An analysis of Incident/Accident Reports from the Texas secondary school science safety survey, 2001

School Science and Mathematics, Oct 2003 by Stephenson, Amanda L, West, Sandra S, Westerlund, Julie F, Nelson, Nancy C

Background

Although much of the literature regarding safety in school science is not recent and does not include scientifically designed studies, the reports identify factors that are consistent with anecdotes from the field and provide insight into the design for new scientifically designed studies.

Safety accidents and incidents are frequently reported in school science settings (Ward & West, 1990; West & Cielencki, 1992; Young, 1970, 1972). For example, reports on accident rates vary from 0.54 to 1.29 per week (Krajkovich, 1983; Young, 1972). Percentages of teachers reporting accidents vary from 29% to 65%, indicating the many hazards teachers face in science settings (Ward & West, 1990; West & Cielencki, 1992; Young, 1970; Young, 1972). Accidents may occur during student-involved activities while using chemicals, glassware, heat or electricity, and handling animals, as well as in teacher-involved activities such as demonstrations (Blosser, 1986).

Numerous types of injury-causing accidents occur in school science settings, but a few seem to be more common. Most accidents involve burns from handling hot objects, contact with corrosive chemicals, or cuts from broken glassware and from attempts to insert glass tubing into rubber stoppers (Krajkovich, 1983; Macomber, 1961; Ward & West, 1990). Many accidents requiring a physician's care are due to injuries to the eye (Krajkovich, 1983; Ward & West, 1990). It is no secret that accidents occur often and have many causes. Previous reports indicate, however, that specific conditions in the school science settings increase incidents and accidents. These areas are described in the following paragraphs.

Overcrowding

Overcrowding, due to inadequate class size, classroom space per student, and room size, appears to be a factor leading to many mishaps in science settings. Science teachers consider overcrowding to be a significant safety problem (Horton, 1988; Rakow 1989, S3; West, et al., 2001). The higher the classroom enrollment and the smaller the classroom or laboratory space, the higher the frequency and seriousness of accidents (Brennen, 1970; Macomber, 1961; Young, 1972; West, et al., 2001 ). Overcrowded conditions also increase the difficulty of properly managing classroom activities and may significantly compound safety issues.

Class size. Due to overcrowding concerns, many professional organizations recommend that class size be limited to 24 students (Council of State Science Supervisors [CSSS], 1999; National Association of Biology Teachers [NABT], 1994; National Science Educational Leadership Association [NSELA], 1996). Although there are also many state recommendations, only one state, New Hampshire, has a requirement for limiting the number of students in any one class to 24 students (New Hampshire Code of Administrative Rules, Ed 306.36). Classroom and laboratory class sizes that are greater than the design load of the facilities do not meet the standards. More importantly, environments under such conditions are potentially unsafe for students and teachers (Kaufman, 1999). Credible evidence that limited class size will likely reduce incidents and accidents is needed to make a powerful case for a class size requirement.