are some things teenagers can do:

Talking to children about terrorism and war

In today's world, parents are faced with the challenge of explaining violence, terrorism and war to children. Although difficult, these conversations are extremely important. They give parents an opportunity to help their children feel more secure and understand the world in which they live. The following information can be helpful to parents when discussing these issues:

Listen to children

Answer children's questions

Use words and concepts your child can understand. Make your explanation appropriate to your child's age and level of understanding. Don't overload a child with too much information.

Give children honest answers and information. Children will usually know if you're not being honest.

Be prepared to repeat explanations or have several conversations. Some information may be hard to accept or understand. Asking the same question over and over may be your child's way of asking for reassurance.

Acknowledge and support your child's thoughts, feelings, and reactions. Let your child know that you think their questions and concerns are important.

Be consistent and reassuring, but don't make unrealistic promises.

Avoid stereotyping groups of people by race, nationality, or religion. Use the opportunity to teach tolerance and explain prejudice.

Remember that children learn from watching their parents and teachers. They are very interested in how you respond to events. They learn from listening to your conversations with other adults.

Let children know how you are feeling. It's OK for them to know if you are anxious or worried about events. However, don't burden them with your concerns.

Don't confront your child's way of handling events. If a child feels reassured by saying that things are happening very far away, it's usually best not to disagree. The child may need to think about events this way to feel safe.

Provide support:

Don't let children watch lots of violent or upsetting images on TV. Repetitive frightening images or scenes can be very disturbing, especially to young children.

Help children establish a predictable routine and schedule. Children are reassured by structure and familiarity. School, sports, birthdays, holidays, and group activities take on added importance during stressful times.

Coordinate information between home and school. Parents should know about activities and discussions at school. Teachers should know about the child's specific fears or concerns.

Children who have experienced trauma or losses may show more intense reactions to tragedies or news of war or terrorist incidents. These children may need extra support and attention.

Watch for physical symptoms related to stress. Many children show anxiety and stress through complaints of physical aches and pains.

Watch for possible preoccupation with violent movies or war theme video/computer games.

Children who seem preoccupied or very stressed about war, fighting, or terrorism may need to be evaluated by a qualified mental health professional. Other signs that a child may need professional help include: on-going trouble sleeping, persistent upsetting thoughts, fearful images, intense fears about death, and trouble leaving their parents or going to school. The child's physician can assist with appropriate referrals.

Help children communicate with others and express themselves at home. Some children may want to write letters to the President, Governor, local newspaper, or to grieving families.

Let children be children. They may not want to think or talk a lot about these events. It is OK if they'd rather play ball, climb trees, or ride their bike, etc.

War and terrorism are not easy for anyone to comprehend or accept. Understandably, many young children feel confused, upset, and anxious. Parents, teachers, and caring adults can help by listening and responding in an honest, consistent, and supportive manner. Most children, even those exposed to trauma, are quite resilient. Like most adults, they can and do get through difficult times and go on with their lives. By creating an open environment where they feel free to ask questions, parents can help them cope and reduce the possibility of emotional difficulties.

Guidance for teenagers dealing with difficult news about terrorism and war

Terrorism is a violent act committed by people who want to get attention for their cause. When a terrorist strikes, it seems like the entire world is upside down and confusing. It's hard to believe what's happened or that someone would do something like that.

Acts of terrorism have been a reality in many places for years. In the United States, the worst attacks happened on September 11, 2001. In the years that followed, other attacks also happened in Spain, London, and elsewhere.

Terrorism scares everyone because no one knows when or where it will take place. So how do you cope with it all? Here are some things you can do:

Give yourself a fear reality check. It's normal to be worried about your safety and your family's safety. Even though your chances of being in an attack are very, very small, the images you see on TV or online make terrorist attacks seem close by.

Share your feelings. Anger, sadness, fear, and numbness are some of the reactions you might have. Don't be embarrassed or afraid to express how you feel. Just talking and sharing your feelings with your parents, friends, teachers, and others can help them and help you.

Take care of yourself. Losing sleep, not eating, and worrying too much can make you sick. As much as possible, try to get enough sleep, eat right, exercise, and keep a normal routine. It may be hard to do, but it can keep you healthy and better able to handle a tough time.

Limit the time you spend watching the news. It's good to be informed about what's happening but spending hours watching the news reports can make you feel more anxious and sad.

Be respectful of others. You may have heard certain countries, religions, or political causes blamed for terrorism. But very few people believe in killing and hurting innocent people to make their point. Don't give into prejudice by blaming a whole group, or disliking people just because of the country where they were born, the faith they practice, the way they dress, or the colour of their skin.

Join with others. Participating in candlelight vigils, religious ceremonies, memorial services, or other events can be helpful. It's a way to show you care and that the community is sticking together during a sad time.

Get additional support. A traumatic event can cause strong reactions, but if your feelings make it impossible for you to function and do normal stuff, like go to school, it's time to seek additional help. Turn to a parent, teacher, religious leader, or guidance counsellor, so you can get the help you need.

Bereavement charities

Support after Murder and Manslaughter (SAMM)
http://www.samm.org.uk

Reading list

This is a suggested Reading List to use with Pupils (a more comprehensive list is available on the Winston's Wish website).

