1. Tabletop Exercise: Responding to Bereavement and Loss
This tabletop exercise is intended to be used in conjunction with the advanced training module, “Responding to Bereavement and Loss.”

2. Bereavement/Loss Full Version
Scenario (Part 1)
You are a member of your school’s crisis response team. The team has been called to a meeting on Monday morning after learning that a female sophomore was killed in a car crash on Saturday evening.

3. What additional information do you need?
Bereavement/Loss Full Version
What additional information do you need?
Some of the information that is still needed includes answers to these questions:
Was it a single car crash or were other vehicles involved?
Was the student driving?
Were there other passengers?
Was speed or alcohol a factor?
Were there eyewitnesses?
Was the deceased involved in any clubs or activities?
Who were the friends of the deceased?
Did the deceased have any siblings in school?
Has the incident already been reported by the media?
Has the family been contacted by the school?
Suggested use for this slide:
First, review the question in the slide header. (Try not to reveal or look at the rest of the content). As a group, discuss what information is still needed. Then, allow the animated content to appear on the slide, using it to review earlier responses and to extend the discussion.

4. Bereavement/Loss Full Version
Scenario (Part 2)
The family has contacted the school and verified the following information:
The name of the student who died was Melissa. She was a passenger in the car her friend Lisa was driving.
Earlier in the evening, Lisa and Melissa had met up with other classmates who were riding in a separate car.
As they drove down the road, John, a fellow student and the driver of the other car, challenged Lisa to a street race.
As both cars reached speeds of over 80 miles per hour, Lisa lost control of her car. The car veered off the roadway, striking a power pole. Melissa was ejected from the car. She suffered severe head injuries and died at the scene.
Melissa was on the soccer team. She was also a member of the student council. She had no siblings in the school.

5. Who might be impacted by this incident?
Bereavement/Loss Full Version
Who might be impacted by this incident?
Some of the people who are likely to be impacted are:
John
Lisa
The other students in John’s car
Members of the soccer team
Members of the student council
Friends
Homeroom students
Classmates
Coaches
Teachers
Parents
Boyfriend(s) and/or girlfriend(s)
Students with recent personal losses
Students with history of trauma
Other student drivers
Suggested use for this slide:
First, pose the question at the top of the slide for participants to consider (without revealing the rest of the content). As a group, discuss who is likely to be impacted. Then, allow both columns of the animated content to appear on the slide, comparing these answers to earlier responses and extending the discussion.

6. What responses should occur in the days following the accident?
Bereavement/Loss Full Version
What responses should occur in the days following the accident?
Some possible responses include:
Referring John, Lisa, and the other eyewitnesses to counseling;
Making a “safe room” available to students;
Offering the appropriate survivor groups individual and/or group grief counseling;
Offering impacted students one-on-one check-ins with counselors;
Providing caregiver support;
Disseminating information on coping with loss to students and parents (and, possibly, scheduling a parent information session);
Providing students with a means (such as journal and poetry writing, card-making, or an art workshop) to express their reactions to the tragedy;
Having both staff and students create a compassionate and supportive environment; and/or
Making counselors available immediately after the funeral or wake.
Suggested use for this slide:
First, review the question in the slide header. (Try not to reveal or look at the rest of the content). As a group, discuss the responses that should occur during the days following the accident. Then, allow the animated content to appear on the slide, using it to review earlier responses and to extend the discussion.

7. What should the students and staff be told about the accident?
Bereavement/Loss Full Version
What should the students and staff be told about the accident?
The information that is made available to students and staff must be accurate and consistent.
It must be made clear to students and staff that it is not appropriate to disclose information about John’s or Lisa’s role in the accident.
The details that can be disclosed about Melissa’s role in the accident should be explained.
When sharing information about the accident, the circumstances under which it is or it is not appropriate to disclose a student’s name should be discussed.
Suggested use for this slide:
It is important that the information given to students and parents be accurate and consistent. Realize that any information can make its way into the public domain. Because of this, give careful consideration to what you say to others.
Be sure to explain that it would not be appropriate to disclose the information about John’s or Lisa’s role in the accident.
You can say that Melissa was a passenger in a car that was involved in an accident. It was felt that excessive speed may have possibly been related to the cause of death. Melissa was ejected from the car when it hit a pole. (If she did not wear a seatbelt, and this is a factor in the case, this can be shared as long as it is done in such a way that it does not blame or appear to blame the victim).
The information that is sent home to parents and is shared over the phone should omit the names of the students involved in the accident. The information that is given to students and staff should include the names of those who died or were seriously injured, as appropriate.

