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# Science Safety
Science Safety Courses
## Posts
### [Back-to-School Safety: Start the Year Strong](https://sciencesafety.com/blog/back-to-school-safety-start-the-year-strong/)
**Published:** September 3, 2026
**Author:** Sean Ryan
**Excerpt:** Back-to-school safety starts with preparation and consistent routines in the science lab, online, on the bus, and throughout the school day.
**Content:**
Back-to-school safety begins before the first bell rings. It starts as teachers arrange their classrooms, science departments inspect their laboratories, technology teams prepare student accounts, bus drivers review their routes, and administrators walk the building looking for concerns that may have developed over the summer.
Every September brings new faces, new schedules, and renewed energy. In the rush to welcome students and begin instruction, however, it is easy to assume that everyone remembers the safety procedures reviewed last year.
Experience tells me otherwise.
Returning students need reminders. New students need clear instruction. Teachers may be working in different rooms or using new equipment. Even familiar routines can feel unfamiliar after several months away from school.
This does not mean the year should begin with a long list of warnings. A positive approach to safety is much more effective. When students understand what is expected, know where to find help, and feel comfortable reporting a concern, they are better prepared to participate, experiment, ask questions, and learn.
Safety should never feel like something standing in the way of instruction. It is what allows meaningful instruction to take place.
## **Take a Fresh Look at the School**
Before students return, staff members should walk through classrooms, laboratories, preparation rooms, hallways, storage areas, and shared spaces with a fresh set of eyes.
Are emergency exits visible and unobstructed? Are evacuation maps current? Are electrical cords damaged or creating trip hazards? Have boxes, furniture, or classroom materials been placed in walkways? Are emergency contact procedures clearly posted? Can staff members quickly request assistance?
Small concerns are often easier to notice after a room has been unoccupied. A leaking ceiling may have left moisture near an outlet. Furniture may have been moved during summer cleaning. Materials may have been returned to the wrong cabinet. An emergency exit may have become a convenient temporary storage area.
These issues may not appear serious on their own, but they can become significant during a busy school day.
The beginning of the year is also a good time to review [emergency procedures with staff and students](https://sciencesafety.com/product/emergency-lockdown-drills/). Drills should be explained calmly and practiced in an age-appropriate way. Students need to know where to go, what to do, and whom to follow. They should also understand that emergency planning must include students with disabilities, multilingual learners, younger children, and anyone who may need additional assistance.
A plan is not complete unless it works for everyone in the building.
## **Make the Science Laboratory Ready for Learning**
The science laboratory deserves particular attention during the back-to-school transition. Students are naturally excited by experiments, demonstrations, chemicals, glassware, flames, and specialized equipment. That excitement is one of the reasons laboratory learning can be so powerful.
It is also why preparation matters.
Before laboratory instruction begins, teachers should inspect the room and confirm that essential safety equipment is present, accessible, and functioning properly. [Eyewash stations and emergency showers](https://sciencesafety.com/product/eye-wash-stations-and-showers-lab-safety/) must not be blocked by boxes, stools, carts, or classroom materials. [Fire extinguishers](https://sciencesafety.com/product/fires-and-fire-extinguishers/), fire blankets, emergency shutoffs, exits, spill-control materials, and first-aid supplies should be easy to locate.
An emergency is not the time to discover that a piece of equipment is difficult to reach or has not been maintained.
[Chemical storage](https://sciencesafety.com/product/chemical-storage-and-safety/) areas also need a careful review. Containers should be properly labeled, securely closed, and stored according to chemical compatibility—not simply alphabetically. Chemicals should not remain on floors, in fume hoods, or in locations where students can access them without authorization. Outdated, deteriorating, leaking, or unneeded chemicals should be addressed through the school’s approved disposal process.
Safety Data Sheets should be current and readily available. Teachers should also confirm that chemical inventories reflect what is actually in the laboratory and preparation room. A spreadsheet or binder is only helpful when it matches the materials on the shelves.
Any school laboratory where hazardous chemicals are used should have a current written [Chemical Hygiene Plan](https://sciencesafety.com/product/chemical-hygiene-plan/) and a qualified employee designated as the [Chemical Hygiene Officer](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/), consistent with applicable federal or state-plan requirements. The Chemical Hygiene Plan should describe the procedures, equipment, personal protective equipment, training, storage practices, emergency response, and work practices used to protect employees.
Most importantly, it must reflect the school’s actual program. A generic plan downloaded years ago and left in a binder does little to support day-to-day safety. The plan should be reviewed regularly and updated when personnel, chemicals, equipment, facilities, or laboratory procedures change. The [OSHA Laboratory Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) provides the foundation for these responsibilities.
Students also need a real introduction to the laboratory. Pointing out the eyewash station and handing students a safety contract is not enough.
Students should learn:
- How to respond to a spill, splash, injury, or broken piece of glass
- When and how to use required personal protective equipment
- Why indirect-vent chemical splash goggles are different from ordinary safety glasses
- Why food, beverages, gum, and cosmetics do not belong in the laboratory
- How clothing, loose sleeves, long hair, jewelry, and footwear can affect safety
- Why horseplay, rushing, and unauthorized experiments are unacceptable
- How to clean the work area and dispose of materials properly
- Why every incident, near miss, and unsafe condition must be reported immediately
These expectations should be taught before the first investigation and reinforced throughout the year. The specific hazards of each activity must still be reviewed before students begin their work.
