Crisis Intervention: Helping Elementary Students In Need

Crisis interventions in schools are an important aspect of ensuring the well-being of students, faculty, and staff. While the focus is often on post-crisis interventions, preventive measures are also crucial to avoid and manage potential crises. Schools, particularly elementary schools, need to address challenging student behaviors that can escalate into crisis situations. These behaviors can range from minor attention-seeking actions to severe acting-out behaviors that may be harmful to the student or others. Developing a crisis plan is essential for effectively managing such situations, and it should include strategies for obtaining immediate assistance and ensuring the safety of all involved. Various models, such as the PREPaRE model, guide crisis intervention protocols. However, there is a lack of evaluation studies to assess the effectiveness of these interventions, and future research is needed to address this gap.

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Behavioural strategies and crisis plans

Developing a behaviour management plan is an important aspect of crisis intervention in elementary schools. Teachers play a pivotal role in this process by establishing a statement of purpose, rules, procedures, and consequences. They should also be equipped to address severe behavioural situations, such as when a student exhibits out-of-control behaviour, poses a potential threat to themselves, or may harm others.

Behaviour crisis plans should involve a preselected series of actions to be taken if a student engages in crisis behaviour. For instance, throwing dangerous objects or jumping on desks. It is imperative to have a crisis plan in place, as it ensures that everyone involved is on the same page during the crisis, which can help prevent the escalation of the situation. The safety of both the student and the staff interacting with them is of utmost importance.

Additionally, it is crucial to identify a designated leader who will take charge during the crisis. This helps ensure a more effective response, as having multiple adults speak to an escalated student can often be counterproductive. Providing a safe space within the school where the student can go to calm down is also an important aspect of the crisis plan.

To support students, families, and educators during and after a crisis, a multi-tiered system of support (MTSS) framework can be employed. This framework prioritises health, safety, social and emotional needs, and behavioural and academic growth. It is also essential to review the physical safety of the school building and classrooms and ensure that all members of the school community are aware of their roles in a crisis situation.

Student suicide and death

While suicide in elementary school-aged children is rare, the impact on the school community, including students, faculty, and staff, cannot be overstated. Schools are environments that promote student learning, exploration, and self-development. When a student dies by suicide, it can have a profound and lasting effect on the school community. It is imperative to address the psychological and physical well-being of those impacted and provide support to help them cope with the loss.

Crisis intervention protocols are essential in these situations. The most frequently named crisis intervention model is the PREPaRE model, which stands for Prevent/Prepare, Reaffirm, Evaluate, Provide, Respond, and Examine. This model provides a structured framework to guide the response and ensure the well-being of the school community. It is crucial to have a crisis plan in place, as it ensures a coordinated and effective response during a critical incident.

The safety of students and staff is the top priority during a crisis. Teachers and staff should be able to recognize the signs of a student in crisis and know how to access immediate assistance. Behavior crisis plans can be implemented to address severe behavioral situations, such as when a student may be a danger to themselves or others. These plans outline specific actions to take, such as notifying the office or escorting the student to a safe space within the school.

Additionally, it is important to address the mental health and well-being of students to prevent suicide. Programs like the Signs Matter: Early Detection program educate teachers and staff about the signs of suicide risk and how to respond. By identifying students struggling with mental health issues, early intervention can be provided to support their well-being and potentially save lives.

Teacher guidelines for physical intervention

It is important to have a crisis plan in place, as it ensures that everyone knows their role and can act quickly and efficiently in a crisis situation. A crisis plan should include the following:

• Understanding student behaviour: Teachers should be able to recognise the signs of a student in crisis and understand that their behaviour may be beyond their control. Teachers should also be aware of the precursors to a crisis, which may include disruptive or attention-seeking behaviours that can escalate.
• De-escalation techniques: Teachers need to know how to de-escalate crisis situations and have a range of strategies to do so. This includes recognising when a student needs to be removed from a stimulating environment and taken to a safe space within the school to calm down.
• Immediate assistance: Teachers should know how to access immediate assistance from colleagues and the school office during a crisis. This may involve sending a pre-designated crisis signal to the office or another staff member, who can then provide support.
• Crisis management: When a student is in crisis and potentially a danger to themselves or others, it is important to have a designated leader to manage the situation. This person will be the main speaker and coordinator of any necessary interventions.
• Student safety: The safety of the student in crisis is paramount. Any physical intervention should aim to remove the student from potential harm and ensure their well-being. This may involve removing them from a triggering environment or removing dangerous objects from their reach.
• Post-crisis support: Teachers should be aware of the need for ongoing support after a crisis. This includes follow-up interventions to address the psychological and emotional needs of the student, staff, and other students who may have been affected.

