It has been said that one cannot enjoy the mountain view without the risk of passage, so the risk is taken. Everyday life is filled with risk. To really live involves risk and so it is with outdoor education.
Safety is our number one priority and an integral part of the education and experiential process of the Earthquest Program. Safety involves not only taking overt precautions to prevent accidents, but also demonstrating an analytical attitude towards every experience. There is no room what so ever for a complacent attitude. We believe that outdoor educators must process the technical competency in every skill, the knowledge and experience to deal with any emergency and the common sense to recognize limitations.
Our objective in the Earthquest Program is to expose students to adventure activity that involves a low level of personal risk. Earthquest students are novices at the point of entry to natural challenge activities, therefore; their exposure to risk is much less and much more controlled than a group of more experienced outdoor adventurers seeking to push the limit by exposing themselves to greater personal risk. From a students perspective this outdoor risk or interaction with the landscape presents a unique challenge of the unknown and the unpredictable, which tends to stimulate an exciting emotional response and a sense of self-confidence and accomplishment. As experienced outdoor educators, we view the adventure with a different perspective. While we appreciate the growth and reaction of students to their real challenges and hazards, we can as teachers engage them in a controlled experience that is not unpredictable and involves minimal risk.
Risk should be controlled whenever possible. There is no need to place students in unnecessary risk situations. If there is proper preparation and rehearsed management and if the appropriate skills are taught, even uncontrollable acts of nature can be greatly reduced to just an experience and not a dire consequence. Safety is a shared responsibility between teacher and student. We prepare students technically, mentally and physically for dealing with potential risk by: explaining possible dangers, engaging in conditioning activities, engaging in skill development, rehearsing rescue techniques, promoting listening skills and discussing outdoor education philosophies. We emphasize that the more adventurous the under taking the more care and prudence is required to succeed.
As educators, caregivers and protectors we have a special responsibility to ensure that adequate and continuous precautions are taken to prevent accidents. Outdoor educators need to be able to predict potential hazards and eliminate or avoid risk entirely. Communication is critical. We state safety rules clearly and continuously use positive reinforcement to emphasize why the rules are critical to safe participation in all activities, sites and expeditions.
We believe that students as well as their parents should have a good understanding of the Program activities, philosophy and expectations prior to participation. Presentations to students are done in their grade 10 year. During a mandatory parent meeting the first day of the Program we clearly stress the level of potential risk and the methods we utilize to minimize them. The Programs success is based on its instructors dedication to safety and common sense.
Instructors need to consider the worst-case scenarios involved with each daily activity and expedition. Once these have been established, Earthquest instructors determine the actions they can take to reduce the potential risk. If the element of risk is high, instructors avoid the situation under high scrutiny, or simply do not go.
The general safety considerations regarding each expedition follow a routine that students become accustomed to and comfortable with. A complete student understanding and commitment to the lessons and discussions involved with each expedition and/or activity are paramount and considered prior to every outing. Below, the general procedures are outlined.
1) Teaching the skill:
•Skills taught in progression
•Instruction on equipment use and care
•List and discussion of suitable clothing, food and personal items prior to each activity/expedition
•Activities appropriate to age and skill level
•Activities are based on skills taught
•Instructions on proper usage of sharp edged objects
•Student debriefing,
•Considerations: evaluation and decisions made by instructors regarding (weather, route finding, navigation),
• Student's role in accepting responsibilities,
•Peer and self evaluation
• Site selection and use:
2) Site selection:
•Assess that sites selected for activities and expeditions are as safe as possible in order to meet educational objectives and activities
•On site environmental concerns discussed
•Inherent risks are discussed and pointed out
•Boundaries set and clearly explained
3) Health and medical:
•Instructors and students each carry a first aid kit (itemized list previously given to students)
•Students notify instructors of any medication they are currently taking
•Special medications (epi-pen, ani-kit, insulin) in students possession
•The group is familiar with location of special meds
•Special consideration for diabetic students whereby teacher has possession of glucose gun
•Teacher trained in its usage
•Instructors have had first aid wilderness training
•Instructors aware of students medical background
4) Accounting/group control:
•Student roster with phone numbers (each home has one)
•Lead and sweep method of travel
•Group always remains together within visual and verbal contact,
•No stragglers, slower students positioned behind lead instructor.
•Buddy system.
•Accounting system whereby each student has a specific number. Each student
•Knows the person who precedes and follows their number. Accounting is done preceding, during and after all rest and bathroom breaks.
•Students each carry a whistle
•Review procedure if lost
•Instructors know students limitations and can anticipate concerns
5) Environmental safety:
•Specific boundaries set
•Preparation for animal encounters
•Bear bangers/ bear spray instructor use
•Water purification procedure specific to each expedition
•Camp site maintenance/sanitization/germ control
•Outhouses/latrines a safe distance to camp
•Designated areas for eating/cooking a safe distance from tents.
•No food or fragrances allowed in tents at any time
•Food stored a safe distance from tents
•No lighters, matches candles to be used or ignited in tents
•Adequate supervision
6) Instructors:
•Aware of personal limitations
•Maintain fitness and skill levels
•Are familiar with emergency procedure
•Instructors always remain on site
7) Equipment:
•Approved, quality equipment
•Ongoing evaluation and maintenance of equipment
•Repair kit specific for each expedition
•Retirement plan
•First aid kit on all trips and sites
•Communication device (cell, radio phone, marine radio) available
•No use of student personal equipment unless okayed by instructor
8) Student expectations:
•Behavioral expectations on going throughout the Program
•Curfew rules, 9:30pm lights out quiet time, 10:00pm sack time no talking
•Employ the night crier method
•Participate in assigned tasks
•Zero tolerance/alcohol, non prescription drugs, smoking
•Students must earn the right to participate in activities (responsible behavior, attitude,)
•Student generated activities that are unsafe will be banned
