Towards a co-ordinated framework for critical incident response in school communities: A review of current evidence

Abstract

Aims:This paper synthesises current evidence from trauma studies with a model emerging from a recent large-scale study of the responses of educational psychologists to critical incidents (CIs). It explores how evidence in providing psychological support in the immediate period after a traumatic event can be applied within a framework for consultation to organise and co-ordinate multi-agency support for individuals and school communities.Rationale:Recent large-scale traumatic events affecting schools and wider communities such as the Grenfell Tower fire in 2017 have highlighted the need for co-ordinated support for schools from various agencies following traumatic events. This paper distils evidence-based principles from relevant studies relating to immediate post-trauma support in helping the school system to remain functioning and maximising the wellbeing of members of the school community following a CI.Findings:A consultation model (COPE) is proposed as a framework for professionals supporting school communities in the immediate period after a CI that employs the five evidence-based principles. Suggestions are also made about longer-term support for schools following traumatic events.Limitations:The heterogeneity of traumatic events, school contexts, definitions of CIs and the available wider support for schools is acknowledged as a feature of CI work, limiting the applicability of any framework. Opportunities and constraints that arise from synthesising different theoretical approaches to trauma are also discussed, including tensions between mental health and wellbeing perspectives.Conclusions:The paper highlights the need for a co-ordinated professional response in supporting schools after traumatic events that makes use of evidence-based principles within a consultation framework. In the context of increased mental health support in schools, the need to ensure that a range of professionals with different perspectives work together to support the mental health and well-being of school communities in the immediate period after a CI is highlighted.