| |
- Understand the cycles of media response because the needs and desires of the media change as the situation evolves. For example:
-
- First hours of the crisis: The media will make a mad scramble for information. Reporters will interview anyone willing to talk, often without verifying accuracy of information. The more information released, the less the media will have to rely on rumor and hearsay.
-
- What and who: The media will want to know exactly what happened and who was involved — victims and perpetrators.
-
- Why and how: The media will ask why the crisis occurred and how it evolved. There will be a step-by-step dissection of the crisis.
-
- Analysis of emergency response: The media will analyze how the crisis response functioned. Did first responders react appropriately? Did the school’s crisis plan work?
-
- How could it happen? As the situation stabilizes, the media will begin to look for causes of the tragedy and whether it could have been avoided. For example, they’ll ask if proper security measures were in place.
|
|
 |
- Second-day stories: The media will begin to look for a different spin or angles, emerging issues and people to interview. The media will also want to cover special events, such as memorials, the first day back at school and athletic activities. Click here for special event protocols.
-
- Consider privacy issues and release of victim and perpetrator names. What are the roles of law enforcement, schools, hospitals and families in releasing names and conditions of victims? The school and district should have a carefully considered and crafted policy regarding release of student and staff photos and yearbooks. Think about laws such as Family Educational Rights and Privacy Act as well as identification of special education students. Recognize that the media may use file photos of students participating in athletic events.
|
|
|
|
|
