3.3 Give examples of ways to support children and young people to assess and manage risk in a learning environment

This guide will help you answer 3.3 Give examples of ways to support children and young people to assess and manage risk in a learning environment.

Supporting children and young people to assess and manage risk is part of helping them grow into confident and capable individuals. In a learning environment, risk does not just mean danger. It can also mean challenge and opportunity for growth. The aim is not to remove all risks, but to empower children to make thoughtful choices and understand their actions.

Risk can arise from physical activities, use of equipment, social situations, science experiments, outdoor learning, and even digital activities. Each type of risk provides an opportunity for learning when handled in the right way. Workers play a big part in guiding pupils to recognise and deal with risk without taking away their independence.

Why Teaching Risk Awareness Matters

Children and young people need these skills to keep themselves and others safe. They are more likely to act responsibly if they have been involved in thinking about risks and how to manage them. It also builds resilience, problem-solving ability, and self-reliance.

In a school setting, learning about risk may link to personal safety, health, teamwork, and preparation for life outside the school environment.

Observing and Explaining Potential Risks

One of the main ways to support a child to assess risk is to talk about it in everyday situations. This means noticing hazards in an activity and drawing the child’s attention to them.

Examples:

• Pointing out that a floor is wet and could be slippery.
• Discussing how running with scissors could injure someone.
• Talking about why certain safety gear is used in science or PE lessons.

The worker should speak in a calm and clear way. This helps the pupil connect the explanation to their actions, rather than feel fearful.

Encouraging Children to Identify Hazards

Children benefit from being active participants in spotting hazards. This makes them think ahead rather than relying only on adults for safety. It also strengthens their judgement.

Ways to do this include:

• Asking open questions before an activity such as “What could go wrong if we are not careful here?”
• Letting pupils walk around a space and point out what might be unsafe.
• Using role-play to act out scenarios, then asking what the dangers are and how they could be reduced.

This exercise works well during class discussions, before practical lessons, or in outdoor trips.

Modelling Safe Behaviour

Young people are more likely to copy what they see. A worker who follows safe practice sets a clear example.

Examples include:

• Wearing protective goggles during experiments.
• Lifting heavy objects with bent knees.
• Walking, not running, in corridors.

By showing these behaviours, the worker is quietly reinforcing good habits.

Using Risk Assessment Tools with Older Pupils

Older children can start to use simplified risk assessment forms. This makes the process more concrete and structured. The form might ask:

• What hazards are there?
• Who could get hurt?
• How likely is this?
• What steps can reduce the risk?

Completing the form with guidance develops their thinking and records their awareness. This approach works well for secondary students taking part in practical subjects such as technology, physical education, and science.

Linking Risk to Real Consequences

Children sometimes take risks because they feel invincible or do not think ahead. Giving real examples, without being overly graphic, can help them see the link between behaviour and consequence.

Examples:

• Showing the damage caused to property during careless play.
• Sharing age-appropriate newspaper stories about accidents.
• Explaining how ignoring safety rules in a science lab led to an experiment going wrong.

The key is to make it relevant and realistic so the learning is meaningful.

Teaching the Use of Safety Equipment

Teaching children how and why to use safety equipment helps them see it as part of their responsibility, not just a rule imposed by staff. This also gives them the confidence to handle equipment independently and safely.

Examples:

• Correct use of helmets and pads for cycling activities.
• Demonstrating how to check a seatbelt is properly fastened in a school minibus.
• Showing how to hold and pass scissors safely in art class.

Children should practise these skills, not just watch demonstrations.

Giving Age-Appropriate Responsibilities

Giving responsibility allows children to apply risk management in a controlled way. The tasks should match their age and ability, but still offer a small challenge.

Examples for primary pupils:

• Being “safety monitor” in class for the day.
• Checking all chairs are tucked in to prevent trips.

Examples for older pupils:

• Leading a warm-up in sports sessions, making sure the group is safe.
• Supervising set-up of equipment for a group task.