Books for children under 5 Years:

I Miss You - A First Look at Death
P. Thomas ISBN 0764117645

Goodbye Mousie
R.H. Harris ISBN 978-0689871344

Goodbye Grandma
D. Brauna ISBN 1405219017

Muddles, Puddles and Sunshine: Your Activity Book to Help When Someone Has Died
D.Crossley and K.Sheppard ISBN-10: 1869890582

The Day the Sea Went Out and Never Came Back: A Story for Children Who Have Lost Someone They Love: 2 (Helping Children with Feelings)
M. Sunderland ISBN-13: 978-0863884634

Books for children aged 5-8 years:

Badger's Parting Gifts
S. Varley ISBN 978-0006643173

Always and Forever
A. Durant ISBN 978-0552548779

Flamingo Dream
D.J. Napoli ISBN 978-0688167967
(About a father who is ill then dies)

The Sunshine Cat
M. Moss ISBN 978-1841215679
(A child's cat gets killed in a road accident)

When Dinosaurs die
L.K. Brown and M. Brown ISBN 031611955
(A factual book exploring issues about why someone dies and feelings about death)

Books for children aged 9-12 years:

Michael Rosen's SAD BOOK
M. Rosen ISBN 978-1406313161
(Refers to Michael Rosen's son dying and how it affects him)

Milly's Bug Nut
J. Janey ISBN 978-0-9539123-4-6
(About a girl whose father dies)

Water Bugs and Dragonflies
D. Stickney ISBN 978-0264674414
(A pocket book explaining death)

What on Earth to do when someone dies
T. Romain ISBN 978-1575420554

Books for young people aged 13-16:

Help for the Hard Times
E. Hipp ISBN 1-56838-085-5
(Refers to different types of loss and grief and skills to help teenagers)

The Spying Game
P. Moon ISBN 978-1842750049
(About a boy whose father dies and reveals the boys response)

Vicky Angel
J. Wilson ISBN 978-0440865896
(A girl's friend is run over and killed)

Straight Talk about Death for Teenagers: How to Cope with Losing Someone you Love
E.A. Grollman ISBN 978-0807025017

Articles to support schools:

Loss in the family - A reflection on how schools can support their students Atle Dyregrov , Kari Dyregrov & Martin Lytje
To link to this article: https://doi.org/10.1080/02682621.2020.1828722

Self-care checklist

This is for anyone who is touched by the Critical Incident, whether directly or indirectly, e.g. office staff, family, friends - all should consider their own needs.

Immediate:

Ideally find someone to talk to (colleague, friend, partner) within the first 12 hours. If there is no one, sit quietly and go over the events. Carry out your own reflections in drawn or written form if that helps process what has happened. In addition:

Short Term:

Share experience with colleagues. Participate in personal/team discussion both for support and sharing of experiences. Expect support and feedback on your own professional performance.

Be aware that you may experience physical and emotional effects such as fatigue, anxiety, depression, irritability, etc. which are normal reactions.
Consider setting up a 'buddy' system so that everyone is able to support each other.

Long Term:

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Critical incident pack for schools - Support for schools and settings

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If you are responding to a Critical Incident in your school, please go straight to 'First Steps' below. These resources will guide you and enable you to support the children, families, and staff within your school community. This information pack is intended to help schools be prepared for a critical incident and to ensure effective management in a difficult situation.

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East Dunbartonshire EPS Critical Incident Framework

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East Dunbartonshire EPS Critical Incident Framework

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Exploring Critical Incidents - Theory, Policy and Practice

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Exploring Critical Incidents - Theory, Policy and Practice

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Milton Keynes EPS Critical Incident Guidance

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Milton Keynes EPS Critical Incident Guidance

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A range of resources for supporting people after a suicide.

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We would like to thank Olly's Future for their support developing this website.

SASP is an organisation hosted by Samaritans, registered charity number 219432 and SC040604. Copyright Samaritans 2023

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We would like to thank Olly's Future for their support developing this website. SASP is an organisation hosted by Samaritans, registered charity number 219432 and SC040604. Copyright Samaritans 2023

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Guidance for supporting young people in a range of different circumstances.

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Learn more here about how to support bereaved students at school. Includes practical guides & behaviours to look out for.

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Critical Incidents in School Communities

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Critical Incidents in School Communities

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Critical incidents in school communities | BPS

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One of the key strengths of applied psychology is the opportunity to build relationships and work collaboratively with a range of colleagues from diverse professional contexts with the aim of ensuring optimal outcomes. It is therefore perhaps, surprising that inter-professional training and working…

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A range of resources aimed to support those affected by suicide.

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Our guidance aims to support a school in minimising the risk of further suicide.

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Free downloadable guide about suicide prevention, intervention and postvention.

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Building Suicide-Safer Schools and Colleges: A Guide for Teachers and Staff

PAPYRUS has developed a guide to suicide prevention, intervention and postvention in schools and colleges, aimed specifically at teachers as well as school or college staff. It aims to equip teachers with the skills and knowledge necessary to support schoolchildren who may be having suicidal thoughts.

Our guide uses a 'community-model' - supporting the belief that suicide is everyone's business and that the community must be equipped and supported to prevent young suicide - as well as urging children young people to speak up or ask for help. This underpins our work here at PAPYRUS.
To download our guide, please follow the instructions in the sidebar. Have you used our guide? Are there other materials you'd like from PAPYRUS? We'd love to hear from you!
Our #SaveTheClass campaign continues to run and we are keen to hear feedback and see the development of materials to support schools as a key part of this. We have trained a number of school and college staff recently in ASIST; we aim to use their experience as case studies throughout the year.
Please send us your feedback on our guide - we can use it in subsequent stages for our campaign. Drop us an email on admin@papyrus-uk.org with 'Schools Guide Feedback' as the subject line.

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Schools guide | Papyrus UK | Suicide Prevention Charity

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Check out our Schools Guide here! | Papyrus UK | Suicide Prevention Charity | For more information call us