Author(s)

Monique de Klerk, Werner de Klerk

School of Psychosocial Health, Community Psychosocial Research (COMPRES), North-West University, Potchefstroom, South Africa.

School learners and educators encounter several crises on a regular basis, which can lead to various maladaptive behaviours, leaving the individual feeling numb, overwhelmed, and hopeless with decreased energy levels. Therefore, it is vital for a team to be allocated in schools that are well prepared to intervene to create a safe and healthy school environment. This qualitative document analysis aimed to develop a model for crises containment management in South African schools by combining findings from two recently published research studies. The researchers focused on identifying themes and placing themes in logical order to ensure that the developed model is related to other models, transparent and easy to interpret, easily understandable, and adaptable to various school contexts. The findings of this qualitative document analysis concluded the following themes: threats to school safety; impact of crises; management of crises; and Covid-19 mitigation. Based on these themes, steps were developed for the proposed model for crises containment management in South African schools. These steps include: assessing the safety and the situation; stabilising the environment; reflecting on facts, needs and support structure; referring (if needed); and checking-in on self and the individual in need. It is imperative that South African school learners, educators, and support staff need to be trained to handle various crises, for they are the first responders in most cases.

Crisis Management, Crisis Containment, Educators, Support Staff, School Learners, Individual in Need, Individual Providing Help, South Africa

de Klerk, M. and de Klerk, W. (2022) Developing a Model for Crises Containment Management in South African Schools. Creative Education, 13, 2385-2400. doi: 10.4236/ce.2022.138151.