• Sudden or unexpected death of a student or staff member (including suicide or suspected suicide)
• Serious injury or life‑threatening medical emergency affecting a student or staff member
• Road traffic collisions involving members of the school community
• Violent incidents on or off site, threats to safety, or alleged assault
• Missing children or abductions
• Fire, flooding or other damage which forces evacuation or major timetable disruption
• Traumatic events in the wider community that significantly affect students or staff

Building psychologically equipped schools

• can manage life’s ordinary stresses,
• can work, learn, and participate in community life, and
• have the emotional and social resources to cope with pain, disappointment, and change.

Curriculum and whole‑school approaches

• PSHE education 
• wider wellbeing and pastoral programmes
• opportunities for students to build skills such as resilience, communication, problem‑solving, help‑seeking and emotional regulation.

Creating a safe and inclusive environment

• establishing a psychologically safe environment, supported by strong pastoral systems and clear procedures for identifying students who may be vulnerable.
• having robust anti‑bullying, safeguarding, and inclusion policies.
• ensuring students who feel different or marginalised are supported sensitively.
• embedding well-being-related topics (for example, loss, stress management, conflict resolution, mental health literacy) within PSHE and wider school provision;
• integrating any external mental health or wellbeing programmes within the school’s coordinated support plan.

Systems, training and partnerships

• maintaining a physically safe environment, with appropriate health and safety procedures.
• providing ongoing training for staff on issues affecting children and young people.
• having clear systems for identifying, monitoring, and supporting students at risk.
• establishing strong links with local and national support services, including clear pathways for referrals where additional help is needed.
• ensuring all staff are familiar with safeguarding expectations, including how to respond to concerns or disclosures.

How can Educational Psychologists help with prevention

• Training for staff on topics such as trauma‑informed practice, understanding emotional responses to crisis, psychological first aid, supporting resilience and wellbeing, and recognising early signs of distress in children and young people.
• Consultation on building psychologically safe environments, including support with developing systems, routines and cultures that help students and staff feel secure, connected, and able to communicate concerns early. 
• Change and improvement projects that help schools reflect on what is working well and what might need to develop so that the system can respond flexibly during times of stress or crisis. 
• Clinical supervision and reflective practice – Educational Psychologists offer clinical supervision for headteachers and senior leaders, providing a safe and reflective space to explore complex situations, manage emotional demands and strengthen resilience. EPs can also support schools to develop reflective practice groups or embed reflective skills within staff teams, helping to sustain psychologically informed practice across the school community.

• Provide clarity and direction at a time when emotions may be heightened and decision‑making can feel overwhelming. Clear procedures reduce uncertainty and help staff understand their roles.
• Ensure continuity even if key staff are absent. A shared, accessible plan means that any member of the team can initiate and follow agreed actions, ensuring the response is not dependent on a single individual.
• Reduce cognitive load during a stressful event and promote decision‑making informed by established good practice, rather than reactive, in‑the‑moment responses. 

Critical Incident Management Team (CIMT) setup

Suggested CIMT roles and responsibilities

Logistical preparation

• Identifying a designated “quiet room” for students and a separate space for staff, should individuals need privacy, support, or time away from the wider school community. 
• Prepare pre‑drafted letters and communication scripts that can be quickly tailored to the circumstances, supporting clear, consistent, and sensitive messaging. A selection of examples is provided below for schools and settings to adapt to their own context.
• Emergency contact information must be kept up to date and easily accessible, and evacuation maps should be clearly displayed across the site. 
• Agree who will be responsible for ‘normal school business’ to ensure continuity for students and reduce load for the CMIT.

Using Scripts: important guidance

• Wherever possible, difficult news should be shared face to face, with higher staff to pupil ratios in place. Large assemblies are not advised. Vulnerable children may need information to be shared individually or in small, supported groups, away from others.
• Provide clear, factual, developmentally appropriate information. Students cope better when they are given simple, concrete facts that match their age and level of understanding. Avoid withholding confirmed information, as uncertainty increases anxiety. 
• Use straightforward and unambiguous language. Avoid euphemisms (for example, “passed away” or “gone to sleep”) as these can confuse younger children and lead to misconceptions. Stick to clear terms such as “died” and use language that supports understanding. 
• Avoid speculation, assumptions or sharing unverified details. Rumours and guesses can cause further distress. Only communicate what has been confirmed and be honest if some information is not yet known. 
• Ensure messages are consistent across staff. Consistency helps maintain safety and trust. All staff should use agreed‑upon wording and key messages, supported by the CIMT. 
• Acknowledge emotional responses. It is normal for students and adults to feel shocked, sadness, confusion, or anger. Scripts should validate these reactions and reassure people that support is available.
• Create opportunities for questions and support. Staff should invite questions, answer honestly where possible, and provide reassurance by directing students to supportive adults if needed.
• Adapt for additional needs. Students with learning difficulties, communication differences or previous trauma may require more concrete explanations, visual support or paced conversations.

