Safety for schools - SAIF Corporation · PDF fileGet help, especially with heavy or awkward items. ... • Keep the load close to your ... other equipment and to ask for help if they

Safety for schools

SCHOOL SAFETY

These handouts are designed to help school administrators lead a short training and discussion on a safety topic with teaching staff. Regularly talking about employee safety at staff meetings not only keeps safety on employees’ minds, but it also demonstrates top management’s involvement in helping prevent injuries. Depending on how many questions or comments employees share, this discussion could take fewer than eight minutes.

These handouts are designed as a leader’s guide. It is not necessary that you read them word for word. At the beginning of a discussion, you may find staff eager to talk about a safety or wellness item that is different from the guide’s monthly topic. In addition, you may decide to share other safety information not included in these

guides. For example, if there is an injury in the district, you may want to share the circumstances and talk about the lessons learned and how to prevent similar injuries (without identifying the injured employee). Because these guides are designed specifically for teachers, it will be helpful to cover different topics with custodians, kitchen staff, and others, based on their exposures.

Asking staff to bring up safety issues or concerns at the end of each discussion can be helpful. If someone volunteers a potential hazard or safety issue, it will be important to share management’s response to the issue at the following safety meeting. By asking for concerns and sharing the response, the management team encourages and empowers staff to share issues that can be addressed before a potential injury.

Classroom set-upat the beginning of the year

SCHOOL SAFETY

DISCUSSION:Lead a discussion with staff about what can be done to start the year safely.

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Background: In many school districts, an increase in the number of staff injuries occurs at the beginning of each year when staff members move into the classrooms. This increase also occurs at the end of the year when they move materials out and take down room decorations.

Share the above information about injuries with staff at the first meeting of the year.

Consider asking: Do any of you know someone who experienced muscle sore-ness or an injury as a result of setting up their classroom in years past?

Ask: What are some of the tasks we may do during the beginning of the year set-up that may increase our risk of injury? •Liftingandmovingboxesofmaterial

to and from high shelves. Carrying and moving materials from personal vehicles to classrooms. Using ladders in putting up classroom decorations.

•Otherrisks?

Ask: What are some steps we can take to reduce our risk of injury?•Useequipmenttomakethetaskeasier.

Discuss what equipment is available: carts, hand trucks, step stools, ladders, etc.•Consider reminding or asking staff

where different types of equipment are located.

• Remind staff that before using some equipment, such as ladders, training is required. Get help, especially with heavy or awkward items.

•Whenpackagingupmaterials,keeptheboxes at a manageable weight. Use more boxes rather than overfilling them.

•Whenpossible,avoidstoringheavyorawkward items on high shelves.

•Takeenoughtime.Avoidrushing.Focuson the task at hand.•When lifting, use good body mechanics.•Keep the load close to your body.•Flex your knees.•Maintain the curve in your lower back

when lifting (push your tailbone back and look forward).

•Avoid twisting.•Test the load before lifting.

•Practiceladdersafety.•Participateinladdersafetytraining.ThisOregonOSHApublicationhasdetailed information: www.orosha.org/pdf/pubs/3083.pdf

•Use the right ladder or step stool for the job when accessing high shelves (instead of a chair or box).

•Keep your belt buckle within the side rails of the ladder.

•When removing many objects off a shelf, get down and move the ladder to get more items instead of reaching off to the side.

•Ensure the ladder is in good condition (no damage to the rails or rungs).

•Other tips?

Ask: Do any staff members have safety concerns or suggestions they would like to bring up?

Step stoolsSCHOOL SAFETY

Start with this scenario: Show the photograph on the back of this page to employees who are sitting near the front of the meeting. Ask for a volunteer to describe the photograph to the group and to offer an explanation for why the trash can is upside down in this picture. (It had been used as a make-shift step stool)

DISCUSSION:•Tellstaffhow

the use of step stools can prevent injuries.

•Askforinputfrom staff members about their current use of step stools.

Ask: Howmanystaffmembersneededtoget materials from a high shelf in the last twoweeks?Pleaseraiseyourhand.Pleasekeep your hands up if you used a step stool. Thank staff members who still have their hands up.

Detail to consider sharing: •Usingastepstoolismuchsaferthan

using an alternative such as a chair, trash can, or box, as these items can collapse or be unstable.