Teachers set the standard through their own behavior. If students are required to wear splash goggles, the teacher should wear them. If aisles must remain clear, the instructor’s materials should not block them. If students are expected to report spills immediately, they need to see adults respond calmly and constructively when something happens.
Students pay close attention to what adults do. Consistent modeling tells them that safety is part of science—not an interruption to it.
## **Extend Safety Into the Digital Classroom**
Today’s school day also takes place online. Students and staff use[ learning management systems](https://sciencesafety.com/main/), shared documents, email, educational applications, video platforms, and cloud-based accounts. Protecting those environments is another important part of the back-to-school safety conversation.
The beginning of the year is a natural time to review a few practical habits. Students and employees should use strong, unique passwords or passphrases and enable multifactor authentication when it is available. Passwords and verification codes should never be shared, even with a friend or colleague.
Everyone should be cautious with unexpected links, attachments, password-reset notices, and urgent requests for information. A message may display a familiar name and still be fraudulent. When something feels unusual, the safest response is to pause and verify the request through a trusted method.
Schools should make reporting easy. Students and employees need to know exactly whom to contact when they receive a suspicious message, lose a device, notice unfamiliar account activity, or accidentally share information. Prompt reporting gives the technology team a better opportunity to limit the damage.
Online safety is also about conduct. Respectful communication, protection of personal information, responsible posting, and reporting cyberbullying must be part of regular digital citizenship instruction. The [Cybersecurity and Infrastructure Security Agency’s K–12 resources](https://www.cisa.gov/topics/cybersecurity-best-practices/K12cybersecurity/online-toolkit-partnering-safeguard-k-12-organizations-cybsecurity-threats) can help schools reinforce these practices.
## **Remember That the School Day Begins at the Bus Stop**
For many students, the [bus ride](https://sciencesafety.com/product/school-bus-safety/) is the first and last part of the school day. Familiarity can make bus routines feel automatic, but students of every age benefit from a September reminder.
Students should arrive at the bus stop with enough time to avoid running toward the bus. They need to wait away from the roadway and avoid pushing, playing, or looking down at a device when the bus is approaching.
After the bus stops, students should wait for the driver’s direction before boarding. Once inside, they must follow the driver’s instructions, keep the aisle clear, and avoid behavior that could become a distraction.
The area immediately surrounding a school bus requires the greatest caution. Students should never walk behind the bus. When crossing in front, they should move far enough ahead to be visible, make eye contact with the driver, and wait for a signal before entering the roadway. If they drop a backpack, phone, book, or other item near the bus, they should tell the driver instead of trying to retrieve it.
Drivers in the community share this responsibility. Yellow flashing lights indicate that a bus is preparing to stop. Red flashing lights and an extended stop arm indicate that children are boarding or leaving the bus. Motorists must follow their state’s school-bus stopping laws and remain alert for students near roadways. The [National Highway Traffic Safety Administration](https://www.nhtsa.gov/school-bus-safety/keeping-children-safe) provides additional guidance for students, families, and drivers.
Schools should also review arrival and dismissal areas. Buses, parent vehicles, student drivers, pedestrians, and bicycles can quickly create congestion. Clearly marked routes, visible staff supervision, and consistent procedures help everyone move through these areas more safely.
## **Make It Safe to Speak Up**
One of the strongest signs of a positive safety culture is a student who feels comfortable saying, “Something doesn’t look right.”
A student may notice a blocked exit, a wet floor, a loose electrical cord, an unlabeled bottle, damaged glassware, a suspicious online message, or unsafe behavior at a bus stop. Students often see concerns before adults do.
They need to know that reporting a possible hazard is responsible behavior—not tattling or causing trouble.
The way adults respond matters. Thank the student. Examine the concern. Correct the problem when necessary. Explain what will happen next when appropriate. A dismissive response may prevent that student or others from speaking up in the future.
The same principle applies to employees. Teachers, custodians, bus drivers, technology staff, office personnel, and support professionals all see different parts of the school day. They should know how to report a safety concern and trust that it will receive proper attention.
## **Carry the Message Beyond September**
The first weeks of school are the right time to establish expectations, but safety cannot disappear once the back-to-school season ends.
Procedures need to be revisited before new activities, after extended breaks, when new students join a class, and whenever equipment or conditions change. Short reminders are often more effective than waiting for another formal presentation. Two minutes spent reviewing hazards before an investigation or reinforcing bus procedures before dismissal can prevent an incident.
Near misses also deserve attention. If something almost went wrong, the school has been given an opportunity to make a correction before someone is injured. The goal is not to assign blame. It is to learn what happened and prevent it from happening again.
A safe school year is built through ordinary decisions: inspecting equipment, clearing a walkway, wearing the correct goggles, questioning a suspicious email, waiting for the bus driver’s signal, and speaking up when something does not seem right.
Those decisions may appear small, but together they create a school where students and staff feel prepared, protected, and ready to learn.
That is the kind of start every school year deserves.