Day 1 Script for initial staff briefing

Day 1 Script for end‑of‑day session with teachers

Day 2 (medium‑term) script for meeting with staff

Script for breaking the news to students

Key stages 1 to 2

Key stages 3 to 5

Letter to parents/guardians

Lesson plan for session following the news of an incident

Introduction

• share the news clearly and calmly
• provide an opportunity for students to talk about what has happened
• support students to express thoughts and feelings in a safe environment
• reduce confusion or misinformation
• reassure students that their responses are normal

• there is no “right” or “wrong” reaction
• feelings may include shock, sadness, anger, confusion or numbness
• these reactions are normal responses to an abnormal event

•  Some may worry about the deceased being lonely or cold.
• “When someone dies, they no longer feel hungry, cold or lonely.”
• Some may worry that the same thing will happen to them or their family.
• Reassure them that the circumstances are uncommon and that adults work hard to keep everyone safe.
• If the death was due to illness: “[Name] was very unwell. What happened is very rare and it is not something you can catch.”

• share only verified information
• be cautious about speculation
• think carefully before posting or sharing messages publicly
• avoid late‑night scrolling or overuse, which can increase anxiety

• writing condolence cards
• deciding how to manage the empty chair
• creating a collective message or memory activity

• quiet time
• supervised free time
• a short break
• unstructured activity in a safe space

• resuming normal routines as soon as possible
• returning gradually to curriculum content, avoiding heavy new learning until concentration improves
• participation in sports and extracurricular activities
• short opportunities within lessons to reinforce coping strategies

Students may benefit from discussing ways to look after themselves, such as:

• talking to trusted adults
• taking breaks
• getting sleep
• eating well
• connecting with friends
• sensible social media habits

Consultation with an Educational Psychologist can happen before, during or after an incident. The Educational Psychologists’ primary role is to support and advise staff who know the students best. You could consider contacting your link EP when leaders feel overwhelmed, when vulnerability mapping is needed, where multi agency coordination is complex, or when planning reintegration and anniversaries.

Responding to critical incidents: immediate response (day 1)

Day 1 should prioritise safety, facts, routine, and calm:

• Contact should be made with the family to agree what information will be shared with students and staff. Families may require sensitive support to understand why sharing factual information can help children feel safe and reduce speculation.
• Brief staff before students arrive so everyone shares the same facts and approach.
• Keep messages short, factual, and consistent across all staff and communication channels.
• Acknowledge that people may be upset and offer calm, containing responses.
• Maintain normal routines wherever possible to help restore predictability.
• Create small, safe opportunities for students to talk within existing groups or relationships.
• Avoid large assemblies to share difficult news - use class or tutor groups where students are with familiar adults.

Agenda for CIMT meeting

You may wish to include the agenda below as part of your Critical Incident Plan. Schools are encouraged to rehearse their Critical Incident Management Plan annually, including running a simulated meeting of the Critical Incident Management Team (CIMT). Regular practice helps staff become confident in their roles, reduces cognitive load during a real incident, and enhances the school’s capacity to respond in a calm, coordinated and consistent way.

• Continue to hold daily CIMT meetings to review latest information, adjust plans and maintain a coordinated approach.
• Provide ongoing staff briefings so everyone remains informed, aligned and supported in responding to students.
• Continue to promote support mechanisms available within the school and from external agencies (for example, charities, employee assistance, mental health services).
• Maintain contact with affected families to ensure communication is sensitive, timely and responsive to their needs.
• Monitor attendance, behaviour, and general presentation for early signs that individual students or staff may be struggling. Make sure staff and parents are familiar with common signs of mental health issues.
• Ensure that where multiple agencies are involved, there is a single clear coordinating point and agreed referral pathways.
• Begin planning follow‑up support for individuals or groups identified as vulnerable or significantly affected.

• Recognise that while most students settle over the following weeks, a minority may require continued support, monitoring, or onward referral to external services.
• Plan carefully for the reintegration of bereaved or significantly affected students, ensuring a flexible, sensitive, and well‑coordinated approach.
• Anticipate and prepare for significant dates (for example, funerals, anniversaries, birthdays, exam periods) which may trigger renewed distress.
• Ensure any memorials or commemorative actions follow school policy, are developmentally appropriate, and do not risk glorification.
• Review the school’s response, document lessons learned and update the Critical Incident Management Plan (CIMP) so that future practice is strengthened.
• Maintain awareness of staff wellbeing over time, signposting to supervision, EAP or reflective practice opportunities as needed.

