What Does “Watchful Wait” Mean?

This document has been developed to support schools in understanding how children and young people cope following the initial aftermath of a critical incident, often leaving a sense of loss that can lead to staff and/or pupils feeling overwhelmed.

The title ‘Supporting the Watchful Wait’ encompasses the period of time in between the immediate event and when/if it is appropriate to engage with specialist support services. The Critical Incident Response Team will support the school in the immediate aftermath of a critical incident and when they leave the school this document can help to guide schools through the weeks and months that follow. Research shows that there are a range of expected responses following a critical incident which are normal and an integral part of the healing process. A ‘watchful wait’ period can determine what are normal reactions to abnormal events, and whether someone may require further specialist support.

This document will support us by providing an understanding of:

• What is a normal reaction to abnormal events?
• The impact of stress and trauma.
• How do we support our children and young people when the school returns to ‘normal’ functioning?
• How do we know when normal becomes complicated?
• How do we know when to ask for help?
• Where does help come from?

Importance of Effective Response Strategies

Effective response strategies are crucial when navigating critical incidents in schools:

• Remember you and your colleagues are adults that the pupils and staff know and trust.
• Most pupils will already have trusting relationships with some of your staff, and those relationships will be crucial in fostering recovery.
• Having a well thought out and practiced response plan can make all the difference in ensuring the safety and well-being of pupils, staff, and the entire school community.
• Having clear protocols and procedures helps support school leadership teams and staff to respond in a timely and decisive manner to address critical incidents.
• A well-prepared response can help minimise chaos, confusion and potential harm, whilst also instilling a sense of confidence and security amongst those affected.
• The importance of effective response strategies cannot be overstated when it comes to ensuring the safety and resilience of school environments during critical incidents.
• By proactively planning and implementing these strategies schools can better support their pupils and staff, mitigate the impact of emergencies, and foster a culture of preparedness and security.

Education Authority’s Critical Incident Response Team

The Education Authority’s CIRT provides advice, protocols, and support during the immediate response and aftermath of critical incidents when a school system is overwhelmed beyond its usual coping mechanisms.

EA CIRT is a multi-disciplinary team comprising of staff from EA services: -

• Education Welfare Service
• Youth Service
• Educational Psychology Service
• Behaviour Support & Provisions
• Pupil Support & Provisions
• Health & Wellbeing Service
• Communications
• Intercultural Education Service

The EA CIRT provides immediate, short-term support and information.

Critical Incident Management Advice & Support

Principals, Senior Management, School’s Critical Incident Team

Individual Emotional Support for specific needs

Pupils & Staff

Group Emotional Support

Class/Form groups, 

Small groups of pupils/staff

The Journey of Support Following a Critical Incident

1. Critical Incident 

   When a critical incident occurs contact the EA’s Critical Incident Response Team. 

   Immediate support will be provided via telephone, online or in-school support. 

2. Days/Weeks following Critical Incident

   In-school support can be provided by the EA’s CIRT. 

   It will be important to normalise reactions to the event and adhere to a normal routine as much as possible. 

   Key adult and peer support for pupils returning to school should be provided.

3. 4-6 months

   Pupils and staff may feel they need further support through counselling or therapeutic services. See further support on Pg 34-35

4. 6 Months +

   Enhanced support may be required if individuals continue to show signs of significant distress (inability to cope and return to everyday activities, difficulty accepting death, unable to sleep etc). 

   It’s important to be mindful of anniversaries, significant dates and put appropriate support in place around that time.

Normal Reactions to Abnormal Events

When an abnormal event occurs, such as a critical incident, we can feel a range of different emotions, and we can fluctuate between these at different times. These emotions/reactions might look and feel differently than before the critical incident occurred. This is entirely normal. These emotions/reactions should be expected during this period of time; therefore, they do not need professional therapeutic support. What is required is a watchful wait. 

The following is a non-exhaustive list of different types of emotions/ feelings/reactions people may experience after a critical incident.

Shock & Disbelief: 

It is common for individuals to initially feel shocked and unable to fully comprehend the abnormal event that has occurred. 

Sadness & Grief: 

Abnormal events can result in loss and sadness, leading individuals to grieve for what has been taken away.

Fear & Anxiety: 

The uncertainty and unpredictability of abnormal events can lead to feelings of fear and anxiety about what may happen next.

Anger & Frustration:

It is natural to feel anger and frustration when faced with an abnormal event, especially if it has caused harm or disruption.

