• I found it very stressful to be the TIC and at the same time it was a good experience to know how to respond in such situations

• It was triggering as pertinent.
  

Q2:

• Need a specific word to indicate that this is a true crisis situation in Emergency group.

• Deploy more teachers to move and keep students in the classrooms.

Q3:

• Availability of emergency chat

• John Hoo came immediately

• Needed and good practice

Q2:

• To what extent can teachers do to keep everyone safe

• Who to priortize in crisis

• What to priortize in crisis (removing student from danger, etc)

Q3:

• Legal concern?

• Crowd control

• It felt realistic and much needed.

Q2:

• Before teachers talk to students, make sure to ask if the student mind us stepping in and get closer to him/her. If student refuse, just stay there and don’t move closer

• Instead of addressing students from a solution mindset, which may lead to misinterpretations and stimulate unpredictable actions by the students, direct the focus on the present moment of what the student is experiencing

Q3:

• Teachers are very supportive

• Teachers approach suicidal crisis with caution and eager to provide positive encouragement

• School may support teacher and better equip staff by inviting individuals/institutions to come share their experience in dealing with real life situations

Your thoughts and feelings about the drills conducted today

2. Group Level:

Key insights and lessons gained from the drills

3. School Level:

What are the school's strengths in handling crises? Are there any areas where support is required?

Q2:

Q3:

• The reciprocal notification system could be improved that ensure all teachers can receive same notification and information of the incident.

• This senerio is not likely to happen as of it is during lesson time, there shouldn't be any teachers catering the late students. Instead, the PE teachers might get heavily involved in this situation. :)

Q2:

• Good and essential for guiding students away from accidents area

• Considering the students’ backgrounds, the teachers avoided bringing them back to the floor where the accident occurred.

Q3:

• The communication need to be improved as teachers won't be keep monitoring the Emergency group all the time. And there are some teachers turned off notifications as there are so many messages per day. So maybe a new way of communication can be figured out.

Q2:

Q3:

• The teachers were highly engaged in the role-play, which made the simulation feel realistic and impactful. Their performances also helped initiate valuable discussions that deepened our understanding of crisis response. I felt more aware and prepared after going through the scenarios.

Q2:

Q3:

• Regular training and updates would greatly help in maintaining our readiness for future crises.

  During our discussion, we also explored practical concerns such as:

  - Whether students should bring their phones to class

  - Who to contact during a crisis

  - Whether students need to be accompanied when going to the toilet

  - How to manage the situation or return to teaching when things become disorganised or chaotic

• Expected the school to respond in a way that prioritized students' wellbeing; handout for mental health support?

• 
  

Q2:

• Confidentiality - info sharing (victim's name and what happened) photo taking, media reps reaching out to parents

Q3:

• School office and leadership team would benefit from more crisis management roll play to practices on how to react to a similar scenario and controlling the spread of information - rundown/flow (e.g. from instructions for security at the gate in managing media representatives entering school, to assigning staff members to help with crowd management and addressing visiting parents)

• The drill is very meaningful as it provide us with the chance consider what to do in such situation.

• It helped us prepare for possible ways to conduct such lessons.

Q2:

• In crisis management, there will also be teachers that face distress. these teachers should be aware and comforted to know that there is a community that they can lean on and seek help from as well. Be it in conducting the special classes, or asking for social worker support.

• When teachers feel distressed, others will step in and cover their lessons.

• Dont forget the quiet student: they can encounter huge impact as well

Q3:

• The school assigns extra professional help to majorly affected classes.

• Introduce EDB booklet to the teachers as a lot of useful information can be found there

I acted as a distress teacher in the given scenario. The role play helped us to understand how to support teachers with strong emotions during this type of crisis. Other teachers were empathetic and non judgemental towards the distress teachers feeling and emotions and offered immediate support, while keeping professional to continue with the tutor time planning and also support students.

It’s important to highlight that not only words, but gestures and non verbal communication can make an impact in this scenarios.

Q2:

Q3: