School Crisis Management Planning

Abstract

The fundamental need for safety in schools requires research-based and trauma-informed strategies for implementing crisis management plans (CMPs). Beyond the immediate harm, longer-term potential outcomes of crises are psychological trauma and damage to the reputation for safety of the school, leading to staff attrition. An effective CMP involves (a) planning, (b) communication, (c) protocols for immediate action, and (d) protocols specific to different types of school crises. School crises can occur on the organizational level, such as natural disasters or shootings; community level, such as bullying or community violence; or individual level, such as suicide, pregnancy, or family changes. This article incorporates research from the business sector as well as education, social work, and psychology to describe the vital components of a school CMP and the role of the school mental health staff. School mental health staff must be central to development and implementation of a trauma-informed school CMP that incorporates prevention, communication, and different protocols for the various types of crises.

Behaviors Related to Primary School Principals' Crisis Management Skills: In the Context of the February 6th 2023 Earthquake

“…Research conducted in various regions of Turkey also shows that one of the lowest-rated items perceived during the pre-crisis period is "creating crisis scenarios before a crisis occurs" (Bıyıklıoğlu, 2020;Maya, 2014;Sağlam & Özsezer, 2015;Ulusoy, 2020). Therefore, it can be said that school principals in various regions of Turkey may lack the necessary experience (McCarty, 2012;Trethowen, 2009) and creative thinking skills (Elbedour, 2020;Smith & Riley, 2012) to imagine possible scenarios for potential crises.…”

“…However, most of them avoided collaboration and adhered only to MoNE guidelines. When reviewing the literature, it is observed that during crisis interventions, school administration and the guidance service are actively involved (Çelebi, 2019), and school principals seek the most support from guidance counsellors in crisis resolution (Tokel, 2018), as effective crisis management is rooted in planning, with psychologists playing a key role (Elbedour, 2020). In this context, it can be said that during the post-crisis period, the steps taken by school principals to support the psychological well-being of students are functionally dependent on the crucial role of guidance counsellors.…”

“…Based on all this data, school principals are expected to demonstrate the ability to manage the periods before, during, and after a crisis correctly to preserve the mental health of the educational environment and school stakeholders (Elbedour et al, 2020;Sayın, 2008). The researchers of the study, experiencing the earthquakes on February 6 in Kilis and Gaziantep and observing the behaviors of school principals in the crisis management process from a teacher's perspective, have led to an examination of the disappointment experienced, the level of school principals' crisis management skills, and how they managed the crisis management process based on teacher opinions.…”

No Confidence Whatsoever: The Effects of the COVID-19 Pandemic on the Leadership of a Superintendent in a Large Suburban School District

“…Dr Fleming could have improved trust and cooperation with stakeholder groups through two-way communication, which creates a community of practice, in which stakeholders collaborate. During a crisis, such as a pandemic, clear and continual communication is vital to maintain trust and safety in a school or district (Coombs, 2014;Elbedour et al, 2020). Even when meeting an unprecedented challenge with potentially changing policies, district leaders can maintain teacher morale through transparency and clear communication with teachers' unions (Hemphill & Marianno, 2021).…”

Universal crisis psychoeducational interventions in schools: A scoping review

“…Most studies tend to follow a biomedical approach and concentrate on the sequence “crisis – trauma – diagnosis – clinical intervention for at-risk individuals” (e.g. Elbedour et al, 2020; Nickerson & Zhe, 2004). While these interventions have their place in helping those who have been most deeply impacted by the crisis, they risk missing the opportunity to reach all individuals who would benefit from preventive and empowering activities.…”