How to reduce risk when teaching outdoors

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Intrepid, excitable students, mud, nettles, bugs, rivers, dogs and trees so tall you just have to climb them can sound like a scary combination. 

In fact, the risks involved with teaching your students in the wild woodlands can sound so scary, you could be tempted to lock the classroom windows, close the blinds and stay inside where it's safe and you can't get sued by angry parents...

Of course, taking a group of students outside will always involve a certain degree of 'risk'. But assessing these risks beforehand and taking action to avoid them can put your mind at ease and contribute to a healthier, happier experience for students.

The table below outlines some of the more common risks associated with the outdoors - but it's not comprehensive. You should definitely assess your own outdoor sites in accordance with your school's risk assessment procedures and apply risk levels.

But don't wrap your students up in cotton wool! Kids need to encounter some form of risk in order to develop the important problem-solving skills they'll need when they encounter risks later on in life.

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Hazard                                     Action

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Sharp or prickly materials	Encourage long sleeves and sturdy footwear (not sandals) and discourage wearing shorts. Carry a First Aid kit.
Poisonous berries/fungi	Give verbal warnings not to eat anything or put things/fingers in their mouths. Seek medical assistance if ingested. Wash hands carefully after the trip (especially before eating or drinking) or carry wet-wipes or antibacterial gel.
Low branches	Give verbal warnings to take care (especially of eyes).
Uneven ground, holes, slopes, fallen branches	Advise to walk carefully. Wear suitable footwear and plan a route appropriate to the weather.
Children going out of sight/missing	Advise children on boundaries and give verbal warnings. Adults to keep visual contact with their group.  Make sure you have the correct ratio of adults: students. Have an agreed ‘missing person’ procedure that everyone is aware of, including an agreed meeting point in emergency situations.
General public	Avoid contact with strangers and animals where possible. Ask owners to control their animals if passing.
Insect bites/stings or allergies	Be aware of children with allergies (such as nuts, insect stings, hay fever). Check anyone with severe allergies has their asthma pump or EpiPen, and they are able to administer it. Remind everyone of the risk. Carry a First Aid kit.
Dangerous Litter (for example, fly-tipped waste, broken glass, syringes and so on)	Conduct safety sweep of area before activity takes place. Remind people of dangers and if appropriate, show an example.
Disease or infection– for example, Toxicara canis (from dog faeces), Leptospirosis (from rat urine in water), Tetanus (from soil), or Lyme Disease (from ticks)	Cover broken skin on hands (for example wear gloves or use plasters), advise of risks and symptoms, and seek medical advice as soon as possible if infection is suspected. Tuck socks into trousers if in potential tick area.
Sun/ultra-violet radiation	Advise of risks. Cover exposed skin, especially top of the head, back of the neck and shoulders. Work in the shade where possible.
Slippery surfaces	Warn about mud or ice. Change activity or route according to the weather. Wear appropriate footwear.
Electrical storms or gale force winds	Check weather websites for the latest information and severe weather warnings. Cancel activity if too severe.
Open water	Give a verbal warning of danger area. Advise to keep clear of water’s edge and banks. Have a throw line handy if working near deep or fast flowing water.

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Look out for the next blog post in this series, which will offer a number of inventive ways to engage students with the natural world, this spring and beyond.

< Read the previous post in the series                       Read the next post in this series>

The material in this series of blog posts is taken from the article 'A practical guide to outdoor learning' by Amy Williams of The Woodland Trust. 

10 ways to make outdoor teaching easier

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Taking learning outdoors can sometimes prove quite stressful for a teacher. There's so much to think about beforehand - what to take, what to wear - and what about when you get there? The wild and wonderful world of the woods is just so distracting for students... why would they bother listening to you when there's so much to explore?

But there are a number of things you can do to make teaching outdoors easier! And they're actually really really simple.

To get you started, here are ten ways you can keep your students safe and their attention firmly focused on you – all the while making sure you're giving them the best and most enjoyable outdoor experience you can.

1. Set expectations before going out – Understanding what is going to happen and how long it will take will help children relax. Keep it positive and emphasise ‘care’ through looking after themselves, each other and the natural environment.
2. Take a rucksack for necessities – This would include a first aid kit, water, mobile phone, emergency contact details, hazard tick list, sit-mats, whistles – a gentle sounding one to call the group back together (i.e. owl hoot or ocarina) and a sharp-sounding emergency one. Don’t forget any evaluation equipment you plan on using – for example, a camera (and spare batteries) or post-it notes. And if carrying props for any activities, pack them in order of use to make your life easier.
3. Appropriate clothing – Ensure children are wearing appropriate clothing and footwear. Suggest zipping up/tucking in/putting on hats before they start getting too cold (or hot).
4. Be sensitive to fears/preconceptions – Children may feel woods are dangerous (thanks to many nursery rhymes and fairy tales, as well as negative media stories). If these arise, try to deal with them in an understanding and non-judgemental way.
5. Keep it simple – Children find it hard to listen to someone talking for too long, especially outdoors. Have a clear mental plan of the session before you go out.
6. Go visual, auditory and kinaesthetic – Engage everyone by trying to have a visual focal point (for example, stand near or hold the thing you are talking about) and if you can, demonstrate it too.
7. Circle-up – Get the whole group, including adults, into a circle when introducing and ending activities, as this means you will have everyone’s attention and hopefully only have to say things once. Invent different ways to do this to make it fun (i.e. ‘sticking’ elbows, knees or toes to neighbours).
8. Weather affects ability to learn – Try to stand facing the sun when talking to your
   group so they won’t have to squint. Attention span decreases in windy, wet or cold weather so adjust your expectations accordingly.
9. Meeting dogs off the lead – Ask children to fold their arms and look away from dogs if you meet them off the lead. The dog should quickly get bored and leave.
10. Evaluate outside – Sharing the learning experience while still outside will provide more valuable feedback because it is done in context.

Look out for the next blog post in this series!

Of course, taking a group of students outside involves a certain degree of risk. The third post in this series will feature a hazard tick list which will outline a number of the hazards you may encounter while outdoors and what you can do to avoid them.

< Read the previous post in this series                 Read the next post in this series >

The material in this series of blog posts is taken from the article 'A practical guide to outdoor learning' by Amy Williams of The Woodland Trust.