Managing risk

A photo of a young woman in a canoe on a loch turning round to smile at the camera

Those who are responsible for outdoor learning should recognise that there is a balance between risk and benefit.

Established risk assessment processes identify risks with the aim of eliminating them or reducing them to a tolerable level. Focusing on risk alone can inadvertently create a negative situation where any risk is seen to be unacceptable.

Balancing risks and benefits

The best safety lies not in the avoidance of danger but in learning how to deal with it.
Tom Price, 1966

In organised outdoor learning it is common for there to be a residual level of risk that is judged to be tolerable and in balance with the benefits that will accrue. 

It is desirable to give equal consideration to risks and benefits throughout the planning process to avoid benefits being eclipsed by a small possibility of harm. 

Hazards and risks cannot be considered in isolation; it is necessary to consider the maturity and experience of learners, the expertise of those leading them, wishes of parents and many other factors. Engagement with actual risk is vital if learners are to develop the skills to deal with the succession of risks they will meet in their own lives.

Risk/benefit tool

Word file: Outdoor learning - Risk/benefit tool (26 KB)

On occasions, an outdoor learning experience of great value may be judged to be right and proper even though some significant risks resist elimination or reduction. This is not a position to be entered carelessly and without thought of the possible consequences but sometimes it is the proper course of action because risks and benefits are considered to be in balance by those capable of making such a judgement.

The risk/benefit tool below is intended to clarify thinking in such situations and so establish a proper balance between risk and benefit.

Key safety questions

Teachers/leaders should ask themselves the following safety questions from Curriculum for Excellence through Outdoor Learning:

  • Is the level of challenge appropriate to the learner group?
  • How will risks be assessed and balanced against the expected benefits?
  • Can the rationale for this experience be justified if events don’t go as planned?
  • Are the management arrangements suitable for the location selected?
  • Are the leadership and supervisory staff suitably skilled, qualified and experienced?
  • How do we communicate with parents and carers?
  • Could we benefit from enrolling partners?
  • Are there any relevant examples of good practice that we can draw on?