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New safety laws cause teacher anxiety for school trips

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New safety laws cause teacher anxiety for school trips

“Education outside the classroom” (EOTC)—the cherished tradition of school trips in New Zealand—faces new challenges due to evolving health and safety regulations.

A 2020 national study revealed over 96% of New Zealand schools view EOTC as crucial for enhancing learning, enriching curricula, and fostering relationships among students and staff.

However, Chris North, Associate Professor of Outdoor and Environmental Education at the University of Canterbury, has found that the Health and Safety at Work Act is significantly influencing teachers’ attitudes toward EOTC. This legislation requires schools to take all practicable steps to prevent accidents, with penalties for serious breaches. This has led to increased anxiety among teachers, who already feel overworked and under-trusted.

Still, some schools continue to offer EOTC at the same or even higher levels than before. North’s research sought to understand why certain schools are able to maintain or even expand their EOTC programs while others are reducing them.

EOTC involves taking students into less controlled environments compared to classrooms, introducing risks such as busy roads, swimming pools, machinery, and outdoor hazards. North noted that in the past 24 years, New Zealand has seen 22 fatalities during school trips, primarily due to drownings. International studies suggest that many such incidents could have been prevented with proper planning.

Teachers and principals interviewed for the study expressed deep concern for student safety, describing sleepless nights and the stress of “driving other people’s babies.” North’s research shows that the additional legal and bureaucratic burdens imposed by the Health and Safety at Work Act have led to varied responses from schools:

  • Discontinuing EOTC: Around 44% of schools reported reducing EOTC activities due to the law, while only 35% said it had no effect. Halting EOTC eliminates safety risks and reduces legal liabilities and paperwork but deprives students of valuable experiences.
  • Minimal paperwork effort: Some teachers view the extensive paperwork as mere “butt covering and box ticking,” struggling to see its direct benefits. This approach risks legal liability if incidents occur and the documentation is inadequate or irrelevant.
  • Maintaining EOTC programs: About a third of schools continue to offer EOTC at similar or higher levels. Success in these cases is attributed to competent staff, streamlined paperwork systems, specialized EOTC coordinators, school-wide commitment to EOTC, and participation in professional development courses.

North’s research also highlights that the impact of health and safety laws varies, with secondary schools less affected than primary or intermediate schools, possibly due to larger staff sizes and more resources. Smaller or rural schools face greater challenges, and schools in higher socioeconomic areas report fewer concerns, potentially due to better resources.

While the Health and Safety at Work Act adds to teachers’ workloads, it is crucial to balance legal compliance with the educational benefits of EOTC. North said schools can mitigate stress and paperwork by focusing on local, lower-risk activities and leveraging the enabling factors identified in successful EOTC programs. This approach can help preserve the enriching experiences that school trips offer, even amid challenging times.



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