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April 2019 technology and engineering teacher 19
safety spotlight
field trip safety
Field trips, such as visits to industries and compa-
nies, can provide students with stimulating experi-
ences to broaden their perspectives about STEM
topics and professions (Post & Walma van der
Molen, 2014). These trips can be fun and inspiring, allowing
students to see classroom concepts in practice. However,
there are also hazards and consequential risks as well as the
potential for increased liability involved with supervising stu-
dents outside of the classroom. Teachers must be cognizant
about strategies to mitigate these risks prior to planning a
field trip.
Teachers must first understand what constitutes a “field
trip.” Field trips are defined as any activity that occurs
outside of the instructor’s assigned classroom or lab (Roy,
2016). It could occur on school property when students are
in another part of the building conducting an activity for a
course during regularly scheduled class time (e.g., testing
a drone in the school gymnasium) or when students are
outside testing a design solution as a class (e.g., rocketry
launch). It is important to remember that students assigned
to your class are your responsibility under duty or standard
of care. It does not matter whether it is during scheduled
class time on school grounds or during an all-day visit to a
local company. During field trip planning, supervising, and
debriefing, several precautions should be considered to limit
liability, including negligence or recklessness. The following
recommendations were derived from a number of sources
(Dragan, 2015; NSTA, 2015; Roy, 2011, 2014, 2015, 2016).
Preparation
Know Your Legal Responsibilities. School systems and
instructors have an equal duty to protect children when par-
ticipating in a class activity whether
they are on or o school grounds
(Dragan, 2015). Moreover, negli-
gence requires proof of all of the
following four elements as explained
by Roy and Love (2017):
by
Tyler S. Love
and Ken R.
Roy
Field trips oer inspiring opportunities for students to see theory in practice and
participate in student organization competitions. They also include increased
hazards and consequential risks that require special attention to safety planning
and supervision!
in K-12 and higher education
20 technology and engineering teacher April 2019
1. A duty of care existed to protect the student from fore-
seeable harm (e.g., if a student is enrolled in your class
or under your supervision on a field trip, you have a duty
to protect that student).
2. Reasonable care was not exercised, therefore breaching
the aforementioned duty.
3. The breach of duty was the proximate cause of the
incident.
4. Physical or monetary damages were the direct result of
the incident.
A school system and instructor’s best defense against negli-
gence or recklessness is to prove that one or more of the afore-
mentioned elements are not applicable to the incident. Better
professional practice suggests that school systems and instruc-
tors actively monitor for dangerous conditions on field trips, and
when noticed they (1) stop the field trip activity immediately, or
(2) if the risk of an accident occurring is deemed minimal, they
must warn students about the hazard and provide extra supervi-
sion and assistance (Dragan, 2015).
Know Your School and State Policies. It is critical to understand
the school system’s policies regarding field trip protocol. These
policies are usually approved by the district’s legal counsel who
ensures they align with any state field trip policies (e.g., California
Education Code EDC § 35330-35332).
Conduct a Pre-Trip Visit. The instructor or a school representa-
tive should visit the field trip site prior to the activity. This helps
determine if there are any health and safety hazards that need to
be taken into consideration, what instruments and personal pro-
tective equipment (PPE) will be required, and how to best plan
for activities such as bathroom breaks and lunch. During this
visit it is important to meet with a representative
from the facility to review all policies and safety
procedures. For any areas labeled as private
property, be sure to either obtain permission for
use or communicate to students that these areas
are o limits. All policies and expectations should
be clearly communicated in writing to students,
parents/guardians, and supervising instructors/
chaperones prior to the field trip.
Determine the Appropriate Group Size. The
size of a group participating in a field trip can
be influenced by many factors. When determin-
ing appropriate group sizes, consider the size
of the overall group, student age range, student
disabilities or behavioral issues, and the hazards
related to the activity (Dragan, 2015). Check the
school system’s chaperone-to-student ratio. The
field trip site may have stricter policies for safety
reasons, so be sure to abide by their policies as well. Roy (2011)
suggested a chaperone-to-student ratio of 1:10; however, if there
are students with disabilities involved, he suggested a ratio of 1:5
or 1:1 depending on the level of supervision needed. The number
of students and busses your school system allows may be dic-
tated by an annual field trip budget. After conducting the pre-trip
visit, the instructor should determine the optimum group(s) size
for the safest learning experience that also addresses learning
outcomes and follows all policies. When possible, multiple trips
with small group sizes can provide a safer and more focused
learning experience.