•Whenusingastepstooltogetanitemfrom a top shelf, you are able to use better body mechanics. This action positions you closer to the load, which reduces stress on your shoulders.

•Encourageemployeestotakethetime to get the proper equipment to do the job safely.

•Encourageemployeestousecartsorother equipment and to ask for help if they are moving heavy or awkward items to high locations.

•Encourageemployeestoavoidplacingheavy or awkward items in high locations when possible.

Ask: •Isthereanyonewhodoesnotknow

where to find a step stool?•Arethereareaswhereweneed

additional step stools or ladders? •Arestepstoolsandladdersreadily

available in the areas where they will be needed?

List: Actions to take as a result of staff input and discussion.


Ask: What are a few reasons why you think someone would use this as a step stool?Note:Onereasonstaffmembersmayusea chair or trash container in place of a step stool is because a step stool is not readily available. It is a best practice to provide a step stool in each classroom.

Share: Slips, trips, and falls are significant sources of injuries in school districts. Some of these falls involve unsafe behaviors, such as using a chair or a trash can as a step stool.

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Why is this trash can upside down?

Classroom

slip, trip, and fall prevention

SCHOOL SAFETY

Background: Oneofthemostfrequentinjuries to teaching staff is slips, trips, and falls. In many classrooms, projectors and computers are used, and cords run across the floor creating potential tripping hazards.Otheritemsonthefloorsuchasboxes or even paperclips can also present slip or trip hazards, especially if attention is temporarily diverted to respond to a student or vision is obstructed by an armload of supplies.

Consider asking: Do you know of anyone who has slipped, tripped, or fallen in the classroom? Does anyone who has slipped or tripped in a classroom want to share what happened?

Ask: What are some of the best practices for reducing the risk of slips, trips, and falls?

Here are some ideas:•Practicegoodhousekeeping.•Keep materials such as pens, papers,

or debris off of the floor.•Consider recognizing one or more

teachers who practice excellent housekeeping in their room.

DISCUSSION:Lead a discussion with teaching staff about best prac-tices regarding slip, trip, and fall prevention in the classroom.

•Consideroptionsforreducingtheriskoftripping on cords. When it is not feasible to have the projector mounted on the ceiling, consider one of the following:•Tape the cord to the floor.•Onacarpetedfloor,considersecuring

a cord with a Velcro strip.•Placethecordinaplasticcordcover.

Consider gathering up excess electrical cords or computer cords with a zip tie or Velcro strip, so the excess cord will not accidentally spill into a walkway.

•Considerwhetherapowerstripwithalonger cord would allow the cord to be positioned out of a main aisle, such as being placed along a wall or under a desk.

•Weargoodfootwear.•Ensure the footwear has good traction.•Shoes that enclose the entire foot and

have a low heel will be more effective in preventing slips and trips than shoes that look more like flip flops, Crocs, or high heels. Shoes that look like tennis shoes (with a raised toebox) may catch on carpet. Look where you are going, and go where you are looking. Walk and avoid running.

•Otherideas?


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Winter slip and fall protection at work and at home

SCHOOL SAFETY

Background: The risk of slips and falls increases in the winter. While in many Oregonschooldistricts,snoworiceisonthe ground for only a few days each year, the frequent transitions from wet surfaces to ice can result in a significant number of injuries during this time period. Moss and wet leaves can also be slip hazards.

Ask: Let’s talk about tips for slip prevention. What steps can you take to reduce the risk of a slip and fall at work and at home?

Here are some ideas:•Ifyouneedtotravelonasnowyoricy

area or a wet tile floor, go slowly and shorten your stride. Walk with your toes pointed to the sides (like a penguin) (See the image on the back). Adjust your ankle flexion so your entire foot touches the ground at the same time (as opposed to how people usually walk where the heel strikes first and the individual rolls onto the toe.)

DISCUSSION:Discuss ideas for preventing slips and falls in winter and wet environments.

•Wearappropriatefootwearwith good traction.

•Whenpossible,avoidareaswithsnoworice or wet tile floors, such as after a floor has been mopped or near entrances.

•Whenpossible,keepyourmainwalkways clear of ice, snow, and moss.

•Slowdown;hurryingincreasesyourriskof slipping.

