Maintaining a Safe Workplace: Managing Safety, Health & Welfare in Schools

Maintaining a Safe Workplace

Managing Safety, Health & Welfare in Schools

1 SAFETY, HEALTH AND WELFARE FOR SCHOOL LEADERS – ANOTHER JOB?

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HAT IS REQUIRED UNDER SAFETY, HEALTH AND WELFARE (SHW) LEGISLATION?

Each school is required to produce a Safety Statement appropriate to its size and context. The Safety Statement consists of 8 sections:

SHW Policy

School Profile Resources

Roles and Responsibilities

Risk Assessment

Emergency Procedures

Instruction and Training

Communication and Consultation

In addition, the BoM is required to monitor the implementation of the Safety Statement, to Audit and review it annually, or as required and to communicate its contents to the entire school community.

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HO IS RESPONSIBLE FOR THE WORKLOAD RELATING TO SHW IN THE SCHOOL?

The BoM is legally responsible for all SHW matters in the school.

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OW BIG IS THE WORKLOAD ARISING IN PREPARING AND IMPLEMENTING A SAFETY STATEMENT?

That really depends on the size and maintenance levels of the school. Larger schools will have more staff who must be communicated with to ensure that they are all aware of the Safety Statement and all Emergency Procedures. Schools that are new or well-maintained will be less likely to contain H&S hazards.

Schools with good staff and staff / parent relationships will be less likely to encounter difficulties with adult bullying, harassment or even assault. These issues can occupy a large part of a school leader’s time and energy.

ARE THERE TEMPLATES AVAILABLE TO EASE THE WORKLOAD?

Yes. The Health and Safety Authority, in conjunction with Kilkenny Education Centre and the DE have produced two very comprehensive guides for any BoM to follow. These are:

Guidelines on Managing Safety, Health and Welfare in Primary Schools – Part 1

Guidelines on Managing Safety, Health and Welfare in Primary Schools – Part 2

Following discussions between HSA, Kilkenny EC and IPPN the tools and documents are now available

Separately rather than as one PDF document

Downloadable in either Word or PDF format

You can view the templates and tools here

Part 1 of the Guidelines is a step by step approach to putting in place a safety, health and welfare management system for primary schools.

Part 2 contains tools and templates to support the school in putting these systems in place. Central to the toolkit is a series of risk assessment templates, which will assist in carrying out the task of reducing risk in the school in a practical way.

DOES THE PRINCIPAL OR DP HAVE TO PREPARE AND IMPLEMENT THE SAFETY STATEMENT?

No. The obligation to prepare and implement the Safety Statement rests squarely with the BoM. However, as the day to day manager of the school, the Principal will inevitably be involved in overseeing the implementation of the Safety Statement.

The BoM has a number of options when delegating this work:

A person from the school community (BoM, Parent Body, Staff member) who has experience in this type of work. Many BoMs delegate HSW to a member of the BoM who works with the Principal in this area

In a larger school, the BoM might engage a H&S Consultant to do the work

A committee of 3 or 4 interested people might be established to complete the work

The Principal or DP might liaise with any of the above

The Principal should only take on the work if there is no other option

KEEPING IT SIMPLE

A practice, which has been adopted in a number of schools, is to ask the school staff members to complete the templates relative to their own area. The person responsible for doing the Risk Assessment then simply has to collate the information from the completed templates into a final Risk Assessment.

Schools using this method ask teachers to complete classroom risk assessment templates during Croke Park hours. The school secretary and caretaker are likewise given time to complete their relevant templates, leaving the BoM with many fewer templates to complete.

SHW LAWS

The government has passed several laws, which oblige BoMs to ensure proper SHW planning, implementation, monitoring and review. Among these are:

Safety, Health and Welfare at Work Act 2005

Fire Services Acts 1981 and 2003

Occupier’s Liability Act 1995

Organisation of Working Time Act 1997

CIRCULAR 18/2018

This circular reminds BoMs of their need to be vigilant in their management of Health and Safety in their schools. It also makes them aware of the publication of Guidelines on Managing Safety, Health and Welfare in Primary Schools.

Click here to access Circular 18/2018

GUIDELINES ON MANAGING SAFETY, HEALTH AND WELFARE IN PRIMARY SCHOOLS

These Guidelines were published by the DE in 2018, in collaboration with the Health and Safety Authority (HAS) and Kilkenny Education Centre.

