The more time you spend out on camps, excursions, activities and sports, the more likely you are to be using your first aid skills. Having worked in the industry now for 20 years, there’s been many times I’ve needed to treat students (and teachers) for a range of injuries and illnesses. Despite the sheer number over the years, the number one treatment question I had to ask myself was, “Can I give this student a Panadol?”
It’s a simple question, which unfortunately can take a long time to answer. I’ve rifled through countless medical forms, often found nothing and had to make a lot of unnecessary phone calls to parents to get a simple answer.
Unfortunately, you can’t just turn a blind eye or give a student pain-relief without permission. This puts you in a compromising position and with the increasing number of parents who have read far too many books on ‘the dangers of everything,’ their faith in bottled water to cure all, might lead to your facing major problems and angry calls, if you give their child simple pain medication. On the other hand, what if they have an actual allergy to pain medications? In my experience, even if a child is conscious, which is usually the case, and can tell you what they can and can’t have, this is still not the most reliable way to see if you are permitted to give them pain-relief, as they might be happy with it, but what if their parents are not?
Rather than having teachers take this risk for one of the most commonly asked treatment questions they will ever have, we built a simple yet effective new feature in the Xcursion app which tells teachers, coaches and instructors at a glance what parents have given permission for their child to have as well as what could be potentially harmful. This not only saves time and improves treatment, but covers teachers, coaches and instructors in their application of their duty of care and can save everyone from the massive headache which comes with potentially angry parents. I only wish I’d had this ten years ago when I was running trips each and every week and I was constantly fishing around for really simple information that was buried in a whole load of pointless stuff. I know this is a fairly obvious statement too, but at the end of the day, despite your duty of care over your students, you still can’t give them any sort of medication unless you have express permission to do so.
Let’s be honest! Nobody likes writing incident reports. They’re kind of annoying, time consuming and just another bit of paper work that you have to do on top of everything else! Added to this, so many schools and organisations make it difficult for their teachers and instructors to complete.
Consequently, when you combine added work with difficult to complete, this results in poor reporting, late reporting and quite often non-reporting of incidents. Ironically, WHS research has shown that the more senior a staff member, the less likely they are to complete a report. Added to this is the deterioration of memory that adversely impacts the accuracy and validity of any report. No matter how good someone thinks their memory is, the longer they delay in writing an incident report, the fuzzier and less accurate it becomes. Important details can be overlooked and left out. Such details about actions taken, mitigation or treatment, could become vitally important years down the track and without a rock-solid incident report, the person and the organisation can be massively exposed to a variety of potential liabilities. However, everyday things happen. The writing of an incident report is put off until ‘later’ and when ‘later’ comes, the events of yesterday or last week are nothing but a distant memory in amongst a busy life of work, family, traffic and cups of coffee.
Yet incident reports are critical to our understanding of what happened, causation, consequence and how to avoid it happening again. The ‘bury your head in the sand,’ ‘it’ll be right’ and ‘I’ll do it later’ options are not options at all and all incidents, no matter how seemingly minor or insignificant, need to be reported in a timely and accurate manner. Consistent and timely reporting can highlight patterns or risks which might otherwise have been missed.
With so many potential negatives of trying to get someone to write an incident report, no wonder they’re done so poorly. Add remoteness or overseas to the equation and you’re not getting anything wonderful or insightful anytime soon. The end result is an unintended exposure to liability and the inability to learn vital lessons from what went wrong. It was this exact situation and combination of factors which led me to develop the Xcursion software platform. I didn’t want to be doing incident reports at the end of a multi day expedition when I was tired and about to have a day off. I wanted to have it all done way before then. However, at the same time as a director of outdoor ed, I wanted incident reports sent to me from the field as fast as possible, so I could understand what had happened and help provide an appropriate response. Hence, I built the Xcursion mobile app to solve both my problems at once and in doing so, came up with a solution that made it easier, faster and a far more reliable way of doing incident reports.
What was the result? Suddenly, there was an increase in incidents!!! Well that’s probably not quite true. There were the same number of incidents, but now they were actually being reported. From this we could finally understand the prevalence of the type, severity and causation of incidents, with some reliable level of detail and accuracy, rather than… nothing.
Essentially, as soon as you make something easy for someone to do, then you have a greater chance of it being done. The more difficult and complex the task, the less likely you are to get anything. It baffles me that something so important is often such a low priority until a major incident occurs and everyone is demanding answers. Why not make it easy on everyone? No more inaccurate hand-written reports which are days or weeks old that you have to scan and file somewhere. Just leverage a bit of mobile tech to do it all for you and what can often take ages or not get done at all, could just take a couple of minutes and give you more detail than ever before, helping protect the first responder, students and with greater insight, help you reduce risk for every activity you do.
