Learning From Experience: School and Psychological Service Responses to the London Grenfell Fire

Kennedy, EK (Emma-Kate)¹, Dunsmuir, S (Sandra)², Monsen, J.J. (Jey [Jeremy])^3
1Tavistock and Portman NHS Foundation Trust, 120 Belsize Lane, NW35BA, London
²University College London, 26 Bedford Way, WC1H0AP, London
³Royal Borough of Kensington and Chelsea, Hornton Street, W87NX, London

 

Submission type

Oral and Poster

Scheduled

Room 107, 11-07-2019, 09:00 - 10:30

Keywords

Critical incident response; recovery from trauma, learning from experience

Summary

Almost two years ago, a fire in a London tower block began that ultimately led to the tragic deaths of 72 people and injuries to many more. The scale of the fire had a profound and long-term impact on the children, young people and families who lived, played and went to school in the local community. This workshop reports the findings of a study that sought the perspectives of 19 professionals directly involved in the critical incident response, using semi-structured telephone interviews – 12 head teachers, six educational psychologists and one education officer. Interview transcripts were analysed qualitatively, using thematic analysis procedures. Key themes that were identified included contextual factors, emotional responses, and communication - how advice was sought, information shared, external offers of support dealt with, facts checked. Participants spoke about procedures, critical incident/emergency plans and developments to these since the fire. Comments about a range of professional services, including school psychology, were provided. Recommendations for future practice will be presented relating to (i) psychological guidance and resources, (ii) communication regarding pathways to more specialised support, (iii) roles, responsibilities and remit within systems and (iv) the care offered to professionals; both informally and through supervision.

Auteurs