• heightened distress
• increased vulnerability among already at‑risk students
• the potential for suicide contagion within peer groups or online spaces. 

• safe communication
• identifying vulnerable individuals
• working with families
• consulting with external agencies, 
• and taking steps to reduce further risks. 

Incidents involving serious youth violence, including gang related harm or death, can have a profound and traumatic impact on individual pupils and the wider school community. Schools should prioritise safety, clear communication, and a coordinated multi agency response, collaborating closely with police, safeguarding partners, and the Local Authority. Information shared with pupils, staff and families should be factual, timely and sensitively managed, recognising the potential for rumours, social media escalation, and ongoing risk in the community. Affected pupils should be supported through a trauma informed approach, including access to a trusted adult, flexible expectations, and regular check ins, as exposure to violence can significantly affect emotional regulation, sense of safety and behaviour. 
Peers are likely to experience a range of intense responses, including fear, anger, grief, and uncertainty, particularly where the incident is connected to wider community tensions. Schools should provide structured opportunities to process information, ask questions, and express feelings, supported by calm, consistent adult messaging. It is important to actively promote safety, belonging and connectedness, while monitoring for pupils who may be at increased risk of distress, exploitation, or further involvement in violence. Evidence highlights the protective role of trusted relationships, social and emotional support, and a strong school ethos in helping young people navigate experiences of violence and reduce vulnerability.
Staff may also be significantly affected, both emotionally and professionally, particularly where there are concerns about ongoing risk or community impact. Schools should ensure staff are supported through clear leadership, opportunities for debriefing, and access to supervision or consultation, including from the Educational Psychology Service. A trauma informed approach should underpin all responses, recognising that exposure to violence can affect both pupils and staff over time, and that recovery is supported by consistent relationships, a sense of safety and coordinated systems of care.

Relevant organisations and resources

• Youth Endowment Fund – Education guidance (evidence‑based approaches to youth violence prevention and response)
• UK Trauma Council – traumatic bereavement resources (practical tools for supporting children after traumatic events)
• Cruse Bereavement Support – violent death guidance (supporting children bereaved through violence)
• Child Bereavement UK – schools’ resources (including sudden and traumatic death)
• Trauma Informed Schools UK (training and whole‑school approaches)

Pupils with terminal or life limiting conditions require a planned, compassionate, and flexible response. Although an expected death may not always constitute a “critical incident,” it is recognised as a highly distressing event requiring coordinated support for the individual, peers, and staff.

Schools should prioritise the child’s dignity, inclusion, and sense of belonging. Schools should collaborate closely with the pupil, their family and relevant professionals to establish a shared understanding of needs, including agreeing what information is shared, with whom and how, balancing openness with respect for privacy. Maintaining as much normality as possible - through adapted timetables, continued peer contact, or alternative ways of participating - can support wellbeing and identity, while a named member of staff should act as a consistent point of liaison to ensure continuity and trust.

Peers may experience a range of emotional responses, including anxiety, sadness, and anticipatory grief, and will benefit from clear, appropriate information that reduces uncertainty and promotes understanding. Schools should provide structured opportunities for pupils to ask questions, express feelings, and remain connected to their classmates in ways that are comfortable and appropriate, while recognising that responses will vary. Attention should be given to identifying and supporting vulnerable pupils, and to fostering a culture of empathy and inclusion within the wider school community.

Supporting a terminally ill pupil can have a significant emotional impact on staff, who may experience anticipatory grief while continuing to provide care and stability for others. It is important that staff are supported through opportunities for reflection, clear guidance and access to consultation or supervision, including from the Educational Psychology Service where appropriate. Promoting staff wellbeing and recognising the importance of consistent, trusted adults will help sustain the school’s capacity to respond effectively and compassionately over time.

This FAQ section brings together frequent questions that families and educators have after a death in the school community. Each answer includes links to expert guidance from trusted UK organisations specialising in child bereavement and suicide bereavement support.

What do children understand about death at different ages

Children’s understanding of death changes as they grow. Key developmental patterns include:

• Babies can sense separation and may show distress when a caregiver is missing.
• Toddlers may search for the person who has died and become upset or withdrawn.
• Children aged 2 to 5 may not understand that death is permanent and can take words like “gone to sleep” literally.
• Primary‑aged children begin to understand that death is permanent but may worry it could happen to other loved ones.
• Teenagers understand death intellectually but may struggle emotionally; reactions can include withdrawal, anger, or intense sadness.

Helpful resources:

• Children’s understanding of death at different ages — Child Bereavement UK 
• What children understand about death — Cruse Bereavement Support 

How should I respond to a child’s questions about death and dying

Children benefit from clear, simple, honest explanations using words like dead and died rather than metaphors. Respond to small, factual pieces of information and check understanding.