The Guidelines are a resource for BoMs to manage SHW in their schools. It is important to emphasise that they are guidelines and must be adapted as required to the particular size and needs of every individual school. A two-teacher school in a small building will obviously not require planning structures and processes as a large school with 50+ teachers in a large building.

Part 1 of the Guidelines outlines the 5 Steps to be taken for the effective management of HSW in schools. These are:

Policy Planning Implementation

Measuring Performance

Audit and Review

Part 2 of the Guidelines contain Tools and Templates to assist BoMs, as follows:

Tool 1A – Sample Planner

Tool 1B – School SHW Audit Tool

Tool 2 – SHW Policy

Tool 3 – Sample Management Organisation Chart

Tool 4 – Risk Assessment Templates (55 in total)

Tool 5 – Accident or Incident Record Form

Tool 6 – Training Needs Analysis

Tool 6A – Sample Training Procedure

Tool 6B – Training Chart

Tool 6C –Training Record

Tool 7A – Communications: Record of Receipt

Tool 7B – Communications: Methods of Communication

Tool 8A – Monitoring: Inspection Template

Tool 8B – Monitoring: Inspection Check sheet

The tools and documents are now available

Separately rather than as one PDF document

Downloadable in either Word or PDF format

You can view the templates and tools here

BoM’s are advised to download these Guidelines and make them available in book form as required.

Click here to access Guidelines on Managing Safety, Health and Welfare in Primary Schools – Part 1

Click here to access Guidelines on Managing Safety, Health and Welfare in Primary Schools – Part 2

LAOS 2022

LAOS 22 contains several references to SHW.

Dimension Leadership and Management Domain Managing the Organisation

Standard Create and maintain a positive school culture and a safe, healthy and purposeful learning environment, and sustain it through effective communication

This Standard contains the following Statements of Practice and Statements of Highly Effective Practice

Practice: “The BoM and the principal understand the school’s responsibilities for child protection and health and safety matters and communicate these effectively. They liaise appropriately with the relevant statutory bodies”

Highly Effective Practice: The BoM and the principal fully understand the school’s responsibilities for child protection and health and safety matters and communicate these very effectively to the whole school community. They work constructively with the relevant statutory bodies

Practice: “The BoM and the principal understand the school’s responsibilities for child protection and health and safety matters and communicate these effectively. They liaise appropriately with the relevant statutory bodies”

Highly Effective Practice: “The BoM and the principal fully understand the school’s responsibilities for child protection and health and safety matters and communicate these very effectively to the whole school community. They work constructively with the relevant statutory bodies”

Practice: “The principal, DP and other leaders in the school foster a positive school culture that supports learning and teaching and they encourage respectful interactions at all levels within the school community. They take the actions necessary to safeguard pupils and prevent and tackle bullying”

Highly Effective Practice: “The principal, DP and other leaders in the school model and develop a strong culture of mutual trust, respect, responsibility and shared accountability. They foster a very positive school culture that supports learning and teaching and they encourage respectful interactions at all levels within the school community. This includes a systematic approach and whole-school commitment to the creation of a school culture and environment that safeguards children and prevents and tackles bullying”

COMMON SENSE AND LEADERSHIP

“Leadership is a contact sport”. The essence of school leadership is interacting with others in the school community in order to best facilitate their particular role in Teaching and Learning. In this context ensuring the Safety, Health and Welfare of all staff becomes a fundamental requirement of school leadership for both BoM, Principal, DP and all school leaders.

“Looking after” people is an axiom of good leadership practice. Good leadership will always optimise the working environment. Devoting time and effort into developing and implementing a robust Safety Statement in consultation with staff will go a long way to this end.

The list of benefits of a good SHW framework will manifest itself in good SHW arrangements being in place for staff, pupils, parents / guardians and visitors all staff being confident that well planned SHW systems are in place when carrying out their responsibilities incidents of bullying, stress, harassment and assault are reduced resources are not wasted - financial priorities can be related to careful risk assessments staff absences due to injuries or occupational ill- health are reduced the number of accidents and associated costs are reduced morale is improved in the school for pupils, staff and parents/guardians the number and cost of compensation claims are reduced

DIGNITY, RESPECT AT WORK (DRAW) CHARTER AND POLICY

Schools should consider enhancing their SHW framework by developing a DRAW Charter and Policy if they already have not done so. The DRAW process provides a means of ensuring a psychologically safe and secure working environment for Staff and for the school community.

