A. OVERVIEW

Communication is a critical part of crisis management. School staff members and students must be told what is happening and what to do. Parents of students and families of staff members must be informed about the situation, including the status of their child or family member. Timely contact with law enforcement and other emergency services is necessary for effective response. School Board members must be kept informed and updated information must be transmitted to central office and to other affected schools.  The presentations must be informed and kept updated. Additionally, groups, which are a part of the school community (PTA, advisory councils, etc.) and can assist with getting accurate information into the community, are important. This chapter focuses on communication --- within the school and school division, with parents and the community, and with the media.
 

B.  BASICS

When a school crisis event occurs, the key communication tasks involve:
· Notifying faculty and staff of known facts of the event and what first steps they are to take;
· Keeping faculty and staff informed as additional information becomes available and response plans evolve;
· Engage appropriate community resources to assist in restoring equilibrium and recovery;
· Providing students with accurate information, countering rumors and misinformation;
· Providing parents with accurate information about the event, the school's response, and suggestions and resources for appropriate response; and
· As appropriate, provide media with accurate information about the event and the school's response.

When a critical incident occurs, key communication tasks may become far more complex. First, key information should have already been assembled for use by emergency responders. See Section IV for a critical incident information inventory. In major crisis events a wide range of communications tasks must be undertaken. Crisis Communications Team tasks identified in the National Education Association Crisis Communications Guide and Toolkit are described below. Note that all the functions may be carried out by a single individual, particularly in smaller school divisions.
 

C.  CRISIS COMMUNICATIONS TEAM TASKS

· Spokesperson - Serves as the official source of all official school division information. This person addresses reporters at all scheduled press briefings; provides all official comments for press attribution; manages strategic message development; and counsels top administrators.

· Media Coordinator - Manages media queries, including prioritizing requests according to deadlines, type of request, and whether or not it is from a local or national outlet. Local should get first priority as they are often part of the school community and will be covering the event long after the national media leave. This person identifies opportunities to promote the school message and anticipates the direction media queries will take so the district can prepare and respond.

· Information-Communications Coordinator - Manages information flow. This person seeks out and organizes information updates, such as the time and place for community meetings, hotline phone numbers, instructions for donations, and press briefing schedules and channels it to internal and external audiences. Internal channels include district staff e-mail groups, listservers, blast faxes, and school voicemail. External channels include the media, parents, and the broader public. This person also develops and maintains the Frequently Asked Questions (FAQ) document - a recording of questions fielded by phone bank volunteers and their answers. He or she also maintains the master schedule � a document containing all scheduled meetings and events for the day. The schedule is usually blown up to poster size and placed prominently for phone bank volunteers to reference. The information-communications coordinator also updates and compiles the daily fact sheet - a listing of all significant messages for the day and the source of information on a broad array of topics and provides sign off for distribution.

· Media Monitor and Research Director - Monitors media coverage and seeks to correct inaccuracies. The media monitor provides summaries of coverage for all outlets for the spokesperson. The media monitor and research director is also responsible for maintaining research files.

· Clerical and Systems Operations Coordinator - Oversees all distribution systems, including e-mail and fax for external and internal audiences. This person establishes a routine procedure for ensuring appropriate proofreading, signoff and quick delivery of information products. He or she is responsible for systems operation including programming fax machines, assigning and coordinating copy jobs, and distributing fact sheets to media and other external and internal audiences.  Liaison to Law Enforcement Agencies' Superintendent�s officers - Ensures that law enforcement representatives receive all communication products produced by the division office and attends briefings for updated information on anticipated press briefings and announcements. He or she provides regular updates and reports for spokespersons. The information obtained from law enforcement may influence school division communication and message development.