•Avoidcarryingitemsthatcanreduceyour ability to see icy or snowy areas.

•Considertheuseofshoechainswhenoutside for recess or other duties.

•Maintaingoodlighting,especiallyonwalkways and stairs. At work, notify school management or the custodian when insufficient lighting makes it difficult to see in a walkway.

•Whenthereisaliquidspillonahardsurface, such as a tile floor in a kitchen, ensure the spill is cleaned up promptly. Hard,shinyfloorswillbeslipperywhenwet. Don’t leave a spill unaddressed, hoping someone else will take care of it.

•Ifyouusesandtoprovideadditionaltraction when it is icy or snowy, ensure the sand is promptly cleaned up when the snow or ice has melted. Sand on a dry surface can be a significant slip hazard.

•Planaheadforsnowandice.Ifsnowisin the forecast, check to ensure you have enough food and other supplies on hand so you will not need to drive to the store.

•Otherideas?


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Standard stride

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{Part 1}

Wellness and safetyaway from work

Share: This meeting’s short safety item is related to wellness. It is a short 10-minute video. I hope you enjoy it. Share the video “23 ½ hours” available from YouTube:www.youtube.com/watch?v=aUaInS6HIGo

SCHOOL SAFETY

DISCUSSION:Encourage staff members to take actions that might improve their health and well-being.

Ask: Would anyone like to share their thoughts after watching the video? What do you think? What does this video mean for you?


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FootwearSCHOOL SAFETY

Share: Slips occur when there is too little traction between the footwear and the walking surface. Wearing shoes that are in good condition with a high traction sole can help prevent slips, trips, and falls.

A rule of thumb: Replace your shoes when an area on the sole the size of two pennies has been worn smooth.

In addition to the two-penny rule, footwear may need to be replaced for many reasons, including: •Cracksinthesolethatgoallthe

way through

•Missingchunksorpiecesofthesole

•Soleseparatingfromupper

•Holesinfabricorleatheronthetop of the shoe

Ask: Take a look at your shoes. What kind of condition are they in? Will your current shoes reduce or increase your risk of a slip, either at home or at work?

Consider sharing: If your organization has set expectations regarding footwear, take a moment to clarify them.


DISCUSSION:Reduce slips and falls at work and at home by teach-ing staff when to replace footwear.

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These soles have somewear left in them.

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DrivingSCHOOL SAFETY

Share: The CDC’s National Center for HealthStatisticsindicatesthatforpeople1 to 42 years of age, unintentional injuries were the fifth leading cause of death in 2011. Motor vehicle traffic made up 19 percent of these deaths. Some staff members drive for work activities, and almost everyone drives when they are away from work.

Ask: What are some things you can do when driving that increase your chance of arriving at your destination safely?

Some answers may include:•Keepfocusedondriving.Avoid

distraction.

•Pullovertoasafelocationtotalkonthe cell phone or to text. Avoid using the phone or texting while driving. While the law in most states allows talking on a hands-free phone, studies have repeatedly shown that this activity decreases the driver’s ability to focus on driving and increases the risk of a crash.

•Don’teatwhiledriving.

•Avoidputtingonmake-uportakingcareof other personal grooming while driving.

DISCUSSION:Participantsshouldbe able to list five tips for safe driving.

•Getenoughrest.Pulloverifyouaretired. (More information on this topic available on the following page.)

•Wearaseatbelt.

•Keepyourdistance.Fourtofivesecondsof distance between vehicles can make it easier to spot and respond to potential problems on the roadway.

•Regularlycheckmirrorsand drive defensively.

•Drivesober.

•Keepyourvehiclewellmaintained.Keepwindows clean.

•Positionyourmirrorsproperlyandusethem to regularly monitor the roadway.

•Remaincalm.Avoidaggressivedrivingor road rage. Don’t retaliate for another driver’s errors, such as cutting you off.

•Provideyourselfwithplentyoftimetoreach your destination.

•Considertakingadefensive driving class.

•Slowdownafterdarkbecauseofdecreased visibility.

•Atnight,avoidglare.Insteadoflookingdirectly at oncoming headlights, glance toward the right side of the road and toward the white line marking the outside edge of the traffic lane.

Other ideas?Considerasking:Howwouldyou rate your own driving? Can you think of one area where you could focus that would improve your driving? Consider sharing a personal example.