Establish Learning Outcomes and Student Expectations. In-
structors should develop learning outcomes to demonstrate the
educational value of the field trip to administrators, students, and
parents/guardians. Providing learning outcomes, well-planned
agendas, meaningful assignments for students to complete
before and during the field trip, and clear behavior expectations
with consequences can help limit mischievous behavior that
leads to unsafe conditions. Make sure there is a written policy
and action plan in case a student needs to be removed from the
field trip as a result of failing to follow clearly communicated
behavioral expectations. It should be clear that students are
expected to report any incident to the teacher immediately so
necessary help can be provided.
Obtain Signed Acknowledgement Forms. See if the school
system has a preapproved field trip acknowledgement form.
Written permission for a child to participate in a field trip should
not be mistaken as a waiver of liability (NSTA, 2015). Even with a
signed acknowledgement form, teachers/chaperones still have
legal responsibilities as described previously. It is recommended
that teachers provide a supplementary document outlining the
safety spotlight
April 2019 technology and engineering teacher 21
educational value of the trip; potential hazards and consequential
risks involved; the itinerary; preparation for weather conditions;
appropriate attire, meal, and transportation plans; and any other
pertinent information for parents/guardians. All teacher-created
documents should have administration approval prior to disper-
sal. Furthermore, instructors should keep these forms until the
end of the school year, unless there was an incident, in which
case they should be kept on file according to the state’s statute
of limitations (in some states it’s when the student reaches age
18, in others it’s when they reach 21).
Providing Accommodations. It is important to work with your
school system to provide equal opportunities for all students to
participate in field trips pending safety risks presented for each
student. There have been a number of lawsuits challenging the
equity of field trips; therefore, teachers should work with their
school system to provide reasonable accommodations for all
students to participate. This could involve modified, but similar,
activities on the trip to protect the student’s safety, and it could
require additional chaperones. If a student has an aide or para-
professional during the school day, they should also have one
with them on the trip (Dragan, 2015).
First Aid Considerations. At least one adult on the trip should be
trained in first aid procedures. A fully stocked first aid kit should
be included on each bus and carried with the group during the
visit. Emergency medical information forms must be collected for
all students, teachers, and chaperones on the trip. One copy of
these forms should remain with the school nurse or an admin-
istrator, and another copy should accompany the supervising
instructor/chaperone at all times. Check with your school system
regarding what student medical information can be shared with
the chaperones, and what information is privy to the teacher.
If there are any allergies, items such as EpiPens and inhalers
provided by the parent/guardian and marked with the student’s
name should accompany the first aid kit. Written permission and
directions from parents/guardians are required if the supervis-
ing teacher will be expected to provide medication to specific
students. Students requiring special medical attention should
be accompanied by a parent/guardian or person with appropri-
ate medical training who is not assigned to supervise any other
students.
Communicate with Chaperones. Teachers should meet the
chaperones in advance and communicate all expectations for
those involved in the trip. Important medical, emergency, and
communication strategies should be provided at this time. Ensure
an appropriate ratio of male and female chaperones to accom-
modate the students (e.g., bathroom or locker room supervision).
Instructors should also ensure all chaperones have obtained the
clearances required by their school system prior to the trip.
Providing Transportation. Instructors and chaperones should
not transport students in personal vehicles. Even with written
permission to do so, the driver may not be immune from accident
liability. School/university transportation services should be uti-
lized, or if students are old enough to drive, they can be provided
directions to the destination. Documenting arrival and departure
time of student drivers is good practice. If minors (under 18 in
most states) wish to ride with a specific student driver or the par-
ent of a friend, written permission from those students’ parents/
guardians must be obtained. When using school or university
transportation services, at least one adult should be present in
the bus or van for supervisory purposes.
Create an Inventory Sheet. Inventory sheets help to ensure
critical items are not forgotten on departure or return from field
trips. These can also be used to delegate responsibilities to other
supervising adults.