· Liaison to Victims' Families and Counseling Units - Ensures that victims' advocates and victims' families receive all communication products from the school division communications office. He or she also obtains information on the concerns and needs of the victims and provides regular updates and reports to the spokesperson. The information obtained from the victims' liaison plays a major role in shaping the division's communication direction and message development.  Computer Systems, Web Page Technician - Oversees maintenance and operation of the communication operation's computer network; backs up files at the end of the day; and posts all new and approved communication products for the web page. He or she creates an avenue for answering e- mail queries and facilitates bulletin boards or chat rooms.

· Volunteer Coordinator - Oversees all volunteer activity, including recruiting, training and scheduling volunteers to staff media query phone bank, coordinate special events, undertake writing projects, and act as a media escort.  He or she prepares briefing folders for new volunteers, including daily fact sheets, key messages, telephone numbers, and web site addresses.

· Liaison to Elected Officials and Manager of Special Events - Ensures that elected officials and community group leaders are informed of all division communication activity. Also coordinates elected officials' roles in memorial services, creating memorials, and other special events and providing a communication channel between elected leaders and district administration. This liaison is sensitive to the perceptions and reality of action that could potentially be considered political and advocates on behalf of school community needs.

· Donations Coordinator - Implements systems to collect and distribute donations and woks with the information coordinator to communicate needs and educate the public about how donations are being used. This is usually someone with business and political connections who can quickly marshal resources, such as storage space or equipment.

(Related Reading:  Crisis Communications Guide and Toolkit, National Education Association Washington, DC Access at www.nea.org/crisis/)
 

D. CHALLENGES AND SUGGESTED RESPONSES

CHALLENGE RESPONSE: DAY ONE - Rumor Control A common reaction to fear is to generate rumors or stories to fill in information that is not available.  Making an uninformed declaration about information can be empowering for frightened individuals.  Crises are fertile ground for rumors, and rumors are unfortunately self-perpetuating Clear and frequent communication. Crisis communicators should be involved, visible, and convey leadership.  Survivors, victims' families, and local citizens will look to the school for leadership. Its presence will help calm fears and rumor-mongering.

Phone Line Jams Natural disasters and major news making events can create massive phone traffic, jamming cellular connections. Use combination two-way radio/cell phones and if possible keep one line open to the district office. If a connection is made, don't hang-up, just put the phone down for use later.
Media IntrusionSchool crises can create a crush of media, often making it hard to distinguish parents and students from journalists. Helicopters and cameras stationed outside the school provide live coverage that can put many lives at risk. Determine and maintain a perimeter around the school that media may not cross. Ask for law enforcement help in policing violators. Violators may later be denied access to official school or law enforcement briefings.

Scattering of Schools and School StaffActing on instinct, staff and students facing danger flee the building, often not knowing where they are running. This makes it difficult to ensure that students are moving toward safety, not danger, and makes it difficult to account for students and staff.Parents who come to school often cannot find their children and panic ensues. Natural disasters can disperse children, families, and entire communities.  Recent disasters have spawned effective people (and even pet) locator systems that often involve Internet communication. Establish pre-identified locations (reunion areas) that students and staff should retreat to in the event of an emergency. Ensure that a procedure has been established for releasing students to parent or guarding care; the procedure should be able to account for when and into whose custody the child was released. Provide information about dispersed colleagues and students.
 

CHALLENGE RESPONSE:  DAY TWO - Potential for Eroded CredibilityWhen bad things happen, past behavior is used to predict future actions. When past behaviors are considered good and helpful, the current and future behaviors don't match those expectations, there is a loss of credibility. Implement trust-building, fear-reducing, credibility-fixing behaviors. Suggestions:- Provide advance information.- Ask for input from all, even perceived opponents.- Listen carefully.- Demonstrate you've heard, adjust action.- Stay in touch. - Speak in plain language.  Bring victims/involuntary participants into the decision-making process.
Constant Need for InformationThe need for a constant streaming of information to the community is enormous.  Questions and anxieties can escalate. Organize separate all-school staff and all- community meetings to provide information and opportunity to express concerns. Immediately implement information channels that are accessible to all information channels that are accessible to all members of the community and media � an interactive web site for questions and answers, a crisis response hotline, and a regularly updated fact sheet.

