School Emergency Management:

An Overview

Readiness and Emergency Management for

Schools (REMS) Technical Assistance (TA) Center

Office of Safe and Healthy Students (OSHS)

Office of Elementary and Secondary Education

(OESE)

U.S. Department of Education (ED)

Section 1: Introduction

School Emergency Management

Overview

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Four Phases of School

Emergency Management

School Emergency Management

Plan

A school emergency management plan

Is the first step to securing our schools;

Addresses a wide range of events (e.g.,

natural, man-made) that can disrupt

teaching and learning; and

Addresses events that occur in and outside

of the school day.

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Key Elements of School Emergency

Management Plans

• Framed by the four phases

• Uses an all-hazards approach

• Tailored to the unique school

• Developed with community partners

• Incorporates the Incident Command System

(ICS)

• Communicated as appropriate

• Practiced consistently

• Continually reviewed and revised

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Section 1- Introduction Summary

What you can do:

Review your plan to ensure it includes key elements

Contact community partnerships and schedule a meeting

Assess and prioritize hazards and risks

Plan an exercise or drill aimed at revising your plan

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Section 2:

Prevention–Mitigation Phase

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Prevention-Mitigation Phase:

Objectives

Define “Prevention” and “Mitigation”

Demonstrate how Prevention-Mitigation

measures emerge from an assessment

Provide sample strategies

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Prevention–Mitigation Phase

Prevention is the action schools and districts

take to decrease the likelihood that an event

or crisis will occur.

Mitigation actions are steps that eliminate or

reduce the loss of life or property damage for

events that cannot be prevented.

Many hazards have both and components.

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Prevention – Mitigation Phase

Designed to assess and address

Safety and integrity of facilities

Security

Culture and climate of schools

Uses an all-hazards approach

Builds on what schools are already doing

Reliant on community partnerships and leadership

Is an ongoing process

Directly linked to the other three phases

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Prevention and Mitigation

Examples

Fencing hazardous areas

Anchoring outdoor equipment

Installing building access control measures

Conducting school vulnerability assessments

Establishing wellness programs

Establishing policies promoting health, safety,

and security

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Assessment & Prioritization

Crime Prevention Through

Environmental Design (CPTED)

CPTED is a multi-disciplinary four-strategy

approach to deterring criminal behavior and

supporting a safe school environment

1. Natural Surveillance

2. Territorial Reinforcement

3. Natural Access Control

4. Target Hardening

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Example: Building Access

and Exits

Know who is entering school buildings

Lock doors when practical

Access cards or coded entry locks

Anticipate exit routes during an emergency

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Example: Building Materials

and Structures

Roofing – structurally sound? Materials fastened securely?

Awnings – will they hold up in a storm?

Outdoor utility connections protected?

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Prevention-Mitigation:

School Grounds

School grounds - buffer between school

buildings and the outside world

Campus entry points

Trees and shrubs around buildings and

hidden areas

Emergency vehicle access

Unsafe equipment

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Preventing Violence:

School Culture and Climate

Positive culture & climate = Less likelihood of violence

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• Welcoming

• Connectedness

• Respect

• Cooperation

Culture and Climate Assessment

Useful for violence prevention and other

important objectives

Culture and climate improvement requires a

long-term strategy

Includes program-based solutions, e.g. anti-

bullying program

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Prevention–Mitigation Phase:

Summary

What you can do:

Work with community partners to conduct

an assessment of school buildings, grounds,

and surrounding community

Develop customized plans and procedures

related to assessment outcome

Work to improve school culture/climate and

implement violence prevention programs

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Section 3:

Preparedness Phases

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What is the Preparedness Phase?

The Preparedness phase is designed to

strengthen the school community by

coordinating with community partners through:

• Developing an emergency plan, policies and

protocols

• Adopting the Incident Command System (ICS)

• Conducting staff training and drills

Goal is to facilitate a rapid, coordinated, and

effective response in the event of an emergency

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Steps for Developing an Emergency

Management Plan

• Step 1: Collect existing resources

• Step 2: Conduct assessments

• Step 3: Identify gaps and weaknesses

• Step 4: Assemble plan

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Steps for Developing an Emergency

Management Plan

• Step 5: Incorporate vulnerability data

• Step 6: Conduct trainings and exercises

• Step 7: Revise plans based on outcomes of

trainings and exercises

• Step 8: Disseminate plan to stakeholders

• Step 9: Establish accountability measures

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Elements to be Addressed in an