See https://www.ippn.ie/index.php/resources/staff-relations/draw-overview for further details

BOM DUTY OF CARE AS AN EMPLOYER UNDER THE LAW

A basic common law principle has been developed by the courts over the years that all employers in the State, whether in the public or private sector, have a legal duty to provide a safe working environment for employees. The duty is to ensure in so far as is reasonably practicable the safety at work of all employees. It is not an absolute duty to prevent accidents and if it can be shown that all reasonable care has been taken, then the liability will be avoided. This is known as the employer’s duty of care or employer’s liability.

The employer’s duty of care has four components: to ensure a reasonably safe place of work to ensure reasonably safe plant and equipment to ensure reasonably safe systems of work to ensure reasonably safety-conscious staff

In addition to requiring employers to take reasonable care for employees, the courts developed a similar principle to protect persons other than employees, whether they are visiting members of the public, contractors, students or parents/guardians. This area of law is known as public liability. The employer, in fulfilling this duty of care, must have regard to Section 12 of the Safety, Health and Welfare at Work Act 2005.

HSW DUTIES OF EMPLOYEES UNDER THE LAW

In accordance with the 2005 Act all employees (including full or part-time, permanent or temporary, regardless of any employment or contractual arrangements they may have) are required to co-operate fully with the employer so that appropriate safety, health and welfare policies are established, implemented and adhered to.

Employee duties while at work include:

to take reasonable care to protect his or her safety, health and welfare and the safety, health and welfare of any other person who may be affected by his or her acts and omissions at work;

to co-operate with his or her employer or any other person so far as is necessary to enable his or her employer or the other person to comply with the relevant statutory provisions; to attend training and take instruction on the correct use of articles or equipment; to use personal protective equipment (PPE) or clothing provided for his or her safety; to report to his or her employer as soon as practicable:

o any work being carried out which might endanger him/herself or others;

o any defects in the place of work, the system of work, any article or substance which might endanger him/herself or others;

o any contravention of the relevant statutory provisions of which he/she is aware; not to engage in any improper conduct or dangerous behaviour.

NEGLIGENCE ON THE PART OF A BOM

The general definition of negligence is that it is either an omission to do something which a reasonable person would do, or doing an act which a prudent or reasonable person would not do. The tort (a civil wrong) of negligence is the most common tort that impacts on a school and results in a BoM being sued in court.

Negligence has four elements. These are:

causation: there must be a connection between the breach of the duty (the way the person acted) and the damage suffered by the person suing.

a duty of care

the breach of this duty: where the actions/omissions fall below a certain ‘standard of care’; damage: the person suing must have suffered actual loss or injury;

VICARIOUS LIABILITY

This is where the BoM is responsible for the acts or omissions of an employee (teaching or nonteaching) during the course of their employment, whether that employee is at his/her place of employment or elsewhere, for example on a school tour. If the act or omission occurred while the employee was working within the scope of his/her employment, under the control of the BoM, then the BoM may be vicariously liable for the harm caused by its employee.

BOMS AND OCCUPIER’S LIABILITY

The Occupiers’ Liability Act 1995 sets out the responsibilities of the occupier of a premises. A lot of civil litigation cases involving third-party injuries are based on this legislation. An occupier is defined as a person/body who is in control of the premises and in the case of schools, the BoM is responsible for accidents or ill-health arising from the state or condition of the school premises. The Occupiers’ Liability Act 1995 imposes duties on occupiers in relation to three categories of entrants:

Visitor – an entrant, other than a recreational user, who is present on the premises at the invitation or with the permission of the occupier. In the case of schools: a pupil on school premises during normal school hours, a teacher or other employee or a paid contractor or a parent/guardian would fall within the category of visitor.

Recreational user – an entrant with or without the occupier’s permission, present on the premises for the purpose of engaging in recreational activity, who has paid no charge other than in respect of car parking facilities.

Trespasser – an entrant other than a recreational user or visitor.

In practical terms there is a convergence of statutory and common law. The thrust of the development is based on the philosophy that the duty of the employer is to take all reasonable care, having regard to all foreseeable risks, for the safety and well-being of employees or for other persons under their direction or control. If schools are compliant with the more easily accessible statute law (Safety, Health and Welfare at Work Act 2005) then, in the main, they will avoid claims for compensation under common law.

