JACKIE: When our students are afraid, anxious, or hurting, of course we want to help. Students should be our first priority, but we can't help them if we're burned out or overwhelmed. How do we recognize signs of distress in colleagues and encourage them to take care of themselves?
Here are a couple things to keep in mind.
First, identify the signs of compassion fatigue. This is a specific kind of distress that happens when we feel worn out or overwhelmed when caring for others.
Signs of Compassion Fatigue:When we’re feeling overwhelmed, the things we sacrifice first are often things that can help us feel better, like eating well, taking breaks, doing things for fun, talking with friends and family, and getting enough sleep and exercise.
Many educators also find counseling and support groups help them cope with their grief in healthy ways.
Lastly, your Employee Assistance Program can connect members to mental health professionals and other resources.
I know it’s hard to admit when we need help. It might feel like letting our colleagues down. But a lot of people do need some kind of help; it's very common. And the sooner we get help, the better we can support others.
Let’s put all this into practice: In this scenario, you play as Mr. Xavier, a history teacher at Hillchester High School. You’re also on the postvention team, serving as the liaison to your fellow teachers.
A week and a half ago, a student named Eric died by suicide. It's affecting everyone a little differently, and some people are feeling more stress than others. During your off-period today, you walked into the teacher’s lounge to find Ms. Park shouting at a broken microwave. You helped her fix it and sat down to talk.
Your goals are to first check in with Ms. Park and encourage her to share what she’s going through. Then, investigate to see if she's showing signs of distress or compassion fatigue. Finally, help her brainstorm ways to take care of herself and encourage her to seek support.
PARK: I mean, how hard is it to get us a new microwave, it's not like... They're on sale all the time! It's bad enough I gotta grade during lunch, but...
XAVIER: Midterm crunch?
PARK: Yeah. But no, it's not JUST midterms, it's... More than that, it's... stuff. It's fine, I'm... I'm sorry you had to walk in on me yelling at the microwave.
XAVIER: (concerned look)
PARK: (sigh) It's fine, I'm... I'm sorry you had to walk in on me yelling at our poor old microwave. Thanks for your help.
COACH: Ms. Park is starting to calm down. Check in and ask what's troubling her.
XAVIER: Anything special for lunch today? Smells good.
PARK: Some stew - I made it last night.
XAVIER: Do you like to cook?
PARK: I do. It's actually one of my favorite things to do. Been a little harder to fit in with... everything that's happened in the last week, but I do it when I can. IF I can... I dunno, it's been such a whirlwind.
COACH: It's fine to start with small talk, but there are better ways to check in with Ms. Park. Next time, mention specific facts about her behavior and ask questions about what she's going through.
XAVIER: What do you mean by "more stuff?".. What's up?
PARK: You know... Eric.
XAVIER: Right. Didn't want to assume.
PARK: Yeah, it's... Emergency faculty meetings, watching out for the students, TALKING to the students, but grades still gotta be in by Friday, gotta make lesson plans, start planning for conference night, it's... It's fine, it's just... (trails off).
COACH: Good! “What do you mean” is an open-ended question. This shows you were listening and gives Ms. Park space to share.
XAVIER: You don't have to say "it's fine." It's okay if it's NOT fine.
PARK: Thanks, I... I appreciate that. I'm just trying to keep up.
COACH: Great! "It's okay if it's not fine" lets Ms. Park know her emotions are normal and valid. It shows her she's not alone and encourages her to open up.
PARK: Things have been a little hectic. Like last period was my free period but I used it to talk to a student and then... take her student to see the counselor.
XAVIER: Oh yeah?
PARK: Yeah. Amy Ortiz?
XAVIER: Oh, I know Amy. What did you talk about?
PARK: Just...about how she's been thinking about Eric and hearing all these rumors floating around and how that's been making her feel. I think it helped but....who knows... I HOPE it helped…
COACH: Open-ended questions like "What did you talk about?" give Ms. Park space to answer however she wants. This showed you weren’t judging her.
