District Emergency Preparedness and Response

Emergency response planning and preparedness ensures the safety and well-being of students, staff, and visitors during emergencies. Gulf Islands School District has clear procedures for responding to a wide range of incidents, from natural disasters to security threats, that reflect best practices and local needs.

The District works closely with local emergency services and regularly reviews its emergency procedures. Working collaboratively with police, fire departments, and health professionals ensures swift and effective responses during emergencies. By maintaining open lines of communication and engaging the wider community, the District strengthens its ability to protect students, staff, and visitors in times of crisis. Feedback from community stakeholders further helps to refine and improve the emergency response plan, making it a dynamic and effective system that meets the evolving needs of everyone involved.

Families and community members are encouraged to participate in safety initiatives, attend informational sessions, and stay informed about preparedness measures. Community cooperation and involvement is essential for the safety of all.

If you have questions regarding your school’s emergency preparedness and response, plans, please contact your school principal.

Key Elements of the Plan

Critical Incident Response Teams (CIRT)

Critical incidents are sudden, unexpected events that can cause trauma within the school community and that overwhelm normal coping mechanisms.

All schools have a CIRT led by the principal or vice principal. Each school team will look different, and members may include school counsellors, Child and Youth Care Workers, Learning Intervention and Support Teachers and support staff. The team’s goal is to reduce the negative impact of a critical incident and help those who are affected to feel supported by their school community

Overview of Roles and Responsibilities

A clear understanding of roles and responsibilities is essential for an effective emergency response. Each member of the school community plays a vital part in ensuring safety and supporting others during critical incidents.

District Leaders: Guide strategy, communicate with authorities and media, coordinate support.

Principals: Lead emergency response, ensure safety, communicate with staff and families.

Teachers & Educational Assistants: Know emergency plans, train students, participate in drills, maintain emergency kits.

Office Staff: Follow emergency scripts, communicate with families, direct media inquiries.

Communication

School principals are often at the center of a critical incident and are responsible for managing primary communications with staff, students, parents, and others about the situation. The form and scope of a critical incident can vary, there are key strategies to effectively and quickly communicate with different audiences.

Timely updates provided to families and staff via established protocols.
Media inquiries managed by district communications.
Emergency information posted at https://sd64.bc.ca.
Communications that avoid speculation and respect the privacy of those involved

All Hazards Approach

There are certain key responses that can be appropriately implemented in the event of most emergencies. In alignment with in the Ministry’s Emergency Management Planning Guide for Schools and School Districts, the District has implemented an “all-hazards approach” which focuses on planning that involves a small number of responses that can be used in different types of emergencies. It prepares schools to respond effectively to any emergency, regardless of cause. This method emphasizes flexibility, clear communication, and safety-first decision making.

It is important to know that responses are context specific and decisions are based on the actual circumstances.

Schools conduct regular drills with students and staff to prepare for emergency events: Fire (Evacuation) 6 times per year, Earthquake (Drip-Cover-Hold On) 3 times per year, Lockdown 2 times per year.

All Hazards Approach Protocol Overview

Drop, Cover, Hold On: immediate response when an event causes the buildings to shake or materials to fall from structures – resulting in structures that become unstable and materials to fall, explode, or disintegrate; may be followed by a second response such as evaluation or shelter-in-place.
- Protocol summary: take cover, protect neck, evacuate after shaking stops.
- Examples: earthquake, explosions
Evacuation:Used when a building or area becomes unsafe.
- Protocol summary: leave unsafe areas via designated routes; assemble at muster points; account for all.
- Examples: fire, bomb threat, tsunami, explosion or threat of explosion, hazardous chemical accident,
Shelter in Place:Used when the hazard is nearby and personal safety is considered in danger if anyone leaves the school. Often associated with environmental hazards where hazardous materials are released into the atmosphere.
- Protocol summary: secure building, may be necessary to ensure the school is airtight - turn off HVAC, tape windows – and that air is safe to breath; maintain normal activities inside.
- Examples: wildlife, gas leak, weather events, missing child, or where evacuation may pose a greater risk than shelter in place.
Hold and Secure: Used for emergencies outside the school.
- Protocol summary: lock exterior doors, restrict entry, continue normal activities.
- Examples: police incident in area.
Lockdown:Used for threats inside the school, to prevent intruders from entering occupied areas of the building or when it is necessary to isolate students and staff from a danger.
- Protocol summary: secure rooms, remain quiet, await clearance from authorities.
- Examples: dangerous intruder, active shooter, barricaded suspect.
Room Clear:a basic approach to move people away from a threat
- Protocol summary: relocate to a safe space; account for all individuals.

The all hazards approach is intended to prepare individual classrooms and staff members for any potential emergency situation, and will govern site response in the event of an emergency.

In nearly every circumstance, there is immediate communication with the Principal/Site Supervisor or Designate in coordinating school and district efforts in responding to emergencies.

What Families Should Know

In emergency situations, it is important for families to be aware of how schools manage student safety and what actions parents should take. The following guidance will help families understand protocols, stay informed, and support their children effectively during a crisis:

Follow official instructions: Await communication from the school or district before taking any action. Updates are provided through the district website or directly to parents.
Do not call or visit the school during an emergency: Keeping phone lines and access routes clear allows emergency responders to act quickly and ensures vital information can be communicated efficiently.
Understand student release procedures: In the event of a serious emergency, students will only be released to authorized adults or emergency medical personnel to maintain safety and accountability.
Emergency Response Centres: Wait for official direction regarding assembly or reception centers: Only attend community facilities if instructed to do so by school or district authorities. Emergency reception centers are activated By the Capital Regional District (CRD) once the facility is deemed safe. More information can be found on the CRD website at https://www.crd.ca/programs-services/fire-emergency/electoral-area-emergency-management
Access support services: Counseling and support are available after critical incidents, respecting cultural protocols and individual needs.
Stay prepared: Review school emergency protocols with your family and make sure all contact information is up to date with the school.

By following these guidelines, families can help keep students safe, support emergency responders, and ensure clear communication during school emergencies.