• RUNAWAY/KIDNAPPING/MISSING CHILDREN

    Definition:  A missing child situation involves the disappearance of a student or unlawful removal of a student from the school grounds.  This situation could include a stranger kidnapping a student or a divorce/custodial situation in which the parent or person does not have the legal right to remove the student from the school or grounds.

    Note: This is intended as a basic plan, which may be modified based on specific requirements of each school building/department.

    Instructor/Staff Procedures:

    1. If a student (who has been present during school hours) is deemed missing, contact main office.
    2. If student returns, notify main office.

    School Administrator Procedures:

    1. Seek information from staff and students to determine if student is missing and when the student was last seen.
    2. Search school and grounds for missing student.
    3. Announce missing student’s name over the PA system, “<student’s name>, please report to the principal’s office.”
    4. Notify parents/guardians and/or police immediately. School official should encourage parents to contact law enforcement to file a runaway report (if runaway is suspected).
    5. If you suspect a kidnap situation:
      • Call 911 immediately.
      • Note any circumstances which have been observed (vehicle, license number, description of person(s), video surveillance, etc.).
      • Call the Superintendent’s office (488-2659).
    6. Document any information or facts surrounding the incident. (When and where student was last seen, description of clothing, participation in after-school activities, names of friends, any special needs, video surveillance, etc.). Identify close friends and see if they are at school.
    7. Provide services to help parents and close friends cope with runaway/lost child/kidnapped child situation.

    Follow-up Procedures:

    1. Confirm that the incident report has been filed and sent to the District Office.
    2. Debrief with emergency services.
    3. Work with the PIO and assist with a news release if the event is likely to produce media inquiries.
    4. If the event requires, send prepared information letter to all parents. (See samples at AWSP.ORG).


    SHOOTING

    Definition:  Shooting is the act of firing a gun, rifle, or other projectile weapon such as a bow or sling. Anytime shots are heard by any student or staff member on the school grounds, assume that a shooting has occurred.

    Note: This is intended as a basic plan, which may be modified based on specific requirements of each school building/department.

    Instructor/Staff Procedures:

    1. When shots are heard, tell students and other staff to take cover.
    2. Enact Run/Hide/Fight.
    3. If you are able to identify the source and/or location of the shooting, notify with an all call using clear information.
    4. Maintain control and give direction/comfort to students.
    5. Check for any injuries and/or missing students in your care.
    6. Be alert.
    7. Do not open doors for anyone unless you are absolutely positive you are opening the door for a police officer.
    8. Keep everyone in a safe location until the police escort you out.

    School Administrator Procedures:

    1. Confirm that 911 for police and/or emergency personnel have been called.
    2. Institute Run/Hide/Fight if not already enacted.
    3. Contact the District Office.
    4. Meet Police, cooperate, and facilitate investigations.
    5. Determine what intervention and follow-up is necessary.
    6. Contact District PIO and assist in preparation of a news release if the event will likely produce media inquiries.
    7. Fill out an incident report and send a copy to District Office.

    Follow-up Procedures:

    1. Confirm that the incident report has been filed and sent to the District Office.
    2. Debrief with Police and Medical Personnel if situation requires.
    3. If the event requires, send prepared information letter to all parents with any necessary information. (See samples at AWSP.ORG).
    4. Debrief with District Safety Advisory council and staff.

     
    SUDDEN DEATH

    Note: This is intended as a basic plan, which may be modified based on specific requirements of each school building/department.

    DAY 1 - Instructor/Staff Procedures: 

    In the event a student, parent, staff member, friend, or public figure dies:  determine the level of crisis and plan accordingly.  Notify the Superintendent’s office. 