Panic and AlienationNormal routines and support systems are suspended and survivors can feel very alone and panicked. Drop-in centers should be made available in several locations throughout the community for parents, students, teachers and others to receive information, counseling, and contact with other grieving members of the school and community.

Media Feeding FrenziesReporters are scrambling for pictures of students, interviews with school staff and students, and sometimes implement specious means of gaining access to schools and hospitals. Implement a system for coordinating and responding to media and set parameters for coverage.

CHALLENGE RESPONSE:  DAY THREE & BEYOND -Community Feelings - Bitterness and BlameVictims and victims' families and the school community may feel bitter and may take action that causes divisiveness. There may also be a tendency to place blame or emphasize simplistic solutions to violence or community crisis. Care must be taken to sustain open, responsive communication lines with all facets of the school community, particularly the victims and their families. Liaisons to victims should make frequent contact with the families and be responsive to their concerns and needs. In addition, affirming community-wide activities should be scheduled to allow citizens to contribute to memorials and expressions of compassion.

Victims' Feelings - Anxiety, Frustration, Anger - Victims (of varying degrees) declare their needs are not being met or considered and resist solutions. Promote the understanding that victims have a special mentality and their perception and behavior is altered in ways that are fundamentally predictable.  Victims designate themselves and determine when they are not longer victims.

Anxiety and Media Interest in Return to School  - Anxieties escalate around returning to school. There is a heightened media interest in covering the first day back. Establish drop-in support groups within school during lunch hour and before and after school.  Carefully plan re-entry and make adequate counseling support available. Communicate well first day plans and set limits with the media.

(Adapted from National Education Association Crisis Communications Guide and Toolkit. Access at www.nea.org/crisis.)
 

E.  SCHOOL COMMUNICATIONS

When a school crisis has occurred notifying faculty and staff of an event or crisis and keeping them informed as additional information becomes available and as plans for management of the situation evolve is critical. Some practices, which school administrators have found to be helpful, include the following:

The Telephone Tree:  A telephone tree is a simple, widely used system for notifying staff of a crisis event when they are not at school. A very carefully crafted statement, specifying what is and is not yet known, should be drafted before the telephone tree is activated.

The Morning Faculty Meeting:  An early, brief faculty meeting provides the opportunity to give accurate, updated information about the crisis event/situation itself and to review with staff procedures for the day, including the availability of intervention resources.

The End-of-Day One Faculty Meeting:  A brief end-of-day one meeting provides the opportunity to review day one, update information, and plan for day two. Misinformation or rumors can be addressed before staff members go home or into the community where they are likely to be asked about the situation.

Once it is verified that a crisis exists, the building administrator or designee sets the phone tree in motion. When a crisis occurs during weekends, vacation periods, or when a large number of staff is away from school, it will be necessary to transmit information via a phone tree. At other times, when crises occur when school is in session, only the people outside the school building need to be contacted via telephone.

The crisis response telephone tree should include all staff -- including cooks, bus drivers, custodians, and other support staff -- and should be reviewed each year with all staff.

Making the Calls:

- Begin with a statement such as, "I'm sorry to have to call with bad news. . ." or "due to the impending storm . . ."
- Ask the person to get paper and pencil to write specifics if they will be calling another person.
- Give facts about the event, identifying critical information needs: what happened, who is okay and who is hurt, action to be taken to respond, and how to help and
        get help.
- Notify them of upcoming all- staff meeting and note that further details will be available at the meeting.
- Remind them not to speculate in their phone tree calls -- they should just pass on essential information.