Helplessness & Powerlessness:

Individuals may feel helpless and powerless in the face of an abnormal event, unsure of how to respond or make a difference.

Resilience & Coping:

Despite the challenges of abnormal events, many individuals are able to demonstrate resilience and find ways to cope and adapt to the situation. Therefore, it may look like it has not affected them.

Confusion & Disorientation:

Trying to make sense of an abnormal event can be challenging, leading to feelings of confusion and disorientation.

Guilt & Self-blame: 

Some individuals may experience feelings of guilt or self-blame for not being able to prevent or control the abnormal event.

Seeking Support: 

Behaviour is communication, and for some directly asking for support may be difficult. They may respond with vague statements like, “I’m fine” and “I'm ok”. Therefore, it will be vital for those who surround the individual to check in or offer support if they see any changes in behaviour. This support can come from friends, family, school and/or local community. 

Connection is vital.

Normal Reactions to Bereavement

Reactions to loss are normal and it is important to allow children and young people time to express their thoughts, feelings and actions. This helps them process what they have faced, understand how their world may have changed and also to increase their resilience and coping skills.

How children and young people grieve is dependent on their age and stage of development and whilst it sometimes can be uncomfortable and unpredictable for the adults who care for them, it is important to walk the post-incident journey, using your established relationship with them to:

• Listen
• Observe
• Support
• Be available
• Make allowances (if needed)
• Know when to ask for help

Children & Young People’s Understanding of Death

It is important to remember that grief is a normal response to death but with help and support most children and young people will be changed but not damaged by what has happened. Having an awareness of ‘normal’ behaviours and how they understand death can help to put the appropriate support in place.

0-2yrs 

Understanding 

Feelings of pain and loss. 

May search repeatedly for the deceased. 

Behaviours

May be more clingy or may cry more. 

Feeding & sleeping routines may be disrupted.

May call out or search for the person who has died. 

You can help by: 

Keeping to normal routines as much as possible.

Giving lots of comfort and reassurance.

2-5yrs

Understanding 

Permanency of death may be hard to grasp, and they may expect the person to return.

Behaviours

Disrupted sleep, separation anxiety, altered appetite, less interest in play, regressions in language skills and toileting.

You can help by: 

Giving lots of comfort and reassurance.

Keeping to normal routines as much as possible.

Repeated explanations of what has happened may be needed.

Be appropriately factual with details to prevent them dreaming up something scarier than reality.

5-11yrs

Understanding 

Begin to develop an understanding that death is permanent and irreversible. 

Behaviours

A child may take on the role of carer for a surviving adult or siblings.

Can become anxious about their own and others’ health and safety.

You can help by:

Giving them sufficient information in age-appropriate language. 

Keep routines as normal as possible. 

Talking openly about how they are feeling is important.

Naming their feelings will help to normalise them.

12-18yrs

Understanding 

They will have an adult understanding of death but often have their own views and beliefs.

They may feel more vulnerable, but it can be difficult for a teenager to ask for support while trying to demonstrate independence. 

Behaviours

Some may become withdrawn or may 'act out' their distress. They may test their own mortality through risk-taking or anti-social behaviour.

Some teenagers may take on adult responsibilities and become 'the carer' for those around them. 

You can help by: 

The support of peers with similar experiences can be really helpful in making them feel understood, heard and less alone.

Keeping to the usual boundaries of acceptable behaviour can be reassuring and give them a sense of security. 

Try to be patient and continue to let them know you are there.

Try not to put them under pressure to talk if they don’t want to.

What is Stress?

The stress response system is a complex physiological reaction that helps our bodies respond to a perceived threat, challenge, or demand. It is a natural human response which evolved as a survival mechanism and is often referred to as the ‘flight/fight/freeze/fawn’ response. When we encounter a stressful situation, our bodies release a cascade of stress hormones and chemicals (i.e. cortisol and adrenaline) which help us cope with the stressor and protect us from harm. The release of these chemicals and hormones trigger a series of changes within the body to help deal with the perceived threat, challenge or demand. 

Cortisol - helps to regulate metabolism and suppresses non-essential bodily functions, such as digestion and immune response. 

Adrenaline - increases heart rate, blood pressure, and energy levels.

