NSU University School Faculty, Staff and Employee Handbook

43 3. Notify Students Face-to-Face with Familiar Staff: If a teacher has died, consider having a teacher from the same or a lower grade who is familiar with the deceased teacher’s students, or a teacher from the school crisis team who is more comfortable, notify that class. Consider having this teacher remain with the class over the next several days and have a substitute cover for the less directly impacted class. 4. Prepare a Statement for Students: Adults often struggle with what to say. With a prepared statement, teachers can give the same information to all students simultaneously. This should be done in small, naturally occurring groups such as homeroom or first period classes; every effort should be made to ensure that all students are present at the time this information is shared. Include information about the availability of mental health and support services and how students may access those services. Avoid use of public address systems or large assemblies to make such announcements. 5. Prepare a Statement for Parents: Draft a letter to notify parents about the death and what services are being offered to students and families. Assure parents that crisis teams have been mobilized and support services are available CRISIS AND GRIEF COUNSELING AND OTHER SUPPORT SERVICES AT SCHOOL 1. Help Students with Coping Behaviors to Support and Maintain their Attendance and Classroom Learning: Following a loss, addressing the event with students directly may decrease the negative impact on school attendance and learning. This can be done individually and in group settings. Students may express many different emotions and feelings. The goal is to allow this expression in a safe and non- judgmental environment. 2. Help Students Deal with Difficult Feelings: Students may also have feelings of regret, particularly if they believe they had mistreated the individual in the past. Adolescents may be particularly vulnerable as a group with an increased risk of feeling depressed or anxious and engaging in self-blame or guilt related to the loss. If the death was a suicide (see Special Circumstances below), these feelings may be heightened. 3. Help Younger Students: Younger students may have more difficulty understanding death and are more likely to have literal misinterpretations in response to explanations (e.g., if told the deceased is in everlasting sleep, they may become fearful at bedtime). All students (and staff) are likely to experience some guilt feelings after a death, even if there is no logical reason. Establish Crisis Counseling or Grief Counseling Support Rooms and Protocols: 1. Establish procedures for leaving class (e.g., Will a pass be required? Should a student who is very distressed be escorted to the support room?) and for returning to class before the end of the period. If a student remains in the support room at the end of the period, be sure notice is provided to the classroom teacher for that period as well as the next one should be notified. Such actions ensure that the school has accurate knowledge about student whereabouts. In the immediate aftermath of a death, limit off-grounds privileges if indicated and establish procedures to clear students prior to leaving school grounds during the school day. 2. More extensive services will be needed in the immediate aftermath of a school- wide crisis. Consider having support and counseling services available to students and school personnel before, during and after school hours in the immediate aftermath. 3. Plan for ongoing and long-term services to be available to students. If the death was due to a school crisis, plans should be made for commemoration and