Republic of the Philippines

Department of Education
DIVISION OF ORIENTAL MINDORO
CACAWAN HIGH SCHOOL

SCHOOL DISASTER RISK

REDUCTION AND
MANAGEMENT PLAN
(SDRRM) S.Y. 2019-2020
Prepared by:
Oriel A. Sabado
SDRRM Coordinator
I.INTRODUCTION
“The Presidential Decree No. 1566 focused on disaster control, while the DRMM
Act focuses on disaster risk reduction and management. The former law comes into
play after the happening of a disaster, while the latter law provides mechanisms prior
to the happening of a disaster. As such, Section 3(n) of the DRRM Act defines disaster
risk reduction as the “concept and practice of reducing disaster risks through
systematic efforts to analyze and manage the causal factors of disasters, including
through reduced exposures to hazards, lessened vulnerability of people and property,
wise management of land the environment, and improved preparedness for adverse
events.” This is in line with the State’s policy, as provided in Section 2(a) of the same
law, which is to “uphold the people’s constitutional rights to life and property by
addressing the root causes of vulnerabilities to disasters, strengthening the country’s
institutional capacity for disaster risk reduction and management and building the
resilience of local communities to disasters including climate change impacts.”

The Cacawan High School Disaster Risk Reduction and Management Plan
(SDRRMP) is alignedwith the RA No. 10121 of 2010, which provides the legal basis for
policies, plans and programs to deal with disasters.
The School Administration, faculty and staff together with the stakeholders,
Barangay Emergency Response Team, Municipal Disaster Risk Reduction Management
Council joined hand-in-hand to achieve a zero-casualty during disaster. Thus, the SDMP
is crafted to restraint any adversity affecting the daily routines of the community inside
the school premises especially the students and the teachers. Disaster Control Group is
organized to fully mobilize all the resources to control/ minimize losses.

A. Purpose of the Plan

The purpose of the School Disaster Risk Management Plan is to enhance the
capacity of the school personnel and students to prevent and to deal with disaster and to
avoid developments which are subject to high risk of disaster. The Disaster Management
Plan is to be seen as an information guide to the relevant role players. It shall advise the
role players how to lead in case of a disaster to prevent or at least mitigate negative
effects on the students and faculty. The plan will be the basis to establish procedures
which will assure maximum and efficiently utilization of all resources in and around the
School, minimize the loss of life and/or injury. With a comprehensive DMP (Disaster
Management Plan), Cacawan High School will be better prepared to support the local
communities in dealing with disasters and to speed up the recovery process. It is crucial
to have effective and efficient Disaster Risk Management Plan in order to save lives,
prevent escalation of emergencies and incidents and relieve suffering.

