R8. Perceptions of Risk in Schools

R8.1 There was a general perception among students that, in general, school is a 'safe' place. More specifically, that teachers would not allow children to do anything that could potentially harm them.

"You feel it's safe at school. It's school. The teachers won't risk anything."
(M, 15-16)

"School's safe. The teachers are there."
(M, 13-14)

R8.2 Teachers agreed with this view, with Primary School teachers in particular pointing out that they actively encourage pupils to see school as a place of safety.

R8.3 Whilst children automatically claimed home to be the safest place, on further consideration, many changed this view to school actually being safer because they have less access at school to hazards such as electricity, cookers and knives.

R8.4 Again teachers tended to concur; at school children were usually in a highly controlled environment where as much as possible has been done to remove potential dangers and to cater for the possibility that something might go wrong. They are also often better supervised than they would be at home.

"At school the risks are minimised but not at home. They're less supervised. They can get to matches. Drugs are left out, keys to drinks cupboards... it's more lax. They're allowed to do things that they're not allowed to do at school, like put in plugs and turn on lights."
(Primary Teacher)

R8.5 Indeed there was a feeling among Primary School teachers that children are now over protected at school. In the past few years climbing equipment has been dismantled and numerous rules have been imposed about what children can and cannot do. This is mainly, of course, for the children's own safety, but also to protect the school/LEA against possible legal action should a child be hurt.

Because of this, some teachers felt that children were being denied the opportunity to learn to handle risk for themselves, to treat potential hazards sensibly and without undue fear. Consequently they were being less well equipped for life in the outside world.

"They don't have much opportunity to learn to think for themselves. Ten years ago we had climbing apparatus in the playground but they took it away... we are now in the business of de-skilling kids. We are over protective."
(Primary Teacher)

"To teach people how to take risks is an important part of growing up. We can take it to an extreme where we don't do anything because there is an element of risk."
(Secondary Teacher)

R8.6 For the students, the risks at school were felt to derive primarily from their fellow pupils, both in terms of bullying and in terms of thoughtless behaviour. This was particularly the case among the younger students in large secondary schools.

R8.7 When asked when in school they thought injury would be most likely to occur, most talked first about playtime and other breaks when supervision was minimal and a large number of excited pupils were together in a relatively small space.

"I feel safe in lessons but less so in the playground."
(F, 8-9)

"Wet play is dangerous because we're all inside and only the dinner ladies are around. Luke balances chairs on his chin."
(F, 10-11)

"I sometimes get hurt when we bundle in corridors. I'm small and get surrounded and jostled and carried along.
(F, 12-13)

"The stairs are dangerous. Today someone threw a mirror down the stairwell..."
(F, 14-15)

Teachers again concurred with this view.

R8.8 In terms of actual lessons which could possibly involve risk, PE/Games and Design and Technology were nearly always mentioned before Science.

R8.9 Risk in PE

Gym, particularly the vaulting horse and the contact sports played mainly by the boys, although rarely causing concern, was seen as involving an element of risk. The occasional minor injury tended to reinforce perceptions of PE as probably, in reality, the lesson which includes the highest degree of risk.

However, not even the least sporty girl felt that PE should be stopped because of this risk. The benefits of fun and fitness outweigh any risk involved. Risk which, in any case, they assume to have been minimised by the teacher. The provision of mats, gym conduct rules and constant teacher attendance at the vaulting horse were all seen as sensible and reassuring safety measures.

One or two Primary School teachers were concerned about the risks involved in gym in particular. They felt themselves to be overstretched and unable to give sufficient supervision when all the apparatus was out.

"You lay down rules but it's difficult to control them. If they are at the top and decide to jump... you can't watch everyone."
(Primary Teacher)

However, more experienced teachers felt that as long as they are not pressured by others, children will not venture beyond what they feel to be their own capabilities and consequently that gym is reasonably safe.

R8.10 Risk in DT

Design and Technology, most particularly metal work and woodwork, were the subjects that the majority of students felt most at risk in. The use of powered equipment, especially sanders, drills, lathes and saws were thought to be potentially very dangerous.

Although few, if any, accidents had actually occurred, stories of people who had lost the tip of their finger etc abounded.

Safety rules exist in DT (tie tucked in, hair back, wear goggles, etc) but seem sometimes to be less strictly imposed than in Science, especially for the more senior pupils.

"With a jig saw you're supposed to wear goggles but you don't. You do in the 1st year but not by the 5th. The teachers don't bother to check. You can never find them. It's too much bother. Nothing has ever happened..."
(M, 15-16)

It was of particular concern for pupils was that accidents can occur so easily, that you do not have to do something wrong to be injured, but merely to take your mind off what you are doing for a moment or to be jogged by one of the more irresponsible members of the class.

"I just think of Science as another lesson. DT is more dangerous with the saws and lathes... you just take your eye off for a moment and your finger has gone."
(M, 15-16)

That it is impossible for the DT teacher to supervise everyone closely did concern the less confident students, especially the girls.

However, all felt the risks to be worthwhile. It is important to learn how to do things properly and how to handle machinery responsibly. Lessons learnt here, in safety as well as technically, may well have applications in later life.

"We've got to learn about the dangers. How to do it properly. We may come across it again when we are older... we need to know how to use a saw or a chisel.
(F, 8-9)

In the primary schools included in the sample, DT tends to be limited to the use of sharp knives and scissors, although one school did have a small work room which included small saws, chisels etc./P>

These students felt little concern; they had been taught how to handle the equipment safely and took the view that as long as they did so no injury would occur. It was only the few 'stupid children' in the class, 'who messed around with things' that were likely to be at risk.

"We use saws but you know not to touch the sharp bits. Most follow the rules, but some naughty children don't..."
(F, 8-9)