**Categories:** Articles
---
### [School Lab Safety: Reopening After Summer Break](https://sciencesafety.com/blog/school-lab-safety-reopening-after-summer-break/)
**Published:** August 6, 2026
**Author:** Sean Ryan
**Excerpt:** School lab safety begins before students return. Inspect chemicals, emergency equipment, utilities, and procedures before reopening the laboratory.
**Content:**
School lab safety begins before students return from summer break. After years of working in and around school laboratories, I have learned not to assume a room is ready simply because everything worked in May. Boxes may block an eyewash station, faucets can sputter, gas tubing can crack, and unlabeled containers may appear in shared preparation rooms. These concerns must be addressed before demonstrations or experiments begin. Reopening a laboratory is not simply cleaning and restocking. It is a deliberate safety process.
## **Every School Lab Should Have a Chemical Hygiene Plan and CHO**
Every school laboratory that uses hazardous chemicals should operate under a written, site-specific Chemical Hygiene Plan and be supported by a designated [Chemical Hygiene Officer](https://sciencesafety.com/cho-chemical-hygiene-officer-certification-training/).
The plan explains how the school manages chemical use, storage, PPE, engineering controls, training, emergencies, and waste. It should reflect the laboratory’s actual chemicals, equipment, and activities—not be a generic document stored in a binder and forgotten.
Under the federal [OSHA Laboratory Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450), a Chemical Hygiene Plan and designated CHO are requirements when the work meets the standard’s definition of laboratory use of hazardous chemicals and the employer and employees fall within OSHA’s coverage.
Federal OSHA does not directly cover state and local government employees, including public school employees. Those workers receive OSH Act protections when an [OSHA-approved State Plan](https://www.osha.gov/stateplans) covers state and local government employment. State Plans must be at least as effective as federal OSHA. Private-school employees are covered by federal OSHA or the applicable State Plan. School leaders should confirm their requirements with the appropriate state occupational safety and health agency.
The federal standard defines the CHO as an employee designated by the employer and qualified by training or experience to help develop and implement the plan. The CHO may coordinate inspections, review inventories and activities, address storage, and support training, but does not carry the safety program alone.
Even where the federal standard does not directly cover a public school, a current Chemical Hygiene Plan and qualified CHO remain essential safety practices.
## **Begin Before Entering the Storeroom**
Before opening the lab, find out what happened during the summer. Was construction or floor work completed? Was ventilation reduced? Did the room experience excessive heat, humidity, water damage, or a power loss? Were chemicals or equipment moved?
Review unresolved work orders, the latest inspection report, chemical inventory, and service records.
At the doorway, pause. An unfamiliar odor, hissing sound, alarm, standing water, visible residue, or damaged chemical container is a reason to stop. Do not enter alone, smell containers, operate electrical switches, or move a leaking or unstable chemical. Restrict access and follow the district’s emergency procedure.
## **Inspect the Room and Utilities**
Once the room is cleared for entry, look at it from a student’s perspective. Exits, emergency equipment, and shutoff controls must be unobstructed. Students, including those with [mobility needs](https://sciencesafety.com/product/students-with-additional-needs-an-introduction/), must be able to reach an exit or eyewash without navigating around bags, stools, or equipment.
Check sinks, faucets, drains, and hoses. Flush water supplies according to district procedures and report leaks, slow drains, discoloration, or damage.
Gas valves should begin in the off position. Inspect hoses and connections for visible damage, but leave system testing and repairs to qualified personnel. Never test for a gas leak with an open flame. Confirm that master shutoffs are accessible.
[Ventilation](https://sciencesafety.com/product/ventilation-strategies/) must be operating as designed before chemicals are opened. Verify that the general system is on its occupied schedule and that the fume hood has a current performance-verification record. The hood should be clear, its sash should move correctly, and its airflow monitor and alarm should function. A fume hood is not a chemical storage cabinet.
## **Test Emergency Equipment**
Emergency equipment must work immediately when needed.
Inspect the eyewash, emergency shower, [fire extinguisher](https://sciencesafety.com/product/fires-and-fire-extinguishers/), spill-control materials, first-aid supplies, emergency shutoffs, and communication system according to district procedures.
Activate [eyewash stations and safety showers](https://sciencesafety.com/product/eye-wash-stations-and-showers-lab-safety/) on the district’s established schedule. Confirm that nozzle covers release, water flows properly, and the area is clear. Discoloration or inadequate flow requires attention before use.
Fire extinguishers should be visible, unobstructed, and within their inspection period. Do not discharge one simply to test it.
Spill kits should match the room’s chemicals. Check absorbents, neutralizers, disposal materials, instructions, and PPE. A kit is ineffective if no one knows its contents or proper use.
Post emergency numbers, the school address, room number, and reporting procedures where staff can find them quickly.
## **Review Chemicals Shelf by Shelf**
[Chemical storage](https://sciencesafety.com/product/chemical-storage-and-safety/) requires more than looking through the storeroom door.
Check each container for a readable label, secure closure, proper location, leakage, corrosion, swelling, residue, or crystallization. Confirm that [Safety Data Sheets](https://sciencesafety.com/product/safety-data-sheets/) are accessible.
Some findings require an immediate stop. Do not open, tighten, move, or “test” a container that is bulging, severely corroded, leaking, unidentified, or surrounded by crystals. Secure the area and contact the CHO or the district’s hazardous-materials professional.
