Page 3 - Professional Advisory Safety in Learning Environments: A Shared Responsibility

Introduction
What is an unsafe learning situation? Do
you know the actions to take when you
see one? Are you clear about your duty to report incidents or how to respond in unsafe situations? What might happen if you are not?
Questions of safety infuse conversations
in education every day. Concerns about bullying (in person or electronically) and food allergies are every bit as important as safety in classrooms including technological labs, Sciences labs and the gymnasium. When student safety and well-being are involved, your foresight, knowledge and keen professional judgment are essential. Recognizing student vulnerability and acting to mitigate it is your professional responsibility.
This advice aims to help all College members reflect on their practice so that they can remain current in their knowledge and skills to make responsible decisions as would a careful or prudent parent or guardian. It applies to all Ontario Certified Teachers (OCT), including teachers, consultants, vice- principals, principals, supervisory officers, directors of education and those working
in non-school-board positions. Each has a different role. All share the responsibility for student safety.
For the purposes of this advisory, learning environments include places of learning in and outside the school in which OCTs are responsible for the safety and well-being of students. This includes, but is not limited
to, classrooms, school buses, science and technological studies labs, schoolyards, cafeterias, gyms, off-site facilities and worksites, co-op educational programs and work placements, field trip locations, arenas and sporting venues. Considerations of safety
also include the manner in which College members interact with students and the manner in which students are permitted to interact among themselves.
Realities
In a 2012 College survey “Keeping Students Safe,” roughly eight out of 10 OCTs said that they have cared for students with a serious injury such as broken bones or concussions. Fortunately, 70 per cent said they felt prepared to deal effectively with threats to student safety. Moreover, 78 per cent said they’ve ended an ongoing class practice or student activity because it posed a risk to student safety, and two-thirds modified an activity because of potential risks to students. When they needed advice on student safety, teachers said they typically turned to their colleagues and school administrators.
Ethical underpinnings
The College’s Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession provide moral and practical groundwork for this advice. Developed by College members and members of the public to guide and inform Ontario Certified Teachers, the standards — reflected in this advice and found on the College’s website — support your professional judgment. For example, the ethical principle of care holds that members express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in practice.
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