When children see that adults trust them with responsibility, they are more motivated to follow safe procedures.

Involving Children in Planning Activities

When students are part of planning, they naturally engage in thinking about risks. This might happen during art projects, games, or trips.

Example process:

1. Explain the task or trip.
2. Ask the group to list what might be unsafe.
3. Discuss how they can avoid harm or accidents.
4. Agree participation rules together.

This shared decision-making increases ownership of safety rules.

Teaching Digital Safety

Risk in learning environments is not only physical. Online activities carry risks such as cyberbullying, data theft, and exposure to unsuitable content.

Support can include:

• Showing pupils how to set strong passwords.
• Discussing what personal details should never be shared online.
• Showing examples of fake websites or messages.

Practical demonstrations, rather than only telling, help these lessons stick.

Encouraging Reflection after Incidents

If an accident, near miss, or unsafe behaviour happens, it is a learning opportunity. Talking calmly afterwards with the child or group helps them see what went wrong and how to change it next time.

Steps:

• Describe what happened without blaming language.
• Ask the child what they think led to it.
• Discuss what they could do differently in future.

This approach avoids fear and focuses on problem-solving.

Role-Play and Scenario Practice

Role-play can help pupils put themselves in different situations and think through risks. This makes learning active and memorable.

Possible scenarios:

• Crossing a busy road after school.
• Using chemicals in a science lab.
• Noticing a stranger on school grounds.

Pupils can act out safe and unsafe responses, then discuss outcomes together.

Linking Risk Management to Rules and Law

Explaining that certain safety measures are not just school rules but also part of the law gives more weight to the message.

Examples:

• Fire drill compliance under fire regulations.
• Wearing seat belts as required by law.
• Age restrictions for social media use under platform terms.

Older pupils may respond more positively when they understand the wider reasons behind rules.

Supporting Self-Regulation

Risk management is stronger when pupils can assess their own behaviour and emotions. Children who rush, act impulsively, or become over-excited may be more likely to take unsafe actions.

Support strategies:

• Encouraging pupils to stop and think before acting.
• Teaching breathing or counting techniques to calm down.
• Setting classroom signals to prompt quieter, safer behaviour.

Over time, these habits help them make better decisions without adult direction.

Recognising Positive Actions

Pointing out when a child makes a safe choice reinforces learning. A simple comment such as “I saw you waited for your turn at the stairs. That was a safe decision” works well.

Recognition can be part of reward systems, but small daily acknowledgements have strong impact.

Working with Parents and Carers

Parents can reinforce risk awareness by practising similar approaches at home. Workers can:

• Share safety activities during parents’ evenings.
• Suggest ways to let children take small, supervised risks at home.
• Give examples of classroom strategies that work well.

This partnership strengthens the message and supports consistency across different environments.

Adapting for Special Educational Needs or Disabilities

Some children may need extra visual aids, repeated practice, or adapted equipment to recognise and manage risk. Workers should consider individual needs when teaching risk skills.

Example adjustments:

• Using picture cards to show hazards.
• Giving extra time for demonstrations.
• Providing tactile markers for safe walking routes in corridors.

The approach should be flexible to suit the child’s learning style.

Creating a Safe but Challenging Environment

Children learn best about risk in a setting where they can try new things with guidance. This means balancing safety with opportunities for controlled challenge.

Examples:

• Climbing frames that allow exploration but meet safety standards.
• Science experiments that involve mild heat or tools under supervision.
• Outdoor learning where natural hazards are explained before entry.

The goal is to let children practise risk assessment in real situations.

Final Thoughts

Helping children and young people assess and manage risk is about giving them life skills. It means talking openly about hazards, showing safe practice, and letting them take part in decisions. When they are involved in spotting risks, thinking about consequences, and choosing safer actions, they become more responsible.

As a worker, your role is to guide, model, and encourage without creating fear. You provide the framework for learning, but allow the child to take part in managing their safety. This builds confidence that will benefit them in school and beyond.