According to industry experts, concussions are set to be the next wave of significant negligence claims against schools and teachers. Currently somewhere between 20% and 50% of concussions in sports are not recognised nor reported. Basically, most people are flipping a coin and hoping for a good result. This is concerning and consequently a massive risk.
50% to 80% miss rate is something we can and must avoid. The reason being is that students who have an unrecognised concussion and continue to play or engage in further sports activities, are at a much higher risk of a second concussion, which can then lead to a far worse traumatic brain injury and has an extremely high potential for irreversible damage.
Since you as the teacher, coach, or activities director have a non-delegable duty of care for your students, you must ensure that you are properly assessing and reporting on head injuries or suspected concussions. Failure to do so, is just the start of the next tidal wave of claims against schools for negligence.
Having dealt with numerous concussions over the years as a teacher, we’ve always been mindful of this and are about to release an update to the Xcursion app with the CAT5 Berlin Consensus tool for recognising and recording potential concussions.
It’s important to protect both students from further injury and yourself from litigation. Record and report every potential concussion to make sure that every sport and activity is safe and enjoyable for everyone involved.
A really interesting resource on this is:
Malcolm Gladwell’s Podcast Episode ‘Burden of Proof’
As soon as you read the title of this article, you either thought ‘hmmm how interesting’, or ‘wow this is going to be boring…’
One of my frustrations as an outdoor ed teacher and director has always been the quality and timelines of incident reports. They’re often too brief, fail to mention important details and arrive days after the event through a great deal of chasing! Sound familiar?
This comes down to a few things, which include the level of training and experience staff have had in responding to incidents and injuries, the culture within the organisation and the type of reporting methodology being used.
Training is an interesting one, as first aid training doesn’t usually cover the how and why you should do an incident report. Some of them do, but often it’s fairly basic training to call emergency services and let them handle things from there. However, if you’re responsible for students, you’d know that’s quite impossible from a practical point of view. More often than not, it’s not even a case of calling emergency services. It’s more about handling the situation at hand yourself. Therefore, some level of training is needed around what you should be putting in a report. Details such as time, location, circumstances, supervision, weather and others involved all become important to the equation. So if you haven’t read up or done anything around reporting, it’s definitely time to do that.
The second area is culture. Is there an expectation that you need to report? If not, I’d be concerned about the organisation. Legally, in Australia and most likely all other counties, you need to report any injuries or incidents as you have a duty of care within your organisation. Having said that, I’ve worked for places in the past that had a very casual approach to this, until something happened. Then it was a major drama, chasing reports and asking all the wrong questions way after the fact. Hence there needs to be a culture of reporting. Even if something were a near-miss. where no injury occurred, but could have been potentially catastrophic, you need to report it! I can’t stress this enough. There’s so much value that can be gained by reviewing near misses and incidents to develop better systems and practices for your organisation.
The last area is methodology. The harder it is for staff to do an incident report, the less likely you are to get one. Interestingly enough, this occurs at all levels of an organisation and just because someone is a manager, doesn’t mean they’re more likely to report. In fact, it’s the opposite. They’re less likely to report incidents which occur, maybe because they think ‘they’re in charge’ and don’t need to, or more likely, they address the issue and end up too busy with other things and forget about it. When nobody is chasing them the same way they chase others, then you can see why there’s an increased likelihood they won’t report something. This then feeds straight back into the cultural issue and has an overall negative impact on the organisation and its risk and reporting profile. This can end up with things just ‘slipping through the cracks’ to the point that the organisation suffers a major incident.
So basically from that, make it easy for yourself and everyone in the organisation to do a report. It was this arduous and cumbersome reporting process at one school I worked for which led me to designing and building the Xcursion platform. Basically, I had to solve my own problem to try and help what was in my opinion a dangerous and dysfunctional organisation get up to speed with its reporting. As a result, teachers could then have fast and secure access to student info and complete an incident report on their mobile which was sent back to school as soon as they hit the complete button.
Making this process easy for staff, not only massively improved the speed of reporting, but it steeled teachers through exactly what they needed to report. Consequently, this made a huge difference to the organisation’s attention to incident and injury reporting and helped to start building the culture of risk management which was so desperately needed.
Ask yourself, ‘How does your organisation look in terms of incident reporting? Is it easy and timely to do, or is it a time consuming pain? Is there an expectation that everyone reports incidents and near misses alike? Does everyone feel confident in the training they have to identify, manage and report on incidents as they happen?’
If you’re not confident of your response, then maybe it’s time for some staff training and new systems to be put in place to ensure that you are.
