The main aim of this study is to gain an understanding of how schools and teachers respond following terror attacks in England and what support is available for teachers.
In the wake of recent terror attacks, it is important that schools are prepared for the eventualities of further terror attacks to support children through such traumatic periods. This study seeks to address the following research questions.
Research questions
1) How do teachers respond to terror attacks in England in their dealing with pupils (e.g. in assembly, in the classroom, outside the classroom)?
2) How do senior management respond to terror attacks in England in their dealing with pupils (e.g. in assembly, in the classroom, outside the classroom)?
3) Are terror attacks discussed in morning briefings with staff and are strategies put in place to support pupils?
4) How do pupils respond to terror attacks?
5) How do parents respond to terror attacks?
6) What support is available for teachers?
This study was conducted in the North-East of England. There were 16 participants involved in this study, 10 teachers and 6 senior leaders, across 9 state primary schools.
A semi-structured interview was used to collect both qualitative and quantitative data within this study. Content analysis was used to evaluate the data set collected and identify themes within the context of this research. Within the research, all participants expressed a concern about the lack of support available following traumatic incidents where trauma and bereavement were involved.
This study concluded that there are clear differences in current practices in schools following terror attacks in England. Schools, on the whole, are reactive to traumatic incidents. This study indicated that the approach within schools was also dependent on previous encounters in dealing with trauma and grief. A more proactive approach is needed to support pupils and teachers alike, following horrific incidents such as terror attacks.
