This research project formed the submission of a third year Middlesex University students’ Occupational and Environmental Dissertation project for the BSc Environmental Health degree. The desktop papers’ concept was explored through analysis and examination of secondary literature available in the public domain and through the Middlesex University library.
The subject is of significant importance and interest to the researcher due to her recent journey as a new mother, her keen interest in occupational health and safety and perhaps, most importantly, as a person with first-hand experience of risky situations through an unsettling and distressing childhood. A subject of such breadth and ambiguity it was clear to the researcher by the end of this paper that the subject concept remains undefined. The interpretation of ‘risk education’ varied depending on the stakeholders interest in the matter and presented at least three key definitions: occupational health and safety education (OHS education) (DETR, 2000); safety education (education to prevent injuries caused by avoidable accidents) (RoSPA, 2015); and health promotion education (education to encourage children to consider the health implications of certain activities such as smoking or drugs) (Weyman and Shearn, 2005).
The paper further explored how children learn and process risk, highlighting cognitive, social, emotional and mental contributory factors, each influencing children’s perception, understanding and attitude towards risk (Morrongiello & Matheis, 2007;Cook et al, 2012). In general, boys were more willing to enter into (risky) situations that had greater levels of possible negative outcome (loss or harm) than girls, whereas girls decisions’ about risk were greatly influenced by their parents behaviour and teachings (Hillier and Morrongiello, 1998; Boles 2004; Potts et al, 1998).
The researcher began the project with the question “Should risk education be taught in schools and if so, how?” but perhaps blindly and naively considered this from an occupational health and safety stance. However, through the powers of research she reached an understanding that risk plays a key role in who we are as people, in all aspects of our lives, with risk taking defining us, and us defining risk taking. In an increasingly health and safety conscious world are we believing all risk is bad and attempting to create a risk averse society, or should we intentionally expose children to risk? Are we too safe? The topic was concluded to be too vast to answer the question posed….icing and cake are two words that come to mind!