How often do you review the programs you’re running and how they’re being run? Are there any specific activities which require specialised training, experience or knowledge? When it comes to experiential or outdoor education programs, there are often key activities which need specific training and or experience so they’re able to be run effectively, efficiently and safely. However, when one team member moves on, standards change or complacency creeps in, this can become a significant risk to your organisation and programs.
How often do you review your team dynamics and skill set? What are the strengths of your team? What are the gaps in your team? Can those gaps be amended through staff training or training courses? Do you have a system in place for constantly assessing and reviewing this?
To be clear, to begin with micromanagement of staff is definitely not needed here and can be massively counterproductive. However, the opposite is also true. If you have staff whose skills are never developed reviewed or improved, this can lead to complacency, poor work and an ‘expert’ blind spot situation where everything will be ok, because it always has been. For your organisation, there needs to be a happy and effective medium for this. With no reviews or identification of key skills and experience, or the blind expectation that everyone has the same level of skill because you set a qualification as a minimum standard for employment, then you’re deluding yourself into a false sense of security and setting yourself up for problems down the track.
One place I worked, we had all field staff training as a minimum with a Cert IV in outdoor recreation. However, the skills and abilities of each member of staff varied enormously. Their ability to engage students in the group, their ability to setup ropes courses, expeditions and debrief activities all varied massively. Yet they all had the same qualifications. The potential risk in this situation is that you can’t simply allocate staff to activities without understanding their strengths and weaknesses in specific areas. However, the positive of this is that you need people with different and complementary skills to make it a fun and dynamic working environment.
That same organisation for which I was working, despite having gaps in training and skills, the team dynamics were really positive as the task and role allocations were done based upon those complementary skills. For example, I can’t reverse trailers. I try, but it never ends well. So one of my colleagues always reversed the trailer. Conversely, some of the team were squeamish with ticks, blood and open wounds, which I wasn’t, so I ended up removing all the ticks and patching up all the gaping open wounds.
At the end of the day, we worked well together. However, there were still gaps in skills and understanding of a range of things which caused a number of breakdowns in communications and challenges along the way. It’s therefore critical, even if things are running reasonably well, to review the skills needed to run the programs for which you’re responsible, as part of your ongoing risk management. So often people think of risk management as simply the documentation you’re creating. However, it’s far more than that and the skills and experience of your staff is critical to the way in which risk management is developed and implemented.
What are the strengths of your team? What are the gaps in their skills and what training to they need to help close these gaps? Often general risk management training is overlooked versus activity specific training. However, activity specific training, whilst it develops a great set of specific skills, is often the broader contexts of risk management that gets missed when we focus on one specific area. Hence, it’s important to keep this in mind when reviewing the training needs of your team.
Once you’ve been able to identify the gaps, then it’s important to provide opportunities for training, or on the job experience to help the team members to improve their skills in this area. This can make a huge difference to the safety and coherence of the organisation and the team dynamics.
External training is also critical to ensure that the right skills are being developed and being done in a way that’s also at arm’s length so that internal processes and procedures are also being challenged and tested to help ensure industry standards are up to date and being met. What are your gaps? If you haven’t reviewed where you’re at for a while, then it’s time to do so right now. Identify your skills’ gaps and ensure you get your team trained in each of those areas of need to ensure you’re running safe, awesome experiential outdoor programs for your students.
OK! Before you fall asleep with the thought of two days of risk management training, hear me out!
What are the most exciting things you do in education? It probably has nothing to do with sitting in a classroom and completing worksheets. Each year, that puts countless people to sleep.
Education needs to be dynamic, exciting and engaging to equip students with the skills they need for life. However, to run really cool programs like this, we usually have to step outside the school gates and engage with the real world.
Only problem is that when we do this, there’s a whole stack of inherent risks with which we’re suddenly confronted. Everything from your usual stack of peanut allergies, to your bus strangely catching on fire, which to be clear was not actually my fault.
The randomness and richness of the world outside the school gates is the most amazing place in which to learn, but if we’re not trained and equipped to plan for and manage risks in this environment, then we’re putting ourselves and our students at risk.
At this point we have three options:
Don’t go! It’s all too hard! School’s not about the real world anyway. If you take this option, you probably should have become an accountant or a public servant, perhaps both. Complete risk aversion is pointless and damaging and should be avoided.
Just do it! Grab your bags, kids and let’s go! If you take this option, which unfortunately, I’ve seen many teachers do, then you’re setting yourself up for some major problems. Anything can and does go wrong in these situations where well-intentioned teachers don’t take the time to plan, prepare for and run their programs carefully.
Have a structured, well-planned approach for all of your programs which documents the steps you need to take to ensure your group is well managed and the focus is on great experiential education outcomes for students, with robust systems in place for contingencies to support this.