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Each year, drowsy driving

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Wellness and sleep

SCHOOL SAFETY

Share: Today’s safety and wellness discussion is on sleep. The CDC (Centers forDiseaseControlandPrevention)indicates insufficient sleep is a public health epidemic. Sleep is increasingly recognized as important to public health, and insufficient sleep is linked to motor vehicle crashes, industrial disasters, medical errors, and obesity. The amount of sleep we need varies between individuals. Generally, the National Sleep Foundation suggests elementary school children need from 10 to 11 hours of sleep, teens need 8 ½ to 9 hours of sleep, and adults need 7 to 9hours.TheNationalHealthInterviewSurvey indicated nearly 30 percent of adults reported an average of six or fewer hours of sleep per night.

Ask: Are you getting enough sleep?

DISCUSSION:Participantsshouldbe able to list three ideas for improving their sleep.

Ask: What can you do to increase the quality of your sleep? What are some tips for getting a good night’s sleep? What works for you?

•Maintainthesamesleepandwakepatterns on your days off as you do on workdays.

•Avoidstimulants,suchascaffeineandnicotine, in the afternoon and evening.

•Avoidthefollowingwithintwohoursofyour bedtime:

•Computers

•Video games

•Exercise

•Large meals

•Alcohol

•Winddownbeforegoingtobed.

•Getatleast30minutesofexposuretonatural daylight during the day.

•Maintainacool(65to69degree),dark,and distraction free sleep environment, and layer your blankets.

•Avoiddaytimenapslongerthan 30 minutes.

•Exerciseregularly,andcompleteyourworkout at least two hours before bedtime.


For more information on sleep-related unhealthy behaviors, including statistics, fromtheCentersforDiseasePreventionand Control: www.cdc.gov/Features/dsSleep/

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Being awake for more than

20 hours is equal to having a

blood-alcohol concentration of .08

-thelegallimitforintoxicationinOregon.

-National Sleep Foundation

{Part 2}

Wellness and safetyaway from work

SCHOOL SAFETY

Background: The CDC’s National Center forHealthStatisticsindicatedthatforpeople 1 to 42 years of age, unintentional injuries were the fifth leading cause of death, and 47 percent of respondent-reported nonfatal injuries requiring medical attention occurred in or around the home. Most school districts require staff to wear personalprotectiveequipment(PPE)whenperforming specific tasks, such as eye protection when operating a metal shop lathe in an industrial arts classroom or hearing protection when operating a grass field mower.

InsomecasespeoplewillwearPPEatworkbutfailtowearPPEwhenperform-ing similar tasks at home.

Ask: What are some examples of tasks thatpeopledoathomewherePPEwouldbe beneficial? For each task, discuss what typeofPPEmightbehelpful?

List of items might include:•Usingstringtrimmers,wearsafety

glasses, a face shield, ear protection (for a gas-powered model), long-sleeve shirt, and pants.

•Usingsawssuchastablesawsorchopsaws, wear safety glasses and hearing protection.

DISCUSSION:Reinforce importance of appropriate personal protective equipment(PPE) at home.

•Usingachainsaw,wearchaps,safetyglasses, hearing protection, hard hat, and boots.

•Usingchemicalcleaners,wearprotectivegloves that are resistive to the chemical and safety glasses or safety goggles, depending on the splash hazard and hazards associated with the chemical.

•Doinggeneralyardworksuchasdragging brush, wear leather gloves.

•Usingherbicides,followthemanufacturer’s recommendation for the chemical. Frequently, this will include long-sleeve shirt and pants, appropriate gloves, and eye protection.

•Handlingwoodencratesormaterialsforwood shop, wear leather gloves.

•Weedingwhilekneelingonconcreteoron hard, rocky packed ground, use a foam pad to kneel on or wear knee pads.

•Cleaningupbloodspillsandotherbodyfluids, wear nitrile (or similar) exam gloves and, depending on task, eyewear, and an impermeable apron.

Ask: DoyouknowwhereyourPPEislocated? Is it in good condition? If your family members engage in some of the above activities, do you encourage them to wearappropriatePPE?


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Preventing

colds and flu

SCHOOL SAFETY

Background: Children are efficient germ carriers. A few simple changes may help prevent the spread of disease in the class room—and to co-workers and family.