TYPES OF ACCIDENTS AND INCIDENTS IN SCHOOLS

Evidence suggests that the main causes of physical harm in schools are accidents such as slips, trips and falls, manual handling and contact with equipment. While the level of reported injury is low, it is worth noting the effect of such accidents, as indicated by time absent from work, is significantly higher in the education sector than any other. In recent years there has been an increase in reports of psychological harm caused to staff and pupils as a result of bullying, stress, harassment and assault.

The Guidelines contain Risk Assessment Templates covering the most common causes of psychological as well as physical injury. (Part 2, Page 20-111) They also contain links to guidance documents from the Department of Education and Skills and from the Health and Safety Authority on dealing with bullying and stress related illness.

THE 5 STEPS

In order to simplify the task of managing SHW in the school, the Guidelines recommend following the following 5 steps:

Policy

Planning

Implementation

Measuring Performance

Audit and Review

STEP 1: POLICY

A sample SHW Policy is included at Appendix I and is suitable for all schools. Additional commitments such as those listed on P.12 of the Guidelines Part 1 may also be included

STEP 2: PLANNING

This step requires the BoM to develop a SHW structure for the school. This will depend on the size of the school. The BoM may decide to appoint a Safety Officer and establish a Safety Committee in larger schools, although there is no legal requirement to do so. A staff may wish to appoint a Safety Representative to represent them in relation to HSW in the school. Further information on these may be found in the Guidelines.

STEP 3: IMPLEMENTATION

This step involves preparing and implementing the Safety Statement, which has the following 8 sections:

SHW Policy – see Step 1

School Profile – See P. 24 of Guidelines Part 1

Resources in the school for SHW - See P. 24 of Guidelines Part 1

Roles and Responsibilities for SHW – see Step 2

Risk Assessment

Emergency Procedures

Instruction, Training and Supervision

Communication and Consultation

4.4.1 Risk Assessments

Section 19 of the Safety, Health and Welfare at Work Act 2005 specifies that, “Every employer shall identify the hazards in the place of work under his or her control, assess the risk presented by those hazards and be in possession of a written risk assessment of the risks.”

The whole aim of the Safety Management System is to minimise risks. To evaluate risks, BoMs must draft written “risk assessments”. This helps to determine what the hazards are, the risk involved and the controls to be put in place to minimise the risk. It also enables the BoM to define priorities and set objectives for eliminating hazards and reducing risks within timescales.

Wherever possible, risks should be eliminated. Where risks cannot be eliminated, the general principles of prevention must be used as part of the risk assessment process.

4.4.1.1 The general Principles of Prevention

The 9 Principles of Prevention are:

1. The avoidance of risks

2. The evaluation of unavoidable risks

3. The combating of risks at source

4. The adaptation of work to the individual

5. The adaptation of the place of work to technical progress

6. The replacement of dangerous articles, substances or systems of work by safe or less dangerous articles, substances or systems of work

7. The giving of priority to collective protective measures over individual protective measures

8. The development of an adequate prevention policy in relation to safety, health and welfare at work, which takes account of technology, organisation of work, working conditions, social factors and the influence of factors related to the working environment

9. The giving of appropriate training and instructions to employees

4.4.1.2 Users of school facilities to be considered in Risk Assessments

They following users of the school facilities must be considered when drafting a risk assessment:

teaching staff, permanent and temporary, substitute and trainee staff non-teaching staff, special needs assistants, administration, caretaking, cleaning and catering staff contract workers such as window cleaners students including visiting students parents/guardians visiting speakers visiting sales people, delivery people and maintenance workers members of the public

4.4.1.3 Carrying out a Risk Assessment

4.4.1.4 Risk Assessment Templates

The Guidelines Part 2 (Tool 4 Risk Assessments, PPs 11 – 111) contain 55 Risk Assessment Templates, which should cover the needs of all BoMs. Template No 55 is a Blank Template for General Use, if required.

The tools and documents are now available

Separately rather than as one PDF document

Downloadable in either Word or PDF format

You can view the templates and tools here

The Risk Assessment Templates included are:

1.

4.4.2 Emergency Procedures

Section 8 of the Safety, Health and Welfare at Work Act 2005 requires that every employer will “prepare and revise as appropriate, adequate plans and procedures to be followed and measures to be taken in the case of an emergency or serious and imminent danger.”

