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?

Not getting staff to student ratios right is a big concern for experiential education. This comes to the fore when you’re looking at how many instructors you need per activity depending on what sort of activity it is.
 
For example, with canoeing, you currently need one instructor for every six boats. For kayaking, you also need one instructor for every six boats. The difference being the one instructor for six in canoeing lets you take twelve students, while the one instructor for kayaking lets you take six students. These are very, very rigid ratios. Unlike a former boss of mine who said ‘Oh no! They’re just rough guidelines,’ you should never take them to be rough guidelines because if something goes wrong and you end up in court, you’re going to have to justify why you decided to go against industry standards.
 
When an industry body sets down guidelines for you to use for the safe operation of activities, you should always use them as a baseline. If you do this, you’re not going to get caught out in a legal sense if you’re operating with a group and something goes wrong.
 
However, if it were as simple as reading standard ratios from a chart for each activity, then how could you possibly go wrong with this? It all makes sense and is ok from a legal point of view! Or is it?
 
One mistake that’s often made is underestimating the impact that an individual’s behaviour will have on the group. In your staff to student ratio assessment, you must consider who the participants are. Time and time again I’ve seen situations where schools or organisations are happy to go with the set baseline ratios, possibly to save on costs.  However, they don’t consider the actual individuals who make up the group.
 
Behaviour, especially student behaviour, or more accurately poor student behaviour, adds a significant risk factor that’s often totally underestimated. The reality is that the majority of dangerous situations you can find yourself in when running experiential education programs, is due to poor student behaviour. When this is combined with another risk factor, such as poor environmental conditions, or failing equipment, you have a recipe for disaster on your hands. Consequently, failing to properly assess the impact of student behaviour on your staff to student ratios can set a group up for failure before you even begin.
 
Some groups I’ve had in the past have included some challenging students. Most of the time, you’re able to manage this quite easily. However, when you have an activity such as abseiling in which you have so many pieces of equipment to setup and things to actively monitor, you need to be laser-focused on one student at a time. You don’t have the leeway to be monitoring other students as you run the activity. Therefore, you have to consider different supervision ratios and regimes when you’re doing specific activities like this.
 
For a canoe expedition I once ran, on paper the staff to student ratios were fine. We had the right number of instructors, the right number of boats and in fact, our ratios were well within the standard operating guidelines. However, the behaviour of the group of students was so poor that it massively impacted on the entire risk profile of the activity. Forget the weather, forget broken equipment, forget poor judgment. The biggest risk was the students we had with us.
 
When this was brought to the organisation’s attention, it was dismissed and I was told we had enough staff. However, the practical reality was that due to behavioural issues, we didn’t! We therefore needed another one or two instructors with us to safely run the trip. Despite outlining a ‘hypothetical’ situation of what could happen with the then director, prior to the trip leaving, we were told to deal with it and we’d be fine.
 
We departed on the expedition as instructed and within fifteen minutes of leaving, it all started to go pear-shaped very quickly. What the other instructor and I had predicted, was happening before our eyes. The student behaviour was horrendous. More akin to a youth at risk program, than anything else. We needed at least another two instructors to safely manage the risk and help manage the behaviour of the group.
 
What was the point of taking them out all? The organisation didn’t understand the risk they had put everyone in by not providing sufficient staff to student ratios. At twenty minutes in, we pulled the pin on the trip and returned to where we’d started. The group wasn’t going to learn anything and were on the verge of causing a major incident to themselves or those around them. Consequently, they were treated as if they were a youth at risk group, for which we weren’t sufficiently resourced to manage with only two staff. Therefore, despite everything on paper saying we had the right number of staff, the reality was, we were on the verge of a major incident only averted because we pulled the pin on it.
 
Sometimes groups will press on regardless of these sorts of behaviours with the misguided belief that their students may learn something along the way. However, it’s rare for students such as this to have amazing epiphanies and turn things around. Therefore, you’re only increasing the chance that something’s going to go horribly wrong, if you continue without the right staff to student ratios.
 
When you’re doing your assessment of risks, avoid this mistake. It’s not always just a simple matter of reading a number from a chart. Even if it’s exactly the same activity, exactly the same location and you’re using exactly the same equipment, the biggest variable factor will always be the behaviour of the participants.
 
