Responding to critical incidents: medium‑term response days 2 to 3
Last updated:During days 2 to 3, the priority is to monitor, stabilise, and support the school community, recognising that early shock commonly transitions into more intense feelings as the situation begins to be fully understood:
- 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.
|
Medium term support checklist |
|
|
Focus |
What this looks like |
|
Monitoring and triage |
A rolling list of students for check‑ins; note presenting concerns; plan adjustments; agree who contacts home. |
|
Staff containment |
Morning update; ten‑minute end‑of‑day; EAP details; buddying for staff who are personally affected. |
|
Parent/community messaging |
Brief update with support tips; signpost to helplines; discourage speculation; share funeral details with consent. |
|
Routine and flexibility |
Keep timetable; allow lighter cognitive load; avoid introducing high‑stakes assessments immediately. |
Previous
Immediate response (day 1)
Next
Responding to critical incidents: long‑term response (weeks, months, and anniversaries)
Print entire guide