Store chemicals by compatibility, not simply alphabetically. Separate acids from bases, oxidizers from flammables and organic materials, and water-reactive chemicals from water sources. Keep heavy containers on lower shelves and use appropriate cabinets and secondary containment.
Chemicals should not be stored permanently in a fume hood, on the floor, above eye level, or in front of safety equipment.
Expired, damaged, unknown, or unwanted chemicals must go through the district’s approved disposal process. Never pour a chemical down the sink or place it in ordinary trash unless an approved procedure specifically permits it.
Update the chemical inventory after the review. An inventory is valuable only when it matches what is actually on the shelves.
## **Check Equipment and PPE**
Inspect laboratory equipment before use. Look for damaged cords, corroded batteries, chemical residue, temperature problems, or failed calibration.
Check [glassware](https://sciencesafety.com/product/glassware-safety/) for chips, cracks, and residue. Damaged glassware should be removed from service and placed in the designated broken-glass container.
Safety goggles need clean lenses, secure frames, and working straps. Inspect other [PPE](https://sciencesafety.com/product/personal-protective-equipment-ppe/) for damage. Gloves must be selected for the chemical and task; no single glove protects against every substance.
Teachers can document concerns, but specialized repairs, fume hood performance testing, gas testing, and handling unstable chemicals belong to trained and authorized personnel.
## **Review Safety Protocols Before the First Experiment**
A clean and stocked laboratory is not ready until the people using it are prepared.
Safety protocols are extremely important because they turn the [Chemical Hygiene Plan](https://sciencesafety.com/product/chemical-hygiene-plan/) into actions teachers and students can follow. Before hands-on work begins, staff should review protocols for PPE, chemical handling, equipment operation, spills, injuries, evacuation, emergency equipment, cleanup, and waste disposal.
Protocols must be written, current, accessible, and specific to the activity. Staff and students need to understand them before an emergency—not encounter them for the first time during one. Any change in chemicals, equipment, room configuration, or procedure should trigger another review.
Students should do more than sign a safety contract. They should locate the eyewash, shower, exits, extinguisher, and emergency shutoffs. They should practice reporting an injury, identify hazard pictograms, select appropriate PPE, and explain where laboratory waste belongs.
Low-preparation activities still require planning. “Save Fred” or a paper-towel investigation may offer a lower-risk way to teach teamwork and variables. Even a baking soda and vinegar reaction requires appropriate quantities, an open container, splash precautions, cleanup procedures, and a hazard assessment.
Fun does not automatically mean safe.
## **Safety Determines When the Lab Opens**
Document each deficiency, the person notified, the work-order number, corrective action, and verification that the problem was resolved.
If the eyewash does not work, the ventilation has not been verified, a gas leak is suspected, or an unstable chemical is present, the affected laboratory work waits. A scheduled experiment is never more important than an unresolved safety concern.
Careful reopening creates the conditions for a safer year of hands-on science.
The [laboratory](https://sciencesafety.com/product/lab-safety-awareness/) is ready only when the room, equipment, chemicals, procedures, teachers, and students are ready with it.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
*This article provides general educational safety guidance and is not legal advice. Schools should follow their Chemical Hygiene Plan, manufacturer instructions, and applicable federal, state, and local requirements.*
### **Helpful Resources**
- [OSHA: Occupational Exposure to Hazardous Chemicals in Laboratories](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)
- [OSHA: State Plans](https://www.osha.gov/stateplans)
- [NIOSH: School Chemistry Laboratory Safety Guide](https://www.cdc.gov/niosh/docs/2007-107/default.html)
- [Amy Brown Science: Back-to-School Science Lab Checklist](https://www.amybrownscience.com/2018/08/returning-to-your-lab-after-summer.html)
- [Carolina Knowledge Center: A Practical Guide to Reopening Your Lab](https://knowledge.carolina.com/professional-growth/safety/practical-guide-reopening-lab/)
**Categories:** Articles
---
### [The Science Safety Risk Management Framework (SSRMF)](https://sciencesafety.com/blog/the-science-safety-risk-management-framework-ssrmf/)
**Published:** April 2, 2026
**Author:** Sean Ryan
**Excerpt:** The Science Safety Risk Management Framework helps schools manage lab hazards, improve compliance and create safer science, STEAM, and CTE learning environments
**Content:**
### How the Science Safety Risk Management Framework helps schools reduce hazards, strengthen compliance, and build safer STEAM and CTE learning environments.
The [**Science Safety Risk Management Framework (SSRMF)** ](https://sciencesafety.com/courses/science-safety-risk-management-framework/)provides schools and districts with a structured approach to managing hazards, reducing risk, and protecting students and educators working in laboratory, STEAM, and career and technical education environments.
Hands-on learning is central to modern education. Science laboratories, engineering spaces, and CTE workshops allow students to develop practical skills, explore real-world challenges, and engage in inquiry-based learning. However, these environments also pose potential hazards, including chemical, biological, physical, and electrical hazards.
Because of these realities, safety in educational laboratories cannot rely on isolated procedures or occasional inspections. Instead, schools must adopt a **comprehensive risk management strategy** that integrates policies, training, materials management, and facility oversight.
