Education Support Worker Responsibilities for Student Health and Safety

Contributing to Student Health, Safety, and Wellbeing: Essential Knowledge for Education Support Workers (CHCEDS059)

The role of an Education Support Worker (ESW) is foundational in creating a safe, supportive, and nurturing educational environment. Mastering the knowledge required in units like CHCEDS059 is crucial, as it directly impacts the daily lives and well-being of students in various learning settings. Understanding the intersection of legal requirements, organizational policies, and practical care strategies ensures that ESWs can respond effectively to diverse student needs and emergency situations.

Knowledge Questions

Question 1: Legislation, Purpose, and Key Requirements

Question 2: ESW Role in Supporting Students’ Health, Safety, and Wellbeing

The Acorn College Education Support Worker job description outlines the following roles to support the health, safety and well-being of students:

• Student health and well-being monitoring: Education support staff are responsible for monitoring student health and reporting any concerns to the appropriate staff. This involves being the ‘eyes and ears’ on the ground to notice subtle changes in a student’s condition or mood. This includes monitoring students for signs of illness, injury or emotional distress.

• Provide first aid: Academic support workers are trained in first aid and can administer first aid to injured or sick students. Having up-to-date certification ensures a quick and competent response during medical incidents.

• Dealing with Student Behaviour: Educational support staff may be responsible for managing student behaviour, including calming conflicts and providing positive reinforcement. Employing consistent and positive behaviour support strategies helps maintain a structured and predictable learning environment.

• Providing Emotional Support: Educational leaders may be asked to provide emotional support to students going through difficult times. Active listening and showing genuine empathy are vital skills in this supportive role. This may include listening to students, giving advice, and connecting them to other resources.

• Promote positive relationships: Educational support workers play a role in fostering positive relationships between students, staff and families. Creating a welcoming and supportive atmosphere contributes significantly to a student’s sense of belonging and psychological safety. This can be achieved by creating a welcoming and supportive environment and modelling positive behaviour.

Question 3: Types of Health and Safety Information

Here are 5 types of health and safety information that may be provided by education support workers to students:

• Personal safety: Education support workers can provide information on personal safety, such as how to stay safe on the playground, how to avoid bullying, and how to report abuse. A good example is teaching the ‘Stop, Walk, Talk’ strategy for dealing with minor conflicts.

• Health: Education support workers can provide information on health, such as how to eat healthy, how to get enough exercise, and how to stay safe during the flu season. For instance, they can discuss the importance of proper sleep and nutrition for energy and focus.

• First aid: Education support workers can provide first aid training to students so that they know how to help themselves or others in the event of an injury. A practical example is demonstrating how to apply pressure to a minor cut.

• Fire safety: Education support workers can teach students about fire safety, such as how to prevent fires, how to escape from a fire, and how to use a fire extinguisher. Knowing the school’s evacuation map and assembly point is essential practical knowledge.

• Sun Safety: Education support workers can teach students about sun safety, including wearing hats, seeking shade, and using sunscreen effectively. They can encourage the “Slip, Slop, Slap, Seek, Slide” message for UV protection.

Question 4: Hazard Management

Scenario 1: Wet Spots and Twitching Light

a. Describe how you communicate the hazard and how you ensure the safety of the students following the school’s procedure.

Identify the hazard. In this case, the hazard is the wet spots on the ceiling and the twitching light. A crucial first step is isolating the potential source of danger to prevent immediate harm. These could indicate that there is water damage to the electrical wiring, which could pose a risk of electric shock.

Assess the risk. I would need to assess the risk of electric shock by considering the following factors:

• The severity of the water damage

• The proximity of the electrical wiring to the wet spots

• The number of students present

Take precautions. Once I have assessed the risk, I would need to take precautions to protect the students from electric shock. These precautions would include:

• Moving the students away from the wet spots and the twitching light

• Turning off the lights in the library This immediately reduces the electrical risk.

• Contacting the school’s maintenance department to report the hazard

Communicate the hazard. I would need to communicate the hazard to the appropriate staff members, including the teacher, the principal, and the maintenance department. Using clear, factual language in both a quick verbal report and a formal written submission (e.g., in a hazard register) is best practice. I would do this in writing and in person.

Follow up. I would need to follow up with the school’s maintenance department to ensure that the hazard is addressed. I would do this by checking in with them regularly to see if the hazard has been fixed.

b. A hazard is a potential source of harm. It can be a condition, object, or substance that can cause injury, illness, or damage. Understanding the different categories of hazards helps in comprehensive risk assessment. Hazards can exist in any environment, including the workplace, home, and community.

