The degree to which public school principals in East Jerusalem practice managing school crises from the teacher’s perspective: درجة ممارسة مديري المدارس الحكومية في القدس الشرقية لإدارة الأزمات المدرسية من وجهة نظر المعلمين

This study aimed to know the reality of crisis management among public school principals in East Jerusalem from the teachers ’point of view, and the research was based on the descriptive and analytical approach, and the Nieroch questionnaire (2020) was used with some changes to demographic variables to suit the current study. A random sample was chosen a sample consisting of (233) male and female teachers. The results showed that the degree of practicing public school principals in East Jerusalem in managing school crises got an average (3.58 out of 5), meaning a degree of (high) practice. At the level of domains, the confrontational field before the crisis occurred got the highest average (3.64 out of 5), then the confrontation field. During the occurrence of the crisis at an average of (3.58), and finally the confrontation after its occurrence at an average of (3.52), all of which are of a (high) practice rating, and that school principals have a preconceived perception of any emergency crisis and on all axes of the questionnaire (before, during and after the crisis). The study also found that the ability Managers deal with the crisis before its occurrence is greater than dealing with it after its end, and the study indicated that there are statistically significant differences in the degree of school crisis management among public school principals due to the variables of the teacher’s gender and the gender of the school principal and in favor of males. Based on the results, the researchers presented a set of recommendations and proposals to enhance the culture of crisis management among public school principals in East Jerusalem, all of Palestine and the Arab countries.

School Crisis Management Planning

The fundamental need for safety in schools requires research-based and trauma-informed strategies for implementing crisis management plans (CMPs). Beyond the immediate harm, longer-term potential outcomes of crises are psychological trauma and damage to the reputation for safety of the school, leading to staff attrition. An effective CMP involves (a) planning, (b) communication, (c) protocols for immediate action, and (d) protocols specific to different types of school crises. School crises can occur on the organizational level, such as natural disasters or shootings; community level, such as bullying or community violence; or individual level, such as suicide, pregnancy, or family changes. This article incorporates research from the business sector as well as education, social work, and psychology to describe the vital components of a school CMP and the role of the school mental health staff. School mental health staff must be central to development and implementation of a trauma-informed school CMP that incorporates prevention, communication, and different protocols for the various types of crises.

KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES

As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

Supporting Students Following School Crises

The chapter “Supporting Students Following School Crises: From the Acute Aftermath Through Recovery,” in School Mental Health Services for Adolescents, provides an overview of the strategies and interventions used in schools to mitigate the impact of school crises on adolescents. It provides a definition of school crisis, describes the impact of school crises on students and the school system, and offers a historical perspective on crisis response in schools. The chapter merges the President’s Policy Directive (PPD-8) with the Positive Behavior Interventions and Supports (PBIS) framework to describe the universal, early intervention, and targeted interventions that schools can implement to provide a continuum of care from disaster preparedness to long-term recovery. Strategies for integrating these practices into the school community are discussed.