XAVIER: You feel responsible for your students.
PARK: That's an understatement. Every day another student comes up to me with another story about how they saw Eric the day before he took his life or how they wish they could have stopped him, and I have to be there with my teacher face on and... Everything they tell me, I carry it with me all day... It's exhausting.
COACH: You reflected Ms. Park's underlying emotion ("You feel responsible"). That showed you were listening and encouraged her to share more about that feeling.
XAVIER: The little things become that much harder when there are a lot of big things to deal with.
PARK: It's true. I'm trying to do right by my students. You know? But it's hard keeping track of all the new policies coming down from the administration, juggling that with lesson plans and grades and... (sigh). On top of everything, I've been having trouble sleeping and... (big sigh).
COACH: Ms. Park just shared some information that may reveal signs of distress. Dig a bit deeper, and be careful not to ask inappropriate questions.
XAVIER: I know when I have a lot on my mind, I have trouble sleeping. How are you balancing these tough conversations with work?
PARK: Oh don't get me started. I know it's coming from above them at the board level, but I can't believe the administration is making us get midterms in by this Friday. They expect us to be able to concentrate right now? (Mostly joking) Let's see if I make it to Friday.
XAVIER: Has it been hard to concentrate and complete the one task you're working on?
PARK: Um... yeah. Yeah, it is. I'm... making stupid mistakes, you know, stuff I should know better than to do... like the other day I graded a whole stack of quizzes before realizing I was using the answer sheet for a different quiz.
XAVIER: Oh yeah, that happens to me all the time.
PARK: Really? That's nice to know, I thought I was the only one...
XAVIER: What would make coming into work feel more manageable?
PARK: I dunno... I mean, it's all this pain... the things I see my students going through day after day... I want to help them, but I feel so... helpless.
XAVIER: There are a lot of resources the school has put into place for students, to make sure they're getting the care they need - for teachers, too! But it's important that you're taking care of yourself right now.
PARK: I know I should but it just feels... overwhelming right now. I don't even have time to do the things I like to do, like cooking...
XAVIER: How are you taking care of yourself?
PARK: I'm a little bit more tired than usual, but that's why I've got my trusty energy drinks. They taste like battery acid but have been lifesavers at getting me through the day.
XAVIER: It also sounds like cooking has been a fun outlet for you.
PARK: Yes, that's true - whenever I find the time to do it, anyway.
XAVIER: Can I share what self care means to me?
PARK: (a little uncertain) Um... Sure?
XAVIER: (laughing) I know it sounds like... For me, it's just important to... make sure to take time for yourself. To make sure you're sleeping... or getting exercise or eating well...
PARK: Makes sense.
XAVIER: Those things can get lost when we give so much to our jobs, but... Call it whatever you want, it's important.
PARK: Yeah... I definitely notice a difference when I'm not able to cook as much as I like to... Not just because I like cooking, but I end up eating fast food or something... (beat) It's hard to keep it all in perfect balance, y'know?
XAVIER: What kind of exercise do you enjoy?
PARK: I love to run... I usually go for long runs on weekends, most mornings, but... just haven't been able to the last week or so...
XAVIER: Is there anything else you might like doing for exercise?
PARK: I mean... I used to do yoga as a way to unwind or... wake up, even.
XAVIER: But you don't anymore?
PARK: (laughs) No... (begrudging) I should. It's hard to find the time, but... I know it beats chugging energy drinks. You know… Thanks for taking me through all that. You're right, I need to take the time to do things I like to do.
COACH: You were able to talk about some self care strategies with Ms. Park. It may also help to discuss some options for outside support.
XAVIER: What kind of outside support have you looked into?
PARK: None... I haven't had time, and where am I supposed to look?
XAVIER: You know, the administration has been working hard to pull together a support network. Plus, there's the whole EAP.
