American Psychological Association
The American Psychological Association offers an extensive set of resources on different topics related to school safety.
Accessible at: http://www.apa.org/topics/index.aspx
Centers for Disease Control and Prevention (CDC) Health and Safety Concerns for All Disasters
The CDC offers guidelines to follow after a natural disaster or severe weather. Topics include illness, injury, food and water safety, environmental concerns and coping with a disaster.
Accessible at: http://www.bt.cdc.gov/disasters/alldisasters.asp
Center for Trauma, Response and Preparedness (CTRP) Educational Materials
The Center for Trauma, Response and Preparedness (CTRP) is a University of Connecticut and Yale University Center of Excellence. The Center was established late in 2001 through the Federal Substance Abuse and Mental Health Services Administration (SAMHSA), the State of Connecticut Department of Mental Health and Addiction Services (DMHAS) and the Department of Children and Families (DCF). The CTRP presents a Web page titled “Educational Materials,” which offers an array of resources for educators to address the mental health needs of students proactively. It provides resources for including mental health in the school crisis plan and other preparedness resources. The Center also offers a wealth of school-based resources addressing crisis intervention and response.
Accessible at: http://www.ctrp.org/resources_educators.htm
Eye Safety Emergency Response and Disaster Recovery
After physical destruction has taken place, responders need to take precautions against any new hazards in the environment (i.e., dust, falling or shifting debris, noxious/poisonous gases, etc). The National Institute on Office Safety and Health presents general precautions that must be taken to protect the eyes during many response procedures that can pose a risk of abrasion or infection to the eyes (i.e., abrasion from dust, concrete particles).
Accessible at: http://www.cdc.gov/niosh/topics/eye/eyesafe.html
Federal Emergency Management Agency Recover and Rebuild
The "Recover and Rebuild" website offers suggestions on what do do immediately after specific emergencies.
Accessible at: http://www.fema.gov/rebuild/index.shtm
A Guide for Intermediate and Long-Term Mental Health Services After School-related Violent Events
The Substance Abuse and Mental Health Services Agency’s (SAMHSA) National Mental Health Information Center (NIMH) offers this brief guide. It outlines the different roles of school-based service providers, including teachers, school counselors, school psychologists, social workers and school nurses.
Accessible at: http://www.mentalhealth.org/publications/allpubs/NMH03-0151/page4.asp
National Center for Post-Traumatic Stress Disorder (PTSD) Assessment Resources
The Department of Veterans Affairs funds the National Center for Post-Traumatic Stress Disorder (PTSD). The enter presents guidance and materials for screening and assessing trauma as well as a Web page titled “Assessment” comprised of fact sheets and resources addressing screening and diagnosis of trauma related disorders.
Accessible at: http://www.ncptsd.va.gov/ncmain/index.jsp
Natural Disasters: Response, Cleanup and Safety for Workers
This website from the Centers for Disease Control and Prevention provides a list of emergency response resources for workers at natural disaster sites.
Accessible at: http://emergency.cdc.gov/disasters/workers.asp
Readiness and Emergency Management for Schools Technical Assistance CenterA primary service coordinated by the Center is providing responses to emergency planning questions and technical assistance needs. Requests for assistance could range from samples of emergency plans; strategies and materials to help with staff trainings; tips for creating buy-in with stakeholders; and/or help evaluating REMS plans. Center staff collaborate with a network of local and national crisis planning experts to provide answers to REMS-related questions and to meet any specific technical assistance needs. In addition, the Center publishes a variety of newsletters on specific topics (REMS Express, Helpful Hints, Lessons Learned). Information on NIMS training for schools is also on this website. Links are available to a comprehensive list of resources. Accessible at http://rems.ed.gov/index.cfm
Tips for Helping Students Recovering from Traumatic Events
In September 2005, the U.S. Department of Education published a brochure for parents and students coping with the after-effects of Hurricanes Rita and Katrina. The brochure offers expert advice for those directly impacted by a natural disaster, as well as information for teachers and school personnel assisting those affected.
Accessible at: http://www.ed.gov/parents/academic/help/recovering/index.html
Uncommon Sense, Uncommon Courage: How the New York City School, System, Its Teachers, Leadership, and Students Responded To the Terror of September 11The report discusses what actually took place during the terror attacks of 9/11, in an in-depth report presented by the National Center for Disaster Preparedness at Columbia University’s Mailman School of Public Health. Uncommon Sense, Uncommon Courage describes how school and emergency personnel successfully evacuated 9,000 students from eight schools, ensuring that every child returned home safely and was reunited with loved ones. The report covers actions taken and lessons learned on a variety of topics, with a focus on response and recovery. It is the result of interviews during an 18-month period, beginning shortly after the attacks. Emergency responders, public health officials, the New York City School Board, educators and administrators all contributed to the report.
Accessible at: http://www.ncdp.mailman.columbia.edu/files/9_11reportASSESSMENT.pdf
Who Cares for the Caregivers? Helping Administrators and Faculty Cope with a Crisis
The article discusses the specific needs of adults, how to support them and lessen the negative impact of a crisis on the school community. When a crisis or emergency occurs at a school, teachers are expected to be the support system for students, and sometimes parents as well. Facing the varying expectations of stakeholders, teachers are often left not knowing what is expected of them. To cope, they often carry on with academics instead of addressing their own needs, which in turn, does not serve the best interests of their students.
Franklin, J. (March 2005). Education Update, volume 47, number 3.
Accessible at: http://www.ascd.org/publications/newsletters/education_update/mar05/vol47/num03/toc.aspx