Before a gas leak, chemical spill, or hazardous material incident:

Having a safe, stable, and supportive relationship serves as a protective factor for children who are later impacted by disasters.

Regularly review your disaster plan with parents and keep updated contact information. Keep your plan updated.

What you may say/do:

• (for infants) Knowing that infants look to you to understand the world, you use your tone of voice and facial expressions to communicate safety and danger and your actions to keep them safe. You are patient in redirecting infants since infants and young children learn by repetition.

• (for young children) You speak to children about safety, focusing on how they can be protected rather than focusing on the dangerous situations. You sing songs such as Daniel Tiger’s Stop and Listen to Stay Safe Song (https://youtu.be/Lys8Zzr1wN4).

During a gas leak, chemical spill, or hazardous material incident: 

Always check in with yourself first. If you feel overwhelmed or frozen, pause and take a deep breath (or use whatever strategy works for you) so that you can effectively follow your gas lead, chemical spill, or hazardous material emergency plan. Call for help if you need it.

It is important to talk to children even before they understand the words. Talk about what is going on around them. In times of danger, assure them you are there to keep them safe.  

• Be honest

• Use simple language that is appropriate for the children’s ages

• Let children know what’s happening next

How you speak to children is as important as the words you use. Children respond to your volume and tone of your voice. They notice your emotions, facial expressions, and body language.

What childcare providers might say or do:

• (for an infant) You notice the smell of gas and say “I smell a funny smell. I’m going to call Ms. Suzie so she can check and make sure it’s safe for us to stay inside.”*

• (for young children) You have just received notification that there is a gas leak and that you need to evacuate, “Class, everyone get in line, please. That funny smell we’ve been smelling means that it’s not safe to stay inside. We’re going to all go outside together.” You grab your emergency kit and class roster and check to make sure all the children are with you as you leave the classroom.*

Pay attention to what you say to other adults even when you don’t think children are listening.

After a gas leak, chemical spill, or hazardous material incident

Infants and young children will share their thoughts and feelings through behavior, emotions, play, and, when they are able, language. Watch and listen closely. Expect that some children will show emotion and behavior dysregulation. Be available to provide support.

Remember that it is ok, and even helpful, to talk about what happened. When children hear adults talking about experiences and feelings, they know they can too.

Children who have had their personal lives or normal routines impacted are more likely to show reactions following a gas leak, chemical spill, or hazardous material event. Notice times when children are reminded of the event. It is not always possible to know, but common reminders include smells, alarms, seeing adults upset, or times when someone is late to pick them up.

What childcare providers might say or do:

• (for an infant) After your building has been closed for several days and some of the children are fussy at drop off. You say, “It’s hard when we haven’t been together for a few days. I missed you so much. I’m so glad we’re back together.”*

• (for young children) You see three children in the dramatic play area acting out the event. One pretends to be a fire fighter, one a teacher, and one a student. You observe without interrupting, knowing that play is how children learn about the world and feel a sense of control when scary things have happened.*

• (for young children) You notice Jerilyn is sitting in the book corner crying. You say, “I see you are crying. Can I sit here with you?” You wait silently for a few minutes until Jerilyn says, “I washed my hands and didn’t turn off the water tight.” You are confused and say “You didn’t turn off the water tight?” Jerilyn continues to cry, until you realize that Jerilyn may be connecting her actions to the gas leak evacuation yesterday. You say, “Jerilyn, do you think we had to leave the building yesterday because you did not turn the water off tight?” Jerilyn nods, and you say, “Jerilyn, that was not your fault. We had to leave the building because of a gas leak. The gas leak happened because a pipe broke. It wasn’t anyone’s fault. Ms. Suzie called the plumber. The plumber fixed the leak so we are all safe in our building.” Jerilyn gives you a hug and then hands you a book and asks you to read it to her.*

As much as possible, keep regular structure and routines while expecting that children may need extra attention and reassurance.

Communicate with children’s parents/caregivers. Listen to parents’ concerns and share any concerns you have. Work together to find ways to best support the child.

*Note: These are examples. Use your own words and describe your own plan.

Gas Leak, Chemical Spill, and Hazardous Material Incident Resources for Childcare Providers

• Child Care Aware: Hazardous Materials: https://www.childcareaware.org/our-issues/crisis-and-disaster-resources/tools-publications-and-resources/radiation-emergencies/

Sample Parent/Guardian Emergency Contact Information form from Tennessee Department of Human Services. Scroll down to: Child Care Agency Emergency Preparedness Template. https://www.tn.gov/humanservices/for-families/child-care-services/child-care-resources-for-providers/child-care-emergency-preparedness.html