B. Guidelines for Suspension of Classes

Classes in affected areas are automatically suspended based on the PAGASA

declared storm signals, while local government units (LGUs)—not the DepEd—decide
on and announce class suspensions during calamities in the absence of a storm signal.
The Department of Education (DepEd) reiterates this to guide parents and help
ensure the safety of students in the event of typhoons, flooding, and other weather
disturbances and calamities.
Cancellation and suspension of classes are observed directly from the weather
bulletins of the Philippine Atmospheric Geophysical and Astronomical Services
Administration (PAGASA).
 Classes in the affected areas shall be automatically cancelled or suspended once
the PAGASA raised the following storm signals: 1) Signal No.1, public and private pre-
school and kindergarten classes; 2) Signal No. 2, public and private pre-school,
kindergarten, elementary and high school classes (including Senior High School); and
Signal No. 3, classes in all levels.
Storm signal warnings declared by PAGASA at 10:00 PM, and 4:30 AM of the
following day will reflect on the cancellation and suspension of classes for the whole day
in appropriate levels in the affected areas.
Storm signal warnings declared by PAGASA at 11:00 AM in a day time will
automatically cancel or suspend the same day’s afternoon classes in the appropriate
levels in the affected areas.
In the absence of storm signal warnings, LGU officials are expected to announce
cancellation or suspension not later than 4:30 AM for whole day cancellation or
suspension, or not later than 11:00 AM for afternoon cancellation or suspension.
Furthermore, DepEd calls on parents to practice their discretion on determining
whether their children should go to school during typhoons, floods and other calamities,
even in the absence of cancellation or suspension of classes announcement.
This is pursuant to the DepEd Order No. 43, s. 2012 which contains the
Guidelines on the Implementation of Executive Order No. 66 (Prescribing Rules on the
Cancellation or Suspension of Classes and Work in Government Offices Due to
Typhoons, Flooding, Other Weather Disturbances, and Calamities).
The Guidelines on the Implementation of Executive Order (EO) No. 66 dated
January 9, 2012, entitled “Prescribing Rules on the Cancellation or Suspension of
Classes and Work in Government Offices Due to Typhoons, Flooding, Other Weather
Disturbances and Calamities, ” is issued to streamline the procedure on the suspension
of classes and work in government offices in times of typhoons, floods, and other
disasters or calamities to spare the pupils, students, teachers and government workers
and the general public from unnecessary dangers to their lives and limbs.
In compliance thereof, the following guidelines shall be observed by all
concerned regional, division, and school officials of both public and private schools:
a. Automatic Cancellation/Suspension of Classes All concerned DepEd officials
and personnel are directed to observe the weather bulletins of the Philippine
Atmospheric Geophysical and Astronomical Services Administration (PAGASA)
announced through various media outlets (radio, television, and internet).
When Signal No. 1 is raised by PAGASA, public and private preschool and
kindergarten classesin the affected areas shall be automatically cancelled or
suspended.

When Signal No. 2 is raised by PAGASA, public and private preschool,

kindergarten, elementary and secondary classes in the affected areas shall be
automatically cancelled or suspended.

When Signal No. 3 is raised by PAGASA, work in all DepEd offices in the
affected areas shall be automatically cancelled or suspended.

Depending on signal numbers declared at 10:00 p.m. and 4:30 a.m. of the following day,
classes in appropriate levels for the whole day are deemed automatically
cancelled/suspended.

Afternoon classes in the appropriate levels in areas with signal numbers declared at
11:00 a.m. that day are likewise automatically cancelled/suspended.
 Teaching personnel handling cancelled or suspended classes are likewise allowed
to leave their stations in consideration of the work they will need to undertake during
make-up classes.

Heads of private schools shall exercise discretion on their teaching personnel

handling cancelled or suspended classes.

b. Localized Cancellation/Suspension of Classes and Work

In the absence of typhoon signal warnings from PAGASA, localized

cancellation/suspension of classes in both public and private schools and work in
government offices may be implemented by local chief executives in their capacity as
chairpersons of the Local Disaster Risk Reduction and Management (LDRRMC).
Concerned local DepEd and private school officials are directed to establish effective
lines of communications with their respective local government units (LGUs).

Any decision to cancel or suspend classes must come from the local government.
A school head (SH) may only cancel or suspend classes in cases where urgent action is
needed to prevent loss of life or bodily harm.

As stated in Section 2 of EO No. 66, LGU officials are expected to announce

cancellation or suspension not later than 4:30 a.m. for whole day cancellation or
suspension, or not later than 11:00 a.m. for afternoon cancellation or suspension.

For this purpose, regional, division and school officials are hereby directed to
communicate local situation with their respective counterpart local chief executive.

c. Cancellation/Suspension of Classes and Work During Other Calamities.

Decisions on and subsequent announcement of cancellation/suspension of classes in
public and private schools and work in government offices in areas affected by disasters
or calamities other than typhoons, such as but not limited to floods, earthquakes,
tsunamis and conflagration, shall be made by the local government executive as
chairperson of the LDRRMC, in coordination with the National Disaster Risk Reduction
Management Council (NDRRMC), through all forms of mass media available under the
circumstances.

d. Maintenance of Work Force.Regional and Division Offices shall activate their

Regional or Division Disaster Risk Reduction Offices (DRRMO) to monitor the situation
and keep lines of communications open.

e. Reporting.Standard reporting procedures between Regional and Division DRRMOs

with the Central Office DRRMO applies.