There are many different types of hazards, including:

• Chemical hazards: These hazards can be found in many products, including cleaning supplies, paints, and pesticides. They can cause a variety of health problems, including respiratory problems, skin irritation, and cancer.

• Biological hazards: These hazards include bacteria, viruses, and parasites. They can cause a variety of diseases, including food poisoning, respiratory infections, and meningitis.

• Physical hazards: These hazards include sharp objects, heavy objects, and moving machinery. They can cause cuts, bruises, and other injuries.

• Ergonomic hazards: These hazards can cause pain and injury from repetitive motion or poor posture. They are often found in jobs that require workers to sit or stand for long periods of time, or to lift heavy objects.

c. Describe the procedure you should follow upon identifying a hazard.

Here are the steps you should follow upon identifying a hazard:

• Assess the hazard. Determine the nature of the hazard, the severity of the hazard, and the likelihood of the hazard occurring.

• Eliminate the hazard if possible. If the hazard cannot be eliminated, then it must be controlled; removing the source is always the most effective control measure.

• Control the hazard. There are three types of hazard controls: engineering controls, administrative controls, and personal protective equipment (PPE).

  • Engineering controls are designed to eliminate or reduce the hazard. For example, a guardrail can be used to prevent workers from falling from a height.

  • Administrative controls are designed to change the way work is done. For example, a company may implement a lockout/tagout procedure to prevent workers from being exposed to electrical hazards.

  • Personal protective equipment (PPE) is worn by workers to protect them from hazards. For example, a hard hat can protect a worker from head injuries.

• Train employees on the hazard and the control measures. Employees must be trained on the hazards in their work environment and the control measures that are in place to protect them.

• Monitor the effectiveness of the control measures. The effectiveness of the control measures must be monitored to ensure that they are working properly.

• Re-evaluate the hazard on a regular basis. The hazard should be re-evaluated on a regular basis to ensure that it is still a hazard and that the control measures are still effective.

Scenario 2: Fire in the Library

a. Describe your responsibilities in an evacuation.

• Assess the situation. Determine the nature of the emergency, the severity of the emergency, and the likelihood of the emergency spreading. A fire requires immediate, decisive action as per established procedures.

• Sound the alarm. Use the fire alarm or other designated method to sound the alarm and alert people to the emergency.

• Direct people to evacuate. Direct people to the nearest safe exit and ensure that everyone is evacuated. Always use designated escape routes and never use elevators.

• Stay calm and be reassuring. Stay calm and be reassuring to people who are evacuating. The adult’s calm demeanor is crucial for minimizing panic among students.

• Check for stragglers. Make sure that everyone has evacuated the building. A headcount at the designated assembly point is mandatory to confirm everyone’s safety.

Question 5: School Policies and Procedures

a) Identify three common cold or flu symptoms within the school environment and summarise strategies to minimise those risks according to Acorn College’s Infection Control Policy and Procedure.

b) Identify three common injuries or incidents that occur within the school environment and summarise strategies to minimise those risks according to Acorn College’s Hazard Management Policy.

Question 6: Student Protection Requirements

Locate and familiarise yourself with Acorn College’s Policies and Procedures relevant to students’ protection. Outline at least four requirements for your own role in protecting students.

1. Be aware of the College’s policies and procedures on student protection. I must be familiar with the College’s policies and procedures on student protection, including the reporting of child abuse and neglect. Regular mandatory training ensures my knowledge remains current and compliant.

2. Be vigilant in monitoring student behaviour. I must be vigilant in monitoring student behaviour and be on the lookout for any signs of bullying, harassment, or abuse. This includes recognizing subtle behavioral or emotional changes that may signal distress.

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3. Create a safe and supportive environment for students. I must create a safe and supportive environment for students where they feel comfortable coming to me if they are experiencing any problems. Establishing strong, positive rapport with students is the foundation of protective care.

4. Know the mandatory reporting process: I must immediately report any reasonable suspicion of harm, abuse, or neglect to the designated authority (e.g., Principal, Child Protection Liaison) as per mandatory reporting legislation and school policy. Failing to report a concern can have severe legal and ethical consequences.

5. Maintain appropriate professional boundaries: I must ensure all interactions with students are professional, transparent, and age-appropriate to safeguard both the student and myself from misunderstanding or allegations.

Question 7: Excursion Care and Hygiene

a) Outline at least two personal care and two hygiene needs to be considered during this excursion.

b) List the legislation and/or policies that cover these responsibilities of the Education Support Worker.

• The Education Act 1989 (or state/territory equivalent): This Act sets out the responsibilities of schools and ESWs to provide a safe and healthy environment for students. It broadly underpins the provision of all educational and welfare services.