For me, the only option when running any excursion, camp, sport or activity is Option 3. However, most schools are operating somewhere in between Option 1, 2 and 3 with many teachers confused about their role and responsibilities when planning and running any programs. Even experienced staff can struggle with this.
You must put the time, energy and effort into building a well-formed plan no matter what the activity is. It could be just going down the road to visit the local court. It could be a year level camp, or an overseas trip. Whatever the case is, you need to ensure you’ve planned for normal operations and contingencies if something doesn’t go to plan, which invariably will be the case. One trip I was on, I received a phone call to say that one of the 5th Grade students had been taken to hospital with a fish hook in his arm! I was pretty surprised by this, since there was no fishing on the program, yet here we were with fish hook in the arm, right next to a vein.
Risk Management Training prepares you for weird random stuff like this and how to respond quickly and effectively no matter what the context.
With a non-delegable duty of care, you also can’t outsource your risk management to another organisation, even if they suggested you can. It just doesn’t work that way.
Instead, you and your school are ultimately responsible for the duty of care over your students for any trips you’re on.
“But they didn’t tell us that at uni!” I hear you say! True, unis don’t actually equip teachers with most of the skills they need with which to teach, but that’s another matter.
At the end of the day, if you’re running any sort of excursion, camp, sport, overseas trip or any other sort of school activity which requires you to produce a risk assessment, you need to be trained in risk management. It’s no good just to copy and paste what the last untrained person produced and put your name to it. That’s a dangerous precedence which will come back to bite you.
Risk management training isn’t about putting you to sleep for two days. It’s about giving you clarity and confidence through practical experienced-based training on how to run effective and safe programs. Get in touch with us today to see how you can build this training in to your professional development schedule to ensure you’re running the best programs possible for your students.
No you can’t do that! … It’s not safe!
This is the deafening catch cry of the fleet of helicopter and drone parents who put the apocalypse, now pilots to shame. Be safe! Take Care! Don’t do this! Don’t do that!
Stop! I wanna go home… take off this uniform and leave the show!
With such an increasingly large group of paranoid parents who don’t want anything to happen ever, unless it’s a participation award ceremony where the trophies have had their razor sharp edge buffed off, it’s difficult to know how damaging this will be over the long-run. But damaging it is and damaging it will continue to be for years to come.
In an attempt to make the world ‘safe and perfect’ for their wonderfully ‘perfect’ children, parents continue to cripple their kids into a false sense of security and confidence, or made them insanely dependent, depressed and anxious about the world. Either way, it’s not a healthy way to raise children.
Everyone learns and grows from taking risks, be they physical or emotional risks. If we don’t step outside of our comfort zone and do something, then we make little progress. We don’t learn from our mistakes and we’re unable to understand our true capabilities and grow as a result. Despite the world getting safer and being a far more stable place than it has ever been, for some reason, (probably social media driven) parents seem more fearful and paranoid about everything. They therefore aim to remove all risk and all potential challenges from their children’s lives. There’s just one massive problem with this. It’s insanely stupid and crippling for children and it increases the risk of harm to those children dramatically.
If you don’t know what it feels like to take a risk, then you have no way to gauge the level, severity or potential consequences of that risk. Teenagers struggle with this anyway, as their brains are wired to only seeing rewards out of any situation. However, couple this with absolutely neither perspective, experience nor understanding of taking risks, then you end up with an extremely dangerous combination of false confidence and the illusion of that everything will produce a positive outcome. This lack of experience and false confidence coupled with a parent who will never let a child take any risks, results in teenagers who will take completely unhealthy and dangerous risks with no thought of or perspective for the consequences.
However, if children are allowed to take risks, they’re going to injury themselves. They’re going to get dirty, scratched, knocked about, but each time this happens, they learn from this and develop a level of resilience. They gain understanding of what they’re capable and of what they’re not capable. They build a level of understanding of risk and from this are able to begin to self-regulate, because they know, if you jump out of a tree and land hard, this could result in a rolled ankle, broken wrist or something that’s unpleasant, but not exactly that bad.
We all learn best through our experiences, so those children whose parents don’t let them take any sort of risk, generally drive them to and from school no matter how close it is and don’t let them out of their sight ever. They don’t allow their children to develop a perspective or gauge for risk and consequently are more likely to take dangerous risks as all they have developed over the years is false confidence and nothing more.
Taking risks diminishes this false confidence and is critical to long term development so as children turn into teenagers, they’re far more switched on to identify real risks and approach them in a more responsible way. The next time parents ask why you’re doing this activity or that activity, have a positive conversation about the benefits of takings risks and growth in a great way from these experiences.
Unfortunately, when it comes to risk management, there’s no material safety data sheets, engineering limits or forecasts when it comes to people risks and how they’re going to act, react and behave in any given environment or situation. Even though it’s the most unpredictable and complex factor in the mix, it’s often the least considered and most underestimated. There’s no shortage of stupid people in the world. In fact, many people excel in this area every day of the week and should certainly not be trusted with open flames or power tools, or anything without smooth edges.
