School Leaders: Providing Support, Direction During Times of Crisis

It’s game day and the coach knows this game carries added emphasis. He has met with staff, discussed strategy, and implemented a variety of tactical adjustments so that the team has a better chance of winning; however, as the hours move closer to game time, the coach doesn’t feel right. His stomach is in knots, and his shoulders are tight.

The game begins, and the team fails to execute the first play. His frustration arises to such an extent he can’t even voice concern before he recognizes he is in medical distress and collapses.

Diagnosis aside, what comes next is something that all schools never want to experience but must be prepared for: how to respond and recover from crisis in the community.

Traumatic events can occur at any time, and they have deep impacts in school communities. Hopefully, schools do not have to experience such events, but it is the responsibility of school leaders to provide support and direction during these times. By creating space for those who need space, time for those to process, and providing visible presence to show care and empathy, leaders can help unite communities and create positive outcomes from dire circumstances.

Consistent Messaging, Honoring Time and Being Present
It’s natural that students are always on alert to see how others respond when faced with stressful situations. They learn both intended and unintended responses to incidents around them as they try to make meaning of the world. Whenever there is a crisis in the community, school leaders need to have a consistent, honest voice that shows students and school partners care and empathy.

In community messaging, it’s important to acknowledge and state facts without speculation. For example, in the scenario above, a school leader may be called to provide a statement validating a medical emergency at an event that required coordination with school and medical staff; however, the identity and outcome of the emergency may not be shared due to privacy concerns. School leaders may also want to end such statements with disclaimers that say further information will be shared when it becomes available as the focus is on the immediate families of those who are affected by crisis.

Depending on the crisis, it’s important that school leaders do not act alone. Teams of staff may want to be created so that groups of caring adult mentors can listen and provide appropriate guidance. Most schools have access to a counselor, but in cases where a teacher or classmate passes away, school leaders may want to mobilize resources from county and state offices to send additional trained personnel to support.

Whether a crisis occurs during a school event or off campus in the community, making time and a location for students to process their feelings is helpful as it creates space for those who need additional support. Some students may not be ready for the rigors of academics after a crisis because they may be overwhelmed with grief. Designating a room or space on campus where counselors cannot only listen but help guide students to appropriate recovery activities helps students learn how to process their feelings and move forward.

After a crisis, not only will students be in distress, but fellow staff members, coaches and advisers may need additional support. School leaders may want to explore creating space and time for them to grieve and process as well.

Visibility of school leaders is critical during this time. An activities or athletic director may not be an expert counselor, but they can provide visible support. During times of crisis, they need to be with their students and communities as those affected by grief will look for stability in the adults around them. This does not mean that leaders need to shut off their feelings but need to be comfortable enough to share their experience and provide a positive frame of reference so that the community can rise together when the time is right.

Uniting Community in Remembrance
Everyone in a school community has value and it is important to find ways to value individual contributions throughout the year to celebrate everyone who helps schools succeed; however, when a staff member or student passes away, it is important to find ways to share and amplify contributions.

In the immediate days after a crisis, students and staff may find it helpful to write acknowledgements and personal messages to immediate family members of those impacted by crisis. Writing allows individuals to prioritize their thoughts and express their feelings in a way that allows for honored remembrance and creates an opportunity for closure.

Some students or staff members may learn interests of those who were the victim of crisis and may choose to fundraise for causes such as cancer eradication or creating a scholarship so that the memory of the individual can be honored by an award recipient who shares similar passion.

Reviewing Emergency Procedures
During a crisis period and recovery, everyone experiences painful moments; some may even question their own purpose and belief. It is important to review the timelines and events leading up to the crisis to ensure that schools do everything necessary to provide the best care possible in the case that a similar situation arises in the future. Taking the steps to review the data of the event demonstrates to the community that school leadership is focused on improvement as well as continual care for everyone.

Reviewing site emergency action plans is a great place to start as the steps in a plan can be compared to the actual crisis. If there are divergencies between the crisis, response and what is in the plan, school leaders can explore editing documents to reflect adjusted practices or find ways to create additional learning opportunities so that everyone gains a better understanding of how to implement an action plan with fidelity.

Final Thoughts
Crisis in any community causes grief and can lead to challenges for everyone. School leaders can address challenges by demonstrating care and visibility and finding ways to honor those who are gone by creating purposeful activities for the entire community. Communities cannot bring back those who have been lost to crisis, but they can methodically work toward improvement. When school leaders unite their communities through care and presence, they set the stage to create powerful memories that honor those who have passed and carry students toward brighter futures.

Dr. Steve Amaro, CMAA, is principal of Freedom High School in Oakley, California, after previously serving as assistant principal, English content coach, athletic director and tennis coach for the school. He is a member of the High School Today Publications Committee.