3.3. Give examples from own practice of supporting children or young people to assess and manage risk

This guide will help you answer 3.3. Give examples from own practice of supporting children or young people to assess and manage risk.

Working with children and young people often involves helping them develop the skills to assess and manage risks. This is an essential part of their development, as it helps them build independence and confidence. When supporting children or young people with risk management, it is about teaching them to understand dangers and make safe choices while allowing them space to learn. In this guide, we cover some examples and common scenarios which you may have experienced in your own practice.

Outdoor Play

Outdoor play offers a good opportunity to teach children about safety and risk. For instance, while supervising a group of children on a climbing frame, I supported them to assess the risks associated with this activity.

• I asked questions such as, “What do you need to watch out for when climbing that ladder?” or “What might happen if you rush instead of taking your time?”
• I encouraged them to use their senses – looking at where they placed their hands and feet to avoid slipping, and listening for instructions or warnings from peers.
• When a child expressed worry about the height, I invited them to climb only as far as they felt comfortable. I reassured them they could move higher when ready.

After they played, we reflected together. I asked how they felt when trying the activity, what helped them succeed, and what they could do differently next time. This helped the children recognise their ability to understand and manage risks, along with growing their confidence in a controlled way.

Learning About Road Safety

Road safety is an important life skill. When helping children learn how to cross the road safely during a trip, I involved them in the process.

• Before leaving, I explained the purpose of road safety and gave clear instructions on what steps they needed to follow.
• At the crossing, I supported them to check for traffic by looking both ways and listening for vehicles.
• Instead of holding their hand automatically, I encouraged them to make decisions themselves. I reminded them to “Tell me when you think it’s safe to cross.” If they were unsure, I gave gentle prompts to build their confidence.

We practised this several times until they were confident in recognising when it’s safe to cross. I applauded their efforts, reinforcing what they learned. By guiding them step by step, they became more aware of how to manage this common risk.

Cooking Class

Cooking and baking activities are another way to engage young people in risk assessment. During a cooking session at a youth club, I supported a group of teenagers preparing a meal.

• At the start, I discussed the possible risks in the kitchen, such as sharp knives, hot surfaces, and spills that could cause slips.
• I encouraged them to identify hazards themselves. For example, one young person mentioned being careful with hot oil.
• As they worked, I observed how they used tools and gave specific instructions to keep them safe. For instance, “Hold the knife like this to avoid cutting yourself,” or “Make sure the pan handle isn’t sticking out over the edge of the hob.”

When a mishap occurred – such as spilling water on the floor – I prompted them to think about the safest way to handle it. They suggested wiping it immediately to prevent slips, showing they were developing awareness of managing risks in a real situation.

Social Media Awareness

Teenagers often use social media, which carries its own risks. I supported a group of young people in a session about staying safe online.

• We talked about risks such as sharing personal information, cyberbullying, and interacting with strangers.
• Instead of lecturing, I facilitated a discussion where they shared their experiences and thoughts on potential dangers.
• Together, we created a list of “How to stay safe online,” which included tips like setting strong passwords, not sharing photos with identifiable details, and talking to a trusted adult if anything makes them feel uncomfortable.

By letting them lead the discussion with my guidance, they felt empowered to think critically about online risks and how to protect themselves.

Physical Challenges in PE

During a physical education session, I helped a young person manage risks while attempting a challenging activity – jumping over a hurdle.

• I first talked with them about the basics of the skill, including keeping their footing steady and focusing on the hurdle.
• When they expressed fear of falling, I reassured them it was okay to feel nervous and suggested they observe others first.
• I helped break the task down – first practising jumping without the hurdle, then trying smaller hurdles before attempting the larger one.

Throughout, I emphasised how to safely handle situations where things might not go as planned – such as how to land carefully or stop themselves mid-run. They eventually built the confidence to complete the activity, learning about managing fear and preventing harm.

Free Play with Supervision

During free play, children often test boundaries. One example involved children building a den. Their structure was unstable, and I saw they were at risk of injury if it collapsed.

• Rather than stepping in immediately, I asked, “Does that look strong enough to hold up?”
• I prompted them to think about safer ways to build by asking what they could add for support.
• Once they adjusted the den, I encouraged them to gently push it to test its stability before climbing inside.

This collaborative approach helped them explore and manage risks independently while knowing I was nearby for backup.

Supporting Independence in Dressing

Young children learning to dress themselves can face risks, such as tripping over laces or getting stuck in clothing. While working with a toddler group, I helped the children assess these risks during morning dressing.

• I demonstrated tying shoelaces and asked them to try, saying, “Does that feel tight enough to keep your shoe on?”
• If they tried to tug clothing over their head too quickly, I paused them, explaining, “If it gets stuck, go slowly so it doesn’t hurt your skin.”

Some children became frustrated, but I encouraged them to take their time and praised their progress. They learned how to assess the situation, problem-solve, and take care during dressing.

Reflections on Supporting Risk Assessment

In all these examples, the focus was on making children and young people active participants in assessing and managing risks. Instead of solving problems for them, it’s more beneficial to guide them so they learn how to act independently in the future.

Key points include:

• Encouraging children to identify dangers themselves.
• Offering gentle guidance or prompts.
• Building confidence through practice in safe environments.
• Praising efforts and reflecting with them after tasks.

By supporting children and young people to manage risks effectively, they grow their decision-making skills as well as the ability to stay safe in various situations.