Standard procedures in communicating with the LDRRMC and Regional Disaster Risk
Reduction Management Council (RDRRMC) shall likewise apply.

f. Announcements. The DepEd spokesperson, regional directors (RDs), schools

division/city superintendents (SDSs), central, regional and division communication
officers, in interviews, should only confirm or re-echo automatic
cancellation/suspension of classes after it is officially published by PAGASA. No
announcement should originate from the Department. If interviewed by media,
announcement should always be made in reference to what PAGASA has already
announced in areas under a typhoon signal, and to local chief executives in the absence
of a typhoon signal.
 Based on Section 3 of EO No. 66, announcement of local cancellation/suspension
of classes shall be made by the local chief executives. In cases where urgent action is
needed to prevent loss of life or bodily harm, the school head is expected to make the
announcement and subsequently inform the local executive.

g. Absences of Tropical Cyclones/Storm Signal Warning.In cases where

PAGASA has not raised any storm signal warning or declared the presence of a tropical
cyclone, Regional and Division DRRMOs are directed to communicate with their
counterpart RDRRMC and LDRRMC for any decision to cancel or suspend classes in
their respective locality.

h. Responsibility of Parents. The DepEd still maintains that parents have the
ultimate responsibility for determining whether their children should go to school, even
if no order for cancellation/suspension of classes has been issued, if they feel that
traveling to or from school will place their children at risks.

Parents are advised to check for media advisories coming from PAGASA,
NDRRMC, RDRRMCs, LDRRMCs or the Office of the President itself.

 Parents and teachers are reminded that the required number of school days for
the school year shall be considered especially in holding make-up classes to offset the
days when classes are cancelled/suspended. These make-up classes shall be held on
Saturdays or on weekdays beyond the originally set school calendar in both public and
private schools.

 School officials, members of the DRRMCs in schools designated as evacuation

centers are requested to render service even when classes are suspended. They shall
coordinate with the local government official on rules, orders, and guidelines prescribed
for evacuation centers.

 All previous orders and regulations relevant to the cancellation/suspension of

classes due to any weather disturbance or calamities are rescinded.

 Immediate dissemination of and compliance with this Order is directed.

C. Composition of Disaster Preparedness and Response Point Persons

As part of the SDMP, the Disaster Control Group was organized to fully
implement the plans and actions that needs to be realized in order to save lives, prevent
escalation of emergencies and incidents and relieve suffering. Each team leader has a
specified role and function to fully operate in times of disaster

D. Distribution of Copies

Thecrafting of the School Disaster Management Plan was made possible

through effort of the partner agencies, and different stakeholders who joined
hand-in-hand from the higher offices down to the lower offices namely:

1. Bureau of Fire Protection

2. Philippine National Police
3. Barangay Disaster Risk Reduction Management Council
4. Municipal Disaster Risk Reduction Management Council
5. General Parent-Teacher Association
6. Local Government Unit of Pinamalayan
7. Department of Education – District Office
8. Department of Education – Division Office
9. School Disaster Risk Reduction Management Group
10. Cacawan High School Faculty, staff and students
II. CONTEXT ANALYSIS

 DISASTER RISK SITUATION

Risk is the potential for a loss due to an action or inaction. It is a fundamental aspect
of all things that is driven by uncertainty. All endeavor is surrounded in risk including
business, transport, sports, recreation, culture and social interaction. As such,
identifying and managing risk is a fundamental component of decision making that
comes up on a daily basis. The following are common types of risk.

Force majeure is the chance of a large scale negative event over which a business
has no power such as a war, major crime, hurricane, flood, earthquake,
tsunami or volcanic eruption. It is a common liability exemption in contracts such
as insurance policies. In some cases, force majeure is also incorporated as an exemption
to terms outlined in international treaties.According to most accepted definitions, an
event must be external, unpredictable and irresistible to qualify as force majeure. Thus,
hazard mapping was made thoroughly in order to alleviate and to impede damages and
losses on school properties and even worse lives of the innocents.

