A Tragedy Response Team (TRT) or “Flight Team” includes school and district staff from various roles — such as administrators, counselors, school psychologists, social workers, nurses, and others — who work together before, during, and after a crisis (like a death, violence, or mass casualty event). Their goal is to manage the situation, support grieving students and staff, keep school life as normal as possible, and reduce risks like suicide contagion.
Coordination, Logistics and Communication Skills
- Team leaders and coordinators must have the organizational skills to communicate critical details to the individuals who are responding to the crisis or tragedy. This might include scheduling staff briefings, arranging for substitute teachers, and setting up dedicated “Care Rooms” for grieving individuals.
- Designated individuals must have the skill to manage media involvement including providing consistent, coordinated messaging that avoids glamorization, amplifying the tragedy, or spreading rumors.
- Responders must possess the skill to establish and maintain lines of communication with community partners, including school-based staff, law enforcement, medical examiners, local mental health agencies, and volunteer organizations.
- Team leaders and coordinators must be able to calmly manage crisis situations, participate in staff briefings, provide support for teachers, and set up dedicated “Care Rooms” for grieving individuals
Clinical and Intervention Skills
Psychological Triage: Members must be trained in, and familiar with, primary psychological triage interventions to identify individuals at higher risk for trauma based on their physical proximity to the event, emotional proximity to the victims, and personal vulnerabilities.
Psychological First Aid (PFA): Proficiency in evidence-informed approaches is essential for providing immediate safety, comfort, and stabilization. This includes using calming and grounding techniques (e.g., breathing, visualizing, etc.) to help emotionally overwhelmed individuals.
Recognizing Signs of Acute Distress: Members must be able to identify warning signs of serious mental health challenges, including symptoms of depression, anxiety, or suicidal ideation (e.g., withdrawal, hopelessness, or talking about wanting to die).
Facilitating Support Groups: The ability to lead structured, time-limited small group interactions that help students identify feelings and learn practical coping strategies is a key skill for responders.
Cultural Sensitivity: Members must be sensitive to the diverse cultural, linguistic, religious and experiencial backgrounds of students and families, recognizing that expressions of grief vary significantly across different populations.
Professional Self-Care: Effective responders must be self-aware of their own personal capacity and limits. They should have skills in self-care strategies to manage the “chronic stress” and exhaustion that often accompany crisis work.