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

Overcrowding

Thirty percent of the respondents reported overcrowding was a factor contributing to incidents and accidents in their classrooms (Table 4). Many schools are not providing adequate space for conducting science activities, which is the most important factor in designing safe science facilities (Biehle et al., 1999, p. 21). Most safety literature identifies overcrowding as a serious classroom and laboratory safety issue (Kaufman, 1999; Gerlovich et al., 2001; Ward & West, 1990). This finding is strongly supported by the research cited concerning class size and individual workspace. The larger the class size and the less space per student, the higher the frequency of accidents (Brennan, 1970; Macomber, 1961; Young, 1972). Of 856 science teachers who responded to the Texas Science Safety Survey, 2001, 60% identified overcrowding as the single greatest hazard they face in their own classrooms (West, 2002).

Class size. As class enrollment increased so did the number of mishaps (Figure 1). The majority, 62%, of the mishaps in science settings occurred in classes consisting of more than 24 students. As class size decreased, incidents and accidents also decreased.

Historically, accidents increase with increased class enrollment (Brennan, 1970; Macomber, 1961; Young, 1972). For this reason several professional organizations have recommended that class size be limited to 24 students (CSSS, 1999; NABT, 1994; NSELA, 1996; NSTA, 1993). However, when closely examining all of the research available, one will find that there is no magic number that will ensure that no mishaps will occur. The key is to "maintain a safe environment" (Rakow, 1989). It is not the "average" class size that should be limited; a maximum enrollment should be set for any class using the science facilities to make the class or laboratory setting safe for students and teachers.

Classroom space per student. Fewer mishaps occurred when more square footage per student was provided (Figure 2). Two-thirds, 66%, of incidents and accidents occurred when less than 45 ft^sup 2^ per student was provided. When the amount of space per student increased to more than 60 ft^sup 2^, the percentage of incidents and accidents decreased to 11%.

Many schools are not providing the recommended amount of footage per student in science rooms (Gerlovich et al., 2001; Stallings et al., 2001; Ward & West, 1990; Young, 1970). The recommendations are the minimum and many do not provide even the smallest amount of acceptable classroom space per student, 45 ft^sup 2^ in a pure lab and 60 ft^sup 2^ in a combination classroom/laboratory suggested by NSTA. More strict guidelines for individual workspace per student must be set and enforced.

Room size. As room size increased, the percentage of incidents and accidents decreased (Figure 3). This study found that almost half, 47%, of science classes are being taught in rooms of less than 800 ft^sup 2^ (Figure 3). Another 21% of classes are taught in rooms of 801 to 1,000 ft^sup 2^. Only 11% of rooms had more than 1,200 ft^sup 2^. It seems these figures are not uncommon (Fuller, 2001; West et al., 2001). The room sizes from this study are far smaller than the recommendations, assuming that there is a maximum of 24 students in these classes. Even though this study did not inquire about the room type (combination classroom/lab or pure lab), these room size measurements are below the minimum NSTA recommendations for both room types.