Below is the Vulnerability and Capacity Risk Assessment of all possible hazards
and risk within the school perimeter.

HAZARD VULNERABILITIES CAPACITY RISK

ASSESSMENT
Earthquake Students, Teachers, Organizational High
Buildings and Policies
Classroom, School
Properties
Flood Students, Teachers, Organizational High
Buildings and Policies
Classroom, School
Properties
Fire Students, Teachers, Organizational High
Buildings and Policies
Classroom, School
Properties
Typhoon/Cyclone Students, Teachers, Organizational High
Buildings and Policies
Classroom, School
Properties
Air Pollution Students and Teachers Organizational Medium
Policies
Water Pollution Students and Teachers Organizational Medium
Policies
Water Shortage Students and Teachers Organizational Medium
Policies
Playground Students and Teachers Organizational High
Accident Policies
Food Poisoning Students and Teachers Organizational Low
Policies
Student Fight Students and Teachers Organizational Low
Policies
Student with Students and Teachers Organizational Low
Weapon Policies
 Mission and Vision (DepEd and SDRRMG)

The Cacawan High School Disaster Risk Reduction Management Group formulated its
Vision and Mission which is anchored to the vision and mission of the Department of
Education. Below is the mission and vision of the Department of Education and the
SDRRMG.

The DepEd Vision and Mission

Vision
We dream of Filipinos
who passionately love their
country and whose values and
competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public
institution, the Department of
Education continuously improves itself
to better serve its stakeholders.

Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

School Disaster Risk Reduction Management Group Vision and Mission

Vision
 Create a child friendly and safe learning environment through disaster risk
reduction.
 Promote and facilitate disaster management to reduce disaster risks in line with
the Department of Education policy and guidelines in coordination with the Local
and National Disaster Risk Reduction Management.

Mission

 Coordinate disaster risk reduction management group at the School, Local and
National Levels.
 Raise awareness on disaster risks and their mitigation/prevention at all levels.
 Enhance and strengthen capacities of disaster management group at School.
 Facilitate effective disaster management through development of various
guidelines in the Department of Education.
 Facilitating exchange of information, experiences and expertise in disaster risk
reduction management.
 DepEd’s Mandate and Role in Disaster Management

DepEd Order 55, s. 2007 - Prioritizing the Mainstreaming of Disaster Risk

Reduction Management in the School System and Implementation of
Programs and projects.
Prioritizing the Mainstreaming of Disaster Risk Reduction Management
in the School System and Implementation of Programs and projects
Relative Therefore
To:
Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services/Centers and Heads of Units
Regional Director
Schools City/Division Superintendents
Heads, Public and Private Schools

1. Building schools, nations and communities resilient to disaster is one of the

objectives of the Hyogo Framework for Action 2005-2015 which is now
considered as a priority policy for implementation by the Department. The Hyogo
Framework for Action is a global blue print for disaster risk reduction efforts
which aims to reduce disaster losses in lives, properties, social, economic and
environmental assets of communities and countries by year 2015.

2. Under the Non-Structural component of the Safe Schools Program, one of the
activities undertaken by the Department is the preparation of the Disaster Risk
Reduction Resource Manual (DRRRM) which will serve as source of information
to be used by school administrators, School heads/principals, supervisors, and
teachers relative to the implementation of disaster risk reduction management
projects.