Not all stress is bad.  A level of stress is required to motivate and draw the learner’s attention which increases learning performance[i]. When we are calm, we are able to use the parts of the brain that are used for rational thinking, problem solving, and complex thoughts. However, when we are overwhelmed by feelings of stress, like after a critical incident, these parts of the brain are used less frequently, instead our energy is redirected to the parts of the brain focused on basic needs[ii]. This is why it is not possible to rationalise with someone when they are upset, because that part of the brain is not activated or in a state of readiness for this action. Therefore, before we can educate, we must first focus on a strong foundation of emotional regulation across the school community in staff, pupils, and caregivers.  This is achieved by making sure we meet the needs of our pupils and staff, in order, from our physiological needs through to our morals and values (e.g. self-actualisation) (see figure 1 below).

[i] Yerkes, R.M. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 459–482.

[ii] Perry, B. (2020, April, 2nd). Regulate, relate, reason (sequence of Engagement): Neurosequential Network Stress and Trauma Series [Video]. Info NMN. Youtube. Retrieved from https://www.youtube.com/watch?v=LNuxy7FxEVk

Our Needs and Stress

Maslow’s (1943) Hierarchy of Needs offers a useful way of thinking about the needs of pupils and the significant others in their lives (e.g. parents/carers, school staff etc.) (see below)[i][ii][iii][iv][v] . It consists of a five-tiered model starting with basic physiological needs (e.g. food, water, sleep etc.) moving to self-actualization (e.g. morality, creativity, acceptance etc.). The needs within the lower tiers should be met before the needs in the higher tiers. Critical incidents may compromise the fulfilment of these basic needs being met within the physiological, and safety and security tiers, whereas for some pupils and school staff it may lead to strengthened feelings within these areas.

Listed from the most fundamental 1. to the most complex 5:

1. Physiological: breathing, food, water, sleep, shelter, clothing.
2. Safety/Security: health, family, social stability, property, employment.
3. Love/Belonging: friendship, family, intimacy, sense of connection.
4. Self Esteem: self-esteem, respect of others, respect by others, confidence, achievement.
5. Self-Actualization: morality, creativity, spontaneity, problem solving, acceptance, experiencing purpose.

Post critical incident it will be important that particular focus is given to meeting fundamental basic needs (e.g. eating, drinking, warmth, and sleep) and psychological needs (e.g. belonging and nurture) of the school community; to provide a strong foundation for learning to take place. If these needs are not met this will likely result in the increase of feelings of stress and anxiety, which will particularly be felt by vulnerable groups. This is inclusive of school staff as well as pupils. 

In the short term, the stress response system can be beneficial, helping us to react quickly to dangerous situations and perform at our best under pressure. However, chronic or toxic stress can lead to long-term health problems, as prolonged exposure to stress hormones can disrupt the body’s natural balance and contribute to a range of health issues, including (but not limited to) anxiety, depression, weakened immune system, digestive disorders, and cardiovascular disease. 

[i] Maslow, A. (1943). A theory of human motivation. Psychological Review, 370–396.

[ii] Hill, V., Crawford, A., Beeke, M., Bunn, H., Hobson, R., O’Hare, D., Palikara, O., Pinto, C., Riviere, H., Thorp, D., & Wright, A. (2020). Back to school: Using psychological perspectives to support reengagement and recovery. The British Psychological Society. https://cms.bps.org.uk/sites/default/files/2022-06/Back%20to%20school%20-%20using%20psychological%20perspectives%20to%20support%20re-engagement%20and%20recovery.pdf

[iii] Crawford, A., Currie, L-A., Hannah, E. F.S., Ward, J., & Wootton, I. (2020). Compassionate transitions: Reconnecting school communities postCOVID-19 closures. The British Psychological Society. https://cms.bps.org.uk/sites/default/files/2022-09/Compassionate%20transitions%20-%20reconnecting%20school%20communities.pdf

[iv] Boyle, D., Corr, A., Naughton, M., & Wall, R. (2020). The Relaunch: Back to school after COVID-19 Restrictions. The Psychological Society of Ireland. https://www.psychologicalsociety.ie/source/The%20Relaunch%20-%20Back%20to%20School%20After%20COVID-19%20Restrictions%20(Guidance%20from%20PSI).pdf

[v] Hill, M. J. (2020). Emotionally regulate before we educate: Focusing on psychological wellbeing in the approach to a new school day. The British Psychological Society. https://cms.bps.org.uk/sites/default/files/2022-06/Psychological%20wellbeing%20in%20the%20approach%20to%20a%20new%20school%20day%20%28DECP%20NI%29.pdf

The body’s response to acute and toxic stress (below)

Acute stress (short-term) 

Stressor (trigger of stress) 

Sympathetic Nervous System (SNS) activated - Adrenaline released/Flight/fight/freeze/fawn response activated.

