Abstract
Generally, when a student or a staff member coped with the psychological aftermath of a tragedy, they did so without the involvement-or responsibility-of school personnel. But educators have come to recognize that schools play a critical role in any crisis response and care system serving children and youth. This is true whether teachers are dealing with an act of violence on campus, an accident involving a serious injury or loss of life, a natural disaster, or terrorism. For the most part, schools have done an admirable job of improving crisis support in terms of planning, prevention, and ensuring physical safety during and immediately after an event. An essential part of this effort, however, is the ability to recognize and respond to the mental health effects of a crisis, including such serious disorders as posttraumatic stress disorder. Although principals are primarily concerned with understanding and meeting the needs of students, they also must pay attention to the potential effect of a crisis on staff members, particularly those who are serving as crisis caregivers for their students.