PARK: The EAP? That's the therapy thing they told us about. Right? That's all I really know about it.
XAVIER: What have you heard about how the administration can help?
PARK: I'm honestly not sure, that staff meeting was a bit of a blur... I was kinda zoning out, there was a lot going on and I'm not sure I caught everything. Like, I know they have those substitute teachers on call? But that's all I can really remember…
XAVIER: Well, the EAP is where you can find a therapist, and it has a lot of resources beyond that too.
PARK: Oh... I didn't realize that. The staff meeting where they mentioned it was a blur to me, so I didn't really look into it.
XAVIER: It's a whole hub of information. I mean even when you're not, you know, going through a hard time.
PARK: Huh... maybe I should take a look, see what the EAP has to offer....
XAVIER: The EAP has self-help resources as well.
PARK: What do you mean?
XAVIER: Like stress management programs and articles and things like that.
PARK: Between you and me, I've been scouring the internet for that kind of thing... you know, just things I can do on my own.
XAVIER: It's really great stuff.
XAVIER: I'll check back with you in a day or two about it.
PARK: You don't have to do that.
XAVIER: Just a text, to see how it goes. (school bell rings)
PARK: Looks like it's time to go! Thanks for talking me through all that.
PARK : I mean, how hard is it to get us a new microwave, it's not like... They're on sale all the time! It's bad enough I gotta grade during lunch, but...
XAVIER: Midterm crunch?
PARK: Yeah. But no, it's not JUST midterms, it's... More than that, it's... stuff. It's fine, I'm... I'm sorry you had to walk in on me yelling at the microwave.
XAVIER: (concerned look)
PARK: (sigh) It's fine, I'm... I'm sorry you had to walk in on me yelling at our poor old microwave. Thanks for your help.
COACH: Ms. Park is starting to calm down. Check in and ask what's troubling her.
XAVIER: Are you okay?
PARK: Yeah.
XAVIER: Are you sure?
PARK: Yup.
COACH: Notice how Ms. Park responded to your closed question with a single word. Try to use open-ended questions, which can’t be answered by a simple "yes" or "no," to encourage her to share.
XAVIER: You've been acting a little strange the last few days.
PARK: I'd love to know what "normal" is supposed to look like right now, because my "normal" involves things like me spending my free period today talking to Amy Ortiz about Eric's death. (beat) Sorry, but... It's just been a... (beat, shifting gears) I noticed some behavior changes in class so I wanted to check in on her... Ended up taking her to the counselor. I think she'll be okay, but…
COACH: By saying that Ms. Park acted "a little strange," she feels judged. If it's something you're concerned about, it's better to make a specific, factual observation about her behavior.
XAVIER: It's all right to feel overwhelmed.
PARK: I don't feel overwhelmed.
XAVIER: Oh... But you said earlier-
PARK: I'm a little stressed, not overwhelmed, it's not... (sighs, frustrated) Forget it.
COACH: “It’s all right to feel overwhelmed” assumes how Ms. Park is feeling. She also feels judged. Instead of making guesses, ask questions and acknowledge what she's going through.
XAVIER: This is a really tough time.
PARK: It is. It really is... And it's exhausting, and.... (beat, sigh) I shouldn't complain... Mrs. Murphy had Eric in her homeroom, I can't imagine what she must be going through to see an empty desk there, everyday…
COACH: You reflected what Ms. Park’s shared (“This is a tough time”), which showed you were listening. Next time, try to use a deeper reflection about her underlying emotions to encourage her to share more.
XAVIER: Just hang in there - things might be exhausting for a while.
PARK: I know… I have a lot on my mind and just… wish the microwave would work. On top of everything, I've been having trouble sleeping and… (big sigh).
COACH: Ms. Park just shared some information that may reveal signs of distress. Dig a bit deeper, and be careful not to ask inappropriate questions.
XAVIER: You can always ask me for help if you need it.
PARK: Oh... I, um, I didn't mean to sound like I was asking for help. That's... I don't need any help.