The problem is that when you're responsible for people who are unpredictable, or taken to doing idiotic things, it's vital that you watch them and actively manage them. Unlike finding a faulty or damaged piece of equipment and replacing it with a new one, the people risk is far more emotive and complex.
If you can exclude a student from activities who simply will not listen or engage, that could be the best solution, as they drag everyone else down with them. However, often schools are reluctant to take definitive action and sadly, sometimes as leaders, we’re stuck with a compounding people risk until their idiocy negatively impacts on the group and someone higher up in the organisation suddenly realises that what you said in assessing the participant risk has now come true. This is not a situation in which you want to find yourself. It’s worth having good behaviour management strategies in place, such as higher staff to student ratios or modified programs when the people factor has the increased potential for producing adverse risk to the staff and the group.
As with any other individual component of risk, behaviour alone isn’t necessarily critical and with a good leader more often than not, as with every other risk factor in isolation, is not a major concern. However, throw in a bit of bad weather, forget or misuse some vitally important piece of safety equipment and you’re now shaping up for some major issues.
When you’re reviewing your risk management systems, it’s well worth considering the interaction of these three components in the context of your organisation and how you can best address them when running any sort of program. Being aware of how the level of risks escalate as one or more aspects are compromised, will help you to build far greater situational awareness. This keeps your risk management practices alive to ensure safe operations and great educational outcomes.
Why are schools so challenged by risk management? This is something I’ve been noticing a lot lately and whilst risk management in schools has never been strong, because it doesn’t form part of a teacher’s training, the fact that it’s so important baffles me as to the lack of attention given to it.
Whilst many a school will scream and curse at this suggestion, claiming that they have a great paperwork system, there lies the problem. A paperwork system based purely on checking boxes and approvals masks the fact that there’s a lack of real risk management understanding and implementation. Paperwork without training and experience is just that, paperwork. It can be dragged out to accuse staff of this or that in an attempt to deflect blame, rather than being a support mechanism for decision making and good operational practices.
One place I worked was obsessed by paperwork. One activity was determined unsafe because the paperwork wasn’t good enough. This was yet another ill-informed and idiotic comment from someone who knew nothing about risk management. The boss also insisted everyone sign every document, before going out on an activity, but when something within that document was materially affecting the safety of the program, nothing was done about it. Now, I admit this was an extreme case, but we learn a lot from these things and the reality is that if a teacher has not had any formal Risk Management training, the teacher shouldn’t be planning or running any sort of activity at all.
Anything from a practical lesson, to a quick trip down the road to a local park, gallery, courthouse or museum, right up to sports, camps and overseas trips, requires a risk management assessment. Teachers must take the time, not just to learn how to ‘do’ paperwork, which I could probably train a team of monkeys on typewriters to do quite a lot better than some of the risk assessments I’ve read over the years, but instead, the most important thing is that they need to train for situational awareness, contingency planning and how to be adaptable and flexible to ensure whatever the activity is, it’s run well.
The number of teachers who are taking groups of students out on activities who are untrained, unskilled and unprepared is worrying. You cannot contract out your duty of care nor your liability to a third party, so if you’re taking a group overseas, then you are responsible for everything that happens regardless of contract providers. These are some of the most dangerous trips to run, as far too many people see this as a holiday, rather than the significantly higher duty of care and potentially reduced resources, yet countless trips head out with a bit of paperwork and teachers who have no ideas what’s in that, nor how to really implement any of it.
This disconnect widens, the more schools employ people to ‘do’ their risk assessments for them. I’ve seen an increasing number of schools put this responsibility on one person and not the people running the trips. At the end of the day, if you aren’t trained and experienced in the management of risk, then you shouldn’t be planning and running a trip at all. This isn’t to say stop doing trips, because that would be stupid and pointless. Instead, get some training so that you can be confident in what you’re doing and start to build a culture within your organisation which understands and has great risk management systems so every trip goes out with confident pro-active teachers who are prepared and situationally aware so that you are always running great experiential education programs for everyone.
Before your next excursion, do a risk management training course and build your skills-set and start to address this disconnect between documentation, implementation and culture. The only way to truly run great programs, is to have that culture of risk management right throughout your organisation.
There’s always a lot to think about when preparing for an outdoor ed camp. Assuming you know where you’re going and what you’re doing sorted, then it’s time to prepare the finer details.
For most teachers, this is where it can become overwhelming. Often the feeling is, “I want to run an enjoyable and safe trip… but where do I start?”
The first thing to do is develop your risk management plan. Many other things will simply fall into place once this is done. Although the bane of many teachers’ existence, a good risk management plan can save you considerable time and effort down the line.
