Shaping the future of international education

Eight key learnings about managing a crisis
Eight key learnings about managing a crisis
CIS staff photo of Heather Bell

 

By Heather Bell, CIS International Accreditation Advisor and Dan Furness, CIS Head of Safeguarding & Well-being

 

 

Crisis recovery change_iStock-1827676701


As part of our CIS commitment to supporting schools with risk and crisis management, we engaged in research with leaders from our member schools to reflect on their experiences with crisis situations and the lessons they learned. 

Through focus groups with heads of schools and safeguarding leads, we gathered invaluable insights that can help other schools prepare for and manage critical incidents. 

 

 

Key takeaways from our members' experience of critical incidents:
 

1. Preparation & Checklists: One of the most significant lessons learned was the importance of having an accessible checklist or structured plan. 

This can substantially improve crisis response, providing a starting point for dialogue and action. Having an up-to-date checklist or crisis plan helped teams act quickly and confidently.

A clear step-by-step guide is especially useful when staff experience stress and anxiety during a crisis. Schools reflected on the importance of developing and regularly updating checklists that are tailored to their specific context and evolving needs, keeping checklists organized by crisis type or as part of a crisis management handbook. 
 

2. Simulation & Training: Practicing simulations and having robust policies in place can boost confidence and preparedness. 

Regular training helps staff understand their roles and responsibilities during a crisis. Regular drills and simulations can reassure and improve readiness. 

Some schools found that scenario-based training is a helpful way to approach this, where crisis response teams respond to an evolving case study that safely mimics a crisis scenario. This can help to test, challenge, and refine a school’s crisis management handbook and procedures.


3. Communication: Schools found that clear, timely communication is crucial during a crisis and will help reassure a community and manage their expectations.

Establishing communication protocols helps schools ensure all stakeholders are informed promptly. 

Developing a communication plan at the start of a crisis can help identify:

•    key stakeholders 
•    core messages and FAQs 
•    who should write and who should approve communications 
•    what channels to use (social media, email, in-person meetings, etc.)
•    how you will measure the success of your communications

Thanks to Jim Hulbert, The Jane Group, for this guidance on communications.


4. Leadership & Team Dynamics: Leaders told us that knowing your team and their strengths and weaknesses is vital. 

Effective leadership and teamwork can make a significant difference in crisis management. 

Avoid relying on a single decision-maker, as this can be catastrophic, especially if that person is directly affected by the crisis or unreachable. 

Foster a collaborative environment by ensuring every crisis response team member understands their role, and identify backups for key responsibilities. 

It’s important to recognize that individuals may act differently depending on the crisis. Schools can be prepared for this by having replacements available in case a member of the crisis response team is unavailable to fulfill their duties.
 

5. Review Processes: Establishing a clearly structured process to review critical incidents and also what could have been critical incidents helps institutions evaluate the actions taken, lessons learned and can strengthen future responses. It also ensures that all lessons learned are documented for future reference. 

Schools found it valuable when they developed review protocols and involved all relevant stakeholders in the process. In some cases, schools found it helpful to involve external experts.

Reviews are most effective when conducted no earlier than six months after the crisis ended. A crisis can have lasting effects on a community, and responding to these evolving needs should be the school’s primary focus. 

The subsequent review should include actions taken after a crisis—termed ‘postvention’—as well as the school's immediate response to the critical incident.
 

6. External Support: Leaders also cited the importance of building strong relationships with local authorities, emergency services and external experts.

These relationships provide additional resources and expertise during a crisis. It’s imperative that schools know who to contact in their community’s support networks, including:

  • mental health services and referral protocols
  • local authority services and referral protocols
  • embassy and consulate support for all nationalities in their school community
  • other local and international schools


7. Ongoing Emotional Support: School leaders found that providing emotional support and counselling for staff and students during the recovery stage was a vital part of postvention.

This helps manage the psychological impact of the incident and aids in recovery. Schools should have mental health resources and support systems in place. 

Crises place a heavy psychological burden on school leaders and counsellors who hold the responsibility for caring for their community, so they must also have access to timely and effective emotional support and supervision.

Schools identified the importance of being informed about the potential impact of secondary and vicarious trauma on a caregiver’s mental health. Counsellors and staff directly supporting those affected need to be provided with the necessary support. Find more information on secondary and vicarious trauma provided by Education Support. 


8. Understanding Personal versus Corporate Liability: Different countries and schools have different laws and regulations regarding personal and corporate liability. This can leave the head of school vulnerable in a crisis situation. 

Before a crisis occurs, it’s important for the head of school to clarify roles by discussing and establishing accountability and responsibility with the owners/board as part of employment terms and conditions. This should include the provision of liability insurance.
 


Summary

Managing critical incidents in schools requires a combination of preparation, effective communication, and support from various stakeholders. 

By learning from past experiences and implementing proactive measures, schools can enhance their crisis management capabilities and ensure the safety and well-being of their communities. 

We, at CIS, can play a pivotal role in supporting schools through training, resources, and peer-to-peer mentoring, helping them navigate the challenges of critical incidents with confidence and resilience.

For more information on this research project and the learning that came from it, see the CIS Briefing: Lessons Learned about Risk and Crisis Management in International Schools.
 

Further resources

 

 

Key questions this blog addresses:

  • How have international schools prepared effectively for a crisis or critical incident?
  • What should schools consider when communicating during a crisis?
  • How can schools support students and staff during and after a crisis?
Eight key learnings about managing a crisis