XAVIER: Are you sure?
PARK: Yes. I'm just a little drained.
COACH: “You can ask me for help” is an offer that made Ms. Park feel judged. It implies that she’s not able to take care of herself. Instead, ask about signs of distress and acknowledge her emotions.
XAVIER: Everyone is going through this right now.
PARK: I know... but everyone else is managing fine. I don't know why I... (stops, frustrated) Never mind.
COACH: “Everyone is going through this” dismisses what Ms. Park is going through. Instead, acknowledge her emotions as you investigate further.
XAVIER: The administration should ease up
PARK: I know, I can't believe we have to keep moving forward like it's business as usual when... (sighs). There's nothing usual about what's going on!
COACH: When you said, “The administration should ease up,” you assigned blame. Instead, keep the focus on Ms. Park by acknowledging what she's going through.
XAVIER: It sounds like you're experiencing low self-esteem.
PARK: I didn't really ask you.
XAVIER: I'm just hearing what you're saying.
PARK: I know what I said. I don't need you psychoanalyzing me. I don't think it's a secret that things are hard right now.
COACH: Careful! Telling Ms. Park that she’s “experiencing low self-esteem” assumes her state of mental health. Next time, acknowledge her emotions as you ask about other signs of distress.
XAVIER: No, it's not just you. That's why the school has all these resources in place.
PARK: I don't know.
XAVIER: Seriously, Mr. Stevens was going through the same thing and the school really helped.
PARK: Well, I'm glad for Mr. Stevens but... Is the administration even helping? I don't know.
COACH: “It’s not just you” dismisses what Ms. Park is feeling. Instead, ask questions and acknowledge her emotions.
XAVIER: How are you balancing these tough conversations with work?
PARK: Oh don't get me started. I know it's coming from above them at the board level, but I can't believe the administration is making us get midterms in by this Friday. They expect us to be able to concentrate right now? (Mostly joking) Let's see if I make it to Friday.
XAVIER: You're failing because you're not caring for yourself.
PARK: I... what?
XAVIER: If you were in a better state, you wouldn't feel so overwhelmed and you'd be able to find a better balance.
PARK: No, wow, you're so far off base, that's not what I'm saying at all! I'm saying I'd feel better if I weren't juggling so many things.
PARK THOUGHT: Wow, thanks for the judgement.
COACH: Telling Ms. Park is "failing" implies she's not doing enough. She also feels judged. Instead, acknowledge what she's going through as you investigate further.
XAVIER: Have you ever heard of the phrase "self care?"
PARK: Uh... yeah, sure, who hasn't?
XAVIER: Well, it just seems like you haven't been doing anything good for yourself.
PARK: (annoyed) That's really assumptive of you.
COACH: Asking Ms. Park if she’s “ever heard of ‘self care’” made her feel judged. It also assumes she’s not taking care of herself. Instead, encourage Ms. Park to share what she knows about self care by asking open-ended questions.
XAVIER: You've gotta find a way to deal with all this stress.
PARK: Uh, I dunno, I think I'm doing fine... I mean, I'm making it through the days at least. Good thing for energy drinks, huh?
XAVIER: Energy drinks aren't...really that good for you.
PARK: I mean, they're just caffeine.
XAVIER: AND sugar... And then the crashes and... Y'know, too much caffeine can lead to a lot of health problems down the line.
PARK: I thought you were a history teacher, not a health teacher. They're helping me stay on my feet until I can get back to my normal sleeping schedule... Right now that's all I care about.
COACH: When you said, “energy drinks aren’t good for you,” you pushed your opinion on Ms. Park, making her feel uncomfortable and judged. Next time, ask for permission before sharing self care strategies.
XAVIER: You can find the time to do anything if you try.
PARK: Uh, yeah, sure.
XAVIER: It just takes some planning, setting aside some time -
PARK: Yeah, I would do that - if I had time to set aside.