    School Administrator Procedures: 

    • Administrators and counselors meet in the morning.
      • Get the facts (who, what, where, when, how, why)
      • Determine level of impact (individuals and groups who will be mostly affected – “high risk”).
      • Make provisions for staff (substitutes or coverage as needed).
      • Contact community resources, if necessary, to provide counseling to students/staff.
    • Hold an initial staff meeting before school (or after school if the death occurs during the school day) to provide facts and inform staff of plans.
      • Written memo to be read by teachers to give students the facts.
      • DO NOT USE ALL-SCHOOL ASSEMBLIES.
      • Identify where to send students, staff and/or parents to get counseling during the day (Notify counselors of student(s) who may be in crisis).
      • Encourage students to stay at school.
      • Keep list of students who have received counseling help.
      • Plan for communications with parents and/or media.
    • Administrative and staff meeting after school to debrief if necessary.

    DAY 2 – (Short Pause in Regular Routine and Move On)

    • Staff meeting if necessary.
    • PA announcement or daily bulletin to inform students/staff of location of on-going counseling services and funeral/memorial arrangements if known. If not known, everyone will be informed as soon as arrangements are made (allow voluntary student and staff participation).
    • Meet with the victim’s family if necessary.

    Day 3 – (Routine back to normal)

    Follow-up Procedures:

    1. Confirm that the incident report has been filed and sent to the District Office.
    2. Meet with counselors regarding students or staff still needing further assistance.
    3. Make necessary arrangements for further assistance for counseling.
    4. Keep communications open between school contact person and family.
    5. Debrief with District Safety Advisory Council and staff.

    Helping Children Deal with Death

    DO:

    • Do allow yourself to grieve so you may then help your child to grieve.
    • Do show feelings and share your own reasons for sadness.
    • Do present the reality of the situation to the child.
    • Do allow and encourage talking about both good and bad times with the deceased.  All feelings are to be recognized and are valid. Some may choose not to talk about the death, and that is okay.
    • Do offer support and comfort.
    • Do utilize the death of pets in explaining death.  Explain it only with your own beliefs.
    • Do accept and respect the feelings, behaviors, and questions that reflect the child’s way of dealing with death.  Children will grieve in different ways.
    • Do alleviate the child’s need to deny the inevitability and permanence of death.
    • Do inform the child where you are going and when you will return.  A bereaved child is sensitive to separation from significant adults.
    • Do be available but also allow alone time.
    • Do answer questions.
    • Do encourage expression of a range of feelings.

     DO NOT:

    • Do not try to protect a child from grief.
    • Do not support the belief that the deceased will return.
    • Do not suggest that the deceased “went to sleep.”  This may create night fears.
    • Do not get so involved in your own grief that the child is ignored. Provide some significant adult to comfort the child.
    • Do not make the child feel guilty because he/she doesn’t show the response you might expect.  All feelings are important and need to be shared.
    • Do not attempt to take grief away.

    SIGNS OF GRIEF;

    • Regression:  Problems in school, withdrawal from friends, etc.
    • Sleeping and eating disorders.
    • Overwhelming concern with his/her body.
    • Role confusion.
    • Excessive anger.
    • Anger toward parent/authority figures.
    • Non-compliance.
    • Rejection of former beliefs.
    • Acting out.


    THREAT OF SUICIDE/THREAT OF SELF-HARM

    Definition:  A suicide is the act or instance of taking one’s own life voluntarily and intentionally.  A suicide attempt is a suicidal act that does not end in death.  Such an attempt may be an immediate crisis or may be in the form of a threat.  Take immediate action.

    Note: This is intended as a basic plan, which may be modified based on specific requirements of each school building/department.

    Instructor/Staff Procedures:

    1. Minimum Threat (rumor or hearsay) OR Moderate Threat (person is in need of psychological consultation within a reasonable amount of time)
    2. Notify School Counselor and/or School Administrator.
    3. Document information ASAP and give to Counselor/Administrator.
    4. Immediate Threat (person in immediate danger of injuring self)
    5. DO NOT leave person unattended.
    6. Call for School Counselor and/or School Administrator.
    7. Document information ASAP and give to Counselor/Administrator.
    8. Counselor will call parent/guardians and suggest counseling services available in the community.