The Science Safety Risk Management Framework provides that system.
The framework organizes safety practices into interconnected components that help schools prevent accidents, comply with regulatory expectations, and cultivate a culture of safety awareness throughout the district.
## **Why Risk Management Matters in Science and STEAM Programs**
Science and technical programs [present hazards not found in most traditional classrooms](https://edcircuit.com/hazards-equipment-and-classroom-challenges-in-career-and-technical-education-part-3-of-4/). Laboratory chemicals, equipment, heating devices, electrical systems, and biological materials all require proper handling and supervision.
Without a coordinated safety program, schools may experience:
- preventable injuries
- chemical exposure incidents
- equipment accidents
- regulatory violations
- increased legal liability
Risk management provides schools with a **proactive approach to identifying hazards before accidents occur**. By examining activities, facilities, materials, and training requirements, schools can reduce the likelihood of incidents and improve the overall safety of the learning environment.
The SSRMF emphasizes that safety is not a single action. It is a continuous process involving planning, training, evaluation, and improvement.
## **The Core Components of the Science Safety Risk Management Framework**
The framework illustrated above outlines the key areas that contribute to an effective risk management strategy. Each component supports the others, and together they create a safer instructional environment.
## **Training and Awareness**
Safety training is the foundation of any risk management program.
Educators, administrators, and students must understand the hazards associated with laboratory and technical activities before those activities begin. Annual safety training should be conducted for teachers and administrators, particularly when new assignments involve laboratory equipment, chemicals, or specialized facilities.
Students should receive safety instruction appropriate to their age and subject area. This training should address topics such as laboratory behavior, hazard recognition, emergency procedures, and the correct use of personal protective equipment.
Educators also have a legal responsibility under [**Duty of Care**](https://sciencesafety.com/product/duty-of-care/) obligations to model safe procedures and demonstrate proper techniques before students perform laboratory activities.
Regular training helps ensure that everyone in the learning environment understands expectations and knows how to respond to potential hazards.
## **Facilities and Laboratory Inspections**
Laboratory and technical facilities must be evaluated regularly to ensure that safety infrastructure is functioning properly.
Annual safety inspections are an important part of regulatory compliance and should involve multiple members of the school safety team. Typically, inspections include the [Chemical Hygiene Officer](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/), administrators, and science department representatives.
During these inspections, teams examine areas such as:
- laboratory ventilation systems
- eyewash stations and safety showers
- fire extinguishers and fire safety equipment
- chemical storage areas
- electrical systems and equipment
- emergency exit pathways
- laboratory housekeeping and organization
Inspections are not simply checklist exercises. Inspectors must understand **why** specific safety elements are required and how they contribute to hazard reduction.
When deficiencies are discovered, corrective action should be taken promptly to ensure safe operation of the laboratory environment.
## **Safety Acknowledgment Forms**
[Student safety acknowledgment forms](https://sciencesafety.com/product/student-safety-rules-and-forms/), often referred to as safety contracts, help reinforce laboratory expectations and responsibilities.
These documents outline the laboratory safety rules and require students—and often parents or guardians—to acknowledge the expectations associated with participating in laboratory activities.
Safety acknowledgment forms serve several important purposes:
- reinforcing safety expectations
- documenting that safety training occurred
- encouraging responsible student behavior
- supporting risk management documentation
Schools typically retain these documents for several years, as they may be needed during an incident investigation.
## **STEAM Inventory and Safety Data Sheets**
Accurate chemical and materials inventories are essential for laboratory safety.
Schools must maintain an inventory of chemicals and hazardous materials present in science departments, technical education programs, maintenance areas, and art classrooms. Each chemical must also have an accessible [**Safety Data Sheet (SDS)** ](https://sciencesafety.com/product/safety-data-sheets/)that provides detailed information about hazards, safe handling practices, and emergency procedures.
A well-managed inventory system allows schools to:
- track hazardous materials
- identify incompatible chemicals
- plan for proper storage and disposal
- respond effectively during emergencies
Maintaining SDS documentation also supports regulatory compliance and helps educators understand the risks associated with the materials they use in instruction.
## **Activity-Based Risk Assessment**
One of the most important elements of the SSRMF is the evaluation of hazards before conducting laboratory activities.
Educators should conduct a hazard analysis and [risk assessment](https://sciencesafety.com/product/evaluating-risk-in-the-science-classroom/) when planning demonstrations or experiments. This process examines the materials, equipment, and procedures involved and identifies ways to minimize potential hazards.
A key question in this evaluation is whether the educational value of the activity outweighs the risks involved.
If the risks cannot be adequately controlled, educators should consider modifying the procedure or using alternative instructional methods such as simulations or videos.
By evaluating activities before they occur, schools can prevent many accidents and injuries.
## **Program and Document Reviews**
Safety policies and procedures must be reviewed regularly to ensure they remain accurate and effective.
Important documents include the [**Chemical Hygiene Plan**](https://sciencesafety.com/product/chemical-hygiene-plan/), laboratory safety manuals, and emergency response procedures. These documents outline the standards and operating procedures that guide safe laboratory practices.
Regular reviews allow schools to:
- update procedures based on new regulations
- incorporate lessons learned from inspections
- address changes in facilities or equipment
- strengthen the overall safety program
Maintaining up-to-date safety documentation is a critical part of responsible risk management.
