The investigation of a workplace incident is vital to acknowledging the issue and presents an opportunity to identify hazards and implement corrective measures. When an injury, or even a near-miss, occurs in the workplace, determining the cause is the first step to eliminating a future incident. A robust incident investigation process can result in substantial improvements to safety. Even simple, focused investigations into minor incidents can identify factors leading to the injury and remove hazards.

One key element of accident investigation is timing. It is crucial to discuss the incident with colleagues and preserve the scene when the event is fresh, so act immediately. Doing so will provide a better background on the cause of the event. Even if the hazard was immediately removed, an investigation can still identify the cause of the injury, confirm similar hazards do not exist elsewhere, and that the cause of the incident was permanently removed so as not to cause future injuries.

Interviews are often a necessary part of the process to gather more detailed accounts of the incident from employees and witnesses. The evidence gathered during the investigation, including interviews, should answer the five W’s. These are a few examples of relevant questions.

• Who:
  • was injured?
  • witnessed it?
  • requested work to be done?
  • responded?
• What:
  • happened?
  • was the victim doing? (Active or watching)
  • was the victim’s regular job if this was not it?
• When:
  • did the incident occur?
  • was the equipment involved last inspected?
• Where:
  • did the incident occur?
  • was the victim positioned?
  • were the witnesses?
  • was the supervisor?
• Why:
  • was the victim injured?
  • were they working so close to others who caused the injury?
  • was anything different this time compared with previous work?
  • were there staffing changes?

Additional questions to consider are, “Has anyone been injured performing similar jobs or working with similar equipment in the school district?” “Has this employee been injured before while completing this task?” and “Were there any concerns about the safety of the task, equipment, or environmental conditions brought to management’s attention before the incident occurred?”

When analyzing the information gathered from an incident, OSHA advises looking beyond the immediate causes. It can be far too easy, and often misleading, to conclude that carelessness or failure to follow a procedure alone was the cause of an incident. To do so avoids discovering the root cause, or causes, and therefore fails to identify the systemic changes needed to prevent future incidents. When a shortcoming is identified, it is important to ask why it existed and why it was not previously addressed.

As an investigation concludes, implement corrective actions and track them. A few corrective actions will already have been implemented immediately after the accident. If policy and procedural updates are recommended, training updates will also be required. These actions must also be recorded in the final investigation documentation. Information sharing, between supervisors inside and outside the building, is essential. Such communication may result in a positive effect, creating standard operating procedures, training, and other improvements throughout the school district.

Properly conducted and well-documented incident investigations will ultimately reduce or eliminate workplace injuries. Accidents can happen in the workplace but gathering information to identify their root cause can eliminate the potential for future injuries. Contact the Comp Alliance Risk Management Director, Robert Blaisdell, at This email address is being protected from spambots. You need JavaScript enabled to view it. for more details on the investigation process.

Back injuries due to unsafe lifting techniques continue to be one of the most common injuries for workers’ compensation claims. For our school district members, working with students with disabilities can present unique challenges. Beyond typical teaching demands, special education staff may manage lifting, moving, and treating their students. It is essential to be mindful of safety, avoiding injury or illness, while tending to the needs of students.

Two common causes of staff injuries are:

• overexertion related to lifting, moving, and transferring students,
• and aggressive behavior including hitting, biting, and pulling.

Lifting

For students with physical disabilities, it is very important to have a lifting/transfer plan. The plan should include:

• Environment
  • Available space for transfers/lifts
  • Equipment
  • How equipment interacts with other equipment
  • Storage of equipment
• Staff
  • Number available
  • Individual capabilities
• Budget
  • Availability of mechanical lifts
• Student characteristics
  • Ability to participate
  • Muscle tone
  • Height/weight
  • Behavior/cooperation
  • Precautions
  • Involuntary movements
  • Voluntary movements
• Training
  • Annually and as needed
  • Documentation of training

Comp Alliance loss control staff can assist with this program. Remember to develop and review any lift/transfer guidelines and resources before dissemination to school staff. Integrate the lift/transfer process into the student’s IEP/504 plan, IEP goals, supplementary aids, and services. Perform environmental assessments including classrooms, bathrooms, physical education, and community. Prioritize high-risk students and their classroom environments. Targeted school-staff training in safe lifting/transfers should be provided. Remember to always document staff participation in training for compliance and risk management purposes. Partner with transfer/lift vendors and schedule trials of their equipment with school staff.

Aggressive Behavior

Consider Therapeutic Crisis Intervention for Schools (TCIS) techniques to help students regulate and manage their emotions. TCIS is a crisis prevention and intervention program, created by Cornell University, designed to teach staff how to help at-risk children learn constructive ways to handle crises. Special training is required of staff for TCIS compliance. Trainees learn how to:

• create a safe, caring, and supportive environment,
• proactively prevent crises from occurring,
• de-escalate students in crisis,
• effectively and safely manage an acute crisis,
• reduce the risk of harm to students and staff if physical intervention is necessary,
• and improve students' coping strategies when faced with stressful situations.

A collaborative working relationship between the teacher and the teaching assistant, or paraprofessional, incorporating teamwork, flexibility, and communication is pertinent for the success of the student. These collaborations will help to keep staff safe from overexertion injuries and aggressive interactions with students. If you have any questions, reach out to Robert Blaisdell, Director of Loss Control, atThis email address is being protected from spambots. You need JavaScript enabled to view it..