During the Field Trip
Supervision. Regarding supervision, special attention is required
for trips o-campus, overnight, or involving younger students.
Each of these pose increased risks that must be accounted for
while planning and supervising. Prior to departure, the instructor
should provide the following items to all instructors/chaperones:
an itinerary, student roster, list of instructor/chaperone mobile
phone numbers, important emergency procedures, and any criti-
cal medical information allowed to be shared (e.g., allergies).
The cardinal rule of field trip supervision is to ensure that
students are always in sight of chaperones (Dragan, 2015).
Each student should be assigned to a supervising instructor or
chaperone. During the visit, adults should be placed at the front
and back of the group. If there is only one adult supervising the
group, they should try to remain in the back to keep all students
in their line of sight. Instructors should communicate which areas
are o limits and maintain close supervision. Participants should
avoid taking any artifacts or items from the site unless granted
permission by the facility’s personnel. All trash and belongings
should be removed appropriately.
When supervising students who are legal adults, it is still impor-
tant to be aware of their whereabouts and prevent facilitating
dangerous situations (e.g., separate hotel rooms for female and
male students, curfew checks, etc.). Increased liability comes into
play when supervising students who are of legal age to purchase
items like tobacco or alcohol. Although of legal age to purchase
these items, school/university rules may prohibit them at aca-
demic activities, including field trips. Instructors should empha-
size such school and university policies to students prior to any
trip so they are aware of the standard to which they will be held.
School and university standards regarding conduct also apply to
instructors and chaperones. There have been lawsuits where in-
safety spotlight
22 technology and engineering teacher April 2019
safety spotlight
structors/chaperones were found negligent or reckless because
they did not conduct themselves appropriately, consequently
allowing an unsafe condition to exist. In certain cases, they were
not present to address the situation they were responsible for
supervising, and in other cases they were not in the appropriate
condition to reasonably address the situation.
Institute the Buddy System. Students should be paired with
other students in their groups. This can quickly help account for
missing students. Upon arrival at the site and prior to splitting
up, a rendezvous location should be determined in the event
anyone becomes separated. Taking roll throughout the day helps
to account for students and identify anyone missing in a timelier
manner.
Accounting for Outdoor Elements. Pending the type of field trip
experience, students should be prepared for excessive sun expo-
sure, wet/slippery conditions, and other environmental hazards
(e.g., poisonous plants, wasps, ticks, etc.) that should be noted
in the documentation sent to parents/guardians prior to the trip.
Students and instructors/chaperones should plan accordingly
(e.g., bringing sunscreen, insect repellant, a change of clothes,
etc.). Instructors should review this information with students
prior to the trip by showing them pictures of potentially hazard-
ous items and indicating any site areas that should be avoided.
Eliminating Trip/Slip/Fall Hazards. Instructors and chaperones
have a duty to warn students of any noticeable trip/slip/fall
hazards and either: (1) eliminate these hazards, or (2) pro-
vide increased supervision to make sure students do not
sustain an injury from these hazards. Students working
near or in deep water* require the use of life preservers
or flotation devices. (*Deep water should be determined
by the height at which the shortest student could stand
without drowning.)
Addressing Accidents and Medical Issues. As described
previously, all medical forms should be kept with the lead
instructor. Obtain prior permission and directions from
parents/guardians if medication is to be administered
to specific students. In the event of an emergency, the
instructor/chaperone should have the contact information
for the medical sta on site readily available. For minor
issues the school nurse can be consulted via phone, but
severe issues should be addressed by medical trained
personal on-site or by calling 911.
Avoid Hazardous Chemical Exposure Sources. During
industry visits or outdoor trips there are various biologi-
cal, chemical, and physical hazards to which students
could be exposed (Roy & Love, 2017 ). It is important to
identify these in conjunction with the facility supervisor
prior to the visit. Determining the appropriate PPE and
procedures to limit exposure to these items is critical. Examples
include avoiding areas that were recently treated with pesticides
or ensuring that students visiting a manufacturing facility wear
the same PPE (hard hat, ear plugs, safety glasses/goggles, hard-
soled footwear, etc.) required by law for the employees.