Dealing with Rumors - Establishing reliable communications networks is critical for dealing effectively with a potentially detrimental phenomenon always present in crises: rumors. People are going to talk about an emergency and, when accurate information is not available, rumors begin.
Without facts, people begin to speculate and the speculations soon come to be thought of as �facts.� Left unchecked, rumors can become more difficult to deal with than the crisis event. They may create a negative perception of the school�s ability to manage an emergency or, even worse, a belief that the school cannot provide for the safety and well being of the children. The most effective strategy for combating rumors is to provide facts as soon as possible. Some strategies, which may be helpful, include the following:

1. Identify and notify internal groups including administrators, teachers, students, custodians, secretaries, teaching assistants, cafeteria workers, and bus drivers. These people are primary sources of information and are likely to be contacted in their neighborhoods, at grocery stores, etc. It is critical that they have accurate information because what they know (or don�t know and are speculating about) will be passed on.  A faculty/staff meeting should be held before staff members are allowed to go home so that what is (and is not) known can be clearly communicated.

2. Clerical staff that answers the telephone at the school and at the central office must know which information can be shared and which information cannot be shared. They must be kept informed of inaccurate information, which is circulating so they can help �correct� misinformation. Designating a few persons to answer calls helps control the circulating of misinformation.

3. Use of key communicators in the community will also combat rumors. A telephone tree or a briefing held especially for identified community representatives directly associated with the school will help spread accurate information.

4. The media can also help control rumors; ask them to provide frequent updates to the public, particularly providing accurate information where rumors need to be dispelled.

5. After the immediately crisis has passed, public meetings may be helpful. It provides an opportunity for people to ask questions and to receive accurate information. A follow-up public meeting may also be helpful in restoring the community�s confidence in the school�s ability to manage crises and to provide a safe environment.
 

F.  USING TECHNOLOGY FOR COMMUNICATION

Technology can be a very effective tool for communication during a crisis. Some common tools that may be used include the following:

1. Telephone. Although the telephone is the most commonly used communications tool in schools, most schools do not have enough lines and, worse, service is
    typically lost when electricity is lost. In preparing for crises it is recommended that:
          - Schools should have at least one secure line with an unpublished number.
          - The telephone company should be consulted in pre-planning; there  may be unused lines in the school�s control panel, which can be activated if needed.
          - Use standard jacks and mark them clearly so emergency service personnel can  find them. The school floor plan, which is part of the school�s �emergency
                toolkit�, should have the location of jacks marked clearly.

2. Intercom systems. Most schools have such a system; systems, which include teacher-initiated communications with the office and use a handset rather than a wall- mounted speaker, are most useful in an emergency. Instructions for use of the intercom system should be posted near the controls in the office area. Additionally, students should be taught to use the intercom system � the teacher may have a medical emergency or be otherwise unable to operate the system

3. Bullhorns and megaphones. Often used at pep rallies and field days, battery-powered bullhorns or megaphones can also be very effective tools for communication in an emergency and should be a part of the school�s �emergency toolbox.� Procedures governing storage of the bullhorn in the office closet in the gym may not be an option. If one is not available (or out of batteries!) at the school, law enforcement vehicles are sometimes equipped with speakers B another good reason to include law enforcement in the pre-planning process.

4. Two-Way Radios. Routinely used in many schools, two-way radios provide a reliable method of communication between rooms and buildings at a single site. There are combination radio/cell phone units now available. All staff needs to know how to operate the walkie-talkie (even those who don=t routinely carry them).

5. Computer telecommunications. A relatively new tool, the potential capability of existing computers to be used for communication both within the school and to other sites needs to be assessed as part of the pre-planning process. E- mail or electronic bulletin boards may be a useful tool for updating information for staff, central office, other schools in the affected area, and possibly for other community agencies.

6. Web Pages. The Internet can be a powerful tool for sharing facts and information. From posting daily fact sheets to putting up lists of contact and support numbers to giving survivors a place to post their thoughts and feelings, a web page can be a critical part of the school's information dissemination and support functions.

7. Fax machines. The fax machine is a potentially valuable tool for both sending and receiving information in an emergency. In the case of off-campus accidents, for example, lists of students and staff members involved, their locations, and needed telephone numbers can be quickly and accurately communicated. Medical information, release forms, and medical authorizations can be faxed, signed, and returned in emergencies.

