Crisis response – A effective framework for leaders and teams

As a headteacher and strategic leader, there are times when I’ve had to face unexpected and unwanted challenges. You’ll no doubt recall similar situations yourself and understand how these can have a huge impact upon individuals and organisations.

As a result of learning gained during my own leadership and my work over many years with school leaders, I’ve developed an intuitive framework for individuals and teams to call upon in high-pressure situations to support effective responses to crises.

This is the SOUPER framework ©.

I’ll break down the acronym in this article and illustrate how this may be applied in a school setting. The framework supports ‘in the heat of the moment’ approaches and does not replace the vital, proactive business continuity planning and scenario rehearsals that organisations should already have in place. It aims to provide a shared point of reference for leaders and teams to support calmer, more considered and effective responses to whatever unexpected situation may arise.

For any given situation, the first awareness of this my be personal observation but, for a leader, may be a ‘report’ from a member of the school community. I use the term ‘report’ to highlight the fact that information may be sparse and incomplete in a rapidly unfolding situation and people may often provide their own perspectives without seeing the bigger picture.

This awareness often brings an emotional response which may lead to a ‘flight or fight’ response. Whatever this awareness brings, recognising that this is creating an emotional and perhaps incredibly unsettling impact, is a key first stage in an effective response. If the report indicates an emergency, taking some controlled breaths whilst reminding yourself that things will work out overall, allows a responder to gain a few moments to gather their thoughts and apply the SOUPER framework.

SAFE?

OPTIMISM

UNDERSTAND

PLAN

ENACT

REVIEW

The outline of the elements below can be applied once the immediacy and severity of a situation is indicated. Some responses require an immediate call to the emergency services as the response on the ground begins. Other responses may have the benefit of time, from minutes to weeks or months. If this is the case, the time can be used wisely to ensure a considered decision is made and a positive outcome is reached.

Each of the SOUPER elements will be accompanied by a series of actions taken by a school leader who has just received a report that the ceiling in a newly build classroom has started to sag dramatically after a bout of heavy rain. Many of these actions will have already been taken by proactively trained and prepared staff. Consideration should be made as to the actions below that could / should be delegated to appropriate people at the time. Ensure they report back to leaders that delegated actions have been completed. Be aware that leaders may not be on site when a crisis occurs. Appropriate communication, at each stage, is absolutely vital as a situation unfolds.

SAFE?

Firstly, ask the question – If everyone is safe? If it is an emergency situation, does the threat remain to those affected, others or responders? Ensuring further harm / risk is mitigated is a first consideration for responders, whilst ensuring they don’t become casualties themselves.

Evacuate the affected area immediately

• Direct staff to evacuate all students calmly but quickly (a leadership at all levels approach, along with prior training should mean that the decision has already been made by staff and action taken)
• Evacuate rooms directly above and below the affected classroom and notify all staff to avoid any further movements around school
• Move pupils and staff to appropriate, safe spaces
• Account for all persons who would be expected to be in the room

Secure the area

• Close and lock the classroom door
• Place physical barriers (chairs, caution tape) to prevent re-entry
• Check wider areas of school are not affected and post signage warning of danger
• Isolate electric if safe to do so from an unaffected area

OPTIMISM

As a leader, providing hope and reassurance in times of difficulty is a key behaviour. Unsettlement, fear or panic can undermine the effectiveness of individual and team responses to crises.

• Demonstrate calmness and considered thought, whilst letting people know that they have trained for this and that everything will work out in the end, no matter how difficult the situation seems at the time.
• Previous training, scenario planning and rehearsals play a big part in developing this confidence.
• Ensure SLT members are released from classroom commitments / duties to ensure pupils and staff are supported by a positive, optimistic leadership approach.
• Notify the Site Manager/Premises Officer
• Direct an appropriate person to contact the Chair of Governors / LA / MAT to provide a brief update at this stage

UNDERSTAND

Once risks have been reduced and addressed, use the available time to gain a clearer understanding of the situation. Ensure all reports are collated and verified for accuracy. Ask the question – do the reports reflect what we are seeing / experiencing. Do some reports indicate that something has been missed or not followed up. What other sources of information can be called upon. Ensure responders from outside the school are provided with an accurate and clear picture of the situation as soon as possible.

Initial safety assessment

• Site Manager should conduct a visual inspection from doorway only
• Look for: active water ingress, bulging, cracking, or imminent collapse risk

Contact emergency services if needed

• Request Fire and Rescue Service attendance and for a structural assessment (potential utilities concerns – gas, electric, water etc.)
• Prepare for a wider evacuation if this is deemed necessary

PLAN

This stage is when planning to improve the situation takes place, and only when safety and additional risk concerns have been addressed. The initial optimism should lead to a mindset that aims to put all those affected in a better situation that before. For some crises, this may not be possible. For other unexpected events, the planning stage may look towards seeking opportunities that may have been unconsidered before the event, with the aim of securing a more beneficial position over time. In some cases, the benefit may be learning from the experience that can be applied in future and also shared with others.

Arrange structural engineering assessment to support understanding of timescales

• Trust / LA should arrange, but if delays occur, commission privately
• Engineer will thoroughly assess damage and structural integrity

Briefings

• Brief all staff on the situation
• Clarify which areas are off-limits
• Ensure everyone knows the revised arrangements
• Notify families, provide reassurance and explain contingencies – brief, factual, reassuring
• Contact formal media outlets to reduce confusion across the school community arising from social media posts.
• Set up regular communication schedule for stakeholders as appropriate

Keep records

• Maintain an incident log with times and actions
• Photograph the damage (safely)
• Keep records of all communications
• This is essential for insurance and potential investigations

ENACT

This stage involves enacting the proposed recovery plan.

Implement pre-prepared business continuity arrangements

• Relocate affected class(es) to alternative spaces for longer-term
• Isolate any rooms deemed unsafe / requiring works
• Inform parents about plans over long-term (
• Prepare for potential partial school closure if necessary

Contact your insurance provider

• Notify them of a potential structural damage claim
• Document everything from this point forward

Implement engineer’s recommendations

• Follow all safety instructions immediately
• Arrange emergency repairs if advised
• May require temporary propping or weather protection
• Consider whether partial school closure is necessary

Formal notifications

• Report to HSE under RIDDOR if anyone was injured or if it’s a dangerous occurrence
• Inform Ofsted if it impacts your ability to meet standards
• Update your governing body in writing
• Inform DfE if it impacts school capacity

REVIEW

This stage involves a thorough review of the incident and the responses to it by all parties involved. The aim to identify new learning that can be shared to reduce the chances of the incident occurring again. This may be beyond the organisation if information is shared to support the learning of others.

Reflection upon the response to the event can highlight areas for celebration and areas for further professional development.

Investigation and prevention

• Investigate why a new building has failed
• Consider building defects/warranty claims against contractors
• Review drainage and roof integrity across the building

Monitor and review

• Ensure adequate inspection regime is in place
• Inspect other areas of the building, especially after heavy rain
• Update your emergency response procedures
• Conduct lessons learned review