When building your plan, look at your daily routine and work out what the key risks are for each activity and how you will accept, eliminate or mitigate these risks. You’ll need to consider things such as time of year (season), weather, temperatures, location and emergency exit points. Add to this the specific risks for each activity in those locations at that time of the year and you’ll start to build a picture of what your key risks are and how you’re going to address them.
With your risk management strategy created, remember, this is a living document not a copy and paste job which just makes up part of the ‘annoying paperwork.’ All staff need to be aware of risks and mitigation strategies and be prepared to react and respond if and when it’s needed.
The next step is to sort permission notes, get updated medicals and provide a student packing list with all the items they need to bring (and things they shouldn’t). Have a detailed plan ready to go before you send this out to parents. You’re bound to get lots of questions so the more detailed the itinerary you can provide upfront, the better.
For the equipment list, clearly specify quantity and quality of what’s required. Whilst I know some parents might not be able to supply this, as a matter of safety, it’s important that you’re able to cater for any shortfall. One of the most important pieces of equipment is a set of thermals. Even in warmer months, it’s good safety practice to carry some thermals in case of emergency and if you’re running an autumn or winter camp, it’s essential that all students have a set. The reason being (not just to support our great wool industry), hypothermia is always a significant environmental risk due to wet and windy conditions in Australia.
With permissions notes, medicals and gear all sorted, it’s time to brief everyone! This is often overlooked, but it’s vitally important to run a pre-camp briefing for staff and students. This goes back to pro-active risk management. Set the scene, set the expectations and build the excitement for camp. After all, you’ve just spent weeks preparing something very special it’s now time to tell everyone about it! Showing images from a previous camp and location on a map, is a great way to put into perspective some of the experiences they’re about to have.
With all this done, it’s down to the last items and you’re ready to go! First Aid kits, spare Asthma Puffer, spare EpiPen, any medications, groups lists, medical summaries, food and you’re good to go! By the way… did anyone book the buses?
One of the biggest problems in any outdoor program is the blindness of experts. They’re generally people who are experts in their specific field or activity and become over-confident and blind to situations in which risk can be quite dangerous to themselves and others. However, I’m not going to be covering that right now. Instead I’d like to coin the term, ‘The Idiot Blindspot!’ What happens when inexperienced and incompetent people think they know what they’re doing when they truly don’t?
The idiot blindspot is a dangerous place in which to be operating, as there’s actually no consideration of risk at all. It’s merely given lip service and no real implementation of any considerations about risk are thought about nor are there any systems in place to manage risks. These are the people you want to avoid like they plague. They are your classic copy and paste crew who think that a risk management document is what risk management is about and once you have that document (copied and pasted from someone else), that whatever you do after that is ok.
The ‘whatever you do after that is ok’ approach can be a strange and nerve wracking experience for someone who is able to read situations. Sadly, if unaddressed, the idiots involved tend to end up in front of coroners having caused life-shattering damage to those they should have been protecting. They will then make excuses for their behaviour and lack of judgment.
I’ve experienced a few idiots over the years and despite going to great lengths to explain the reasons why we should or should not do something, they would invariably not see reason. In fact, they would get quite defensive and hostile at the suggestion that what they were considering was perhaps not that well thought out.
Unfortunately, I can think of a number of occasions that this has happened. One was a rafting exercise where the activity was being conducted in a tidal creek, which had a sucky mud base and was murky to the point that you couldn’t see 10cm below the surface. What better way to run a raft building exercise than to have students testing their make-shift crafts in this environment with no life jackets on. But wait, there’s more! Not only were there no personal flotation devices being used, the activity spontaneously changed into students wrestling with each other on the makeshift rafts attempting to throw each other off into the murky water. For someone with at least half a brain, you could reasonably foresee problems with this activity. Sadly, the idiots running it could not.
“Why didn’t you stop the activity?” I hear you shouting in disbelief!!! Well, I wasn’t actually there. The idiots had filmed all of this and could be heard encouraging the wrestling on the dodgy rafts. I already had my doubts about these members of staff, and now here we were seeing their stupidity in full-flight. Operating your risk management based upon pure luck is not something that should ever be done. Nor is letting an idiot run an activity such as this, with no regard for even the most basic notions of student safety. The difficulty in this situation was that the person running the activity was my boss, which only added to the dangerous nature of the organisation’s idiot blindspot.
On a number of different occasions, I’ve found myself in a bizarre arguments over weather warnings, equipment usage and group dynamics, all of which materially impact on safety. However, there’s a difference between a robust discussion with experienced and knowledgable colleagues versus complete idiots, especially when the complete idiots think they’re amazing and know what they’re doing. No advice is better than any advice from someone who knows nothing about risk management. A very dangerous mix, which if left unaddressed has the potential to put you in front of the coroner. Sadly, it’s usually the death of an innocent child that the coroner is investigating and not the idiot whose lack of judgment and understanding led to the accident.
