If the police intervenes in the event (accident, homicide, suicide, etc.), make sure that the information that might be published by you or the police is confirmed and accurate. You may want to work with the police in order to choose common language. For example, if a suicide is not confirmed, the term “apparent suicide” should be used.

Even if this step is difficult, it is essential and respectful to contact the people directly affected by the event. For example, the spouse of a deceased teacher, the family of a deceased youth, the students who would be most affected.

The purpose of this call is to offer support and empathy, to hear their version of the event, and to inform them of the steps that will be taken at the school and the words that will be used. It is very important at this stage to inform them of the school’s role in providing support to the entire school population and in regulating rumors.

“We know you are going through difficult times. Please know that we will do everything we can to support you.” Words are often insufficient in the face of suffering, but displaying openness and naming your presence go a long way. A second call will come later.

“Could you please tell us what happened? This will help us prepare and guide our interventions.” This may seem a bit intrusive, but you will soon have to manage hundreds or thousands of reactions, which is why accurate information is crucial.

Using the information you have collected so far, inform the family or the youth you are talking to what will be done and said at school. “We’ll be making a collective announcement in each class. We’ll say that Paul has passed away, but that the circumstances are still unclear and that an autopsy will be performed. We will also send an email to all parents and staff.”

Whether true or false, news move fast on social media. It is important to pay attention to what is circulating out there because these networks are an important source of information for young people, as well as for parents and teachers. Reading social media can give you an idea of the scale of the event and of the reactions in the school.

Send a message to the parents asking them to inform their children. Provide information about support services for youth.

Share information with school staff, and ensure they are provided with appropriate support.

When planning the return to class, do not assume that all students have received adequate support. Emotions can still be strong even if time has passed since the event.

Hold a staff meeting shortly after returning to class in order to make sure that everyone has the right information and to allow for group reactions and expression of emotions.

Inform staff about the event, welcome reactions, answer questions. Inform them of the Emergency Committee’s current and future actions. Make sure everyone understands what this meeting entails.

This is the time to support staff in their role of announcing the event to students, of supporting students’ emotions, of answering students’ questions and of directing them as needed to the reflection room or to the support rooms (see the Support section below). Ideally, all staff would already have taken some relevant training to deal with this sort of situation. However, if this is not the case, remind staff that they are the people who know the youth best and who are therefore best suited for this difficult task, and that there will be a follow-up meeting at the end of the day. Try to reassure them, and remind them that they have access to support staff if needed. If there is no reaction, proceed as usual.

The exceptional event should be announced to the whole school in order to avoid rumors, to avoid young people learning the news from each other, to avoid inappropriate words and attitudes, and to respect the fact that everyone is entitled to their reactions. The announcement should be made by the teachers because this is the best way for everyone to hear the news at the same time. This also helps the Emergency Committee and support workers do their work at the heart of the action.

Words must be chosen carefully. It is important not to hide the nature of the event, in order to avoid students inventing stories, rumors circulating or information being misinterpreted by relatives. Naming facts with sobriety helps create a climate of security.

However, avoid glorifying, idealizing or giving unnecessary details about the event or person. Neutral, simple, and respectful communication is best.

The means used by the Emergency Committee to communicate a suicide or homicide depends on the context, the information already known and the rumors. It is not recommended to provide information as fast as possible. The aim is not to provide as much detail as possible, but rather to respond clearly to everyone’s information needs while protecting students from information overload or from looking for answers on the Internet. This approach applies to all types of deaths. The elements to be shared must be considered and selected by the Committee.

The words used and the steps taken must be chosen carefully. Announcing a death to students can have a significant impact, and several factors should be considered.

In the case of a death by suicide, the scientific literature describes a particular phenomenon known as “knock-on effect” or “suicidal contagion” (Werther effect). This term refers to the possible increase in suicidal ideation or behavior in some people as a result of exposure to suicide. This well-documented phenomenon is based on mechanisms of identification or social imitation that can increase the vulnerability of already vulnerable young people. This concept is specific to suicide.

Other types of death can also act as triggers and cause significant psychological distress in vulnerable people. Traumatic reactions or stressors can be contagious and may require professional support.

Always avoid glorifying death or making it more beautiful than life. The focus should be on support and prevention. Talking about death and mourning is important, but the right language should be used.