If you are aware that poor behaviour from a specific group could be a factor and you still want to take them out, then make sure you have enough staff allocated to effectively manage this additional risk factor.
 
I’m not saying don’t give kids the opportunity for a fresh start, because that’s an extremely important part of experiential education. However, you must be realistic about the impact it might have on your activities. If you’re aware of poor behaviour and the potential that this behaviour will negatively impact on the program, then you need to ensure that you have a higher staff to student ratio than what would be considered a baseline. By doing so you’ll be able to effectively manage any behavioural or other concerns arising, deal with the situation and continue without further disruption. This ensures you’re always running safe and engaging programs in which staff and students are not placed at risk of harm due to insufficient supervision and support.

Not long ago, I was in Thredbo for what was often the busiest week on the ski fields. It was a combination of the last week of the school holidays, coupled with the Redlands Cup and a number of other inter-schools snow sports’ competitions. Many teachers use the draw card of snow sports to organise a school trip and at the same time get themselves a nice expenses ‘paid’ vacation! Whilst I’ve gone on one of these trips before, there’s often a lack of understanding of the risks inherent with snow sports that comes with this and having been part of a major snow sports’ program for six years that ran for the whole season, we would often see other schools’ groups on the mountain that were less than prepared for the conditions and the overall environment. 

​Whilst I’m not saying that teachers just throw caution to the wind, however, the risk profile of snow sports is one of the highest of any outdoor activity. Combine, speed, trees, ice, freezing conditions, lots of equipment, kids and other people who are out of control on the slopes and you get a challenging recipe for injuries. However, this shouldn’t be the case and through careful planning and management, every trip can be an enjoyable and rewarding experience.

So what are some ways to help plan for a safe and effective ski trip?

1. Consider skill level. If you’re taking absolute beginners, they should be in lessons all day and actively supervised. Given the fact that you’re most likely not an instructor, it’s better to figure in an additional cost for beginners to allow them the best opportunity to learn and develop their skills in a structured manner.     
2. Group size. If you have more experienced skiers and riders and you’re going to allow them to head off on their own, then you need to make sure they’re in a group of a minimum of 4. You must ensure they’ve got your contact numbers and you have their contact numbers as well in case of an emergency. Each group should have ski patrol’s numbers in their phones and it’s a good idea to give them a laminated business card with ski patrol and your number on it.  
3. What to do in the event of an injury. Students need to be briefed on what to do if one of their group of 4 is injured. Firstly, call ski patrol! There’s every chance, ski patrol will get there sooner than you and they’re most likely trained at a higher level of first aid than most teachers as well. Once they’ve called ski patrol, keep the group together and call you as the teacher in charge. If they have to split the group, because they can’t raise ski patrol, two ski to the nearest lift and make contact, the other person stays with the injured student. At no point should any student be on his or her own.
4. Check in times. Ensure you set clear check in times and locations so that you have regular meeting points to check that all students are accounted for and in good health. If a student fails to meet the check in deadline, call them on his or her mobile, if contact with you hasn’t already been made.  
5. Hydration & Sunscreen. Despite it being really cold and the middle of winter, dehydration and sunburn are major risks. Keep reinforcing the need to remain hydrated and apply sunscreen to exposed skin (mainly lower face as everything else should be covered).  
6. Unless students are experienced skiers and riders with good quality gear, you shouldn’t allow mum and dad’s old gear to make its way down to the slopes. Whilst ski hire adds to the cost, it’s far cheaper than dealing with a major injury because of rubbish equipment.  
7. Everyone must wear a helmet! This is not up for discussion. If you let kids or your staff ski without a helmet you’re asking for trouble. Make sure helmets are specifically designed for snow sports and are correctly fitted.  
8. Set suitable boundaries for your students as well. A lot of them will want to go straight to the jumps and terrain parks, but this takes a certain skill level to do safely and properly. If they want to do this, then put them in lessons so they can develop their skills in a safe and positive manner. Most injuries I’ve dealt with over the years have originated from jumps, boxes and rails!​