Stress reduced - Parasympathetic Nervous System (PNS) activated/Stress hormones reduced/Body engages in ‘rest and digest’.

Toxic stress - (long-term, ongoing, extreme, excessive).

Stressor (trigger of stress) 

Hypothalamic pituitary adrenal system (HPA) activated - Cortisol released - Flight/fight/freeze/fawn response activated.

Impact of Cortisol: Quick Bursts of energy/Higher pain threshold/Higher blood pressure/Impaired cognition (thinking)/Lower immune system/Feedback cycle

It is important to manage stress effectively to prevent the negative effects of chronic stress on our health. But this is also vital in the aftermath of a critical incident where stressors can ‘build’ or ‘stack’ for an individual, which could unexpectedly tip an individual over the threshold of their usual coping mechanisms.

Systems of Support

Bronfenbrenner’s (1988) ecological system theory is a helpful theoretical framework for understanding human development (see below). It suggests that development is influenced by several environmental systems that interact with each other. The model consists of five interacting systems:

1. Microsystem: The immediate environment in which a person lives and interacts. It includes relationships and interactions with family, school, peers, and neighbourhood.
2. Mesosystem: This is the interconnections between the microsystems. For example, the relationship between a child’s family and their school, or the interaction between peer groups and neighbourhood environments. The mesosystem emphasizes how these interactions influence the individual’s development.
3. Exosystem: This encompasses the larger social system in which the individual does not function directly. It includes the broader social networks and community structures that affect the individual’s immediate environment.
4. Macrosystem: This is the outermost layer and includes cultural values, laws, customs, and resources. The macrosystem influences all other systems and shapes the general context in which the individual lives.
5. Chronosystem: This dimension considers the element of time, reflecting the pattern of environmental events over the life course.

Bronfenbrenner’s (1988) ecological system theory helps us to think about the environmental systems which surround and interact with our pupils and school staff[i]. Post critical incident it is important that we consider this complex interaction between the different environmental systems in a bid to best support not only the pupils but the school staff and wider community.  Therefore, a whole class and whole school approach, using trauma informed approaches (see Trauma Informed Approaches below for more details), should be adopted to ensure all those affected are supported through this difficult time. Not doing so could hinder pupils and school staff from being adequately supported during this watchful wait period.

[i] Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. London: Sage Publications

What are Trauma-Informed Approaches?

Trauma-informed approaches in schools involve recognising the prevalence of adversity and trauma among pupils, and integrating this understanding into policies, practices, and interactions to create a supportive environment. It’s about fostering safety, trust, belonging, and resilience while addressing the impact of trauma on learning and behaviour. 

These approaches often involve:

• training staff.
• creating trauma-sensitive classrooms.
• providing appropriate support and resources for pupils and staff who have experienced trauma.

What is a Trauma-Informed Classroom?

Trauma-informed classrooms are designed to create a safe, supportive, and predictable environment for pupils who have experienced adversity and trauma, but they also benefit those who have not. They include strategies like clear routines, consistent expectations, and positive reinforcement to help pupils feel secure and focused on learning. These classrooms also prioritise emotional regulation techniques, such as movement and relaxation exercises, and provide opportunities for students to express themselves safely. Staff in trauma-informed classrooms need to recognise the signs of trauma and respond with empathy and understanding, fostering a culture of trust and support. However, to do this we must first understand how the brain works in relation to our stress response, to ensure the right type of approach is used.

Brain Development

Just as our needs have a hierarchy, our brain also develops in a hierarchical sequence, from the lower and more primitive parts (e.g. brainstem) to the higher and more complex areas (prefrontal cortex).

Cortical Region

The Logical/Rational Brain State - Metacognition (thinking about thinking), problem solving, critical thinking, language, planning, organisation, impulse control, and task orientation skills.

Midbrain and Limbic Region

The Emotional Brain State - Attachment, emotional development, memory function, and behaviour.

When our stress response cycle is activated, resources are directed away from the midbrain, limbic region, and cortical region and directed to the brainstem.

Brainstem

The Survival State - Breathing, heart rate, blood pressure, digestion, and sensory motor input.

