The Tool Desk
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Prepare a communication plan before a crisis
A crisis is a difficult time to decide who should call, what information can be shared, and how to reach a family. Schools should settle those questions in advance as part of a written crisis plan. CDC’s school crisis-response guideline recommends clear team roles, strategies for informing staff and families, a communication system for families and community resources, and staff training and practice. The guideline dates to 2001, so treat it as planning guidance and review current state and district requirements before relying on any procedure: CDC school crisis-response guideline.
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Agree on roles and escalation paths
- Name the staff roles responsible for receiving concerns, coordinating the school response, contacting caregivers, and arranging follow-up. Specify how concerns move to those people under the school plan.
- Make sure staff know how to support a student in distress, obtain immediate help when needed, and communicate concerns to families. CDC identifies these as areas staff should be prepared to handle: CDC mental-health education guidance.
- Coordinate the plan with relevant school support personnel and, where appropriate, local behavioral-health and emergency partners. SAMHSA’s educator guidance advises consulting school support personnel and parents when concerning behaviors are observed: SAMHSA guidance for educators.
Keep contact information and preferences usable
Maintain the contact details the school is authorized to use, including a way to reach the appropriate caregiver and any locally approved backup method. Ask families about language, accessibility, and contact preferences through the school’s established processes. Do not assume an email address or portal account is checked promptly, or that one channel works for every household.
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Practice who communicates, how the school routes a concern, and how the plan distinguishes urgent safety action from routine updates. Training should reflect the school’s current procedures and local requirements, not rely on a decades-old guideline as a complete or current protocol.
When a concern arises, route it through the school plan
A teacher or other staff member who notices a concern should bring it to the designated school support personnel through the established pathway. CDC and SAMHSA guidance supports preparing staff to respond to distress and involving school support personnel and parents, but it does not prescribe one universal sequence for every situation. The student’s immediate needs and the school’s applicable crisis procedures determine what happens next.
Share observations rather than presenting an unverified diagnosis. A concise, factual account can help the family understand why the school is reaching out and what has happened so far. Staff should coordinate internally so that the family receives a clear update from the appropriate person rather than conflicting or speculative accounts.
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Choose a channel the family can use
CDC identifies email, letters, and online portals as possible ways schools communicate with parents, and recommends translating communications into other languages. Its safe-school guidance does not rank these channels. Schools should choose according to urgency, family preference, accessibility, and applicable privacy policy: CDC safe and supportive school guidance.
| Channel | When it may help | What to check |
|---|---|---|
| Phone or other live contact | When a timely, two-way conversation is needed. | Whether the family can be reached, whether an interpreter or other accommodation is needed, and whether the channel is appropriate under school policy. |
| For a written update when the family uses email and the timing is appropriate. | Whether the account is current and monitored; use only information and practices permitted by applicable policy. | |
| Online portal | When the family regularly uses the school’s portal for communication. | Whether the caregiver can access it promptly and whether it is suitable for the sensitivity and urgency of the message. |
| Letter | When a written communication is useful and delivery timing is acceptable. | Whether it will reach the caregiver in time and in an accessible language or format. |
For sensitive details, avoid relying on a broad or public-facing message. If a channel is not working or the situation is urgent, use the school’s approved escalation and contact procedures rather than assuming a message has been seen. CDC’s recommendation to translate communications and plan for family communication supports designing for language and access needs, not merely sending the same message through more channels.
What to cover in a family update
The following is practical communication guidance, not an official federal script. Adapt it to the situation, school policy, and the family’s needs. Keep the conversation private and focused on information the school can responsibly share.
- What prompted contact: Describe the observable concern and when it came to the school’s attention, without assigning a diagnosis.
- What is happening now: Explain the immediate support or safety steps the school is arranging, in terms that are accurate and appropriate to share.
- Who is coordinating: Give the family the name or role of the school contact for questions and next communication.
- What happens next: Tell the family how and when the school expects to reconnect, without promising a clinical outcome or a timeline the school cannot meet.
- What the family needs: Ask about the best way to continue communication and any language or accessibility support needed.
Separate emergency response from family notification
If a student may be in immediate danger of harming themselves or others, follow the applicable emergency procedures and school crisis plan. Do not wait for a routine family message to be read before taking the urgent action those procedures require. SAMHSA’s caregiver guidance identifies calling or texting 988 as an option for families seeking crisis support, but that resource does not replace emergency services or a school’s local procedures: SAMHSA guidance for parents and caregivers.
For decisions about a specific student, staff should use the school’s designated crisis personnel and applicable local procedures rather than treat a general article or national resource as an individualized safety assessment.
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Communication should not end with the first notification. The school’s plan should identify who will reconnect with the family, how relevant school supports will be coordinated, and how the family can raise concerns or share updates. CDC’s crisis-response guideline calls for short- and long-term follow-up after a crisis; current plans should define responsibilities in line with local policy.
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Where appropriate, help connect the student and family with community behavioral- and mental-health services. CDC describes this connection as part of school mental-health support: CDC action guide for promoting mental health and well-being in schools. Family and school connection are protective factors, not guarantees of an individual outcome. Communicating with care and keeping follow-up available can help preserve that connection.
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