Preparing communications
Last updated:Schools should develop a set of pre‑scripted, ready‑to‑use communication templates covering both internal and external messaging. Having these templates prepared in advance significantly reduces the mental load on staff during a critical incident and supports clear, calm, and consistent communication. Templates should be tailored to the school’s context and stored in an easily accessible location so that, when an incident occurs, they can be quickly and minimally amended following the initial CIMT meeting. The templates below offer suggested wording for the key communications most likely to be required within the first 24 hours of an incident.
Using Scripts: important guidance
The scripts provided in this section are intended as supportive starting points, not fixed wording. No single script will be appropriate for every situation, and staff should adapt the language, tone, and level of detail to reflect the specific circumstances of the incident, the age and needs of students, and the cultural context of the school community.
Communication with students and staff during a critical incident should follow several key principles:
- 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
“Thank you all for coming together at short notice. We have some incredibly sad news to share. [Student/colleague name] has died. We know this will affect each of you differently. It is completely understandable if you are feeling shocked, upset, or overwhelmed. Please take the time you need this morning and let us know if you require support or do not feel able to lead your classes.
Today, our aim is to provide stability and reassurance for students while also looking after one another. We will keep routine wherever possible, as this helps create a sense of safety, but we will also provide space for students to talk and express their feelings. Please share only confirmed facts, avoid speculation, and use the agreed messaging so that our communication is clear and consistent across the school.
While our focus will naturally be on supporting students, I want to emphasise that your well-being is equally important. Please check in with each other throughout the day. Notice when a colleague might be struggling, offer support, and do not hesitate to step out or seek help yourself. We have a safe space available for staff who need a moment away, and members of the CIMT are available at any time for support or guidance.
We will meet again later today to review how everyone is doing, share any updates and plan next steps.”
Day 1 Script for end‑of‑day session with teachers
“Thank you all for your work today and for the care you have shown to our students and to each other. It has been a difficult day, and it is understandable if you are feeling tired, emotional or overwhelmed. What you have done today has made a real difference in helping students feel safe and supported.
Before we finish, I want to share the confirmed information we have at this point. [Share verified facts only.] We know that uncertainty adds to stress, so as soon as we receive updates, we will pass them on.
Please take a moment to reflect on how the day felt for you and whether there were students, staff members or groups who seemed especially affected. Let us know about anyone you are concerned about so we can plan appropriate support for tomorrow.
This evening, please take care of yourselves. If you notice delayed emotional reactions, that is very normal after a day like this. Connect with someone you trust, rest as much as you can, and reach out if you need support. The CIMT will meet first thing tomorrow morning to review needs and plan the day. We will brief staff again before students arrive.”
Day 2 (medium‑term) script for meeting with staff
“Thank you for joining this morning’s briefing. Yesterday was an emotionally intense day for many in our school community. The reactions we saw—shock, sadness, confusion—are completely normal in the early stages following a critical incident. Over the next few days, these feelings may strengthen or change as the reality of the situation becomes clearer.
Our priorities today remain stability, monitoring, and support. Routine will again play an important role in helping students feel secure. At the same time, please remain alert to students who show signs of distress, withdrawal or agitation. If you have concerns, pass them directly to the CIMT so we can follow them up promptly.
We have identified several students who may need additional support today. These have been shared with relevant staff, and we will continue to check in with families. If any new concerns arise, please let us know immediately.
A reminder to continue sharing only confirmed facts and to use the prepared scripts when talking with students. Consistency is essential to avoid confusion or unintentional misinformation.
Please also pay attention to your own wellbeing and that of colleagues. Days 2 and 3 can often be more emotionally challenging as the initial shock fades. We will meet again at the end of the day to review how things have gone and adjust plans as needed. Thank you for the extraordinary support you continue to provide.”
Script for breaking the news to students
Key stages 1 to 2
“I have some very sad news. [Name] has died. That means their body has stopped working, and they won’t be coming back.
You might feel sad, or confused, or you might feel okay. All feelings are okay.
We are all safe here. Your grown ups are here with you to help you.
We will keep doing our day as normal, because that can help us feel okay. If you want to talk or ask a question, you can. If you want to sit quietly, that is okay too.
If you feel upset, you can tell me or another grown up at any time. We are here to listen and help.
We will look after each other today.”
Key stages 3 to 5
“I have some very sad news to share with you. [Student/colleague name] has died. [Insert factual information about the cause of death, see guidance above]. We know this may come as a shock, and many of you may be feeling upset, confused or worried. These are very normal reactions when something like this happens.