If your organisation has people like this in it, get rid of them as fast as possible. They’re not going to benefit from any sort of professional development or training, as they completely lack the understanding and ability to understand risk and how to be situationally aware. It’s often not until an activity or expedition is in motion that risks (which were copied and pasted on that dusty document) become apparent. Being able to read situations is critical to good risk management and ensuring that all your activities and programs run well and are beneficial to everyone involved.
Before you let any staff loose on programs with any level of risk, then they’re well trained and are mentored along the way. It does take time and experience to develop situational awareness. However, once you’ve detected the idiots, you know they have to go. You don’t need the idiots. They contribute nothing other than red flags and an immense danger to you and everyone around you and the faster you can understand their blindness to risk and take them out of the mix, the better off your organisation will be.
One pill makes you larger and one pill makes you small
And the ones that mother gives you, don't do anything at all
Before you get too worried about my state of mind, if you haven’t worked out the reference already, you should go and play White Rabbit by Jefferson Aeroplane. One, it’s a cool song and two, it’s suitably trippy for this article! If you don’t get what it all means, that’s ok. It’s basically a drug trip song that’s used in just about every TV and movie drug montage ever with the connection to Alice In Wonderland.
Anyway, before I explain it to death, this week, we’re talking about drugs!!!! Today there’s no shortage of them. Students are on just about everything you can imagine to get them moving and motivated, to slow them down and focus them. To stop them sleeping, to make them sleep. To make them more productive, to make them less destructive. To fight bacteria, to promote bacteria. To balance them out, to unbalance them out! To get them regular, to stop them being too regular!
It’s a wonderful world of pharmaceutical profits in every schoolbag! Doctors seem to give out drugs more often than candy… which they’re no longer allowed to give out, because candy may contain traces of nuts.
Whilst drugging kids up to their eyeballs is entirely up to the parents and their doctors, the problem is that teachers then get lumped with this huge responsibility of administering medications when they take students away on camps. Most teachers in my experience are ill-equipped to do this and lack the confidence to do it properly.
In most cases, giving medications is fairly straight forward. You look at the packet and what it says on the box and you follow the instructions. Generally, it’s usually no more than giving a pill, a puff or a small dose of some sort of liquid. If staff are being asked to provide an injecting service, perhaps mum, dad or the doctor should come on camp instead.
Even though it’s a fairly simple process, it can be overwhelming with everything else that’s going on during camp. I found this to be the case on one camp program where we had a lot of students who required daily medications and a lot of other things happening at the same time. It wasn’t until one teacher forgot a student’s ADHD medications in the morning that the problem became really apparent. If you can imagine Bart Simpson on steroids, that’s pretty much what the student turned into without his meds. It didn’t make for a good day at work. Instead, it was just containment and damage control until bedtime thirteen hours later. It’s not something I ever want to go through again. The problem is that it’s so easy to forget medication in this way as one distraction on camp can lead to another and whilst every teacher is trying their best to manage, sometimes things like this can slip through the cracks.
So, how did I solve this crack problem? Well I built an app to remind teachers when medications were due. It triggered alerts 5mins before the medication was due and then another 5mins afterwards if something was missed. Then it was a simple checkbox that showed the right medication, the right student and once it was administered, it was timestamped. This became a core feature of the Xcursion platform and now one of its most frequently used functions.
So now despite the tidal wave of speed coming your way to slow those manic kids down, you can be assured that you’ll be able to get every pill to every student that needs it, on time, every time. It will leave you comfortably numb and happy in the knowledge that you’ve supplied a stack of controlled drugs to small children and prevented them from go troppo all day.
But if you don’t have a way of tracking this with something like the Xcursion app and instead decide to go chasing rabbits, and you know you're going to fall. The best defence when things go completely wrong is to Tell 'em a hookah-smoking caterpillar has given you the call. Just ask Alice, when she's ten feet tall…
Why is everyone so afraid of the word risk? To be honest talking about risk is a risky topic in itself, because whenever people think of risk, it conjures up visions of dangerous risk and is usually associated with money grubbing lawyers, soulless insurance companies and drawn out court cases, all of which should be avoided, like the plague or romantic candle lit dinners with Kim Jong Un.
Unfortunately, people become blinkered to anything else, especially when dating a dictator who desperately needs to find a new hairdresser. Seriously though, regardless whether risk is dangerous or not, it fills people with a sense of fear. Not knowing how to deal with one’s fear, leads to a perception that all risk is bad and therefore all risk must be avoided at all cost.
