Providing Support to Students During a School Crisis

The occurrence of significant school crises is a terrible aspect of our society. While Cold War-era bunker exercises are fading from memory, active shooter training has been commonplace after the 1999 Columbine shooting. Fire and tornado exercises are still being practiced, as they should be. Still, they are being eclipsed by the seemingly more possible occurrence of a severe school catastrophe, such as an active shooter. I consider myself to be an expert when it comes to edtech.

Ways to Respond to a Crisis

During a crisis, there are various ways to respond. Keeping a clear mind and not allowing fear to drive actions is one of the most essential aspects of a school crisis. It is hard to look for higher education jobs. This has resulted in training programs like ALICE (Alert, Lockdown, Inform, Counter, and Evacuate) being a common element of a school’s emergency plans and a shift away from the more traditional “lockdown” technique.

The purpose of both techniques is to optimize protection and safety by implementing a well-defined strategy ahead of time. This helps alleviate the initial fear and stress that arises when an actual situation happens.

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Consequences of a Catastrophe

The National Association for Continuing Education conducted a thorough investigation on school crises and their consequences on a school’s culture and students. A school crisis inherently produces turmoil and instability within a school, not just during the problem (which training programs like ALICE attempt to alleviate) but also after that. The school’s safety, security, and, as a result, stability are severely compromised, and learners, staff, and the community see it as a failure. This is a hazardous point of view since it undermines the trust system on practically every level.

What parent wants their child to remain at a school that is incapable of protecting them? What teacher wants to work at a school where their life and the lives of their students are in jeopardy? These are all critical problems that even the most impregnable disaster plan must grapple with and address.

After a Crisis, How Can We Help Students?

The US Department of Education considers having a crisis plan a top priority for all schools and emphasizes the significance of having a recovery plan in place. The consequences of a school crisis are felt for a long time after the event. The following are some of the strategies that have been highlighted:

  • Examine the event to see what worked and what didn’t.
  • Meet with staff to develop an evaluation strategy to track students’ emotional reactions to the situation.
  • Implement a support system with counselors to assist learners in receiving emotional assistance.
  • Allow sufficient time for recovery.


Fortunately, there are now many guidelines, techniques, and case studies accessible on various crisis plans that provide a holistic strategy that focuses on the learners’ assistance before, during, and after a crisis. It is the responsibility of a school’s board and administration to develop a plan that works best for their district and their obligation to their staff, students, and community to ensure that everyone is as prepared as possible in the event of a crisis.

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