Critical incidents, such as human or natural disasters, can have profound effects upon children and young people, and upon the adults who work with and care for them. Educational psychologists have contributed to and led the development of critical incident response teams to support those affected. This study sought to develop understanding of the inception, development, and maintenance of such teams. Sixteen team members, 14 of whom were educational psychologists, across seven critical incident response teams were interviewed. Findings revealed instrumental factors relating to the context of the team development and operations, to the personnel, and to the developed processes.