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Preparing for critical incidents

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Being prepared for a critical incident is an essential part of a school’s wider safeguarding and wellbeing approach. Developing a clear plan helps ensure that, if an incident occurs, the school community can respond confidently and in line with good practice.
A well‑designed critical incident plan helps to:
  • 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. 
Schools are encouraged to review their critical incident plan regularly, involve key staff in its development, and ensure that all members of the school community know where it is, how it works and what to do should an incident occur.

Critical Incident Management Team (CIMT) setup

Every school should formally designate a Critical Incident Management Team (CIMT) as part of its preparedness arrangements. The membership of this team should be agreed in advance, with clearly defined roles and responsibilities for each member. Schools should ensure that all relevant templates, contact lists and procedures are prepared and kept up to date, and that the plan is rehearsed at least annually so that staff feel confident in their roles. It is good practice to involve governors or trustees in reviewing the arrangements, and to seek input from students and parents so that the plan reflects the needs and perspectives of the whole school community.

Suggested CIMT roles and responsibilities

Role

Key responsibilities

Team Leader (Principal/Headteacher)

Convenes team; verifies facts; consults with Board/Trust, LA/EP; assigns tasks; authorises statements and decisions (for example, closure).

Communications Lead

Manages staff/parent updates, website/social channels; prepares letters and press lines; logs calls and enquiries.

Pastoral/SEND Lead

Coordinates pupil support; compiles list of vulnerable students; ensures accessibility and reasonable adjustments.

Agency/Community Liaison

Coordinates external offers of help; confirms credentials; aligns with safeguarding and police.

Media Liaison

Consults with LA Comms team; manages press statements/interviews; designates a press area where needed; aligns with safe‑messaging guidance.

Administrator

Maintains emergency contact lists; prepares information packs; books rooms; keeps the master log of actions and decisions.

Logistical preparation

As part of practical preparation for a critical incident, schools should ensure that key logistical arrangements are in place and clearly understood by staff. This includes: 
  • 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.
Schools may also find it helpful to include a one‑page flowchart in staff handbooks, summarising the immediate steps to be taken in the event of a critical incident.
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