It is very important that staff be present at the entrance of the school yard to find out whether the information has started to circulate among students. If so, staff should act quickly and direct the students to their classes in order to control the spread. You can say something like “Yes, something is going on this morning, you’ll find out very soon, don’t worry.”

If student management is difficult, do your best to direct them to their classes. If the situation seems to be under control, proceed as usual.

The announcement of the exceptional event must be made to the whole school at the same time, but NEVER TO ALL STUDENTS TOGETHER. The announcement should be made in each classroom in order to allow for a better discussion and to avoid mass reactions. Each teacher is assigned the task of making this announcement.

The announcement is made at a specific time decided by the Emergency Committee. After making the announcement, each teacher must welcome their students’ emotions. The teacher can start by naming their own, and then facilitate a group discussion and answer questions.

All this should be done simply, with kindness and respect for those involved. The teacher does not have to answer all questions and must keep the focus on what is happening in the classroom. Teachers should inform their students of the services available and report absentees to the school secretary before the students leave the class.

From this point onwards, the members of the school team must carefully track changes in behavior among the youth (isolation, absenteeism, frequent crying, unusual anger, disturbing remarks, marked withdrawal). Special attention should be paid to those students who already displayed risk factors or frailties before the event, in order to provide them with timely support.

The secretariat plays a very important role in managing exceptional events. The person answering the phone must know what to say or not to say if questions are asked. This person must quickly make photocopies or send out communications. Managing delays and absences is also very important.

A detailed list must be provided to the Emergency Committee who will promptly contact parents and/or absent students in order to inform them that an announcement was made in class that day. It is essential to guide parents in how to approach this announcement with their children and to provide them with appropriate resources if needed. Any student who is late will need to be intercepted if they arrive during or after the announcement. A personalized announcement will be made before directing the student to their class or to a support or reflection room.

The reflection room should be set up to allow many young people to sit comfortably. It’s a place for students to meet, to ventilate, and to express themselves, but there are no prescribed direct interventions in this room.

This is not a group therapy room facilitated by a counselor. It is designed to allow students to express themselves. The person assigned to the reflection room is a support worker. This person offers tissue, paper, and pencils, and they supervise discussions that may get lively, disrespectful or untruthful. This room can be available for a few days, depending on needs. Usually it closes on Day 6. Its “closure” must be announced to students in advance.

Individual interventions are loosely structured sessions with no set time which aim to meet the needs of the student. Some will be grieving the death of a friend, others will be reacting to a parent’s sickness or will simply need to cry even if they didn’t know the deceased person.

This is where you start to distinguish between students who are grieving and those who are reacting. Notes are taken during theses individual sessions and sometimes other sessions can be offered to students who need them. This intervention period usually lasts no more than three days.

The staff’s needs must be well attended to. Breaks, lunch hours, starts and ends of days can be heavy. It is important to take care of everyone, including members of the Emergency Committee and support workers who directly support the youth. This role should be filled by a neutral support worker who is not at the “front.”

It should be noted that staff members cannot provide professional therapeutic assistance to their colleagues, as this would cross ethical lines. Staff should be directed to support resources if needed.

When the death occurred some time back, creating a commemoration site can be less of a reflex. It is then possible to move more quickly to a collective symbolic activity.

Because young people will leave school and will have to be supported in their emotions and reactions, informing parents is a must. An email should be sent a few minutes after the school announcement. This email should summarize the information given to students, the steps taken and the resources available for the children.

Before the end of the day, the Committee must take a break and record the day’s actions and observations. This will be used to prepare for the debriefing meeting with staff. The Committee evaluates the day and analyzes the steps to be taken the next day. Members give each other mutual support and adjust as needed.

At the end of the day, it is strongly recommended to hold a staff meeting where all the steps and emotions of the day are discussed. This is the time where questions are addressed and where direction is provided for the next few days. The meeting also provides information on support resources, the role of the school in terms of support, and useful information about the Employee Assistance Program.

When the event is dealt with in a delayed manner, the interventions are faster but no less important. After the first day, Survey #2 should be used to assess the needs and experiences of staff and students.

Students responded to Survey #1 just after the event. Survey #2 assesses their reactions several weeks later and monitors the most vulnerable students. According to the literature, young people are more likely to hide their emotions in school, as they are intimidated by their peers. The written survey is an opportunity for them to communicate their actual experience, emotions, and comments regarding the interventions.

It is important to allow students and absent staff to also complete this survey.