3. In view hereof, all concerned are enjoined to prioritize the following:

 Utilization of the Disaster Risk Reduction Resource Manual (DRRRM) which was
prepared by the Technical Working Group created through DepED Memorandum
No. 175, s. 2007. Guidelines for its utilization are enclosed as Enclosure No. 1 of
this Memorandum which also contain suggested activities and duties and
responsibilities of each stakeholder. An orientation on the utilization of the
DRRRM will be conducted by the Technical Working Group to all regions starting
August 14 to September 5, 2007 as contained in DepED Memorandum No. 291, s.
2007 which was disseminated earlier to the field.
 Implementation of Safe Schools Programs relative to disaster risk reduction
efforts such as:
 Non-Structural Components
1. Mainstreaming Disaster Risk Reduction Concepts in the
Elementary and Secondary School Curricula;
2. School Mapping Exercise;
3. Schools Water and Electrical Facilities Assessment Project;
4. Preparation of Disaster Preparedness Modules Through
Multi-Media;
5. Quarterly Conduct of Earthquake and Fire Drills; and
6. Road Safety Education for Children.
 Structural Components
1. Construction of Hazards Resilient Schoolbuildings
1. Learning and Public Use Schoolbuilding (Lapus
Building)
 2. Be Better, Build Better International Design
Competition
3. Assessment of SchoolBuildings’ Structural Integrity
and Stability (ASSIST)
 Information Dissemination Campaign for Energy and Water Conservation Flyers
(Enclosure Nos. 2 and 3) on water and energy conservation will be distributed to
the schools and all concerned are enjoined to use these flyers as advocacy and
information dissemination campaign materials. A Communication Plan was also
developed by the National Disaster Coordinating Council (NDCC) with the DepED
as one of its Member Agencies, with the “SampungHakbang” on water and energy
conservation using an acronym TUBIG POWER (Enclosure No. 4) as tips and
ways to conserve these important resources. Objectives of this are to create
heightened awareness among the schoolchildren, teachers and the general public
on the impending dry spell and in preparation for the coming of the rainy season.
 Monitoring of the implementation of the disaster risk reduction projects and other
activities under this Order shall be done by the Central Office particularly the
Calamity/Disaster and Fire Control Group (CDFCG.
 Immediate dissemination of and compliance with this Order is directed.
  School Staff Complement

GRADE LEVEL TEACHERS

School Year 2019-2020

Grade Level CLASS ADVISER SECTION

Grade 7 Jessle E. Latombo Achiever
Joan M. Jambalos Believer
John Redan P. Blanco Challenger
Eva Rosette S. Jarabe Affable
Grade 8
Laurence Jay M. Esole Brilliant
Harlene D. Ozar Courageous
Shahani M. Mascarinas Genesis
Grade 9
Oriel A. Sabado Proverbs
Grade 10 Alpha Shalom L. Rodil Einstein
Ruby Jean G. Lagunay Newton

 STAKEHOLDER’S CAPACITY ASSESMENT

 Barangay Disaster Risk Reduction Management Group

 Provides technical assistance during the conduct of the drill
 Provides road safety awareness among the students and teachers
 Serves as emergency responder in times of disaster
 Municipal Disaster Risk Reduction Management Group
 Provides technical assistance during the conduct of the drill
 Provides road safety awareness among the students and teachers
 Serves as emergency responder in times of disaster
 Conducts symposium on disaster preparedness
 Provides training on basic life support among teachers
 Bureau of Fire Protection
 Provides technical assistance during the conduct of the drill
 Provides road safety awareness among the students and teachers
 Serves as emergency responder in times of disaster
 Conducts symposium on disaster preparedness
 Conducts symposium on Fire Safety Awareness
 Philippine National Police
 Provides technical assistance during the conduct of the drill
 Provides road safety awareness among the students and teachers
 Serves as emergency responder in times of disaster
 Conducts symposium on disaster preparedness
 Conducts symposium on Safety Awareness and knowledge
on dangerous/prohibited drugs
 General Parent-Teacher Association
 Provides technical and financial assistance during disaster
  Coordinates with different disaster risk reduction team
 Participates actively in information drive on disaster readiness
 Government Unit of Agoo
 Provides technical and financial assistance during disaster
 Coordinates with different disaster risk reduction
team(from local to national level)
 Participates actively in information drive on disaster readiness
 Provides relief operation on affected victims
 Provides training on select personnel for
disaster preparedness
 Department of Education – Division Office
 Provides technical assistance during disaster
 Promotes disaster readiness in all public school in the
division of Oriental Mindoro
 Caters seminar and training to all SDRRM Coordinators
 Coordinates with the different Disaster Risk Reduction
Team during disaster
 Department of Education – District Office
 Provides technical assistance during disaster
 Promotes disaster readiness in all public school
 Coordinates with the different School Disaster Risk
Reduction Management Coordinators during disaster
 III. SCHOOL DEVELOPMENT PLAN FRAMEWORK
Below is a visual representations of the flow of the different interventions to be undertaken by various key players that would help in order
to save lives, prevent escalation of emergencies and incidents and relieve suffering.