It is important to note that crisis interventions should be regularly evaluated to ensure their effectiveness and to prevent any negative consequences. Schools should also ensure that their physical spaces are safe and secure, and that all staff are trained in crisis management procedures.

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School safety and bystander reporting

School safety is paramount, and it is imperative to have a crisis plan in place. A crisis in an elementary school can take many forms, from student suicide and death to school-based mass violence, natural disasters, and community violence. The safety of students and staff is paramount, and teachers play a critical role in recognizing the signs of a student in crisis and de-escalating the situation.

To promote school safety, it is essential to have a comprehensive crisis plan that addresses the physical and emotional safety of all stakeholders. This includes establishing procedures for notifying the relevant personnel in a crisis, managing student behavior, and providing immediate assistance. Teachers should be equipped with strategies to prevent a student's behavior from escalating and, when necessary, have access to a preselected series of actions to take in a crisis.

Bystander reporting is an integral component of school safety. It empowers students, faculty, and staff to report any concerning observations or potential threats. This proactive approach enables early intervention and can help prevent crises from escalating. The Positive Behavioral Interventions & Supports (PBIS) program, developed with a grant from the US Department of Education, provides a toolkit for strengthening K-12 reporting programs.

The effectiveness of crisis intervention programs in schools is a critical consideration. While there is a wealth of literature on "how-to" intervention and crisis response, there is a lack of evaluation studies. This highlights the need for systematic reviews to identify effective programs and measure their impact on the psychological and physical well-being of students, faculty, and staff.

In conclusion, school safety and bystander reporting are integral components of crisis intervention in elementary schools. A comprehensive crisis plan, including behavioral strategies and bystander reporting protocols, can help prevent and manage crises effectively. However, it is essential to continually evaluate and improve these programs to ensure their effectiveness in supporting the well-being of the school community.

Recovery and support post-crisis

School-Based Crisis Interventions

School-based crisis interventions aim to improve the well-being of the entire school community after a crisis. This includes students, faculty, and staff. These interventions require significant time and resources and should be carefully evaluated to ensure effectiveness and avoid potential negative consequences. While individual counselling is important, school-based crisis interventions focus on the collective recovery and support of the school community.

Crisis Plans

Developing a comprehensive crisis plan is crucial for effectively managing and recovering from a crisis. Teachers and school staff should be trained to recognise the signs of a student in crisis and understand the specific steps needed to de-escalate the situation. This includes knowing who to notify, where to direct other students, and how to access immediate assistance. Having a designated safe space within the school for students to go to during a crisis can also be beneficial.

Leadership and Coordination

Effective crisis leadership is essential during the recovery process. It is important to have clear communication and coordination among school staff, with designated roles and responsibilities to avoid overwhelming the student in crisis. The safety of both the student and the staff interacting with them should be a top priority.

Student Wellbeing and Mental Health Support

Supporting the mental health and wellbeing of students is a critical aspect of post-crisis recovery. Initiatives such as the 'My Journey... walking the path together' journal by the Schools' Wellbeing Partnership aim to provide students with an outlet to process their emotions and experiences during and after challenging times, such as the COVID-19 pandemic. These tools help students reflect on their strengths and encourage positive growth.

Teacher Support and Training

Teachers play a pivotal role in crisis intervention and student recovery. Providing teachers with the necessary training, resources, and support to manage challenging behaviours and crisis situations is essential. This includes behavioural strategies, de-escalation techniques, and understanding the underlying causes of disruptive behaviours.

Community Engagement

Involving the wider school community, including parents and caregivers, in the recovery process can be beneficial. Initiatives such as the Wellbeing packs by Young Minds Matters aim to support not only students and teachers but also parents as they navigate the challenges their children may be facing. This holistic approach fosters a supportive environment for all stakeholders.

Frequently asked questions