Context: One or more of the students or the community has been plunged into a crisis, which could range from a national emergency, a natural disaster, a community or personal loss. This toolbox is intended to aid the students in getting through the first day whether it is a “breaking event” or the first disclosure of an ongoing crisis (grave illness, etc).

For the teacher, this tool box will provide a box of immediately available resources for use with a wide range of students in a wide range of situations, and to provide a list of things which need to be updated periodically.
For a substitute teacher this tool box will provide direction and classroom specific information in the event that the regular classroom teacher is unavailable or is a central part of the crisis.

Learning Objectives:
* The students will begin to identify and express their feelings about the “crisis” either verbally, artistically, or through other opportunities outlined in the toolbox.

* The students will begin to explore the idea that even in times of crisis there are things to learn, duties to perform, and that life continues. This will be demonstrated during the first week by balancing special projects, readings, discussions, and actions with those ordinary tasks of a “normal” school week.


Benchmarks: To promote emotional and mental health in part by understanding some of the process of grieving.

Preparation: Make a psychological first aid kit appropriate to the class level:
For all levels this should include: extra small blank books/ journals: tissues: chocolate: plain writing paper, envelopes and stamps.

P-grade 3: Books (list to be developed)
Music (some pieces that are sad/ somber, some pieces that talk about feelings/ some pieces that make us feel brave and hopeful --- These would need to be determined by the tastes of the teacher.)
Stuffed toys to hug (presumably already being used as classroom decorations)

Grades 4-5: Books – (probably developmentally appropriate short stories, possibly even some particularly good picture books, some poetry --- rather than novels)
Music (see notes above)
Stuffed toys (small bears and maybe particularly appealing beanies, because there is a strong connection between the tactile and the soul’s comfort.)

Grades 6-8 - Books (see notes above)
Art supplies (crayons, paper, markers since they might not be readily available in a middle school classroom)
Music (see notes above)
Some “beanies” – small toys to “sit on desks” companionably (see justification above.)


Other tools: A list of relevant websites (maybe try to keep to ones of professional mental health groups so that there is less chance that they will disappear).
Have some printed materials on grief process / what parents can do to help / a template for a letter from the teacher which can be sent home to the parents telling them what has gone on in the classroom and assuring them of support.
A list of all students with parent’s names and phone numbers for follow up as needed (of particular use to a substitute).
A list of other people in the school system who might need to be notified if the crisis involves the classroom teacher. This might include a list of building staff with teaching team partners marked and non-parent volunteers. It might also include the names of the classroom teacher’s spouse, significant other, and children.

Lesson Introduction:
This will vary, of course, with the nature of the crises but in general terms the tone might be as follows:
P-3 – “How are things going today? Is there something that you want to talk about or ask about today?”
If the crisis involves the classroom teacher there are a couple factors to consider: Should the parents be told before the students? The substitute should NOT have to do this. The principal, school counselor, and maybe the “favorite teacher”* at that school should gently break the news ---AND THEN STAY to answer questions, give hugs etc.
Before leaving, they would, of course, assure the children that they are available to talk or answer other questions whenever the children need them.
(*Favorite teacher: every school has one. He or she is that person who just exudes warmth and love, knows all the children, and is known by all of them. This person may not even be a classroom teacher, but might be “specials” teacher, a custodian or a lunch server.)

Grades 3-5 –“ Some of you may have heard that there are some (sad, scary, crazy, confusing) things happening today… what have you heard? How do you feel about…???”

Grades 6-8 – “There are some (serious, frightening, sad, scary, confusing) things happening today. Let’s talk… Usually it is a good thing to be able talk about it, to help us clarify what is true and what is only speculation….”


Sharing Objectives: With any class I would want to share that “all this” can be very confusing and scary and that I wanted our classroom to be a place where they could freely ask questions, talk about their feelings, and feel safe. Our classroom would also be a place where it is acceptable to be quiet and to not talk about “X” until a person was ready inside. I would want to talk about the fact that sometimes even weeks or months after we think we are ok, that our emotions sometimes become very confused again. I would reassure them that this is quite normal and that I would always try to be available to talk to them and answer questions even a long time from now. And somehow to deliver this message simply.

Learning activities: This would vary by both age and the type of crises. Some proposed activities for which there are supplies in the toolbox are:
1. Journaling
2. Drawing pictures
3. Writing letters of support, sympathy, sharing, or to ask questions of authority figures.
4. Singing.
5. If there is a potential geography lesson (where did this happen)…
6. Talking about feelings (possibly using some of the picture books, poetry etc).
7. Going for a long walk.
8. Maybe doing a guided meditation / centering.

This is where teaching becomes an “art.” There is no set recipe, no algorithm at a time like this. It is a discernment of the students’ needs and what can be done to meet those needs. It is a day – maybe—for setting aside the lesson plans and just being attentive in the moment with and for each other. Or maybe it is a day for tending to one’s regular duties.

Closure: This might be making certain to hug each child as the day ends. It might be spending the last half hour of the day checking in about feelings, “where our hearts are”. To see if there are any last questions. With older children if hugs are not the thing it might be shaking or holding each of their hands for just an instant as they leave. It might be allowing some of the beanies / stuffed animals to go home for an “overnight”.
Sending home a note about the day to parents, emailing or posting information on the class’s website would be another piece of the day’s closure. Phone calls might be made to families of children who seemed particularly upset both to share observations with the parents or even just to check to see how the child was feeling that evening.

Student evaluation: How well this day / toolbox has worked may be apparent the following day or maybe not for a few months. Some evaluation may come from parents’ feedback. If the students are able to talk about their feelings or able to demonstrate through “art” that they are becoming comfortable again, then the toolbox will have served its purpose.

Teacher Self- Reflection: (Before) The challenge will be in the juggling, the discerning, the perceiving, and the ability to be a point of stability. The teacher should take advantage of what chances are given during the day (even if only a minute) to focus on his/ her own inner calm, to pray, meditate, visualize or whatever he/she customarily uses to “center” or find inner strength.