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?
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.
After talking about how awesome Twisted Sister were, I might have got you excited about the classic Chumbawamba song Tubthumping! Such a great song, but again another one-hit wonder that now occasionally finds its way to be played at awkward school reunions and trivia nights. However, as interesting as random bands are and as pointless as school reunions are, I am not going to talk about either. Instead, let’s talk head injuries!
Whilst for many people, a head injury might be preferable to going to their school reunion, I don’t want to seem blasé about one of the most significant issues with which we have to deal as teachers, coaches and outdoor instructors.
Concussions are what I would describe as a hidden injury. Whilst sometimes it’s extremely obvious that someone has suffered a concussion, when they’re struggling to remember what you said to them 30 seconds ago, there are also times where the injury goes quite unnoticed. Sometimes, after a hit to the head or a massive body collision, a proper assessment isn’t done and the student continues to play on.
One of the biggest problems with concussions, from a first aid point of view, is that the signs and symptoms are not blatantly obvious. If for example someone breaks an arm, especially if it’s a protruding injury, you can see it’s broken from satellite imagery. If it’s graze or laceration, there’s usually lots of blood and so it’s time to glove up and stop that bleeding. There is a reason why people say “bleedingly obvious,” and you’ll understand exactly what they mean, if you’ve treated someone with an open wound, let alone someone who’s taken a dive in a bed of oysters… but that’s a story for another time.
Head injuries and concussions however, that don’t involve lots of bleeding, aren’t always so obvious and nor is the recovery process. When you’ve broken that arm at right angles and passers by with no first aid training feel nauseated just looking at it, it’s obvious you need to get that looked at by a doctor. The process is quite clear from now on in. You go to the hospital, the triage nurse looks at you and goes ‘Oh woah! That’s broken!’ The old lady you sit down next to in the waiting room goes ‘Oh woah! That’s broken!’ and finally after a 6 hour wait in emergency, the doctor said ‘Oh woah! That’s broken, but we’d better get it X-rayed just to be sure!’
However, with head injuries, it’s not so clear cut. Because we can’t see an obvious trauma, we can often risk not even considering that an injury has occurred. The student after all got back up and is playing again. The student might not feel too bad, just a little dazed… but can ‘walk it off’. Unfortunately, inside the student’s head, the brain has just been bounced around and is suffering the effects of a mild concussion. If however, a student has a major concussion, it’s far easier to notice and remove the student from the field or activity. Thankfully, our awareness of and attention to major concussions has improved dramatically in recent years. However, it’s the mild concussions that worry me, as they can remain hidden for an extended period of time.
When someone suffers a concussion, they should seek medical advice and have a clear recovery plan laid out for them. However, with a mild concussion, medical advice is not always sought and the student doesn’t rest and recover, but instead, goes to the next training session increasing the risk of more significant trauma and then onto the next game, once again at increased risk. A concussion on top of another concussion, on top of another one can have a massive multiplier effect and lead to further damage to the brain being caused. Traumatic brain injury and/or CTE (Chronic Traumatic Encephalopathy) can result.
As I’m not a doctor, and there’s far better medical information and advice on the specifics around TBI and CTE I won’t go into all the details here. But as a first teacher, coach or instructor and often the first responder, we should be ensuring we are baseline testing our students prior to commencing high risk activists such as extreme sports and contact sports. We should be mandating helmets or head gear wherever possible and also remaining situationally aware throughout the activity or game looking for big hits to the body or head that might result in the mild concussion that can be so easily overlooked as it’s not bleedingly obvious to the old lady in the emergency department. It’s easy to test for a concussion, but much much harder to deal with the fallout if you don’t.
As educators, we want to challenge our students and help them get the most out of sports, the outdoors and every other opportunity that school affords them. We want them to out-live us and be forced to go to those awkward school reunions, so they can pretend to be far more successful than all the people they hated at school and claim they invented the ‘Post It Note’ or are now an internet Billionaire having invented ‘Fake Block’. Making our students suffer awkward conversations at school reunions to which we don’t have to go, is good! However, letting them suffer from a traumatic brain injury or CTE from multiple concussions when we can so easily check with something like the International Diagnostic tool, is unacceptable.
We do have a very high duty of care for our students and being aware of the risks involved in concussions and also how we can effectively respond and manage them, is vital for us as teachers, coaches and instructors. If you haven’t done so already, do some research, go to a seminar or listen to a podcast on this. The more we understand about concussions, the more we can do to recognise and treat them as we would any other traumatic injury.
