R5. Factors Which Influence Response to Risk

R5.1 Having recognised that there is an element of risk inherent in virtually all activities, there was a general consensus that life would not be worth living, it would certainly be no fun, if we tried to avoid all risk. Indeed, it would be impossible to learn, develop and lead an active life in today's world without encountering numerous risks.

"It's all part of getting on with life."
(F, 16-17)

"Every sport is dangerous but it's unlikely to happen and it's fun. It's better than sitting at home all day."
(M, 13-14)

"If you don't do anything with risk you'd have no life. People have to think for themselves."
(F, 12-13)

"Nothing is really safe. If you go for a walk you could be run over. If you eat you might get BSE or food poisoning."
(M, 13-14)

"Most things are risky. Even walking you could trip up. If I didn't do anything that was risky I'd feel bored, trapped. It's OK as long as you do things safely... If your mum's there or if you see others do it first."
(F, 8-9)

R5.2 With the exception of the younger and less able students who were unable to think on a conceptual basis, most recognised that people respond to risk in a number of different ways according to:

their own nature;
the situation;
the nature and degree of risk involved;
the end benefit.

R5.3 Influence of Personality and Ability

The older respondents were able to identify that people differ considerably in terms of the amount of risk they are prepared knowingly to take. That a spectrum exists from the risk-averse, very cautious person to the foolhardy individual who seems to be willing to take the most ridiculous risks and to enjoy doing so.

"The advice is out there. But it's up to the individual... It's who you are and the pressure you get from your peers."
(F, 16-17)

"Some people are willing to take more risks than others. People are different that way."
(M, 17-18)

It was also clear during the groups, both through observation and through discussion with teachers, that the least able children were not yet able to think through fully the relationship between actions and their consequences, both for themselves and for other people. These children seemed most likely to embark on potentially dangerous activities and to push the boundaries of acceptable behaviour without thinking fully about the risks involved.

"You have the daredevil types. They don't relate what they've been taught to themselves. They have a natural confidence. No fear."
(Primary Teacher)

"There are those that take silly risks. It's knowing where or how to draw the line. Some kids have no knowledge of where the boundaries lie... They don't seem to have the ability..."
(Secondary Teachers)

Equally whilst teachers, the older and more able children were able consciously to manage risk by taking safety measures on their own initiative, the least able tended to rely more on imposed rules and parental/teacher guidance and protection.

R5.4 The Situation

Again the older and more able children were able to recognise that one's response to risk can vary according to the situation at the time. Thus a normally cautious person may become preoccupied in one activity and forget to take their normal safety procedures for another, simultaneous activity.

"When you are doing something you really like you forget about safety. Occasionally I think afterwards - I shouldn't have done that."
(F, 8-9)

Another example may be when peer pressure is so great it counters one's natural inclination or disinclination to do something.

"Sometimes you do things just because your friends are doing it. You want to be cool."
(F, 14-15)

R5.5 The Perceived Nature and Degree of Risk Involved

The teachers and most students were also aware that people tend to respond to risk according to how great that risk is felt to be. This is a function of both the perceived likelihood of it occurring and what the worst outcome could be.

Thus where the perceived likelihood of injury occurring was considered to be very low, the risk was more likely to be taken, and a 'won't happen to me' attitude may well be adopted.

Equally if the risk of an injury occurring is relatively high but the injury itself is likely to be slight, the risk is also more likely to be taken.

"It depends what would happen and how likely it is to happen..."
(M, 15-16)

"If all you're going to get is a grazed knee, it doesn't really matter."
(F, 11-12)

The teachers and older students in particular acknowledged that perceptions of risk can be very inaccurate and can be biased by the individual's desire to do something.

"If you really want to do it you'll make yourself think it is safe."
(Primary Teacher)

R5.6 The End Benefit

There was general recognition by all but the least able that where risk is known to exist, one unconsciously balances the perceived risks involved with the benefits of carrying out the action.

Since some people derive more benefit from an activity than other people, some will be more willing to take risks than others. Hence some boys are happy to play rugby despite its known dangers, whilst others are not. Whilst some are eager to experience the exhilaration of skiing others who do not find the offered excitement so appealing consider the possibility of injury too off-putting.

"I know motorbikes are meant to be dangerous, but I might get one if I couldn't afford a car. I'd take the risk rather than be trapped at home."
(M, 13-14)