San Joaquin Elementary School Development Plan Framework

Parent – Teacher
Community Association

ANALYN DE GUZMAN Disaster resistance

HENRY P. PANERGO PTA President & Officials Action Plan for the Quarterly Earthquake school building
Over All Chairman Safety of San Joaquin and Fire Drill to all
School Disaster Risk President / Teaching Elementary School School Populace on Yearly activity on
Reduction & Non – Teaching to Any Disaster DRRM, the improvement of
Management Personnels DRRM Integrated water and electrical
Group (SDRRMG) Curriculum in MAPEH facilities during
LGU & Barangay Officials Brigada Eskwela

FELINA C. RAMOS

Chairman / School Governing Council

 Republic of the Philippines
Department of Education
DIVISION OF ORIENTAL MINDORO
CACAWAN HIGH SCHOOL

INTERVENTIONS
Resources/ RESPONSIBLE PERSONS/
(PROGS, PROJS & EXPECTED OUTPUT TIME FRAME
ACTITVITY) Materials Needed AGENCIES

Prevention and Mitigation

 Request for  New constructed building that  2nd quarter of 2020  Technical Support  School Head, Damage
construction of new is flood and earthquake DepEd, DPWH, SEF Control Team, School
classroom resilient resilient. Lead Watch Team
to flood and
earthquake
 May every year  Assessment  School Head, Damage
 Annual Building  Regular assessment of buildings tool DepEd, Control Team, School
Inspection DPWH, Lead Watch Team,
SEF,MOOE Municipal Engineering
D  July of every year Office
 Financial Assistance/  DepEd, LGU, Provincial
R  Building  Rehabilitated and repaired Support Fund, NGO
Rehabilitation and classroom.
R Repair  September/  Seedlings, Dept.  Teachers, students, club
 Reforestation October 2020 of Agriculture org.
M  Tree  September/  Sack bag and other
planting/growing  Cleaned coastal area October 2020 cleaning facilities  Teachers, students, club
org.
 Coastal Clean-up
T  Quarterly  Drill manual,  SDMC, marshals, BFP,
H  Well managed and execution of
the drill.
warning devices, first
aid kit.
PNP, BDRRMG,
MDRRMG, teachers and
E  Quarterly conduct of
earthquake & fire
pupils/students

M drills.

A
Preparedness
T
 DRRM  Capacitated and well informed  Every month  Training matrix,  SDRRMG,
I training/seminars community of May&, materials Stakeholders,
October &Resource MDRRMG, School head,
C Speakers, MOOE Teachers
 Early Warning  Well put-up early
Device system warning devices/signage  Quarterly  MOOE, LGU,  SDRRMG, School head &
A Early Warning
Devices
Technician

R Response
E  Evacuation plan  Well managed evacuation  Quarterly  Evacuation centers  SDRRMG, School
center Assessment head, Teachers
A  Relief and feeding  MOOE, LGU, Relief  SDDRMG, Relief Team,
program  Organized and systematic goods, Food for Supply Team
distribution of relief goods feeding, kitchen
 utensils, etc.
S
Rehabilitation & Recovery
 Classroom Property  Identified classroom property After Disaster  RDANA, DANA  School property
Inventory for replacement or repair tools/checklist custodian, SDRRMG,
 School Inventory  Identified School facilities for LGU’s & NGO’s
rehab. Or repair
 Rehabilitation &  Repaired/rehabilitated school
Repair facilities
IV. CONTINGENCY PLAN
The potential for disaster striking is made all the more vivid by the series of terrible accidents
and incidents affecting the schools throughout the year. At any time, our lives could be
devastated by:
 the death or loss of a student or a teacher by an earthquake in school.
 The death or loss of a student and teacher in case of fire in school.
 Stranded students or teacher in case of typhoons.
 violence and assault in school by lawless elements.
 a student or teacher being taken hostage
 a road traffic accident involving students and staff or death or injuries through other causes
during a school hour.
 civil disturbances and terrorism.
 Accident due to bad weather condition
 or any accident or incidents happens within the school premises.

