Responding to critical incidents: terminal illness

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.