For more clinic information speak with your doctor and a few useful resources below:
Malcolm Gladwell – Revisionist History Podcast
Pocket Concussion Recognition Tool - updated 2017
An operational management plan is essentially the standard operating procedures for your program. Now I hate the term SOP, because it always feels like it's a set of rules that's written down, which ultimately guarantees that nobody ever reads it. So what's the point? Like anything involving people, logistics and risk, it needs to be a living, breathing process that all staff are part of. It has to be clear in the minds of all staff what the process is to run a safe and effective program.
With any experiential education, you need to have some very clear structures in place to both ensure the smooth operation of activities, as well as contingency plans if something goes wrong. Some organisations are obsessed with risk management plans and waivers, thinking this is all the planning they need. They've kept their lawyers happy and there's a document they can produce to prove they at least thought about something before leading the group into the valley of death. Well, there's quite a lot more to it than that and this is where many organisations go wrong.
You’d think it goes without saying that you need a plan, an itinerary, a schedule, risk assessment, student medicals, permission notes, or at the very least a class roll! However, I’ve regularly seen the focus of planning to be on only one or two of these components, rather than properly addressing them all. You must address them all! There's no point in having an itinerary and risk assessment written and not having the logistics and staffing in place to execute your plans.
You always need a functional end-to-end operational plan, that is flexible enough to handle multiple contingencies. Therefore, you need to plan for everything from the perfect operation to various “what ifs” for minor hurdles, emergencies and full crisis response. An effective response though has more to do with the staff’s mental state and ability to respond and adapt to a fluid situation, rather than a rigid written plan that's immediately forgotten when confronted with a complex crisis.
I've seen this done very well, but also extraordinarily poorly, especially when people aren't operating programs all the time and they feel they need to make things up as they go. There's a huge difference between being adaptable and making stuff up on the run. So one massive hint here, Don't Make It Up As You Go! Have a well-structured, executable plan that everyone’s part of that can be quickly enacted if something goes wrong.
What if the weather changes? What if an emergency happens? What if a crisis happens? Are you prepared to switch it up and respond quickly and effectively? I've seen some great written risk assessments where I have mused, ‘wow they've thought of everything!’ but then looking further on, no contingency plans nor any real idea as to how to manage an emergency or crisis.
It's Never Nice Getting Hit By This
I've seen and worked on programs (thankfully not run them) where the organisation had a ‘nothing will ever go wrong’ approach. This is where everything is done on razor thin staffing, based upon the idea that everything will go exactly to plan and I mean exactly to plan! The danger of this, is firstly, it's idiotic in the extreme. When you're dealing with groups of students and staff in different locations and involving vehicles and equipment, something could eventually go wrong. If you have no flexibility and adaptability factored in, then you're asking for a lawsuit and in fact, you deserve the horrendous experience of being dragged through the courts for your stupidity. I never felt safe, nor comfortable on this program. Thankfully, when I brought it to the attention of the organisation and they couldn't see the problem with it, I left and found another place to work that did.
This ‘razor thin’ notion, usually done to ‘save money,’ that works off the basis that everything will go exactly to plan, just increases the pressure, stress and fatigue on staff, which adds to the inevitability of something going wrong. Philip of Macedon (Alexander The Great’s father) put it very nicely. ‘No plan survives contact with the enemy.’
So with that in mind, here's an outline of how I develop an operational management plan:
If you plan around these 10 steps, then you're well on the way to having a safe, enjoyable and rewarding experience for everyone involved.
Now thankfully this isn't something that happens every day, but it does happen. Given the fact that my first job was at a gun club, shouldn't mean the chances of being shot increases. Whilst many bleeding hearts will tell you the dangers of shooting, it remains one of the safest sports you can do. I've had far worse injuries from hockey than anything else. Mountain biking and skiing are right up there for the most dangerous sports. However, once again, I digress and so back to the topic.
I'd got my first job as many teens do at 15. However, it wasn't a fast food joint. It was a shotgun club. My job was to put the skeets on the hopper and fire them up so that people could shoot at them. It was a fun job that paid really well. Most of the time I just sat inside a concrete bunker waiting for the buzzer. When I heard that, I'd load the clay and off it would go. This would be followed by the sound of a shot gun and depending on how good a shot they were, it either shattered the clay pigeon, or it would gracefully sail back down to land in the field nearby. The only real hazard of the job was when a clay shattered inside the bunker as it flew out. You'd be shielding your eyes as you were peppered with tiny ceramic fragments as they ricocheted off the solid concrete walls.