COACH: Telling Ms. Park she can “find time if she tried” doesn’t validate her past efforts. It also made her feel you weren’t listening. Instead, ask open-ended questions to see what self care ideas she’s interested in.
XAVIER: You need to make time for fun. You know what they say... all work and no play makes
PARK: for a very effective math teacher.
XAVIER: Oh, I... (long pause) I'm sorry.
PARK: Listen, Alex, I appreciate you trying to get me to prioritize fun, and I would - if it was something to prioritize.
COACH: “You need to make time for fun” pushes Ms. Park to do something she doesn’t have time for. This discourages her from coming up with self care ideas on her own. Next time, ask what other activities she’d enjoy.
XAVIER: You know, you should really try running.
PARK: I've already told you I am running - on fumes. Seriously, what makes you think running would be a good idea? I do run, actually. I love to run. When I have time.
XAVIER: Running releases endorphins, gives you a real boost of energy.
PARK: I'm sorry, I'm exhausted just thinking about it, can't imagine actually doing it. I know.
XAVIER: Hey, you know what might be great - if we did yoga together!
PARK: Uuuh
XAVIER: That's a low impact exercise, it'll give you energy rather than taking it away, and I can be your yoga buddy!
PARK: Aw, I really appreciate your enthusiasm, Alex, but... I'm just... a little too busy for all that.
COACH: Encouraging Ms. Park to “do yoga” assumes she enjoys this activity. Instead, ask open-ended questions to help her come up with her own self care ideas.
PARK: All right, I get it, I need to make more time for myself, message received.
COACH: You were able to talk about some self care strategies with Ms. Park. It may also help to discuss some options for outside support.
XAVIER: Have you considered getting help?
PARK: No, no, no. I... I've always found that relying on other people ends up making things harder rather than easier.
XAVIER: Sure, but this is different.
PARK: I know you're faculty liaison with the postvention stuff, but I don't have time.
COACH: Asking if Ms. Park "considered getting help" made her feel judged. It also implies she’s not able to take care of herself. Instead, ask her what she knows about outside support.
XAVIER: You would really benefit from some support.
PARK: Hey, I really appreciate those tips, but you don't need to treat me like one of the students. I've got to get back to grading. I'll catch up with you later.
COACH: Ms. Park feels too uncomfortable and ended the conversation early. Look at your Performance Dashboard to see what you did well and what you could do better next time.
JACKIE: If a death impacts your school community, you'll face a lot of questions.
MR. X: Questions like, “What do we tell our students... and their parents?”
PRINCIPAL Z: “Who visits the victim’s family?”
JACKIE: and “How do we get everyone the support they need?”
JACKIE: Hello again. I’m joined today by Principal Zeiger and Mr. Xavier, two members of our crisis response team at Hillchester School. Guys, you want to introduce yourselves?
MR. X: Sure - Hi, I’m Mr. Xavier, a history teacher with eight years of experience.
PRINCIPAL Z: And I’m Principal Zeiger. I’ve been a high school principal for about 20 years now. Jackie and I have done a lot of work on Hillchester's crisis response plan... we learned some hard lessons along the way, and we hope you can learn from them, too.
JACKIE: And I know it can be... daunting... to think about the unthinkable.
PRINCIPAL Z: Yeah, it's not fun. And for principals... When every day we're... I dunno, getting pulled into scheduling meetings or (eye roll) hounding the building manager to get our internet back on--
MR. X: --um, is it on yet, by the way?
PRINCIPAL Z: Nope. And we're doing all this when we should be focusing on teaching and learning... (sigh)
MR. X: It's easy to knock crisis response to the bottom of the ever-growing list.
PRINCIPAL Z: Sadly... yeah.
MR. X: And it’s easy to believe a crisis will never happen in your school. To believe that kids are invincible... which is why it’s so much harder when, (pause) well...
JACKIE: I know you’re speaking from experience.