Trauma-informed approaches should follow the natural sequence of brain development, working from the regulation of the brainstem, then the limbic system, and then the cortex. At each stage, the individual’s emotional age, not chronological age, must be taken into consideration.

Noticing the Signs

Someone who is emotionally regulated is able to calm the emotions of someone who is emotionally dysregulated. However, if a person is emotionally dysregulated, they cannot calm and regulate anyone else. Stress signs will vary from person to person, and it will be vitally important for staff to not only recognise when they are stressed, but also what that will look like in pupils and their colleagues. Below is an example of possible flight, fight, freeze and fawn responses which may be experienced by pupils, staff, and the wider school community.

Possible Flight Stress Responses

• Overactive – ‘rushing around’, ‘always on the go’, difficulties sitting still/relaxing.
• Avoidance behaviour.            
• Overworking.
• Over-achiever.
• Feelings of panic or anxiety.
• Obsessive and/or compulsive behaviour.
• Perfectionist.
• Micromanaging situations/others.
• Over-thinking.
• Not completing tasks.

Possible Fight Stress Responses

• ‘Self- preservation’ at all costs – i.e. ego protective.
• Low ‘window of tolerance.’
• Commands perfectionism from others.
• Aggressive, anger outbursts, physical behaviours etc.
• Not able to consider others’ point of view.
• Seeks control.

Possible Freeze Stress Responses

• Disassociates, Disconnects, Detaches.
• Difficulties thinking clearly.
• Frequently daydreaming
• Difficulties following decisions.
• Feeling ‘numb.’
• Difficulties making decisions.
• Low task orientation skills (motivation, attention, concentration, perseverance).
• Isolating from others.
• Forgetful.

Possible Fawn Stress Responses

• Scared to say what they think/believe.
• People pleasing.
• Risk adverse.
• Frequently putting others before self - even to their own detriment.
• Confrontation avoidance.
• High social perfectionism.

Balancing the Brainstem

The brainstem connects the spinal cord to the rest of the brain. It plays a vital role in controlling many basic functions essential for survival, e.g. breathing, heart rate, blood pressure, and digestion. It is the pathway for brain-body connection. 

Brain State: Survival

Need to be met: Safety

Can look like: Physical reactions

Behaviour is asking: Am I safe?

NURTURE BY NATURE

• Being outside in nature can be calming for the brainstem. Build in time for pupils and staff to be out in nature, exposure to natural light, and possibly have some plants within the classrooms.

MOVING TO THINK

• Play (not involving technology), sensory activities, and movement can all help for self-regulation.

RHYTHM TO REGULATE

• Repetitive, predictable movements/actions, such as humming, drumming, rocking, swinging, tapping, can all bring calm to the brainstem.

MEDITATE TO MITIGATE

• Planned and regular, whole class, meditation practices can foster safety and security, but also a calm and emotionally regulated classroom. (This may not be suitable for individuals who find this strategy re-traumatising)

CONNECT TO CO-REGULATE

• Regular check-ins from a trusted, safe, and emotionally regulated person.

Levelling the Limbic System

The limbic system is a complex set of structures that plays a crucial role in regulating emotions, sense of smell (olfaction), memory, motivation, and behaviour. One of the key functions is to process and regulate emotions, e.g. fear, pleasure, and anger. It plays a critical role in our emotional experiences, sensory experiences, memory formation, and behavioural responses to different stimuli in our environment. It helps us navigate the world and respond appropriately to various situations based on our past experiences and emotional reactions.

Brain State: Emotional

Needs to be met: Connection, to be valued, sense of belonging

Can look like: Physical reactions

Behaviour is asking: Do I belong?

ATTENTIVENESS FOR ATTUNEMENT 

• Ask what can help do not assume. Validate feelings than fact check. Listen and receive.

QUALITY TIME

• Give more of your time. By increasing and protecting time with pupils it will decrease undesirable behaviours and/or their feelings of loss.

LIMBIC LANGUAGE

• Say what you mean and mean what you say.  Be explicit with language.  Use softer tones, volume and have approachable body language.

FEELINGS MATTER

• Be curious and ask how pupils’/colleagues’ feel.  Avoid behavioural charts/reward systems.

Calming the Cortex

The prefrontal cortex is involved in a variety of complex cognitive (thinking) functions such as decision-making, personality expression, social behaviour, and moderating social behaviour. This region of the brain is responsible for higher-level executive functions like planning, reasoning, and self-control. It has a crucial role in regulating emotions, managing stress, and understanding the consequences of actions. Before regulating this area, the brainstem and limbic needs must be met first.

