Immediate response (day 1)
Last updated: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.
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Day 1 checklist/Agenda for the Critical Incident Management Team (CIMT) Meetings |
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Share verified factual information |
Confirm what has happened, who is involved, and what information is officially verified. Identify any information gaps and agree who will obtain clarification. |
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External liaison |
Discuss what agencies have been contacted and whether there are additional ones that should be informed. |
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Plan operations for the day |
Discuss how routines will be maintained and any barriers to doing so/staff who may need additional support.
If an event or trip is scheduled, consider consulting students about what to do and/or explain reasoning behind decisions to go ahead or cancel.
Outline support plans for vulnerable staff or students. |
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Develop key messages for communication |
Agree with the wording of statements for staff, students and parents and amend templates. Produce scripts to be followed by wider school staff. Ensure messages are factual, brief, and consistent. Ensure guidance on specific incidents is followed (for example, suicide).
Decide how information will be communicated (for example, staff briefing, tutor groups, letters, website). Identify those who should be told separately (close friends, vulnerable staff, or students). Consider needs of students of different nationalities or faiths. Decide who will consult parents or community/faith leaders if needed. |
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Media management |
Agree who will speak to media and what will be shared (if appropriate).
Ensure other staff know they should not speak to the media. |
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Practical arrangements |
Check arrangements of pre-allocated safe spaces for students and staff.
Allocate spaces for external agencies if required.
Agree time for next meeting. |
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Action |
Ensure everyone is clear on their role and tasks assigned.
Record actions and decisions. |