SRP Parent Resources
Emergency Communication & Reunification
In the event of an emergency, parents will be notified through the HISD Public Relations Office. The district will call, email or text parents with information about their students' campuses. Refrain from using your cell phone on or near school property in an emergency. This is not intended to keep you from contacting your child, but rather to keep the cell and data lines clear for communication among emergency responders. We ask that parents do not come to campus in the event of an emergency as to not interfere with first responders.
In certain cases, the District may have to initiate a reunification between students and staff. The goal is to make sure each student goes from the caring hands of a staff member to their parents, guardians or emergency contacts as quickly as possible. Please update all emergency contact information at your students' campus.
In the event of an emergency where students need to be evacuated, relocated, or are unable to be dismissed through normal procedures, the district will implement the Standard Reunification Method (SRM). This process ensures that students are safely and systematically released to their parents or guardians in a controlled and secure manner.
Reunification may take place at an off-site location and requires proper identification and verification to maintain student safety. By coordinating with the Standard Response Protocol (SRP), the SRM helps maintain order and accountability during and after a crisis, ensuring that families are reconnected as efficiently and safely as possible.
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Psychological Crisis Response Protocol
The purpose of the Psychological Crisis Response Protocol is to activate and engage the counseling team for immediate psychological support response after a crisis on campus/district property.
A psychological mental health crisis protocol is a structured approach for providing immediate support to individuals experiencing severe emotional or behavioral distress. It is designed to stabilize the situation, ensure safety, and guide the individual toward long-term care. This process, sometimes called "emotional first aid," is used by mental health professionals, first responders, and trained civilians.
Psychological First Aid (Immediate Response)
The core actions of PFA in the immediate aftermath of a crisis are:
· Establish Contact and Engagement: Respond to students in a non-intrusive, compassionate manner and introduce yourself.
· Enhance Safety and Comfort: Ensure immediate physical and emotional safety and provide basic comforts like water or a calm place to rest.
· Stabilize (if needed): Help calm and orient students who are emotionally overwhelmed or disoriented.
· Gather Information & Address Needs: Identify immediate needs and concerns (e.g., contacting family, getting supplies) and offer practical help.
· Connect with Social Supports: Link students with primary support persons, including family, friends, and existing school support systems.
· Provide Coping Information: Offer information about common stress reactions and healthy coping strategies to promote adaptive functioning.
· Link with Collaborative Services: Connect those needing additional help with school or community resources like mental health services or peer support programs.
Long-Term Student Support Plan
The long-term plan builds on PFA by integrating support into daily school life and ensuring continued monitoring:
· Maintain Structure and Routine: Keep daily routines and class schedules as normal as possible to foster a sense of stability and predictability.
· Monitor Student Well-being: Watch for signs of ongoing distress, withdrawal, or changes in behavior/academic performance over time.
· Provide Ongoing Reassurance: Continuously reassure students that adults are working to keep them safe and that their concerns are valid.
· Facilitate Expression and Dialogue: Allow students to share their experiences through talking, writing, or art activities, without forcing them to share details.
· Integrate Coping Skills Education: Continue teaching and reinforcing positive coping mechanisms (e.g., exercise, talking to others, relaxation) as part of the curriculum or through workshops.
· Collaborate with Parents/Guardians: Maintain open communication with families to track recovery progress and ensure consistent support at home and school.
· Adapt Academic Strategies: Discuss classroom and homework strategies with teachers for students experiencing attention or concentration problems.
· Encourage Recovery Activities: Support student participation in organized after-school activities, sports, or clubs to help re-establish connections and a sense of normalcy.
· Formalize Referrals: Ensure clear pathways and procedures for linking students who may develop significant or long-term difficulties to formal, professional mental health services.