The Feeling of Helplessness
During a recent personal visit back to the United Kingdom, I found myself involved in a minor car accident while driving a rental vehicle. Despite having driven for over three decades without incident, the experience left me momentarily stunned. Sitting in the driver’s seat, I realised I didn’t know what to do: Should I call the police? Should I move the car? The overwhelming sense of indecision was paralysing.
This feeling of helplessness is not uncommon during emergencies or accidents and can serve as a stark reminder of the challenges we face during moments of crisis. Twice a year, our secondary school organises over twenty Experiential Learning Programmes (ELPs) for students in Grades 6-12, spanning both local and international destinations. These programmes encompass a diverse range of activities, including cultural tours, outdoor education, place-based learning, and service learning through community engagement. Inevitably, incidents arise – ranging from travel disruptions, illnesses and injuries, and, occasionally, hospitalisations. Clear procedures for managing risk are vital, yet stress often undermines effective decision-making during emergencies. This challenge is further compounded when a single, unsupported senior staff member back at school is tasked with managing the situation.
The Role of the Critical Incident Office
To address these challenges, we established a Critical Incident Office (CIO), which formalises risk management procedures for ELPs. Staffed by two or more senior leaders, the CIO functions as a centralised command centre during these programmes. By ensuring that emergency situations are not left to the sole responsibility of one individual, the CIO fosters shared decision-making and centralised communications for all trips. This collaborative approach mitigates the risk of isolated actions that might inadvertently escalate difficult situations.
Furthermore, assigning senior leaders to this role clearly reassures our community. While our parents are highly supportive of experiential learning within the curriculum, they also seek to understand the risk mitigation strategies in place. For our teachers, knowing there is a first and second line of defence for logistical, behavioural, and emergency situations enables them to concentrate on optimising student engagement in the experiential ‘classroom’.
Encouraging Transparency in Risk Management
A core function of the CIO is supporting team leaders in the field as issues arise. Incidents typically fall into two categories: logistical and health and safety issues, or safeguarding and behavioural concerns. By assigning multiple CIO staff members to be on duty, we ensure that the appropriate person handles each type of issue effectively. The school’s designated safeguarding lead (DSL) remains an integral part of the CIO team, guaranteeing the consistent application of safeguarding and behavioural protocols which would be used back at school.
During an ELP week, incidents are categorised by severity using a four-level colour coding system ranging from blue (near miss) to red (emergency services involved). Field staff are required to complete an online incident form for all occurrences. While level 3 and above (orange and red) necessitate a call to the CIO, staff are encouraged to report less serious incidents (blue or green) if they wish to discuss them. Similarly, regular communication between field staff and the CIO team regarding behaviour and safeguarding incidents is vital in building trust and fostering collaboration. All incident records are reviewed prior to each daily CIO meeting, aiding in the identification of trends or issues across different trips.
Influenced by Clare Dallat’s research at Risk Resolve, the CIO’s team approach intentionally avoids fostering a culture of blame when incidents occur. Instead, it recognises the inherent complexity and uniqueness of emergencies. Daily CIO team meetings cultivate openness, encouraging team members to acknowledge when they don’t have the answers and to seek support from others.
The Power of Scenario Simulations
Before each ELP, the CIO team engages in ‘live’ simulations of potential incidents. These will often include other members of senior leadership. These exercises replicate real-world variables, such as conflicting information or deviations from established protocols, and allow team members to simulate receiving and managing emergency calls. Scenario observers provide constructive feedback, and simulations can be paused to reflect and refine responses. This proactive practice encourages thoughtful engagement with incidents and reduces the inclination to resolve them hastily, fostering better outcomes.
Risk Assessment: A Continuous Process
Risk assessment is not a one-time exercise but rather an ongoing process of reflection and refinement. Feedback from trip leaders plays a pivotal role in our annual reviews of policies governing ELPs. Additionally, our school conducts annual reconnaissance trips to program destinations to thoroughly assess risks. Photographs and film taken on these can be invaluable for the CIO to picture the conditions when a call comes in. Collaborations with organisations such as International SOS ensure access to up-to-date country profiles and enable effective responses to major medical emergencies or repatriations.
“Risk assessment is not a one-time exercise but rather an ongoing process of reflection and refinement.”
Building Confidence and Safety
Ultimately, the CIO serves as a cornerstone of our risk management strategy, enabling our ELPs to thrive by prioritising transparency, collaboration, and preparedness. By investing in structured protocols, scenario-based training, and continuous risk assessment, we have cultivated an environment where students and staff can engage in meaningful and safe exploration, confident in the support systems in place. The CIO not only enhances immediate responses to emergencies but also lays the foundation for long-term trust and growth within our community.
Tips for Supporting Students and Staff on Experiential Learning Programs
- Conduct annual reconnaissance trips to programme destinations to communicate clear health, safety, and security expectations to vendors.
- Use examples of near misses or ‘right outcome, wrong process’ as case studies for future simulations.
- Monitor adherence to communication and safety protocols among programme leaders – deviations may indicate a need for additional training or procedural adjustments.
- Highlight the CIO’s role to build trust and confidence among parents, encouraging greater student participation in programmes.
By Nicholas Forde
Nicholas Forde is the Principal of Secondary School at The ISF Academy, Hong Kong. You can connect with him via email.