The job was fun and often I'd get to shoot a few clays afterwards too, which added to the excitement of it all. One day however, we were on a different range. It was the field and game range. At this range, it wasn't the traditional skeet tower and bunker configuration that we usually worked with, meaning the clay pigeons would be fired from either a tower, or the bunker. Instead, we used a whole range of different styles and sizes of clays which could be bounced along the ground, thrown up into the air, down a gully or every which way possible. It added a remarkably different sort of challenge to it all.
That day, I was stationed high up on top of this rock. When I heard the buzzer, I'd fire two clays up over this rock and the shooter would see them as if they were birds through the trees. This was no worries at all as I was high up and protected by a rock. However, the next range over, something was being fired across the gully and unfortunately I found out the hard way that this side wasn't so well protected.
There had been a few shots now and then where I'd heard the leaves in trees above getting sprayed through with shot, but thought nothing really of it. I was protected by a rock. It was way above my head as it should be. It was all good. However, just as I was loading a double clay, I heard a boom and whipping sound coming at me. My arm suddenly stung before a hot painful burning sensation took over. I grabbed my right shoulder with my hand. Looking down I could see blood, lots of blood and my upper arm dimpled with telltale signs of a spray of shotgun pellets.
I don't remember screaming or crying in pain. It all felt so surreal. One second I was loading clays. Next I'd been shot in the arm and bleeding profusely. I felt my right hand release the clay hopper and I shot the two clays up into the air. It must have surprised the range officer, as I'd let them go too early. He was on the radio to see what was happening.
I said, ‘I think I might need some help. Can you come up?’
I remember the reply was one of grumbles, as if it were so much effort to get up the hill. (Actually, for most of the club members it was, given the fact that they weren't the fittest group of individuals.)
However, when he got up there and saw the blood, his attitude changed. Thankfully, someone in the club had some idea of first aid and it wasn't long before they stopped the bleeding and revealed some nice neat pellet holes in my right shoulder.
Whilst today, I'd be seriously looking into their risk processes and procedures to find out why there was such an horrendous failing in their safety, back then. After I realised that the wounds weren't too deep, the pellets had all been removed and I was ok, it now felt so cool to have been shot at work and as compensation, they gave me and extra $50. All in all, a great day at work.
Whenever you're running trips in the field, be it outdoor expeditions or sports trips, part of your planning should include someone who’s sole role is the safety backup person. Unfortunately, this is often an overlooked roll, or one that's totally under-estimated in its importance.
Whenever you're dealing with staff, students, vehicles and equipment, no matter how careful you are in the planning process, something could go wrong. When it does, you want to be able to respond quickly and effectively to contain the incident and mitigate any damage. If all your resources are tied up with the operation itself, then your ability to respond to unforeseen events is seriously compromised.
The process we used at one school I worked at was very effective. Staff were trained in emergency and crisis response management, had been on every single expedition we ran and rotated in and out of the safety office position throughout the year. This meant they always had their finger on the pulse as to what ‘normal’ operations should look like and they knew the local area extremely well, so when contingency plans needed to be enacted, they were able to form a swift and appropriate response.
The safety officer was the central command for all communications in and out to the groups. He monitored the group’s location, progress and knew of any specific needs of the group. All contact in and out was logged so there was a complete record of communication with the group.
Most of the time, this just meant the safety officer was sitting in the office and didn't have much to do. However, when something didn't go to plan, he was ready with a vehicle, comms and equipment to respond swiftly and in the most effective manner possible. No scratching of the head, no running around to grab supplies, they were ready to go immediately.
Why is it so important to have a person in this role? Why can't the person on the ground just deal with it? I've also worked for a school that thought this should be the case and their idea of someone on safety, was a person who was on-call on their day off, 2.5 hours drive away. Now I’ll let you be judge on how negligent this approach is. The reality is if you limit the resources to manage contingencies or not even have contingencies, then you seriously increase the risk of harm to staff and students.
The safety officer needs to actively monitor weather conditions, notify groups of any changes, or the issuance of extreme weather warnings. They need to remain appraised of other potential environmental hazards, such as bush fires, flash flooding, lightning, high winds, feral animal control or even other groups in operational areas.
I always enjoy the variety that this role brings. At times, it's a great way to have a quiet day in the office, simply checking weather, fire danger and logging communications. However, other times you're on the go all day, sorting out logistical and operational issues to smooth out daily activities, or occasionally taking a student to hospital (and sometimes a staff member).
The bottom line is that the safety officer is a vital, available resource that's ready to respond, provide additional support or effectively co-ordinate a larger scale operation in the event of an emergency or crisis. It's not just a cushy role for some inexperienced staff member to have a quiet ‘admin day’ in the office. You need to use your most capable staff because the difference that can make to the speed and effectiveness of the response, impacts significantly on the containment and mitigation of the incident.