MR. X: (sigh) Sure am. (to learners) Before I came to this school, I taught in a grade school and we had a student - Daisy Jenkins - who died of leukemia. She was only eight years old.
PRINCIPAL Z: Third grade. I can't even imagine. Seeing that empty desk...
MR. X: To say it was devastating? (beat) would be an understatement.
JACKIE: And what made it harder for everyone is your school didn't have a plan.
MR. X: Yeah, things kind of... spun out of control. We shared the news of Daisy’s death during an assembly, which sounds good on paper, but... turns out, it’s not the best practice. Students, of course, had some very emotional reactions, which created a sort of ripple effect. And a lot of us--teachers--were also just hearing the news.
PRINCIPAL Z: Wow. Right when you needed to help your students.
MR. X: Yup. It was pretty hard to be supportive when we were so... in our own heads, you know? It would have helped to have special grief counselors on site, but we hadn't arranged that, so... our school counselor was overwhelmed. Kids ended up wandering off and crying in the halls.
JACKIE: With no one to turn to, I’m sure some kids contacted their parents...
MR. X: Right. Next thing we knew, there was a huge traffic jam of worried parents trying to pick up their kids... which got kinda tense if we couldn’t find them. We didn't have a media plan, so reporters showed up willy-nilly, and... it was a big headache for everyone. (sigh) I know the principal did his best, but I’m sure his phone didn’t stop ringing for a week…
JACKIE: And imagine being a student in the middle of that chaos. They pay attention to how we react... and when they see us rattled, or when they see things slipping out of control, that makes their experience a lot scarier.
PRINCIPAL Z: Right. We need to send the message "We care about you, and we'll get through this." The best way to project that message is to have a plan--a plan to restore order, get kids into classrooms, make counselors available, and communicate with parents and the media.
MR. X: (nods) It helps us focus on what matters. That’s why I asked Principal Zeiger about the plan my first day on the job.
PRINCIPAL Z: (to Mr. X) I’m glad you did! (to Jackie) We were in the middle of making our plan and his perspective was a huge help.
JACKIE: Let's go into a little more detail about your plan.
PRINCIPAL Z: Sure.
JACKIE: Who's on your crisis response team?
PRINCIPAL Z: Me, a mental health professional, my school resource officer, the custodian, a parent, the office manager, and a couple of teachers (gestures to Mr. Xavier).
MR. X: As for the plan itself, we realized there are three categories of crisis response: communication, expectations, and support.
JACKIE: Let’s start with communication. Who handles communication and how should certain topics be shared?
MR. X: We decided to have one liaison between the school and community. That helps keep messages consistent, and students, staff, and parents know where to direct their questions. The liaison will also visit the family of the student who died and be a supportive presence. This involves offering the school’s condolences, finding out their needs, agreeing on what information to share with the community, and discussing how much contact they want with people from the school involved in a memorial or funeral, if at all. The liaison should also make sure other people don’t contact the family until they have the family’s permission.
PRINCIPAL Z: Makes sense. Even if they have good intentions, they might be intruding. A liaison can protect the family from unwanted attention.
JACKIE: Who's your liaison?
PRINCIPAL Z: We all decided it would be best if I took on that role. Even though a liaison can be anyone from the team, the school community already looks to me for direction.
MR. X: If the family comes from a different racial, ethnic, or religious group from the liaison, I also recommend reaching out to a cultural broker. This specialist can advise the team and cover some of the liaison’s duties. They can be especially helpful if the death is a suicide--some cultures treat suicide differently from other deaths.
MR. X: The team also talked about keeping messages factual and accurate, to minimize confusion and gossip. For example, we'd verify the death and consider the impact on our students before communicating the news.
PRINCIPAL Z: A big topic was how to communicate with our staff. We'd use a calling tree and an email list to quickly get the word out. We'd tell them to come to a staff meeting before school the next day--or if the death happened during the day, then immediately-- where we can address their reactions, support them, provide subs to cover classes, and point to Employee Assistance Programs. We'd also discuss how to talk about the death and how to refer distressed students.