    School Administrator Procedures:

    1. Minimum Threat (rumor or hearsay) OR Moderate Threat (person is in need of psychological consultation within a reasonable amount of time)
    2. Contact parent/guardian to ensure recommendations and referrals for necessary care and counseling services have been followed.
    3. Consult with Counselor.
    4. Handle rumor control if necessary.
    5. Immediate Threat (person is in immediate danger of injuring self)
    6. Isolate the crisis from other students
    7. Call 9-1-1.
    8. Debrief situation with the School Counselor.
    9. Fill out an incident report and send a copy to District Office.

    Follow-up Procedures:

    1. Confirm that the incident report has been filed and sent to the District Office.
    2. Meet with counselors regarding students or staff still needing further assistance.
    3. Make necessary arrangements for further assistance for counseling.
    4. Keep communications open between school contact person and family.
    5. Debrief with District Safety Advisory Council and staff.


    SUICIDE

    WARNING SIGNS/RISK FACTORS/REDUCING THE RISK

    WARNING SIGNS:

    Have you or someone you know felt…?

    • Unimportant
    • Trapped
    • Hopeless
    • Overwhelmed
    • Unmotivated
    • Alone
    • Irritable
    • Impulsive
    • Suicidal

    Do you or someone you know…?

    • Not care about their future: “It won’t matter soon anyway.”
    • Put themselves down – and think they deserve it: “I don’t deserve to live. I suck.”
    • Express hopelessness: “Things will never get better for me.”
    • Say goodbye to important people: “You’re the best friend I’ve ever had. I’ll miss you.”
    • Have a specific plan for suicide: “I’ve thought about how I’d do it.”
    • Talk about feeling suicidal: “LIfe is so hard. Lately I’ve felt like ending it all.”

    Have you or someone you know been…?

    • Using drugs or alcohol more than usual
    • Acting differently than usual
    • Giving away their most valuable possessions
    • Losing interest in their favorite things to do
    • Admiring people who have died by suicide
    • Planning for death by writing a will or letter
    • Eating or sleeping more or less than usual
    • Feeling more sick, tired or achy than usual

    RISK FACTORS:

    FACTORS OF THE MIND AND BODY:

    • History or signs of depression
    • History of mental illness
    • History of being abused or mistreated
    • History of self-injury
    • Tendency to be impulsive
    • Major physical illness
    • Affective disorders (i.e. mood disorders)
    • Previous suicide attempt(s)

    FACTORS FROM YOUR ENVIRONMENT:

    • Barriers to mental health services
    • Lack of community support
    • Homelessness
    • A death or relationship breakup
    • A job loss or change in financial security
    • Feeling unsafe
    • Family history of suicide
    • High stress family environment or dynamic
    • Academic or family crisis
    • Easy access to lethal materials

    FACTORS YOU TAKE PART IN, EXPERIENCE OR LEARN:

    • Risky health behaviors (e.g. substance abuse, unsafe sex practices, etc.)
    • Lack of support from other youth
    • Cultural or religious beliefs that suggest suicide as a solution
    • Exposure to suicide through the media, family, friends or co-workers
    • Unwillingness to seek help
    • Non-suicidal self-injury
    • Victimization at home or in school
    • Difficulty in school, failing grades, bullying others

    REDUCING THE RISK:

    There are many ways to lower someone’s risk of suicide, such as having:

    • Easy access to effective, culturally competent care
    • Support from medical and mental health care professionals
    • Coping, problem solving and conflict resolution skills
    • Restricted access to highly lethal means of suicide (e.g. firearms)
    • Strong connections to family members
    • Connectedness to safe schools
    • Academic, artistic, athletic achievements
    • Nonviolent problem solving and conflict resolution
    • Family acceptance for their sexual orientation and/or gender identity
    • A feeling of safety, support and connectivity at school through “alike” peer support groups (eg: Gay, Straight, Transgender, etc.)
    • Positive connections with friends who share similar interests
    • Cultural and religious beliefs that discourage suicide
    • Positive role models and self esteem