## **Personal Protective Equipment**
[Personal protective equipment (PPE)](https://sciencesafety.com/product/personal-protective-equipment-ppe/) is essential for minimizing exposure to hazards.
In science laboratories and technical education environments, PPE may include:
- chemical splash goggles
- safety glasses
- gloves
- laboratory coats or aprons
- face shields
- protective footwear
The type of PPE required depends on the hazards associated with the activity.
For example, chemical splash goggles that meet recognized safety standards should be used when working with liquids, chemicals, heat, or glassware. Safety glasses may be appropriate for certain dry laboratory activities involving projectiles or tools.
Providing properly fitted and certified PPE—and ensuring that it is used consistently—is a critical step in protecting students and educators.
## **Safe and Secure Materials Storage**
Proper storage of hazardous materials is essential for preventing accidents and controlling access to chemicals.
[Chemical storage](https://sciencesafety.com/product/chemical-storage-and-safety/) areas should be equipped with appropriate safety cabinets and ventilation systems, and access should be restricted to authorized personnel. Clear signage should identify restricted areas and indicate potential hazards.
Chemicals must be stored according to compatibility groups, and incompatible substances should be separated to prevent dangerous reactions.
Schools should also minimize the quantity of hazardous materials stored on-site and maintain organized storage areas to reduce the likelihood of spills or accidents.
Secure storage practices help reduce risks associated with both daily laboratory activities and emergency situations.
## **Building a Culture of Safety**
The Science Safety Risk Management Framework demonstrates that effective safety programs require coordination across many areas of a school system.
Training, inspections, documentation, risk assessments, equipment management, and storage practices must work together to create a comprehensive safety strategy.
When implemented effectively, the framework helps schools move beyond reactive responses to accidents and toward a **proactive culture of safety awareness**.
Through consistent planning, education, and evaluation, schools can provide engaging hands-on learning experiences while protecting the well-being of students, educators, and the broader school community.
The Science Safety Risk Management Framework ultimately serves as a guide for schools seeking to balance innovation in education with the responsibility to maintain [safe learning environments.](https://sciencesafety.com/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/)
**Categories:** Articles
---
### [Occupancy Load Overcrowding in School Labs](https://sciencesafety.com/blog/occupancy-load-overcrowding-in-school-labs/)
**Published:** March 5, 2026
**Author:** Sean Ryan
**Content:**
Occupancy load overcrowding in a science lab is not just a scheduling problem. It is a safety problem.
Unlike traditional classrooms, science labs contain gas outlets, chemicals, glassware, ignition sources, electrical equipment, and specialized safety stations. These spaces are designed with specific square-footage allowances per occupant to maintain safe movement, supervision, and emergency response.
When a [lab exceeds its occupancy load](https://edcircuit.com/why-occupancy-load-matters-in-classrooms-and-science-labs/):
- Aisles narrow
- Exits become obstructed
- Access to eyewash stations and safety showers is reduced
- Supervision becomes more difficult
- Evacuation time increases
These are measurable risk factors. They are also preventable.
## **What Occupancy Load Actually Means**
Occupancy load is the maximum number of people permitted in a space based on building and fire code standards. It is calculated [using the room’s area and an occupant load factor](https://www.nfpa.org/codes-and-standards/nfpa-101-standard-development/101) assigned to the space type.
In simple terms:
**Room Area ÷ Occupant Load Factor = Maximum Occupancy**
The important detail is this: science laboratories are not calculated the same way as general classrooms.
Typical [occupant load](https://www.nfpa.org/news-blogs-and-articles/blogs/2020/04/06/how-to-calculate-occupant-load) factors include:
- **20 square feet per person** for standard classrooms
- **50 square feet per person** for science laboratories
- **60 square feet per person** for combination lab/classroom spaces
The difference is significant.
For example:
- A 1,200 sq. ft. classroom at 20 sq. ft. per person = 60 occupants
- The same 1,200 sq. ft. space as a lab at 50 sq. ft. per person = 24 occupants
That is less than half the number.
When schools use classroom assumptions for laboratory scheduling, occupancy load overcrowding becomes almost inevitable.
## **Why Labs Require More Space Per Student**
Science labs require additional clearance for several reasons:
### **1. Fixed Casework and Equipment**
Lab benches, sinks, gas valves, and storage cabinets reduce usable open floor space.
### **2. Chemical Handling**
Students need room to work safely without crowding adjacent experiments.
### **3. Emergency Access**
Eyewash stations and safety showers must be accessible within seconds. Overcrowding slows response time.
### **4. Supervision**
Teachers must be able to circulate freely between stations to monitor safety practices.
These factors are built into the higher occupant load factor for laboratory spaces.
## **The Hidden Risks of Overcrowding**
Occupancy load overcrowding does not always look dramatic. Often, it shows up in subtle ways.
You may notice:
- Backpacks stored in aisles
- Students sharing lab stations designed for one
- Stools partially blocking exits
- Limited teacher movement between benches
- Students waiting for access to sinks or gas outlets
Each of these increases risk.
During an emergency evacuation, even a small obstruction can delay the flow of exits. In a chemical exposure situation, delayed access to safety equipment can increase injury severity.