There are about 220,000 public school teachers in New York State instructing roughly 2.5 million children from kindergarten to 12th grade. Additional school staff is comprised of custodians, maintenance, administration, bus drivers, and more. Despite these various roles, staffing shortages can occur and create many problems, including compromising the safety of employees.

School districts are not immune to the labor shortages affecting many industries in New York and nationwide. It is well known that when employees work with reduced staff it can lead to:

• more frequent injuries,
• lost productivity,
• poor morale,
• mental stress,
• poor physical health,
• decreased work capacity,
• poor work quality,
• absenteeism,
• and early retirement.

Employees may be injured from overexertion and repetitive stress when too few employees are available. If employees attempt to do too much or work outside their comfort zone, they can strain themselves. This can result in musculoskeletal disorders with symptoms including swelling, numbness, stiffness, chronic pain, or the permanent loss of mobility in muscles, tendons, ligaments, and joints.

Working shorthanded leaves fewer eyes and ears to spot safety concerns that might otherwise be corrected. This is especially true if inexperienced workers make up the remaining crew, as it’s less likely they will notice dangerous conditions or practices. Not having enough qualified workers can also cause key safety practices and procedures to not be followed, as work may be rushed in an effort to be timely.

Mental health consists of an individual’s emotional, psychological, and social well-being. In times of distress, individuals may suffer from poor mental health. Emotions associated with poor mental health include grief, stress, sadness, or anxiousness and are likely to cause workplace injuries. Employees dealing with mental health struggles are often less focused, engaged, and unaware of potential safety hazards, resulting in poor decision-making and unnecessary risk-taking.

Positive practices during labor shortage situations include:

• Understanding when and where shortages are present, including facilities and transportation.
• Encouraging cross-training staff so they can contribute outside of a specific department.
• Monitoring employees for stress and advocating for solutions.
• Supervisors assisting at the ground level.
• Being proactive; informing staff of the conditions and encouraging them to monitor their stress.
• Encouraging staff to report issues, noting changes to their physical and mental health.

Increased workload and stress are some of the most immediate consequences of a labor shortage. When your school does not have enough workers to meet its operational demands, employees are pressed to take on further duties, resulting in stress, physical injury, burnout, and decreased productivity. Prioritize your employees’ well-being through clear and open communication and on-the-ground support. If you have any questions, please contact Robert Blaisdell, Director of Loss Control, at This email address is being protected from spambots. You need JavaScript enabled to view it..

An increasing cause of workplace injuries for school district employees is being struck or injured by a student. Dealing with aggressive students is challenging and stressful. However, if you are prepared with strategies and training, you can deal with student aggression safely, effectively, and appropriately.

When dealing with student aggression, one’s instinct may be to scream, defend, or remove yourself from the situation. However, your first action must be to determine how to de-escalate the situation quickly. Follow these general de-escalation tips:

• Keep yourself calm. Students feed off your emotions. You may inadvertently escalate the situation if you seem tense, through tone or movement.
• Don’t threaten or raise your voice.
• Be firm in any audible commands you give to an aggressive student.
• Maintain eye contact when you can but don’t impede on their personal space, as getting too close can appear as an aggressive tactic.
• Try to be a barrier between aggressive students if it is safe to do so. Remember to continuously assess the situation.
• Make sure the other students are safe. When dealing with a verbally aggressive student, move other students to the perimeter of the classroom. If a student is physically aggressive, move other students to the hallway or another safe location. Then, have them go across the hall and ask to call for an administrator.
• Once others are out of harm's way, resist the urge to physically stop the student. Don't try to block the student from leaving by standing in the way.

In general, staff that is present during these outbursts should determine what the student is looking for, if a physical confrontation is imminent, or if a breakdown requires specialist intervention. Nevertheless, different aggressive behaviors require different responses.

How do you deal with a verbally aggressive student?

Get them to talk out their feelings. A staff member should prompt them to share their emotions. You can ask probing questions, such as “What are you angry about?” or “Why are you feeling this way?” As students share be sure to verbally acknowledge them, regardless of whether their thoughts are logical. Never make light of a student’s situation as it is important to them at that time.

How do you handle a physically aggressive student?

Physical aggression can make an extremely dangerous situation. This type of aggression can result in injury to staff or other students. Always ask for assistance when physical confrontations occur to appropriately manage the threat. One’s impulse may be to directly face an angry student while interacting, instead stay to the right or left of them. If the student is standing, sit in a chair near them. If they are sitting, perhaps try sitting on the floor. These are positive ways to indicate that the staff member is not a threat.

Additionally, try to establish boundaries. For example, ask the student to move away from you. Calmly explain to them why their behavior is unacceptable. Continue to listen and acknowledge them as they speak. These actions allow time for administration or other support to reach you. Do not try to physically restrain the student unless you have been specially trained, and it is necessary to protect other students. Waiting for help as calmly as possible is the best option for everyone's safety.

Students who display aggressive and violent behaviors are a source of concern for staff. The practical strategies discussed are effective for managing a hostile student. If you have any questions, reach out to Robert Blaisdell, Director of Loss Control, at This email address is being protected from spambots. You need JavaScript enabled to view it..