8. Bereavement/Loss Full Version
Scenario (Part 3)
The students at your school start raising money to pay for a tree and plaque commemorating Melissa to be located outside the library.

9. How might you address the situation?
Bereavement/Loss Full Version
How might you address the situation?
Do not initiate commemoration activities too soon after notifying your school community of a student’s death.
Commemoration activities that are organized after talking with those who are impacted most by the loss are often more meaningful and helpful in the recovery process.
Prevention programs that fit the consequence of the death are often effective and will have more impact.
Suggested use for this slide:
First, review the question in the slide header. (Try not to reveal or look at the rest of the content). As a group, discuss how participants might address the situation. Then, allow the animated content to appear on the slide, using it to review earlier responses and to extend the discussion.
Do not initiate commemoration activities too soon after notifying your school community of a student’s death, since it may suggest a premature “closure” to the loss. This can interfere with the ability of students and staff, if their loss is acute, to be actively engaged in the grieving process.
Gifts of money to help the family with expenses and permanent memorials are often unnecessary. Commemoration activities that are organized after talking with the students and staff who are impacted most by the loss are often more meaningful and helpful in the recovery process.

10. Bereavement/Loss Full Version
Scenario (Part 4)
A pep rally commemorating Melissa was scheduled to take place 2 weeks after the accident. Melissa’s family wants to begin the rally with an “open mic” session so that students can share their thoughts with the entire student body.

11. How should the family’s wishes be handled?
Bereavement/Loss Full Version
How should the family’s wishes be handled?
Discuss the reactions students are most likely to have with your crisis response team and the school staff.
While parents and other family members may have strong feelings about how they wish to structure commemoration activities, find out first how students would like to share their feelings and receive support from others.
Although it is important to solicit and try to honor the surviving family’s requests, the school is obligated to consider and attend to the needs of its student body and staff first.
Suggested use for this slide:
First, review the question in the slide header. (Try not to reveal or look at the rest of the content). As a group, discuss how the family’s request should be handled. Then, allow the animated content to appear on the slide, using it to review earlier responses and to extend the discussion.

12. Bereavement/Loss Full Version
Scenario (Part 5)
It has been 1 week since Melissa’s death, and the “safe room” is still open because several students keep returning for additional support services.

13. How should this be addressed?
Bereavement/Loss Full Version
How should this be addressed?
It may be beneficial for school staff to begin making plans about how to address the long-term impact of the loss.
It may be more appropriate to provide students with referrals to outside agencies, such as those focused on mental health, so that they can receive the additional support services they need.
Suggested use for this slide:
First, review the question in the slide header. (Try not to reveal or look at the rest of the content). As a group, discuss how the issue of keeping the “safe room” open beyond 1 week might be addressed. Then, allow the animated content to appear on the slide, using it to review earlier responses and to extend the discussion.

14. Conclusion
What has this exercise demonstrated about how to effectively manage a school-related death and the resulting bereavement?
Has this exercise brought up any new questions for anyone?
The exercise has demonstrated that:
Following a school-related death, it is important to gather as much information as possible about what occurred and who was involved. Along these lines, it is also important to consider all of the people who may be potentially impacted by the death.
School leadership needs to take steps to support the school community through in-school response measures.
It is important to communicate with students, staff, and parents effectively about the death without disclosing sensitive information or inappropriate details.
Regarding commemorations, ultimately, the school’s leadership needs to first do what is best for students and staff while remaining respectful of the surviving family’s wishes.
It is important to have both short- and long-term plans to address the emotional needs that have resulted from the school community’s loss.