The following areas must be addressed in this section

Fire Safety – see Guidelines Part 1, P.31

First Aid – see Guidelines Part 1, P.32

Chapter 2 of Part 7 of the General Application Regulations 2007 sets out the first-aid requirements for workplaces. “Employers have a duty to provide first-aid equipment at all places of work where working conditions require it. Depending on the size or specific hazard (or both) of the place of work, trained occupational first-aiders must also be provided. Apart from some exceptions, first-aid rooms must be provided where appropriate. Information must also be provided to employees as regards the first-aid facilities and arrangements in place”

Accidents and Dangerous Occurrences – see Guidelines Part 1, P.32 Critical Incident Policy

4.4.3 Instruction, Training and Supervision

Sections 8 and 10 of the Safety, Health and Welfare at Work Act 2005 require that every employer provide instruction, training and supervision to his/her employees in relation to safety, health and welfare at work

On the implementation of the safety, health and welfare management plan, a training needs analysis should be completed in order to identify and address any deficiencies. Once SHW training needs have been identified, they should be incorporated into the BoM’s annual training plan and reviewed regularly to ensure all training needs are met.

See Tool 6 (You can view the templates and tools here) for details on typical SHW training that should be considered when assessing training needs in accordance with the recommended time frames

4.4.4 Communication and Consultation

In accordance with Section 20(3) of the Safety, Health and Welfare at Work Act 2005 every employer must bring the safety statement, in a form, manner and, as appropriate, language that is reasonably likely be understood, to the attention of: his or her employees, at least annually and, at any other time, following its amendment; newly recruited employees upon commencement of employment; other persons at the place of work who may be exposed to any specific risk to which the safety statement applies, e.g. contractors carrying out work at the school.

Pupils, parents/guardians and visitors to the school should also have access, as appropriate, to the Safety Statement.

Communication is integral to the organisation and operation of the safety, health and welfare statement. All staff must be aware of the content of the safety statement, safety policies and procedures, risk assessments, minutes of the meeting of a safety committee, where one is established, results of audits and results of performance reviews.

The establishment of a safety committee and the selection and appointment of a safety representative on behalf of staff can facilitate good communication. It is important to involve special needs assistants, caretakers, cleaners and non-teaching staff in the communication framework, as they are often involved in the highest risk work activity in schools

See Tool 7 (You can view the templates and tools here) for a checklist of the various methods of communication that can be used by the school to impart safety, health and welfare information.

STEP 4: MEASURING PERFORMANCE

The BoM should measure, monitor and evaluate its safety, health and welfare management system to make sure it is robust. The BoM should also establish procedures to monitor the school’s performance in promoting SHW to ensure that planned actions contained within the Safety Statement and SHW plan have actually taken place or where they have not that they are scheduled to be addressed.

Active self-monitoring should be encouraged among all staff to reduce the workload on school leaders to measure the effectiveness of the Safety Statement. Having HSW as a regular item on staff meetings assists this. Safety Committees and Safety Representatives, particularly in larger schools, will also help.

See Part 1, Step 4, Pp 35, 36

See Tool 8 (You can view the templates and tools here): Monitoring, which includes a Sample Template for Inspections (A) and a Sample Inspection Check sheet (B)

STEP 5: AUDIT AND REVIEW

Auditing and reviewing the Safety Management System enables the BoM maintain and develop its ability to reduce risks and ensure the effectiveness of the system, taking into account the information gathered through on-going monitoring.

An annual safety, health and welfare audit should be carried out. This is a comprehensive review and report on all aspects of safety, health and welfare management in the school. A sample audit tool is provided in Part 2, Pages 5 - 8.

See Part 1, Step 5, Pp 37

See Tool 1 (You can view the templates and tools here): School Safety, Health and Welfare Management Audit Tool

The HSA (Health and Safety Authority) is the statutory body charged with overseeing compliance with risk based legislation through inspection, inspection, surveillance and enforcement. HAS inspectors are empowered under the Acts listed below to enter workplaces and to carry out inspections of workplaces, procedures and practices in workplaces in the country. They are also empowered to examine records, articles and substances kept in a workplace. The empowering Acts are:

The Safety Health and Welfare at Work Act 2005 (Section 64)

The Chemicals Act 2008 (Section 12)

The Dangerous substances Act 1972

The ADR Carriage of Dangerous Goods by Road Regulations

HOW A HAS INSPECTION WORKS

Apart from checking the safety statement, the Authority inspectors are also seeking to find out the extent to which employers, directors and senior managers are aware of their safety and health responsibilities. Inspectors will ask the person in charge in the workplace at the time of the inspection some key questions about the extent of their knowledge on their responsibilities and how they are implementing them i.e. how are they ensuring they will not be subject to a Section 80 offence.