Enforce Hand Washing. Students will be exposed to hazards
and germs. It is essential that they wash their hands or use hand
sanitizer after activities involving hazardous materials, especially
before consuming anything.
After the Field Trip
Contacting Administrators or Parents. After a field trip it’s good
practice (and sometimes required) to provide a summary for your
administrator. Administration should be contacted immediately
with significant incidents to allow them to work with you and the
school’s legal counsel to properly address the issue. It is recom-
mended that you contact your school administrator first to make
them aware of the situation and see how they would like to com-
municate it to the parents/guardians. An exception to this would
be a medical condition requiring contacting parents/guardians
immediately to obtain additional information needed to help the
student. Another exception would be contacting parents/guard-
ians to indicate there was an incident, and their child is being
transported to the emergency room. Instructors must exercise
caution regarding details they provide about the incident. It is im-
portant that all relevant factual details of the incident are secured
April 2019 technology and engineering teacher 23
safety spotlight
before sharing information with appropriate authorities. In no
way should hearsay or assumptions be made. This could poten-
tially contribute to legal jeopardy for the instructor and employer.
This is why immediate communication with school/university
administrators is recommended.
Conclusion
Field trips require a lot of eort, and many issues need to be
considered when planning for them. Working with your adminis-
tration, legal counsel, special education department, and fellow
educators is important for providing the safest field trip experi-
ence possible. The most important consideration for field trip
safety is: “Are there foreseeable dangers that a reasonable per-
son would have noticed, and what actions did I take to address
these dangers?” Those two questions will be used to determine
the degree of instructor or chaperone negligence related to a
field trip incident. A good rule of thumb is to always act in good
faith and protect the well-being of all students. Additional details
about the topics discussed in this article can be found in the
references listed.
References
Dragan, E. F. (2015, April 23). School liability for student field trip
injuries or death. Education Expert. Retrieved from http://
education-expert.com/2015/04/school-liability-and-student-
field-trip-injuries-or-death/
National Science Teachers Association (NSTA), Safety Advisory
Board White Paper. (2015, March 12). Field trip safety. Re-
trieved from http://static.nsta.org/pdfs/FieldTripSafety.pdf
Post, T. & Walma van der Molen, J., H. (2014). Eects of company
visits on Dutch primary school children's attitudes toward
technical professions. International Journal of Technology
and Design Education, 24(4), 349-373. doi: http://dx.doi.
org/10.1007/s10798-014-9263-2
Roy, K. (2011). Safety on the move. The Science Teacher, 78(6),
12-13.
Roy, K. (2014). Ensuring a safer outdoor experience. Science and
Children, 51(7), 82-83.
Roy, K. (2015). Safety in the field. The Science Teacher, 82(7), 78.
Roy, K. (2016). Safer science outside the classroom. Science
Scope, 39(5), 64-65.
Roy, K. R. & Love, T. S. (2017). Safer makerspaces, fab labs, and
STEM labs: A collaborative guide! Vernon, CT: National
Safety Consultants, LLC.
Tyler S. Love, Ph.D., is an Assistant Professor
of Elementary/Middle Grades STEM Education
and Director of the Capital Area Institute for
Mathematics and Science at Penn State Har-
risburg. He can be reached at tsl48@psu.edu.
Ken R. Roy, Ph.D., is the chief science safety
compliance adviser for the National Science
Teachers Association (NSTA) and safety com-
pliance oicer for the National Science Educa-
tion Leadership Association (NSELA). He also
serves as Director of Environmental Health &
Chemical Safety for the Glastonbury Public Schools (CT). Dr. Roy
can be reached via email at safesci@sbcglobal.net. Follow Dr. Roy
on Twitter@drroysafersci (https://twitter.com/drroysafersci).
Safer Makerspaces, Fab Labs, and
STEM Labs: A Collaborative Guide
Safer hands-on STEM is essential for every instruc-
tor and student. Read the latest information about
how to design and maintain safer makerspaces,
Fab Labs, and STEM labs in both formal and infor-
mal educational settings. Easy to read and provides
practical information with examples for instructors
and administrators.
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Safer Makerspaces,
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A Collaborative Guide!
Kenneth Russell Roy, Ph.D.
and Tyler S. Love, Ph.D.