Information
When a crisis happen the first task is to obtain accurate information. This will either be
obtained by the department head or will be relayed to them. Disasters happening away from
the school premises will be unclear perhaps for hours, but there is still a need to convey
accurate information as soon as possible. Rumors will certainly add to distress. The persons in
Authority should be contacted immediately.

Management
As soon as a major incident is confirmed such as any natural calamities, the Members of
the DRRMG should meet to decide their strategies and form a small team to manage the crisis.

Informing parents
The school holds both a computerized and a hard copy of the entire enrollment
specifically the SF1, including parents’ names and telephone numbers. The teacher holds the
details of students involved in off-site activities and a copy is posted on the Bulletin Board in the
General Office. In the event of a tragedy the school’s telephones will have to be staffed. Those
answering the phones should keep notes so that it is known who has made contact and what
information has been given. There can then be certainty about who remains to be contacted.

According to the precise conditions, some of the following advice may be applicable.

(a) Staff contacting parents should have a written or rehearsed message.

(b) Offer help with transport.

(c) Check that parents in distress are not left alone, perhaps suggesting making contact
with relatives or neighbors.

(d) Offer useful phone numbers, such as some of those listed in the Appendix.

(e) Give the numbers of other parents involved in the crisis.

Informing the staff

The whole teaching and non-teaching staff, support and on-site workers’ staff - should
be informed as soon as possible, preferably at a specially convened meeting.
Informing the students
Closure of the school should be avoided if possible. The routinely functioning school is a
source of information, security and mutual support and so any closure should be as short as
possible. Ideally students would be informed in their tutor groups, but convening year
assemblies would obviously speed the process.
The students should be told simply what has happened and their questions should be
answered as directly as possible. When questions cannot be answered this should be
acknowledged. Speculation should be discouraged.

Managing the outcome

All teaching and non-teaching staff and students will need opportunity to express their
emotional reactions to the crisis. We are fortunate in having our own counsellors to support us
but outside help may also be needed. It is common experience that, following a disaster, there
is enormous need to talk about it. This may be disruptive of normal lessons, but should be
tolerated for a few days. Inexperienced staff may be overwhelmed by young people’s distress
and should therefore have ready access to advice from other colleagues.

“Many of the most distressing effects of major traumas are subjective and internal. It is
not always possible to tell by looking at a survivor if he or she is having constant video-like
replays of the events. Spotting that students are concentrating less well than usual, or that their
work is deteriorating or that they look tired and upset, is a skill. Strategies such as asking
friends to look for signs of distress, reminding class teachers and form tutors to be alert to the
potential signs, and talking with parents more regularly than usual about the young person’s
state in the classroom, are all ways of keeping any eye on their well-being”
Re-entry to school for survivors of a major incident has to be carefully planned. “Some
young people may be coming back into school having sustained injuries which have changed
them physically in some way. For example, they may have scars, they may have had limbs
amputated, they may limp, they may have lost their hair, or they may have gained or lost
considerable amounts of weight. Re-entry can be very difficult for these people, particularly if
they are caught up in the self-consciousness of adolescence. The change in their self-image
may well be much greater than the visible signs of the injuries. A discussion with them about
what to say to the rest of the class may ease their re-entry and allay some fears. It should also
be possible to help them evolve strategies to deal with the teasing that may come from people
who have not been part of the preparation for their return”.

These contingency measures may be generally applicable in cases of prolonged absence.

(a) The tutor might visit the child at home or in hospital.

(b) Contact should be maintained by the school throughout the absence.

(c) School work should be provided, if appropriate.

(d) Special arrangements should be made with examination boards where necessary.

(e) Part-time attendance may ease the child’s full return.

(f) Visits by the child’s friends should be encouraged.

(g) Discuss with the child any worries about meeting other students and advise
on how to respond to questions and comments.