Circumstances can change very quickly for students and for schools and their communities. The way schools respond to wellbeing related concerns, issues and incidents is closely linked to the way in which their school culture and associated values and beliefs underpin their curriculum and their responses and care decisions.
The first step when managing a critical incident or a crisis is to seek additional support to manage the crisis. Evaluation of how the incident was managed will only begin after the student/s and teacher/s wellbeing is taken care of.
If you have an extreme event at your school, the Behaviour Crisis Response Service can respond to your emergency. Reach them through your Special Education District Office.
The service's specialists assess the situation and tailor a response that:
> stabilises the school
> ensures everyone is safe
> prevents the situation from getting worse
> begins immediately while a long-term plan is devised
> links the school to more resources and support.
The following section uses the evaluation and reasoning processes framework to help schools review how well they are responding to the wellbeing needs of students.
To respond to patterns or trends in data, in behaviours, in the number or frequency of wellbeing concerns or issues, ask:
> What's going on here?
> Is this what we expected?
> Has this happened before?
> Should we be concerned?
> What is the problem or issue here?
> What do our students think about this?
To find out more about what is happening or to clarify the wellbeing concern or issue, ask:
> What do we already know about this?
> Do we have information to help us to understand what is happening and why?
> What don't we know and how might we find this out?
> Who should we involve and why?
> How do we involve students in this process?
To make sense of the data/information gathered, ask:
> What is it telling us?
> How do we feel about this?
> Is it good enough - how might we know?
> What does 'good' look like? How close are we to that?
> Is there anything that still puzzles us? Do we need to explore this further?
> What insights can students provide?
To decide what particular action(s) to take, ask:
> What do we need to do and why?
> Do we have the capability to do this?
> What support might we need?
> Who should we involve?
When we want to know how we are going or want to know whether our actions have had the desired impact, we ask ourselves:
> How are we doing and for whom?
> How do we know?
> What evidence do we have?
> Do we need to do something different? Why?
> What do we want to keep doing? Stop doing? Why?
> Are we getting the outcomes we wanted? How do we know?