8. Cellular telephones. Increasingly available and affordable, the role of cellular telephones as a communications tool needs to be carefully assessed. They may be the only tool working when electric service is out and are particularly useful as a link to staff members who may be en route to or from the site of an accident or other emergency.  They are increasingly being used to link the multiple vehicles transporting students and staff on off- campus trips.

9. �Panic buttons.� Some schools have installed �panic buttons� connected directly to the police or other emergency services. In some communities, there is an immediate response; in others, the police or fire department calls the school to confirm the emergency.

10. Alarm systems - Bells or buzzers may be sounded in different ways to signal different types of emergencies, for example, fire, tornado, or special alert (with instructions to follow).

(Related Reading:  The Appropriate and Effective Use of Security Technologies in U.S. Schools. National Institute of Justice, 1999. Access at www.ncjrs.org/school/178265.pdf.)
 

G.  VOICE AND HAND SIGNALS

Although not involving �technology,� voice and hand signals (and training staff and students to recognize them) are important instruments of communication in an emergency.  Some signals, which may be used, include:
    · Waving arms � waving arms back and forth overhead means to follow in the direction lead by the teacher.
    · Palms down � moving arms up and down with palms toward the ground will signal students to get down on the ground wherever they are at the time.
    · Palms out � pushing palms out, forward and back, will signal the students to stop where they are and to stand absolutely still.
    · Waving arms side-to-side � moving arms side-to-side in front of the body will signal students to move away from the center of the playground and to take
        shelter toward the edges of the playground.
 

H.  COMMUNICATIONS WITH PARENTS AND THE COMMUNITY AT LARGE

A very important aspect of managing crises is dealing effectively with parent reactions.  Communication with parents and the community is best begun before a crisis occurs.  Some useful strategies include the following:
    1. Educate parents about the school crisis plan, its objectives, and the need for it. Such information can be included in the school handout or other informational
        materials prepared for parents, at parent orientations, or at other informational meetings.
    2. Develop a relationship with parents so that they trust and feel comfortable calling school personnel in the event of crisis.

Develop materials that may be needed including:
    1. Draft formats of letters to parents informing them of what happened, how the school and school division are handling the situation, and information on possible
        reactions of their child and suggested ways to talk with them.
    2. Develop a list of community resources that may be helpful to parents.
    3. Identify parents who are willing to volunteer in case of an emergency, include them in preparation efforts, and include them in training.

Parent Information Needs - In the event of an emergency, parents have very specific information needs.  First, parents want to know their child is safe; then, parents want to know the details of the emergency situation, to know how it was handled, and to know that their children will be safe in the future. The first reactions are likely to involve fear. Upon learning of an incident at the school, parents are likely to descend upon the school in search of their child or to telephone, frantically seeking information. Establishing a system for responding quickly to parent needs for information is an important part of pre-planning. Anger is another common reaction of parents, particularly in the case of senseless acts of violence. In the event of a crisis or disaster:
        1. Tell parents exactly what is known to have happened. Do not embellish or speculate.
        2. Implement the plan to manage phone calls and parents who arrive at school.
        3. Schedule and attend an open question-and-answer meeting for parents as soon after the incident as possible. The meeting is an opportunity for school
            officials to listen and respond to parent concerns (which is helpful in combating rumors and. other misinformation) and to work on restoring parental trust in
            the school. In the event of an incident, which involved damage or destruction, an open house for parents and other members of the community to see the
            school restored to its �normal� state helps everyone get beyond the crisis.
 

I.  COMMUNICATIONS WITH MEDIA

General Guidelines

Media policy varies from one school system to another. Contact is generally channeled through one person. Most news people are sensitive, open to suggestions and interested in doing a reputable job. When dealing with the media, the following suggestions will promote clear communications:

· Deal up- front with reporters. Be honest, forthright and establish good communication with the media before problems or a crisis occurs.
· Do not try to stonewall the media or keep them from doing their job.
· The school should decide what to say, define the ground rules, issue a statement and answer questions within the limits of confidentiality.
· Identify a single information source.
· Advise school staff of media procedures.  Advise students of the media policy. Let them know that they do not have to talk, that they can say no.
· If the crisis is a death, consult with the deceased student/staff member's family before making any statement. Explain school system policy and assure them that confidential information is being protected.