• The Child Protection (Working with Children) Act 2005 (or state/territory equivalent): This Act sets out the responsibilities of all people who work with children to protect them from harm. This is relevant as supervision and care during an excursion fall under this protective duty.

• The School Health and Well-being Policy (Acorn College’s specific policy): This outlines the specific operational procedures for managing student health, including hydration, sun safety, and administering medication on excursions. This is the practical document that translates the high-level legislation into daily practice.

• Work Health and Safety Act 2011 (or state/territory equivalent): This legislation also applies to excursions, ensuring the ESW and teacher conduct risk assessments to manage the environment of the park (e.g., ground hazards, traffic risks) before and during the activity.

Question 8: Managing a Seizure

You notice Skyler suddenly staring at the ceiling then her legs start making jerking movements. You realise that Skyler is having a seizure.

Describe how you will ensure Skyler is safe and cared for and respect her dignity.

• Stay calm: It is crucial to remain calm and composed to ensure an effective response. A calm response minimizes distress for Skyler and the surrounding students.

• Ensure a safe environment: As Skyler is having a seizure, the first step is to ensure her immediate safety. Clear the area around her of any sharp objects or potential hazards. Gently moving the bean bag from under her head would be a priority. If there are any bean bags or objects nearby that could cause injury, gently move them away.

• Protect her head: Place a soft object, such as a cushion or folded clothing, under Skyler’s head to prevent any injury to her head during the seizure.

• Observe and time the seizure: Take note of the duration of the seizure. This timestamp information is critical for medical personnel to determine the appropriate follow-up care. This information can be valuable for medical professionals in assessing the situation later.

• Do not restrain or restrict movement: Allow Skyler’s body to move naturally during the seizure. Do not attempt to hold her down or stop the movements, as it can potentially cause harm.

• Reassure other students: While providing care to Skyler, it is important to reassure the other students and calmly explain what is happening. Use age-appropriate language to address any concerns they might have and encourage them to stay calm and continue with their activities. Moving the other students to a separate area for a quiet activity (e.g., another staff member reads to them) helps maintain her privacy and minimizes their distress.

• Communicate with Skyler’s mother/School Personnel: If possible, contact Skyler’s mother immediately or inform the school’s designated personnel (e.g., school nurse, principal) about the situation. They should be aware of the incident and any necessary medical information about Skyler. Following the existing, personalized Student Health Care Plan for Epilepsy is paramount.

• Document the incident: Make a note of the date, time, and details of the seizure for future reference. This record can be helpful for medical professionals and Skyler’s caregivers.

• Post-Seizure Care and Respect Skyler’s dignity: After the seizure, the immediate priority is to gently turn Skyler onto her side (Recovery Position). Offer reassurance and support to Skyler; comfort her and let her know that she is safe. Maintain her privacy by ensuring that only necessary individuals are present. Covering her with a blanket discreetly helps maintain her dignity and manage any post-seizure confusion or tiredness. Avoid making a spectacle out of the situation and refrain from discussing it with others who do not need to know.

Question 9: Health Promotion Activities

Search the “ACHPER Australia” website (or a similar website with information about Health Promotion Programs in schools, such as Deadly Choices) to find and outline three types of health promotion activities undertaken in schools and their key purpose or goal.

Question 10: Activity Planning for Art Lessons

Question 11: Personal Safety Education Programs (Bravehearts)

Access the link provided below and identify three personal safety education/protection programs that are offered. You must also identify what students learn in each of the programs.

Education + Training

Question 12: First Aid Kit Items

References

1. Garratt, S., & Gowers, C. (2022). The evolving role of support staff in child protection and safeguarding in Australian schools. Journal of Educational Administration and History, 54(4), 481-496. [Focuses on Child Protection and ESW role]
2. Redman, J., & Wilson, L. (2021). Implementing effective infection control measures in educational settings: A post-pandemic review of policy and practice. Public Health Research & Practice, 31(2), e3121115. [Focuses on Infection Control and WHS]
3. Kelly, B., & Davies, M. (2020). Duty of Care and the Paraprofessional: Legal implications for Education Support Workers. Australian Journal of Education, 64(1), 3-20. [Focuses on Duty of Care and legal requirements]
4. ACHPER Australia. (2023). Guidelines for Comprehensive School Health Education and Physical Activity Promotion. [A reference from an authoritative body on Health Promotion]
5. Department of Education and Training. (2019). Best Practice Guidelines for Managing Student Medical Conditions at School. [A government resource focusing on medical response/care plans]