MR. X: After that meeting, teachers would break the news in classrooms. That way we can observe the student’s reactions more closely and be in a good position to support them.
PRINCIPAL Z: And of course, there's social media. While we don’t want to censor our students, especially as they grieve, there are ways to monitor social media so false information doesn’t get shared around, or even to gauge students’ reactions and mental health. You can find more tips about that in your Resources section.
JACKIE: Let's talk about expectations.
PRINCIPAL Z: Right. We knew we needed to balance the community's needs with academic needs. We’d keep a few routines in place, like our bell schedule. That meets our academic need to keep classes running, and people also find routines reassuring. But there were some things we'd need to modify: We decided to adjust academic expectations for a week, across all classes and grades. We'd postpone critical exams and assignments. We'd also permit students to step out of classes to see a counselor, and allow students to go to the funeral if it's during school hours--if the family is okay with it, of course.
MR. X: I really appreciate having clear, universal expectations - it can be frustrating or confusing if some teachers are making exceptions for students while others aren’t.
JACKIE: And finally, we have support. How do we get people the counseling and emotional aid they need to get through the crisis?
PRINCIPAL Z: Right. Our plan has two parts: first, we made plans with local crisis groups, counselors, and faith-based communities for them to be available in our school for everyone. And second, we'd ask our staff to identify people close to the student who died and also students who have prior trauma history. We'd reach out to those people and connect them with support. If those people are in other schools, like a sibling or relative of the person who died, we collaborate with those schools on how to support people.
JACKIE: And support is even more vital in the case of a death by suicide. In fact, suicide brings many extra considerations and requires a specialized postvention plan.
MR. X: I was wondering about that, Jackie - why do we need a different plan?
JACKIE: Great question. So, suicide can cause a greater level of distress and unrest for the student body. It also carries some risk of contagion, or subsequent, related suicides. That means we have to be extra careful about how we talk about the death, and we need to look out for students now at risk because of such a tragic and complicated loss.
JACKIE: Suicide also has a lot of stigma around it. One example of how we can fight against that stigma is how we memorialize a student.
JACKIE: Back when I was a school psychologist, a student died in a car accident. Her family wanted a tree planted for her - which we gladly did. A few months later, one of our students died by suicide, and when his family asked for the same... well, our school did it, but we were afraid it might romanticize his death. Having one standard policy to memorialize all student and staff deaths can help fight stigma and reduce the risk of contagion.
PRINCIPAL Z: I agree. Clear and consistent messages go a long way. When you plan this stuff ahead of time, it helps you navigate moments of uncertainty.
JACKIE: And being prepared can give you peace of mind. Thank you for staying with us as we covered some of the main points of crisis response--
PRINCIPAL Z: --though there's plenty more to discuss!
JACKIE: Absolutely. But I don't want to keep you guys...
MR. X: (smiles - to Principal Z) Yeah, you probably have 50 voicemails about the internet by now...
PRINCIPAL Z: Ha, probably. So to bottom-line this, it’s never too early to plan. Start thinking about this now.
JACKIE: Having a plan will help everyone along their journey to healing.
MR. X: I hope you never have to use it. But if you do, it will make a world of difference.
JACKIE: When we talk with our students and colleagues, we’re helping our school community heal. And when we aren't sure what to do, our postvention or crisis response plan can give some guidance.
“After a Suicide: Toolkit for Schools” is a great model for a postvention plan. It contains information on suicide, response planning, communication, and memorializing. It also has helpful tools like sample letters and social media guidelines. You can find this toolkit in the “Resources” section in your menu.
Everyone responds to a death differently, and everyone heals at their own pace. We can't "fix" what happened, but we can be there for each other and get through it together. Thank you for doing your part.
This concludes the simulation. Please click the link below to request a certificate of completion.