Beyond physical safety, there are compliance implications. Exceeding established occupancy limits can conflict with fire code requirements. If an incident occurs, documenting the calculated occupancy is critical.
## **Using the Free Occupancy Load Calculator Tool**
To remove guesswork, Science Safety provides a [**Free Occupancy Load Calculator Tool**](https://sciencesafety.com/free-occupancy-load-calculator-tool/) specifically designed for school environments.
The calculator allows you to:
- Enter the room’s **length and width** (or total square footage)
- Select the correct **occupant load factor**
- Classroom (20 sq. ft. per person)
- Science lab (50 sq. ft. per person)
- Combination lab/classroom (60 sq. ft. per person)
- Instantly calculate the **maximum allowable occupancy**
This tool aligns with recognized fire safety guidelines and provides a defensible number that can be documented and shared with administration.
Instead of estimating or relying on outdated capacity labels, schools can calculate and verify limits using consistent standards.
The calculator is available here:
[https://sciencesafety.com/free-occupancy-load-calculator-tool/](https://sciencesafety.com/free-occupancy-load-calculator-tool)
## **Why Documentation Matters**
One of the most important benefits of calculating occupancy load is the documentation it provides.
When enrollment pressures increase, teachers and department heads may be asked to “make room” for additional students. Without documented calculations, it becomes difficult to justify resistance.
With a clear occupancy calculation:
- The discussion shifts from preference to compliance
- Safety concerns are supported by measurable data
- Decisions are framed around risk reduction
This changes the tone of the conversation.
It becomes less about limiting access and more about maintaining safe instructional conditions.
## **Communicating Occupancy Concerns Professionally**
The Science Safety occupancy load page also provides a professional letter template that can be adapted for principals or managers when occupancy limits are exceeded.
Rather than confronting leadership informally, the template supports:
- Clear explanation of the calculated occupancy
- Identification of current enrollment numbers
- Professional, non-accusatory language
- A documented request for review
The purpose of the letter is not to assign blame. It is to formally document that the occupancy load has been calculated and that current conditions may exceed safe limits.
In safety management, documentation protects everyone involved.
## **Common Causes of Occupancy Load Overcrowding**
Overcrowding usually results from systemic pressures, not intentional neglect.
Common factors include:
- Increased enrollment
- Staffing shortages
- Budget limitations
- Scheduling constraints
- Assumptions that labs function like lecture classrooms
Understanding the cause helps frame solutions. In some cases, minor scheduling adjustments can resolve the issue. In others, additional lab sections or revised room assignments may be required.
What should not happen is the silent acceptance of unsafe conditions.
## **Best Practices for Schools**
To prevent occupancy load overcrowding in labs:
1. **Calculate occupancy before scheduling begins.**
2. **Post the maximum occupancy clearly inside the room.**
3. **Train department heads on occupant load factors.**
4. **Recalculate if room layout changes.**
5. **Avoid using classroom seating capacity for lab spaces.**
Consistency is key. When occupancy calculations are part of standard scheduling practice, overcrowding becomes less likely.
## **A Practical Example**
Consider a 1,050 sq. ft. lab.
Using the correct lab factor of 50 sq. ft. per person:
1,050 ÷ 50 = 21 occupants
That total includes everyone in the room, including the instructor.
If the class roster lists 24 students plus one teacher, the room exceeds safe occupancy by four individuals.
That may not sound significant. But it represents nearly a 20 percent increase over the calculated limit.
In safety planning, that margin matters.
## **The Bottom Line**
Occupancy load overcrowding in school labs is preventable.
The standards already exist. The math is straightforward. The tools are available.
What often goes missing is consistent calculation and documentation.
By using the Free Occupancy Load Calculator Tool from Science Safety and referencing the accompanying professional communication resources, schools can:
- Verify compliance
- Reduce liability exposure
- Improve emergency readiness
- Support teachers
- Protect students
Science labs are specialized instructional environments. They demand higher safety margins than general classrooms.
Calculating occupancy load is not about limiting access to science education. It is about ensuring that science instruction takes place in a space designed to support it safely.
If you are unsure whether your lab is operating within safe limits, take a few minutes to calculate the number.
Safety starts with knowing your room’s capacity.
**Categories:** Articles
**Tags:** Duty of care
---
### [Cybersecurity in K–12 Schools: Preventing Data Breaches](https://sciencesafety.com/blog/cybersecurity-in-k-12-schools-preventing-data-breaches/)
**Published:** July 2, 2026
**Author:** Sean Ryan
**Excerpt:** Cybersecurity in K–12 schools is essential to prevent phishing, ransomware, school data breaches, and cyberbullying while protecting student and staff data.
**Content:**
[Cybersecurity](https://sciencesafety.com/cyber-safety-certification-courses/) in K–12 Schools Is a Core Safety Responsibility
When a school cyberattack occurs, it is not a minor IT disruption.
It looks like buses that cannot route.
It looks like payroll that cannot be processed.
It looks like student medical records and IEP documentation may have been exposed.
It looks like parents are demanding answers.
In recent years, ransomware attacks have [forced school districts to cancel classes](https://www.youtube.com/watch?v=8i_QwLCvQcE), delay the start of school, and operate without access to student information systems for weeks. Recovery costs have reached millions. Trust, once shaken, is harder to restore.