During A Crisis:

· Attempt to define the type and extent of the crisis as soon as possible.
· Inform employees what is happening as soon as possible.
· Designate that a central source, such as the crisis communications center, coordinate information gathering and dissemination.
· Instruct all employees to refer all information and questions to communications centers.
· Remind employees that only designated spokesmen are authorized to talk with news media.
· Take initiative with news media and let them know what is or is not known about the situation.
· When communicating, remember to maintain a unified position and uniform message; keep messages concise, clear, and consistent; keep spokesman and
    alternates briefed.
· Contact the top administrator or designee to inform him of the current situation, emerging developments, and to clear statements.
· Delay releasing information until facts are verified and the school's position about the crisis is clear.
· Read all releases from previously prepared and approved statements to avoid danger of ad-libbing.
· Assign sufficient staff to handle phones and seek additional information.
· Keep a log of all incoming and outgoing calls and personal contacts.
· Relieve key people from their normal duties so they may focus on the crisis.
· Express appreciation to all persons who helped handle the crisis.
· Prepare a general announcement to be given by the principal or designee. A straightforward sympathetic announcement of loss with a simple statement of
    condolence is recommended. Also, a statement that more information will be forthcoming, when verified, can be reassuring to students and staff.

Communicating with the Media in Times of Crisis

· The primary goal should be to keep the public informed about the crisis while trying to maintain the privacy of students and ensure as little interruption of the
    educational process as possible.
· As soon as possible, prepare a written statement that gives the basic facts clearly and concisely or ask the division Community Relations Director to prepare one
    for you.  Two or three minutes spent writing down some specific points is valuable. If there is time, try to anticipate what some of the questions will be and
    prepare answers. News people will always want to know: who, what, when, where, why, and how. Try them out on your colleagues and see if they have any
    recurring questions. Use the same facts in dealing with all media so the story is consistent.
· If news media personnel arrive on campus while students are in class, guide their activities so they will not disrupt the educational process. The news media can
    come onto the campus but should not be permitted to enter classrooms.
· Don't presume to tell a reporter what is or isn't newsworthy -- that decision is made by the reporters and their editors. And never -- absolutely never -- lie to a
    reporter. Tell the bad news quickly; get it over with. It may be your only chance to set the record straight. It's vital to establish our division as the best source for
    information on the crisis. If the media think you're hiding something, they're likely to dig hard for information from other sources and play the story more
    sensationally -- and perhaps less accurately. Protecting and enhancing the division's credibility is important.
· Talk conversationally, or you will inadvertently pitch your voice up and sound strained. If you don't understand the question, say so. Parroting the reporter's
    question is very dangerous on radio or video tape because the tape can be edited to sound like you concur whether you do or not. Suppose the reporter asks,
    "How are you handling this terrible shock?" Don't respond, "We are handling this terrible shock by . . ." Instead, respond in your own words to the effect that,
    "The students are continuing their usual schedules, following a morning assembly where we discussed the situation."