Emergency Management Plan

• All-hazards emergency procedures

• Emergency supplies

• Incident Command System (ICS)

• Communication plans

• Family reunification plans

• Training and exercises

• Recovery planning

• Annual review and revision

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Persons with Disabilities and Other

Access and Functional Needs

Include district special needs experts on

your planning team to address needs:

Visual and hearing

Mobility

Cognitive

Attentional

Emotional

Medical

Communication

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NIMS & ICS

The National Incident Management System (NIMS)

Used by all first responders, at all levels

Creates a common operating picture and

mutual goals

Puts forth the Incident Command System

(ICS)

The Incident Command System (ICS)

Put forth by NIMS

Uses a single management system

Facilitates effective response

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Key NIMS and ICS Principles

Emergencies require certain tasks or functions to be performed – ICS provides structure

Nature of the incident determines level of ICS activation – ICS is expandable and collapsible

Incident command - one incident commander:

May vary for different types of incidents

May change during incident response

Clear, pre-determined responsibilities and reporting lines

Uses common terminology and plain language

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Public Information

Officer

Liaison Officer

Safety Officer

Student Supervision

Mental Health

Response Team

Health Services/

First Aid

Operations

Facility and Materials

Documentation/

Recorder

Planning

Food Services

Transportation

Logistics

Personnel

Insurance Claims

Finance & Administration

Incident Commander and Incident Command Team

Student/Parent

Reunification

Site Security

Situation Analysis

Communications

Timekeeper

Emergency Management Drills

Define frequency, responsibilities and

procedures for:

Fire evacuation drills

Severe weather drills

Lockdown drills

Include students and staff

Use “Curve ball” contingencies

Conduct after-action reporting

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Tabletop Exercises

Informal gathering of partners to orally review

and practice the emergency plan’s elements

Provides an opportunity to

Clarify roles of involved parties during an

emergency

Identify resources needed in an emergency

Identify and address gaps that may exist in

current plan

Build relationships

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Full-Scale Exercises

Requires extensive planning – and a planning

team

Conducted in collaboration with community

partners including law enforcement and fire

personnel

Focuses on specific elements of an emergency

scenario

Used to help identify and address gaps that

may exist in current plan and identify training

needs

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Take Precautions

Ensure everyone involved

understands the event is a drill

and not an actual incident.

Use Website, community

announcements, school

communications,

Use signs and other

notices for observers and

passersby or observers

Discuss with students before

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Communication with the Media and

Parents/Guardians

Public Information Officer –reports directly to

the Incident Commander responsible for

communications during an emergency

Template media statements

Prior communications with parents/guardians

Staff and students

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Student Accountability Procedure

Define in advance how students will be

accounted for:

Before classes

During classes

In between classes

After classes, and

In the case of an emergency

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Parent/Guardian

Reunification Procedure

Need for accurate contact information

Define notification procedures

Need for clear instructions to

parents/guardians – photo identification

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Preparedness Phase: Summary

What you can do:

Integrate the Incident Command System

Define Response protocols and procedures

Address the needs of persons with disabilities

Develop communications procedures and

templates

Develop student accountability procedures

Develop reunification procedures

Practice tabletops, drills, and full-scale

exercises

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Section 4:

Response Phase

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What is the Response Phase?

When emergency management plans are activated

to effectively contain and resolve an emergency

Activate the Plan

Deploy Resources

Activate Communications Plan

Work with Community Partners/First

Responders

Account for Students and Staff

Make Informed Decisions

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Key Elements of Response

Activate the plan and the ICS

Work with first responders and other community partners

Assess of the problem and determine response

Deploy resources and make informed decisions

Account for students, faculty, and staff

Reunify parents/guardians with students

Initiate transition to the Recovery Phase

Conduct an after-action assessment as a tool for learning and improvement

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Response Actions

During an emergency, there are three primary

responses:

Evacuation

Lockdown

Shelter-in-place

Each response decision will depend on the

specifics and the severity of the situation

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Response Actions: Evacuation

Use when locations outside the

school are safer than inside the

school

Identify multiple evacuation

routes in coordination with

community partners

Determine how teachers will

account for students

Ensure teachers, staff members,

and administrators have

appropriate “Go-kits” 41

Response Actions: Lockdown

Use when there is an immediate threat of violence

in, or immediately around, the school.