Ask: What is the difference between a cold and the flu?

Share: Cold viruses are carried from our noses and mouths in tiny moisture droplets that typically fall out of the air onto surfaces around us within about a threefeetradius.Oncethedropletsland,these cold viruses can live on a surface for several hours, plenty of time to be picked up on hands and carried to another surface – or to you or me. We most commonly pick the virus up on our hands and then unconsciously touch our nose, mouth,oreyes.Oncetheyarrivethere,the viruses have a good chance of making us ill. There is no vaccine for the common cold, and because it is caused by a virus, antibiotics are ineffective. Fortunately, colds are self-limiting. In most cases they pass within about a week, and we are none the worse for wear.

Seasonal influenza, commonly called the flu, is a contagious respiratory illness caused by influenza viruses that infect the nose, throat, and lungs. It can cause mild to severe illness, and at times can lead to death. It is spread the same way a com-

DISCUSSION:Give staff the ba-sics for preventing spread of colds and flu.

mon cold is spread, but the virus changes every year and has a specific season. The flu season typically starts in the fall, around late September, peaks in January and February, and is usually over by the endofMarchoralittlelater.Peopleareusually much sicker if they have the flu, but only a lab test can tell the difference for sure.

Ask: What is our best protection against the flu?

Share: Vaccination in September is the best protection against the flu, but we can get the vaccine anytime during the flu season. It takes a couple of weeks for us to develop immunity once we receive the vaccine, so if we are exposed to someone with the flu during that time, we are still vulnerable. This is one of the reasons why we sometimes hear that the vaccine causes the flu.

Just getting vaccinated isn’t enough, though. Most healthy adults may be able to infect others from one day before symptoms develop up to seven days after becoming sick. Some people, especially young children and people with weakened immune systems, might be able to infect others for an even longer time.

Ask: What else can we do?

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SCHOOL SAFETY

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Share: Fortunately, the measures we take to protect ourselves from the flu are also effective against many other diseases that can be spread from person to person, including the common cold:

1. Avoid close contact.When possible, avoid close contact with sick children and others who are sick. A three-foot distance is ideal, but not always practical. Since exhaled droplets are the culprits, even turning your head to the side and away from their exhaled air can help.

2. Stay home when you are sick.If possible, stay home when you are sick to help prevent others from catching your illness. If you have flu-like symptoms, stay home for 24 hours after fever (100° F) has passed without fever-reducing medication.

3. Cover your mouth and nose.Cover your mouth and nose with a tissue when coughing or sneezing. Dispose of the tissue promptly.

4. Clean your hands.Washing your hands often will help protect you from germs. Running water and soap remove the viruses—that’s what makes hand washing effective. Wash long enough tosingHappyBirthdayallthewaythroughtwice. Don’t forget your wrists. If soap and water are not available, use an alcohol-based hand rub with at least 60 percent al-cohol content. You have to leave the rub on until it dries. To kill the germs, it requires the time necessary to evaporate.

5. Avoid touching your eyes, nose, or mouth.Germs are often spread when a person touches something that is contaminated with germs and then touches his or her eyes, nose, or mouth.

6. Practice other good health habits.Clean surfaces at home and at work that are touched frequently, especially when someone is ill. Get plenty of sleep, be physically active, manage your stress, drink plenty of fluids, and eat nutritious food.


Note: SAIF has developed fun posters to help you prevent the spread of colds and flu. You can download them and reproduce to suit your own needs, or you can order them through your senior safety management consultant.

Be a workplace flu fighter www.saif.com/_files/SafetyHealthGuides/Flu_Fighters_Workplace.pdf

HansWasherwww.saif.com/_files/SafetyHealthGuides/Flu_Fighters_Hans.pdf

Maxine Vaccine www.saif.com/_files/SafetyHealthGuides/Flu_Fighters_Maxine.pdf

Hans WasherFlu Fighter

Managing

safe chemical useSCHOOL SAFETY

Background: TheHazardCommunicationrules changed significantly in 2013-2014 with the implementation of the Global HarmonizationSystem(GHS)formatforSafety Data Sheet (SDS) and pictograms. This format and pictogram system will eventually be used worldwide. Training resources are available on the SAIF CorporationHazardCommunication/GHSTopicPage:http://www.saif.com/employer/safety/safety_1206.aspxHave an example of an SDS ready to pass around so they can look at it.