However, every part of our lives involves some form of risk. Whether it be trying a new dish off a menu for the first time, deciding what to do on the weekend or planning to leave your current job in pursuit of a new career. All these things involve risk. However, most of this risk stems from people’s inbuilt fears rather than serious risk of harm. Consequently, not all risk is dangerous risk, but it does make us feel uncomfortable, or even fearful because the outcome is unknown. Often people will delay making decisions, or avoid them entirely, because they want to avoid the risk of making the ‘wrong’ decision.
Education is all about taking risks, yet due to the misconception that risk is just about dangerous risk, there’s a huge disconnect with schools being proactive with their students and educating them how to take measured and reasonable risks to help them develop and grow. Instead, the focus is on ‘playing it safe’ and being totally and utterly risk averse. Once again, the nanny state and its perverse litigious legal system can justify its own existence.
It’s drilled into many children from a young age, ‘be safe’, ‘take care’, ‘don’t do this’, ‘don’t do that!’ ‘BE CAREFUL!!!’ It’s fair enough that parents don’t want to put their child in danger. However, I’m not talking about dangerous risks, so if they’re so risk-averse that they’re not even willing to let their kids get dirty playing around in the backyard at a friend’s house, it’s going to cause much, much bigger problems later on.
Unfortunately, the current generation of school-aged kids seems to have been brought up by a generation of paranoid, risk averse parents who are desperate to see no ‘harm’ come to their ‘special child!’ Sadly, as a result of this paranoid parenting, it’s actually damaged many a child’s ability to understand what it means to take a risk, and to be able to take measured and informed risks for themselves. The comfort zones of kids are slowly smothering them into inaction and indecision, then often their perception of risk is either totally over the top, or so oblivious they believe they’re impervious to anything.
There are only two approaches you can take when dealing with risk. You can either accept and proactively embrace the inherent risks that life brings, or you can try to avoid them completely. By trying to avoid any sort of risk and avoid the risk of ‘failure,’ this can do more damage to children, than letting them explore and experience risk from within in a positive framework.
If parents have the ultimate goal of ensuring their child can’t possibly fail at anything in school, they’re missing the point about education and personal development. The reality is that this ‘perfect child,’ ‘perfect world’ approach is disastrously counterproductive and can only lead to a much greater failure in the future. By being over-protective, parents are not giving their children the chance to develop coping mechanisms and the resilience needed to deal with life’s setbacks that will most certainly occur.
Instead of wrapping kids in bubble wrap to protect them from everything, it becomes critical to allow them to explore taking risks within a structured framework such as an experiential education program. This allows them to think for themselves, make decisions and risk failure without massive negative consequences.
Through experiencing what taking risks feels like and helping students step outside their comfort zones, we can help students learn about taking chances in life, which is what life’s all about. It’s not about ‘playing it safe,’ to the point that you never progress and grow as a person. It’s about pushing the boundaries to make the most of opportunities and to become the best you can. Next time you’re running a program, set up an activity that involves a good amount of perceived risk that’s suitable for the age and maturity of your students. Through this, encourage them to take a chance, try something completely new and push beyond the boundaries that have been unnaturally put in place for them by others.
Failing that, there’s always that romantic dinner date…
To really understand how incompetent some people are when it comes to reporting incidents, you need only look at my old school. Wait, no… not the one of which you’re thinking! Let’s go back further to when I was in a Government high school myself.
It was the 90s, an almost lost decade when the great fashion styles of the 80s were now dead and replaced with slightly more conservative hair cuts and mobile phones that came in a bag. Yes that’s right, A mobile didn’t fit in your pocket. It came in its own bag. They were enormous! I remember that everyone thought that people who carried their own bag phone around, must have been either super important, or a complete tosser! In reality, it was the latter, but I digress.
Whilst I prefer not to talk about my high school experience, because it could lead to far too many expletives being used in every sentence, the remarkable thing about life is the fact that we can learn some great lessons from complete idiots. Just take a look at the Darwin Awards, which is a great testament to this fact. Sadly, I don’t have another contender for the Darwin Awards on this occasion. However, there’s no shortage of idiots involved, so for those of you involved in risk management, this is what not to do when your school bus gets hit by a semi-trailer.
Now it wouldn’t be fair to talk about the day trip to Narrabri without putting it into some sort of context. Why were we travelling two hours from Tamworth in Northern NSW to Narrabri just to have an argument?
For me, this was one of the most exciting days of the year. It was the regional debating championships and for one, it had me out of school for the day, which was always preferable. More importantly, it was one of the best debating competitions around. Sadly, the English staff who were supposedly running debating, didn’t share this view. Since it wasn’t Rugby League, the rest of the school had a dim view of it as well. The only time I’d actually been to Narrabri for the championship was two years before when I was in Year 7 and we did very well, getting into the finals but coming runner up at the end of the day. The next year however, one of the students slept in, and so rather than leaving one student behind, the stupid teacher waited and did nothing for an hour and a half, until the student got on the bus. We arrived massively late and forfeited every single debate. Yet another stellar moment for the English Department.