Key principles include:

• answer the question asked.
• use straightforward language.
• correct misunderstandings gently.
• reassure them that their feelings are normal.
• it is okay to say, “I don’t know.”

Helpful resources:

• NSPCC guidance on explaining death honestly and using age‑appropriate language [NSPCC]
• Marie Curie guidance on answering children’s questions clearly and safely [Marie Curie] 
• Child Bereavement UK’s guidance on how to answer children’s questions 

How should I respond to questions about suicide

Talking about suicide is difficult, but children need truthful, age‑appropriate explanations that do not provide graphic details. You can say that the person “died by suicide,” and offer reassurance that a child is not to blame.

Expert organisations advise that:

• Children should be told the truth in a developmentally appropriate way.
• The specific method of suicide should not be discussed because sharing detailed information can increase distress, fuel rumour, or fear, and in some cases contribute to imitation or “copycat” behaviour, particularly among vulnerable young people.
• Euphemisms or avoiding the topic can increase fear and confusion.
• Adults should be ready to listen to fears and misconceptions.
• Additional support may be helpful in cases of traumatic loss.

• Amparo support for anyone affected by suicide, including practical guidance 
• Winston’s Wish specialist suicide bereavement support and guidance [NPSA]

Are there right and wrong things to say to a child when someone dies

There are no perfect words, but some approaches help and others can cause confusion.

Helpful things to say:

• Honest, simple explanations (“He died. His body stopped working.”).
• Naming feelings (“It’s okay to feel sad, angry or confused.”).
• Reassurance about safety and ongoing support.

Things to avoid:

• Euphemisms (“gone to sleep,” “lost”) — these confuse young children.
• False reassurance (“Everything will be fine soon”).
• Making assumptions about feelings (“You must feel really sad”).

How can I talk to a child with SEND about death

Children with special educational needs and disabilities (SEND) may grieve just as deeply as other children but often need additional support to understand what death means and to express their feelings. Their reactions may differ because of differences in communication, information processing, emotional regulation, sensory needs, or reliance on routines.

1. Use clear, concrete language
   Like all children, children with SEND benefit from simple, direct explanations using literal terms such as “died” rather than metaphors like “gone to sleep” or “gone away”, which can be confusing or taken literally.
2. Tell them the truth in a way they can process
   All children, regardless of cognitive level, have a right to know when someone important has died. Children with learning disabilities may not fully understand the permanence of death but will still sense absence and emotional change around them, so honest information tailored to their level of understanding is essential.
3. Prepare them for changes in routine
   Many SEND learners - particularly autistic children - find changes to routines very distressing. A death often brings disruption to daily patterns, household rhythms, and emotional atmosphere. Preparing them to use visual support or clear explanations can reduce anxiety.
4. Support them to express feelings in their own way
   Children with SEND often show grief through behaviour, not words. They may show increased dependence, restlessness, changes to sleep/eating, meltdowns, withdrawal, or even excitement. These behaviours may reflect difficulty with emotional regulation rather than a lack of understanding or care. They may need structured opportunities, sensory tools, or alternative communication methods to express themselves.
5. Repeat information and check understanding
   Children with SEND may need repetition, visual aids, or step‑by‑step explanations to fully process what has happened and what it means. Regular check‑ins help clarify misunderstandings such as believing the person may return.
6. Validate their reactions
   Some children may react more intensely or with delayed grief, while others may appear unaffected at first. All reactions are valid. Children with SEND may also struggle to recognise or label their own emotions and may need help understanding what they are feeling.
7. Include them in rituals where appropriate
   It is helpful to involve children in bereavement rituals - funerals, memory boxes, lighting candles - provided these are well explained and adapted to their needs. This helps them make sense of what has happened and feel included.
8. Use Visual Supports and Concrete Tools
   Pictures, objects, stories, or nature examples can help children with learning disabilities or autism understand the concept of death more clearly. Visual schedules or social stories can prepare them for unfamiliar settings such as funerals or places where people may be crying.

Helpful resources

• National Autistic Society: Bereavement guidance for parents and carers - Advice on supporting autistic children, including communication strategies, behaviour changes, and preparing for rituals. 
• Child Bereavement UK: Supporting bereaved children and young people with a learning disability - Guidance on telling a child with a learning disability about a death, adapting communication, and supporting emotional expression.

What should I look out for in a child after someone has died

Children may show their grief through behaviour more than words. Look for:

• withdrawal or shutting down
• changes in play, sleep, appetite, or concentration
• repetitive questions or worries
• angry outbursts or emotional swings
• regressive behaviours (in younger children)
• preoccupation with safety or the circumstances of the death
• avoidance of reminders of the person
• While most reactions are normal, consider seeking additional support if symptoms are intense, prolonged, or significantly affect daily functioning.

Helpful resources:

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