During an inspection the HSA Inspector will endeavour to meet the most senior person in charge in the workplace and outline the nature of the inspection. The Inspector will also seek to meet the Safety and Health Manager/Adviser and the Safety Representative, where they are in place. Following the formal introductions the inspection will firstly review relevant safety and health documentation including the Safety Statement and/or the safety and health plan as appropriate.

WORKPLACE INSPECTION

A workplace inspection follows a sampling approach, covering the key risks as identified in the Safety Statement and other safety and health documentation. The Inspector needs to establish the adequacy of the control measures in place for these risks.

Awareness and implementation of senior managers’ responsibilities is judged by Inspectors based on compliance with the advice given in the Guidelines for Managing Safety, Health and Welfare in Primary Schools. The extent to which the guidance is used is determined by:

The adequacy of safety and health documentation prepared and in use, e.g. whether a Safety Statement or other relevant safety and health documentation are prepared, are available for inspection at the workplace or in the vehicle or boat, their adequacy etc. How well developed the safety and health management system is at the workplace

How the inspection went, the nature of the risks found, the extent of their control or lack of control observed during the inspection.

The view an Inspector may form as to the extent of management compliance with their duties under the 2005 Act and other relevant legislation, will primarily come from the examination of the Safety Statement and the assessment of the extent to which it is being implemented on the ground. The response the Inspector receives to the safety and health management questions posed will confirm their assessment.

The Inspectors questioning will be tailored to suit the size and complexity of the organisation and the prevailing workplace circumstances. The questions will also be tailored to apply to the person being interviewed, the level of the organisation they are at and what health and safety responsibilities they have. The Inspector will need answers to questions covering the key aspects of workplace safety and health management e.g. on how adequate the safety and health organisation is in the company and the extent of safety and health monitoring and auditing being carried out by the company to ensure it complies with the 2005 Act and other relevant legislation which may apply.

PREPARING FOR A HSA INSPECTION

5.3.1 Have a Safety Statement in place

All school leaders should ensure that their BoM has a Safety Statement in place. Causing a Safety Statement to be compiled and put in place is solely the responsibility of the BoM. It is not the responsibility of the School Leader. It would be good school leadership practice to ensure that the BoM is very aware of its responsibility and that it appoints a person or persons within the school community or contracts an outside body to draft the Safety Statement.

5.3.2 Implement the Safety Statement

The HSA Inspection will focus on the Safety Statement and its implementation. As the most senior person in charge of the workplace, the school leader will be the one dealing with the HSA Inspector. The school leader will therefore need to be familiar with the contents of the Safety Statement and its implementation. However, it is the responsibility of the BoM to implement the Safety Statement and to provide resources to remedy any safety recommendations made in the Safety Statement

IPPN RESOURCES – APPENDICES IN THIS RESOURCE BUNDLE

Appendix 1 - Sample Safety, Health and Welfare Policy

HSA RESOURCES

Tools and Templates (Word / PDF versions)

Guidelines on Managing Safety, Health and Welfare in Primary Schools – Part 1

Guidelines on Managing Safety, Health and Welfare in Primary Schools – Part 2

DES RESOURCES

Circular 18/2018

Circular 61/2017 Assault Leave for Teachers

Circular 62/2017 Assault Leave for SNAs

Looking at Our School 2022 – A Quality Framework for Primary Schools

NEPS RESOURCES – CRITICAL INCIDENTS

Responding to Critical Incidents – e-learning course for schools

Responding to Critical Incidents 2016

Critical Incident Management Policy

NOTE: this section contains several templates on dealing with critical incidents

EUROPEAN AGENCY FOR SAFETY AND HEALTH AT WORK

Factsheet 45: Management of Occupational H&S in the Education Sector

Factsheet 46: Occupational Safety and Health in the Education Sector

Factsheet 47: Prevention of Violence to Staff in the Education Sector

THER RESOURCES

Advice on Dealing with Assaults and Violence in Schools – INTO