However, I’ll leave it at the fact that the English Department and I did not get along. There was some unpleasantness. I remember in Year 12, I was excluded from the debating team for apparently being too argumentative… but that’s a much longer story for another time!
Back to the matter at hand. I was thrilled to be heading off to Narrabri for the day of debating. It was a knock out impromptu debating competition, which I loved and given the previous year’s mess, I was eagerly anticipating getting there and at least competing in the first round!
Despite the fact that it had been raining overnight and drizzling that morning, all was going well. I was picked up on time in town, which was a pleasant surprise. Jumping on the bus, I found a seat right in the middle of the mini-bus on the driver’s side. It was on the outskirts of Tamworth when I first noticed the bus seemed to be all over the road. It was raining more heavily and the driver, one of the illustrious English teachers, had managed to slip the bus off the road twice into the soft verge at the side of the bitumen. On the second slip I banged my knee hard into the seat in front of me. “What an idiot,” I thought. (I was thinking worse than idiot… but I’m keeping this PG). This year we were in no hurry, but the teacher seemed hell-bent on racing the whole way there.
Another twenty minutes on and with a few more bumpy shunts all over the road, we were close to Gunnedah and approaching a narrow bridge over the Mooki River. It was raining. We seemed to be speeding in a bus that had already slipped off the road a number of times and now were approaching the narrow wooden Mooki Bridge. I glanced up to see a semi-trailer heading in our direction. It was half way over the bridge. Then everything suddenly slowed down.
I don’t remember hearing the screech of the wheels, but at some point the teacher had slammed on the brakes, the wheels had locked up and the bus spun around in slow motion 90 degrees. We were now sliding sideways straight along the road, completely out of control. Out my window, a massive bull-bar- covered grill was coming straight for me. Nothing profound was going through my mind as I grabbed to push my back hard into my seat and braced myself against the seat in front. There were no seat belts and we were about to be T- boned in the middle of the bus.
It was the quick thinking of the truck driver who saved us that day. As I watched helplessly from my seat, the massive bull-bar came closer and closer. Suddenly the rig of the semi-trailer veered sharply left. It’s wheels shifted and rumbled off the side of the road. The driver was now trying to turn hard left and the bull bar was facing slightly away from me, but with the truck close to us now and with nowhere left to go, I held my breath. The bus was deathly silent.
The most frightful, deafening sound of crunching metal smashed the silence. The semi had clipped the rear of the mini bus. The side windows shattered. Glass sprayed slowly through the air like a thousand diamonds hovering slightly, as the bus spun violently, before arcing to the floor. Glancing back, I saw the semi-trailer roll onto its side and into a ditch next to the road. We came to an abrupt stop. I sat there stunned as everything seemed to return back to normal speed. “I’ve got to get off the bus,” I thought. “What if it explodes?”
With my ears ringing, I could now hear screaming and shouting throughout the bus. All I could think of was what if another truck comes along and hits us? I scrambled off the bus. It sat awkwardly, still halfway across the road. The massive semi-trailer lay motionless.
Despite our teacher being a massive tosser, unfortunately he didn’t have an enormous bag phone, so we had to call emergency services 90s style!!
I ran across the old narrow wooden bridge to the other side. Sure enough, another truck was picking up speed as it headed out of town. Standing in the middle of the road I flagged him down. I can’t remember what I said, or even if it made any sense, but with wreckage strewn all over the road ahead, it was fairly obvious we needed help. The truck driver got on the CB radio and soon we could hear the sounds and see the flashing lights of the ambulance and police racing towards us.
A couple of students were still on the bus. The teacher had run off to the other vehicle and not bothered to check on any of us, despite the common sense rule of check your students! Given the fact he should have owned a bag phone, this wasn’t surprising in any way. As in every movie climax after the life or death conflict has been resolved, the flashing lights and uniforms around us seemed to create a sense of calm. I think I was too stunned and possibly concussed at this point to really be feeling anything. Although, I remember thinking, “We’re going to be late for the debate again!”
A couple of students and the truck driver, who in his superb efforts to save us had broken his leg, were loaded into ambulances and rushed off to hospital. We were loaded back on the bus which still could be moved and driven to hospital. To say I was reluctant to board the bus was an understatement, especially with that guy at the wheel, who in my opinion was completely responsible for everything that had just happened. However, the police determined the bus could be driven only about 4 km to Gunnedah Hospital.
We sat around and waited to be seen in hospital. One after another, a doctor checked us. My knee was sore and I felt exhausted. Otherwise, I was fine. For us, the ordeal was pretty much over, but for everyone else it had only just begun!
Thanks to modern forms of communication at that time (the CB radio), which could be easily listened into by anyone, the 8.30am local ABC radio news had already broadcast the accident informing all the northwest that “a bus from a Tamworth school had crashed.”
