It is essential to anticipate what may happen and how to react during and after the crisis (CMHS, 2008). Therefore, intervention measures have to be set up so as to manage the crisis.
As a result, several steps have been formulated to handle crises in schools. This includes identifying who will be in charge of organizing responses for the crisis. Once identified, the planners (members of staff) can work out procedures and criteria concerning matters such as who will assume what roles and functions in responding to the crisis (USA, 2007).
Once the stakeholders are identified, establish what crisis the plan will address. This entails classifying what a crisis for the school is based on the needs, vulnerability and assets of the school. Next is to identify the different roles and responsibilities for those involved to create an organizational system such as who will direct the student during the crisis. When planning for a crisis in school communication to staff, student and families should be addressed; this is necessary for conveying information on how to go about the crisis. The planning should also include a way of obtaining the necessary equipment and supplies (CMHS, 2008).
Lastly, practice is necessary when planning for a crisis in school. Staff exercises and emergency drills for the whole school have proved to be effective in testing the procedures specified in a crisis plan. This identifies problems in the crisis plan that need to be addressed. (CMHS, 2008).
Center for Mental Health in Schools at UCLA. (2008). Responding to a crisis at a school. Washington, D.C.: U.S. Department of Education, Office of Safe and Drug-Free Schools, Practical Information on Crisis