Ask: If you wanted to disinfect a surface in your classroom, how would you find out what kind of gloves you would need and whether or not the chemical is safe to use?

Share: An SDS has information on the hazards of chemicals, what health effects might occur with unprotected exposure, and what is needed to properly protect yourself.

DISCUSSION:•Remindstaff

that different chemicals are absorbed in different ways, so they require different protection methods.

•Describeinformation contained on a Safety Data Sheet (formerly Material Safety Data Sheets).

Ask: What other kinds of information might you find on an SDS?

Ask: Do you know where the SDSs are kept in your school?

Share: Tell staff where the SDSs are kept (or how to find out) and how they canaccessthem.PasstheexampleSDSaround so they can look at it. Remind staff members that they should use SDSs with students working with chemicals, as well as making sure they understand how to use the information for their own safety.


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This training is not sufficient to meet requirements for training under the HazardCommuni-cation Standard.

Share any or all as part of discussion:There are 16 sections on the SDS. Section 1: IdentificationSection2:Hazard(s)IdentificationSection 3: Composition/Information on IngredientsSection 4: First-Aid MeasuresSection 5: Fire-Fighting MeasuresSection 6: Accidental Release MeasuresSection7:HandlingandStorageSection8:ExposureControls/PersonalProtectionSection9:PhysicalandChemicalPropertiesSection 10: Stability and ReactivitySection 11: Toxicological InformationSection 12: Ecological Information (non-mandatory)Section 13: Disposal Considerations (non-mandatory)Section 14: Transport Information (non-mandatory) Section 15: Regulatory Information (non-mandatory)Section16:OtherInformation

Year-end preparationSCHOOL SAFETY

Background: In many school districts, an increase in the number of staff injuries occurs each year at the beginning of the year when staff is moving into classrooms and at the end of the year when staff moves materials out and takes down room decorations.

Share the above trend of injuries with staff a few weeks before the end of the year.

Consider asking: Do any of you know someone who experienced muscle soreness or an injury as a result of cleaning up at the end of the year?

Ask: What are some of the tasks we may do at the end of the year clean-up that may increase our risk of injury? •Liftingandmovingboxesofmaterial

to and from high shelves. Carrying and moving materials from classrooms to personal vehicles. Using ladders in taking down classroom decorations.

•Otherrisks?

Ask: What are some steps we can take to reduce our risk of injury?•Useequipmenttomakethetaskeasier.•Discuss what equipment is available:

carts, hand trucks, step stools, ladders, etc.

•Remind or ask staff where different types of equipment are located.

•Remind staff that some equipment, such as ladders, require training.

DISCUSSION:Lead a discussion with staff about what can be done to finish the year safely. This topic is almost identical to the first topic about room set-up. This duplication is intentional because of the increase in injuries that oc-cur at the begin-ning and end of each school year in many districts. During this short time period, many teachers engage in activities that they don’t perform at other times of the year (such as repetitive lifting or using ladders).

•Gethelp,especiallywithheavyorawkward items.

•Whenpackagingupmaterials,keeptheboxes at a manageable weight. Use more boxes rather than overfilling them.

•Whenpossible,avoidstoringheavyorawkward items on high shelves.

•Takeenoughtime.Avoidrushing.Focuson the task at hand.

•Whenlifting,usegoodbodymechanics:•Keep the load close to your body.•Flex your knees.•Maintain the curve in your lower back

when lifting (push your tailbone back and look forward).

•Avoid twisting.•Test the load before lifting.

•Practiceladdersafety•Participateinladdersafetytraining.OregonOSHAhasapublicationwithdetailed information: www.orosha.org/pdf/pubs/3083.pdf

•Use the right ladder or step stool for the job when accessing high shelves (instead of a chair or box).

•Keep your belt buckle within the side rails of the ladder.

•When removing many objects off a shelf, get down and move the ladder to get more items instead of reaching off to the side.

•Ensure the ladder is in good condition (no damage to the rails or rungs).

Othertips?


saif.com S-934

Documents

Safety for schools - SAIF Corporation · PDF fileGet help, especially with heavy or awkward items. ... • Keep the load close to your ... other equipment and to ask for help if they