Panic arose for some primary school parents whose children had left that morning for Canberra. The 9am news stated, “The bus was not from Oxley Vale School.”
The phones at our school, those ones that plug into the wall, went into meltdown, as only a tiny bit of information was released on the radio. By 11am, the school was named. It didn’t say that it was the debating team, a significant point by which most parents would have known it didn’t involve their son. Everyone, however, had assumed it was a football team or some other excursion and thus many parents were trying to ring one phone number all at once. The parents with children in the debating team had also found out and couldn’t contact the school due to the phones being engaged.
If there’s one thing you should do in the event of a critical incident, it’s inform the parents of those involved as soon as you can! Release a detailed statement to the rest of the school community based on clear facts and in line with the needs of the community. Failing to do so, creates more problems. It creates panic and uncertainty and parents will fill in all the blanks you’ve left for them with their imagination. Soon parent imagination can turn into pseudo facts and you will have an even bigger mess on your hands. It’s hard to respond to that and much harder from which to recover.
Rather than using another phone line to call the parents of the students who were involved, the school did nothing. Yes, that’s right! Nothing at all! The hopeless response to this major incident is probably one of the reasons why I believe risk and incident management is so important. Seeing people do something so badly, usually prompts me to do the opposite and make sure it’s done properly.
A teacher at the school told my older brothers and gave them the tiny bit of information that was heard on the radio. One brother rang our mother at her work with the words, “The bus has crashed, but David is all right.” She in turn rang our father at his work and he kept dialling the school number to see if he should drive to Gunnedah or where.
The school sent a teacher in another bus to come and pick everyone up from Gunnedah Hospital. There wasn’t anything wrong with this in itself. We were collected at the hospital, driven back to Tamworth and dropped off either at or near home or at a parent’s work with no meet and greet to the parents, nor any sort of handover. I was the only student with immediate parent contact. One boy was set down in town and had to wait about three hours for his regular school bus to take him home to Manilla.
A number of students were dropped off at empty houses. After almost being killed in a horrible collision with a truck, the teacher somehow thought that dropping shaken teenagers off at an empty house was an appropriate thing to do! Even the most useless and incompetent teacher should have known better than that! Perhaps the teacher who picked us up should have been carrying two bag phones. As he was head of welfare for the school, it’s rather ironic that he appeared to know nothing about student welfare, but again that’s my opinion and a much longer story for another time in regards to what I believe was his incompetence and inability to fulfil an important role.
The idea that it was ok to drop students off at home when nobody was there after a traumatic road collision was stupid even for the 1990s. I remember being dropped off at Tamworth West Primary School where my mother was teaching her Year 4 class. I wandered in, still possibly concussed and remember lying down somewhere in the classroom and falling asleep. Mum sensibly refused to take me home in her lunch break.
What should have happened? All students should have been driven back to school. No one should have been left alone. Day boys could have been left under Matron’s watchful eye, until their parents arrived to collect them. Boarders could have been supervised by Matron and/or their dormitory master.
From an incident response and management point of view, the lack of communication was pathetic. It might have been a lack of training, a lack of response planning, or just the fact that I went to a school that appeared to be run ineffectively. The bottom line was that there was no plan in place if something went wrong. It was evident that everyone was simply making things up as they went.
Whilst critical incidents are fluid in nature and you may need to respond in an inter-active way to contain the initial situation, there is absolutely no reason why any school or organisation can’t have clear actionable steps in place to be able to respond quickly and effectively to a major incident. It’s vital that you inform parents and if needed, draw on resources in the wider community, such as local radio.
Over the past 25 years, at no time did anyone from the school contact my parents to let them know what happened! At no point was the incident ever debriefed! At no point did anyone ask about the debating! Two years in a row, we’d forfeited the most awesome competition in the region and to this date, the school still hasn’t officially told anyone that the bus crash actually occurred.
The Principal suddenly left the school and the questions about the crash, that parents asked at the P & C meeting, were unanswered.
Despite all of this, I learnt some very important lessons as to what not to do in a situation like this. One thing it highlights though, is the fact that for all the carry on I’ve seen over the years from people who don’t understand risk management and incident management, the fact remains, being on the road with students is one of the highest risk factors possible.
Driving to the conditions, avoiding peak periods of traffic and having a fatigue management policy and procedure in place is vital to reduce this transport risk that’s part of every trip away from school.
Let’s put this back in context. We were going to a debating competition!!! Sounds very low risk and not even worth doing a risk assessment on, yet had the truck driver not reacted the way he did, our bus would have been cut in two and a few more sun-bleached crosses would have stood scattered at the side of the road, lovingly surrounded by flowers, tended only, in decreasing frequency, by the broken families who were never told what really happened that day.
Write something about yourself. No need to be fancy, just an overview.