Lock all exterior doors, if safe to do so

Ensure public safety officials can enter the

building

Follow predetermined policy about closing blinds,

turning off lights, and using status cards

Move all staff and students to an area not visible

from windows or doors

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Response Actions:

Shelter-in-Place

Use when students and staff must remain

indoors during an extended period of time

Close all windows and turn off all heating

and air conditioning systems

Plan for interrupted class schedules with

substitute activities

Provide accommodations for eating, sleeping

and personal hygiene

Have staff activate family emergency plans

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Response Communications

Messages to students and

staff (plain language vs.

codes, use of placards)

Messages to parents

Discourage external cellular

communications by students

and staff during emergencies

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Post-Incident Review

“Hot wash” vs. After-action reviews

Hot wash: A brief meeting shortly after an

event intended to capture immediate

impressions or explanations of actions.

After-action review: A thorough debrief and

evaluation approximately a week following

an event to capture key lessons learned

from emergency response and make

recommendations for improvements.

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Response Phase: Summary

What you need to do during Response:

Activate the ICS

Coordinate with first responders

Adapt to an evolving situation

Decide on Response strategies

Account for students – reunify with

parents/guardians

Communicate with parents/guardians and

the media

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Section 5:

Recovery Phase

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Recovery Phase

Designed to assist students, staff, and their families in the healing process and to restore educational operations in schools.

Has four primary components:

Physical/structural recovery

Business/fiscal recovery

Restoration of the learning environment

Psychological/emotional recovery

Connected to other phases

Uses an all-hazards approach

Supported with community partners

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Physical and Structural Recovery

Physical/structural recovery addresses

Assessment and repair of facilities

Possible need for alternative sites or

buildings due to extensive damage

Business and fiscal recovery addresses

Payroll and financial systems

Student registration systems

Record Management

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Academic Recovery

Academics – the primary purpose of schools

Important in restoring normalcy in the school

environment

Close link to Physical and Structural Recovery

Strategies:

Doubling up classes

Utilizing portable classrooms and

community buildings

Distance learning

Emotional recovery can also greatly impact

academic recovery 50

What is Psychological/Emotional

Recovery?

Purpose: Promote coping and support resiliency for students and staff following an emergency

Key steps to take with community partners:

Recognize factors that may impact recovery

Provide Psychological First Aid

Establish a system for identifying and monitoring children and staff who may need additional support

Develop short- and long-term interventions as needed 51

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A B

C

D E

F G

H

I

A = baseline functioning

B = event

C = vulnerable state

D = usual coping mechanisms fail

E = helplessness, hopelessness

F = improved functioning

G = continued impairment (PTS)

H = return to baseline

I = post-traumatic growth

Adjustment Over Time in Crisis

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Spectrum of Mental Health Interventions

EARLY INTERVENTION

PR

EV

EN

TIO

N

TREATMENT

MA

INTE

NA

NC

E

Mental Health Promotion

Universal

Selective

Indicated

Identific

atio

n o

f

Pro

ble

ms o

r

Dis

ord

ers

Ea

rly T

rea

tme

nt

Tre

atm

ent fo

r

Know

n D

isord

ers

Longer-term

Treatment

(Goal: R

eduction in

Relapse and R

eoccurence)

Aftercare

Why Psychological First Aid?

When bad things happen children and

adolescents are the most vulnerable victims.

“The day before I started high school my mom

found my brother and his wife, dead.”

“There was a man who had a gun and ran into our

school. We had to put the school on lockdown.”

“The water came through the house and I was

drowning, and I didn’t see my parents nowhere.”

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How Do Some Adults Deal with

Child Trauma?

“I don’t know what to say and I’m afraid I’ll

make it worse”

Resulting Student Perceptions:

“I had a couple teachers that did not get the

point at all.”

“I don’t really talk to them because they don’t

know where I’m coming from, like nobody

understands my pain.”

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How Do Students Deal with

Trauma?

“Sometimes I talk to some of my teachers

because I have my favorites, they ones I feel

comfortable talking to.”

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With Psychological First Aid?

Every Adult On Campus

Plays an Important Role

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The Responsibility of Caring Adults

Listen

Protect

Connect

Model

Teach

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Psychological First Aid after School Crises

Recovery Phase – Summary

What you can do:

Inventory assets and estimate replacement

values

Assess damages using a damage assessment

team; effectively manage reparations

Partner with mental health resources in the

community; make counseling available

Identify/implement creative alternatives to

continue learning

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REMS TA Center

For additional information, resources and

technical assistance, please contact the

Readiness and Emergency Management for

Schools (REMS) Technical Assistance (TA) Center

Phone: (855) 781-7367 (REMS)

Email: remstacenter@seiservices.com

Website: http://rems.ed.gov

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