· Answer each question and then be silent. Stick with the statement. Don't embellish it and don't respond to media pressure to chat about it. Just because a TV
    reporter sticks a microphone in your face or a radio reporter lets the tape run does not mean you have to fill that prolonged silence. Don't worry. . . your pauses
    will be removed in the editing process. If you are standing for the interview, don't back up, even through the microphone seems to be put down your throat. Plant
    your feel firmly and stand your ground. Suggest that everyone sit down if you need "space."
· Remember that conflict is news, and reporters often frame their questions to bring out the conflict or emotion in a story. Guard your students against such intrusions
    if grief is involved in the response. (However, if the media wants student or community viewpoint, it may be well to arrange for them to talk to your PTA
    president.)
· If a reporter asks several questions at once, say something like, "You've asked me several questions here. . . where would you like me to begin?" If a reporter
    interrupts you before you've finished answered your question, pause, let the reporter finish, and then continue your answer. Don't let the reporter get you off track
    or tell you when you've finished your answer. However, don't go into lengthily detail or run off with the interview either.
· Don't let a reporter's friendly, sympathetic manner disarm you into giving him/her additional information. Don't assume any chatty comments "are off the record"
    even if you say they are. Keep in mind that the media aren't in business to help you with your communication needs: the media are in business to (1) make money
    and (2) disseminate news. "News" can be defined as any information of interest to the public.
· Reporters are under constant deadlines, but no deadline is so important that it's worth making an inaccurate statement. If a reporter says he/she has deadline
    problems, ask how long you have to get the information, and then try to obtain it within that amount of time. Don't put reporters off; they will only get more
    insistent and abrasive if you do so.
· It is best not to answer a query with "No comment." Otherwise, the reporters may report you wouldn't answer questions or may interpret for themselves why you
    aren't answering. Instead, say, "I can't share that information with you right now, but I will call you as soon as I can release it. (And do call them). Or say, "I don't
    know the answer, but I should have it in an hour. Please call me. If you can't reveal information at all, tell the reporters why. Examples: Relatives of an injured
    student haven't been notified yet or revealing the identity of a witness would jeopardize an investigation.
· After you provide the written statement to the media or answer subsequent questions, keep a media log of whom you speak to and what you give them, whether it
    is the basic statement or a subsequent update. This allows you to track which medium received what information.
· Don't ask a reporter for editing rights or to see the story for approval before it runs.  Most news media have specific policies preventing this. Reporters may well
    interpret these requests as insults or a slight on their competence. Don't complain to the media if you feel you were treated unfairly. You may simply draw more
    attention to the crisis. If major story details are inaccurate in a newspaper story, you can ask for a correction. But getting a similar correction in a TV or radio
    story is more difficult and must involve a giant inaccuracy.
· The superintendent should be updated on any emergency, who can then assist district or building administration in handling interviews with news media and
    coordinate the flow of information.
 