Right now, we want to make sure everyone feels safe and supported. We will keep to our usual routine today because familiar structures can help, but there will also be time and space to talk if you want to. If you prefer to sit quietly, that is okay too.
Different people cope in different ways.
We are sharing only the information that has been confirmed. It is important that we don’t spread rumours or guess what might have happened. If you have questions, you can ask, and if we know the answer, we will tell you. If we don’t, we will say so.
If at any point you feel overwhelmed or need to speak with someone privately, please let me know. There are adults available today to listen and support you.
We will continue to check in with you over the next few days. For now, please take care of yourselves and of each other.”
Letter to parents/guardians
Dear Parents/Guardians,
It is with great sadness that I am writing to inform you of the death of [student/colleague name; insert factual information about the cause of death in line with guidance above]. This news has come as a shock to our school community, and our thoughts are with [their family] at this very difficult time.
We spoke to students this morning in their class/tutor groups, where they could receive the news in a supportive and familiar setting. Staff have been helping students to understand what has happened, offering reassurance and giving them space to talk about their feelings if they wished.
Reactions to upsetting news can vary widely. Some children may be visibly distressed, while others may show little initial response. Both are normal. You may find that your child wants to talk about the news at home, or they may prefer not to. Encouraging them to express their feelings, answering questions honestly using age‑appropriate language, and reassuring them that they are safe can all be helpful.
We will continue to monitor and support students in the coming days. If you have concerns about how your child is coping, please contact the school so we can work together to support them.
Funeral or memorial arrangements will be shared when the family has confirmed their wishes.
We appreciate the care and sensitivity that families will show during this time. Thank you for your ongoing support of our school community.
Lesson plan for session following the news of an incident
Adapted from: National Educational Psychological Service (NEPS) (2016). Responding to Critical Incidents: Guidelines and Resource Materials for Schools. Department of Education and Skills, Ireland.
Introduction
Ordinarily, the class teacher, tutor or another adult who knows the students well should lead this session. Students generally feel safest receiving difficult news from someone familiar. If a teacher feels unable to take on this role, another staff member should step in. Staff should always be able to opt out if they are distressed or feel unprepared.
The aims of the session are to:
- 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
The session should always be adapted to the age, developmental stage and communication needs of the group.
Session outline
The following steps outline a structured, sensitive approach to the classroom session.
Step 1: Giving the facts and dispelling rumours
Tell students, in a calm and steady tone:
• what has happened
• who is involved
• when it happened
• what will happen during the school day
Sample introduction
“I have something very sad to share with you. [Name], who attends our school, has died. You may have heard different things from others or on social media, but we are sharing only the information that has been confirmed. We will spend some time together now to talk about how we feel and to support one another.”
The aim is to reduce confusion and stop misinformation spreading. Avoid speculation.
Step 2: Sharing stories
Supporting students to talk about their experiences and feelings can help them process what has happened and begin to adjust. Invite students to share what they know or how they first heard the news. Encourage them to express their experiences if they wish but reassure them that it is also okay to listen quietly.
Students who find it difficult to talk may prefer writing, drawing or other expressive activities.
Step 3: Normalising reactions
Tell students that people respond in different ways, and that:
- 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
Explain that these feelings usually settle with time, but if they do not, students should speak to a trusted adult.
Step 4: Addressing worries (especially for younger students)
You can address common worries directly:
- 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.”
Step 5: Advising about social media use
Acknowledge that students may have encountered information online. Encourage them to:
- 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
Highlight that talking to someone in person can be more helpful than relying solely on online communication.
Step 6: Empowerment activities
Help the group think about what they may want to do next, such as:
- writing condolence cards
- deciding how to manage the empty chair
- creating a collective message or memory activity
Reinforce that their feelings are normal and they are not alone.
Step 7: Closure of the session
Bring the class back together and acknowledge the emotional weight of the discussion. Reassure students that support will continue.
You might say:
“Thank you for your kindness and honesty today. We will keep checking in with each other. You can talk to any of us if you need to. It’s okay to feel whatever you’re feeling.”
Step 8: Free time
Depending on age and circumstances, allow:
- quiet time
- supervised free time
- a short break
- unstructured activity in a safe space
Younger students may need time to decompress.
Step 9: Recovery and return to routine
In the following days, repeat supportive activities as needed with individual children.
Encourage:
- 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
It may also be appropriate to discuss what can be learned from the experience in a sensitive and age‑appropriate way.
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