Excursions are a powerful extension of the classroom, offering students opportunities to deepen their learning, develop social skills and experience real-world applications of theory. But while excursions are enriching, they must also be safe, well-planned, and aligned with a school’s duty of care and its legal obligations.
In an environment where we have seen students’ social confidence decline because of the pandemic, social media and other external pressures, and where educators are balancing curriculum demands with mounting administrative workloads, the challenge of planning safe excursions is more complex than ever. However, with the right structures and mindset, schools can foster meaningful out-of-class learning experiences while keeping students safe and protected.
Why excursions matter
Excursions promote hands-on learning, critical thinking, and collaboration. They offer students a chance to apply classroom knowledge in new settings and develop real-life skills like leadership and teamwork. Research shows that outdoor learning can improve academic outcomes, and excursions are also a valuable social reset for students.
To move beyond good to great excursions, activities should include calculated risks that are developmentally appropriate — encouraging students to navigate new environments, take responsibility, and engage in reflective learning.
The non-negotiables of safety
1. A tailored risk assessment — every time
A common pitfall in schools is the practice of ‘copying and pasting’ last year’s risk assessment for a recurring excursion. This shortcut, while tempting, is both risky and legally unsound. Each excursion has a unique risk profile, determined by the year’s cohort, weather conditions, venue changes, policy updates and even small logistical details.
Teachers must consider:
- student medical and behavioural profiles
- changes to venue operations or layout
- updated transport arrangements
- policy shifts, e.g. student-to-teacher ratios or supervision requirements
- external provider insurances and credentials.
A new risk assessment should be created for each excursion, even if it’s to a familiar location. Time spent on a tailored risk assessment is time invested in student safety and legal protection.
2. Macro and micro risk management
Risk mitigation should be both strategic and specific. Schools should first assess macro risks — broad, structural factors such as excursion purpose, alignment with curriculum, insurance coverage, and due diligence on third-party providers.
Then, they must delve into micro risks, such as:
- supervision ratios, and whether those involved with the excursion are appropriately trained and/or qualified/vetted (for example, working with children checks for supervisors, volunteers, contractors and external providers)
- student medical needs and emergency plans
- communication strategies, for example, consulting with staff, parents, students and external providers regarding nature and potential hazards of the excursion
- logistics like transport, accommodation, and meals.
These granular factors require attention to detail and must be embedded into a formal excursion management plan, approved by the principal before proceeding.
3. Policy-driven planning
Each school should have an excursion policy and a set of procedures for planning off-campus activities. This should include (but is not limited to):
- clear steps for excursion approval
- checklists for compliance and safety
- vendor due diligence protocols
- records management (e.g. risk assessments, consent forms, incident reports).
Importantly, schools must ensure that all staff — especially new or casual teachers — understand their duty of care and are trained to meet it effectively.
4. Learning from the experience
Post-excursion debriefs are essential. They give teachers the chance to reflect on what worked, what didn’t, and how future excursions can be improved. Lessons learned — including unexpected risks or logistical hiccups — should be documented and fed back into future planning.
Maintaining detailed excursion records is not only best practice; it forms part of a defensible position in the event of any legal scrutiny.
Conclusion
Excursions, when well-planned, are more than just a break from the classroom — they are a bridge between theory and practice, offering students the chance to apply their learning in meaningful and memorable ways. By embracing structured risk management, tailoring each excursion to current conditions, and prioritising safety at every stage, schools can confidently run excursions that are both enriching and safe.
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