Media �DOs� and �DON�Ts

DO:

· Emphasize your good record.
· Be accurate and cooperate as best you can.
· Be prepared for and prepare in advance a response to questions, which might violate confidentiality or hinder the police investigation.
· Insist that reporters respect the privacy rights of your students and staff.
· Speak to reporters in plain English -- not educationese.
· When asked a question and you don't know the answer, say so, then offer to find out and call the reporter back.

DON�T:

· Don't try to keep the media out or "kill" a story.
· Don't say "no comment."
· Don't ad- lib.
· Don't speak "off the record."
· Don't speculate.
· Don't try to cover-up or blame anyone for anything.
· Don't repeat negative/misleading words.
· Don't play favorites among the media.

How a Disaster Unfolds: An Overview - Although each crisis is unique, there often is a common pattern to the media's response in the aftermath of any tragedy that affects whole communities. The type of information sought by the media as the trauma unfolds often follows the following pattern.
 

0 - 12 hours	In the immediate aftermath of a community crisis the media is scrambling to get information to answer the question:  What happened? The media attempts to piece together a story, based on eyewitness accounts, monitoring police radios, and, in many cases, grabbing anyone to talk about what happened. This results in incomplete, conflicting and inaccurate accounts of what actually happened. In the worst case scenario, the media has monitored the police radio frequency and arrives at the scene of the crisis before the police or rescue workers, thus obtaining unrestricted access to the crime or disaster scene.
12 - 24 hours	As the crisis unfolds, the next question the media seeks an answer to is: Who? Who are the victims? There is often a struggle over the timing of the release of the names of injured and killed victims as the authorities try to notify the surviving family members. No one is immune from the media's search for identifying information about the victim. The media will seek this information from a variety of sources, including hospitals, the police, rescue workers, families, neighbors, schools, passenger lists, co-workers -- or through encampments at the crisis scene -- all in an effort to identify who has information about the crisis and its victims.
24 - 36 hours	The next question the media tries to answer is the question of Why? Why did this tragedy happen? It is a normal reaction on the part of many people, including victims, survivors and community members, to try to understand what happened by finding someone or something to blame. Everyone has their own version of who is to blame and the media feeds into this hysteria by speculating on who or what may have caused the crisis well before the actual facts of the situation emerge. In cases of criminal acts of violence, where the obvious person to blame is identified suspect, the media will run stories laying blame on a variety of sources such as lax security, questioning whether the victim in some way contributed, or about those who could have foreseen or prevented this tragic crime. In crises involving natural disasters, where there is no offender to blame, issues of faulty construction, inadequate disaster preparedness capability, or why the victims did not carry adequate insurance coverage often arise.
36 - 72 hours	At this point during a community crisis the media continues to speculate on what happened and why, and in addition, often begins to evaluate the rescue efforts as to whether they were effective and timely. Often, this occurs even as the rescue or cleanup operations continue. Ensuring privacy for victims as they are released from the hospital, return to work, or begin to make arrangements for funerals or memorial services is critical at this time.
72 hours - Forward	The details of what happened at the crisis site is now old news, and the news story that is current concerns the funeral services of the deceased. In addition, the crisis story is now old news. In order to continue coverage, the media often tries to put a "spin" on a story to keep it in the news. The media looks for twists, or a new angle by which to present the same information. Issues concerning the lifestyle, social and religious pursuits of the victim, stories about victims who have suffered through similar misfortunes as well as any previous doubts about the employer, business, government agency or whoever is currently being blamed for contributing to the crisis, now all surface.

Victims Need to Know . . .  - Even in a crisis situation, let victims know about their specific rights with respect to the media. Provide victims with the suggested media code of ethics, which is published at the end of this chapter. Let victims know the following:

1. They do not have to talk to, pose for pictures or provide photographs to the media;
2. They can choose the time and the place for an interview -- it does not have to be immediate or at the media's convenience;
3. They can refuse to answer a question even if they already agreed to discuss the topic;
4. Let victims know that they have the right to ask to review a story before it goes to press or on the news although most media during a crisis situation operate on
    too tight a deadline for this.
5. In addition, quickly teach victims the difference between:
        a.  "On the record" -- when everything they say is subject to publication;
        b. "Off the record" -- when nothing they say should be subject to publication, although unscrupulous reporters may publish it with impunity; or
        c. "For background only" -- where the information may be used without attribution to the victim.
6. Emphasize that victims should make sure which rules they are being interviewed under prior to answering any questions.
        a. Techniques to shield their faces with coats, arms or whatever it takes to prevent the media from filming them;
        b. An understanding that no reporter is your friend when she or he is after a story.

Setting Limits with Media - In a school crisis, media should NOT --
· Be in the school building itself, particularly roaming the halls and/or the scene of a critical incident.
· Film deceased or injured students or staff.
· Film the family members of deceased or injured students or staff.
· Release the names of victims or perpetrators until after family notification.
· Obtain photographs of victims without explicit family permission.
· Intimidate students or staff with intrusive questions about the facts of the incident or their feelings about the event.
· Attend post- incident meetings intended to assist the school / community recover from trauma.
 

Strategies for Setting Limits
· Limit access to the school campus. Do not hesitate to use security personnel or, if necessary, the police.
· Direct media to an alternate location away from the school where media briefings and press conferences can be held.
· Deny admission to the press conference to any reporter who violates limits.
· Make sure teachers and parents emphasize with students that they are not required to talk with the media and assist them in preparing statements such as "Do not
    take my picture," "I have nothing to say," or "Please leave me alone."
· Do not permit media to attend any family or community meetings held after the event.
 

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