Brain State: Logical/Thinking

Needs to be met: Problem solving opportunities.

Can look like: Seeking information, asking questions, questioning decisions/situations, and seeking understanding.

Behaviour is asking: What can I learn?

REPAIR AFTER RUPTURE

• As the adult it is up to us to help pupils repair. Ask how they want to repair? Allow the pupil to dictate the pace and when.

REFLECT TO RESOLVE 

• “How can we prevent something similar from happening again?”   “What did we learn about ourselves?” “What did we learn about each other?”

FORWARD FOCUSING

• Focus on the present and future, rather than focusing on what has already happened. Try asking, “What could we do differently in the future?”

PLAN TO PREPARE

• When pupils/staff are emotionally regulated, get them to make a plan of ‘go to’ activities to help them regulate. List their own signs.

Death by Suspected Suicide

Critical incident events within schools can at times involve death by suspected suicide, often adding another layer of confusion and complicated emotions for staff and pupils alike. It is important that as a school we seek to support staff and pupils to make sense of the personal impact of death by suspected suicide and understand that we all can play a part in building a suicide-safer school.

Talking about suicide may seem challenging, but when we talk about suicide in a calm and supportive way, providing information and signposting, this can help us to manage difficult emotions and support safety.

Remember

Asking about suicide reassures someone you are ok to talk to about suicide.

Suicide thoughts are common for young people[i]

Talking or asking about suicide does not put the idea into someone’s head.

Guidance to safely cover the topic of reporting suicide

[i] Bunting, L., McCartan, C., Davidson, G., Grant, A., McBride, O., Mulholland, C., Murphy, J., Schubotz, D., Cameron, J., & Shevlin, M. (2020). The mental health of children and parents in Northern Ireland: Results of the youth wellbeing prevalence survey.

How to Talk About Suicide

Speak generally about suicide rather than specifically about an individual or family – remember only a coroner can determine if a death is caused by suicide, and we must be respectful to bereaved families.

Be thoughtful and sensitive when providing answers to possible questions like: -

Why do people end their own lives? 

• Suicide is complicated, people may have been struggling with issues that have made them feel like life is difficult, they may have been struggling to think clearly and been unaware of how to get support.

How did they die?

• Avoid discussing suicide methods, this can be distressing and overwhelming and increase risk for others.  Focus on supporting emotions and being thoughtful and mindful to the family of the individual who has died.

Is it someone’s fault?

• Suicide is rarely a reaction to one specific problem or event, most often there are many different issues that someone is facing. Often staff/pupils can think about recent interactions and feel they may have been able to prevent the death in some way. Tell them that this is often a normal reaction but that it isn’t their fault. Comfort can be found in helping ourselves and others to be suicide safer.

Concerns About Staff and Pupils

Most often the support that we put we put in place, like those detailed in this resource, are enough to help staff/pupils manage their feelings and cope with what has happened. 

However, there are times when more directed support may be needed. Significant impact from critical incidents, especially when it involves death by suspected suicide, can lead to others becoming vulnerable to suicide themselves.

If you are concerned that a pupil or staff member is acting differently, has spoken in a concerning way, or you have an instinct that they may be having thoughts of suicide it is important to ask, openly and directly.

You could say something like…

• “It sounds like you’re telling me life is so hard for you right now, and that you want to die.  

Are you thinking of taking your own life?”

• “Sometimes when other young people are experiencing problems and feelings like you, they can be thinking of suicide. 

Are you thinking of suicide?”

• “When you say it would be better off if you weren’t here anymore.

Are you thinking of killing yourself?”

Key Checkpoints

• Young person listened to and consistently supported by a trusted member of staff.
• Designated teacher informed.
• Parents/Carers informed.
• Parent/Carer comes to pick up young person at school and encouraged to monitor closely.
• Advise family to get immediate GP assessment.
• Follow safeguarding policy.
• Longer term support for young person is planned.
• Staff needs identified and supported.

EA Support & Further Reading

Critical Incident Response Team

Hope Service information for schools

Education Psychology Service

EA Healthwell Hub

LENA by Inspire Support Hub

REACH Programme

Being Well Doing Well Programme

External Support

Lifeline 0808 808 8000

Childline 0800 1111

Text Shout 85258

Fresh Minds Education 

Youth Wellness Web

Bereaved NI

Protecting Life in Schools