Cybersecurity in K–12 schools is not just an IT function. It is a leadership responsibility tied directly to student safety, operational continuity, and institutional credibility.
Schools are prime targets. They store enormous volumes of sensitive student and employee data, often operate with limited cybersecurity budgets, and must resume operations quickly after disruption. Attackers understand this pressure.
Safety starts with administration and extends into every classroom. Just as we manage physical safety systems, we must manage digital systems with equal discipline.
## **Why Schools Are High-Value Targets for Cyber Attacks**
K–12 [school cybersecurity risk](https://sciencesafety.com/product/school-cyber-attacks/) continues to rise for clear reasons.
Schools maintain:
- Student educational records
- Special education documentation
- Health and counseling files
- Payroll and HR records
- Social Security numbers
- Financial account data
Student data has long-term identity value. Unlike credit card information, which can be quickly canceled, student identity data can be exploited for years.
At the same time, many districts:
- Manage thousands of student devices
- Operate aging infrastructure
- Allow broad user access
- Depend on cloud-based platforms
A strong firewall cannot stop someone from voluntarily giving away credentials. Cybersecurity culture matters as much as technical controls.
## **Phishing: The Most Common Cause of School Data Breaches**
[Phishing](https://sciencesafety.com/product/phishing-attacks/) remains the leading cause of school cyber attacks.
These emails are sophisticated. They appear to come from:
- Superintendents
- Payroll administrators
- Technology vendors
- Trusted colleagues
They create urgency:
- “Immediate password reset required.”
- “Invoice past due.”
- “Update direct deposit today.”
We have seen districts lose substantial funds because one employee responded to what appeared to be a legitimate vendor request.
Once credentials are captured, attackers can:
- Access internal systems
- Deploy ransomware
- Send fraudulent financial instructions
- Exfiltrate sensitive student data
Preventing phishing requires:
- Multi-factor authentication
- Advanced email filtering
- Regular phishing simulations
- Ongoing cybersecurity training for teachers and staff
Cybersecurity awareness must be continuous, not once per year.
## **Protecting Student and Employee Data**
A school data breach is more than a technical event. It is a trust event.
When student records are exposed, families question the district’s ability to safeguard children. When payroll data is compromised, employee confidence declines. When special education documentation is leaked, consequences are deeply personal.
Protecting student and staff data requires a layered defense:
- Role-based access controls
- Encryption of devices and storage
- Secure cloud environments
- Strict offboarding procedures
- Routine patching and system updates
Access must be based on necessity, not convenience.
Staff must understand that forwarding sensitive documents to personal email accounts or storing files on unsecured devices increases risk.
Data stewardship is not optional. It is institutional responsibility.
## **Ransomware and Hacking in K–12 School Systems**
Ransomware attacks against schools have increased dramatically.
In a [ransomware](https://sciencesafety.com/product/ransomware-malware-in-schools/) incident:
- Systems are encrypted
- Access is blocked
- A ransom demand appears
Districts have experienced:
- Student information systems offline
- Transportation scheduling failures
- Phone systems disabled
- State reporting disruptions
We have seen districts forced to delay reopening after a cyber attack.
Preventative strategies include:
- Regular, offline backups
- Network segmentation
- Endpoint detection and monitoring
- Timely software patching
- A documented K–12 cybersecurity policy
Preparation determines recovery speed.
## **Public Wi-Fi and Remote Access Risks**
Today’s educational workforce operates beyond campus walls.
[Public Wi-Fi](https://sciencesafety.com/product/public-wifi-security/) networks in airports, hotels, and coffee shops are convenient but insecure. Attackers can intercept traffic and capture credentials.
Best practices include:
- District-approved VPN use
- Avoiding sensitive system access on unsecured networks
- Never logging into payroll or student data systems on public Wi-Fi
Cybersecurity responsibility follows the user.
## **Cyberbullying and Digital Citizenship**
Cybersecurity in K–12 schools includes student behavior in digital spaces.
[Cyberbullying](https://sciencesafety.com/product/cyberbullying/) can:
- Harm mental health
- Escalate into physical safety issues
- Create legal exposure
- Disrupt learning environments
[Digital citizenship](https://sciencesafety.com/product/cybersecurity-digital-citizenship-pathway-for-high-school-students/) education should address:
- Responsible online communication
- Privacy awareness
- Consequences of harassment
- Permanent digital footprints
When students understand digital ethics, overall cyber risk decreases.
## **Password Protection: Small Habits, Major Risk Reduction**
Weak [passwords](https://sciencesafety.com/product/password-security/) remain one of the most common vulnerabilities in schools.
Common mistakes include:
- Reusing passwords across systems
- Using predictable combinations
- Sharing credentials
- Writing passwords on visible notes
Strong password standards include:
- Long passphrases
- Multi-factor authentication
- Immediate resets when compromise is suspected
- Approved password managers
Birthdates, school mascots, and simple number patterns should never be used.
Compromised email accounts often signal broader system exposure.
## **Social Engineering and Business Email Compromise**
Not all attacks involve malware. Many exploit [human trust](https://sciencesafety.com/product/social-engineering/).
Attackers may:
- Pose as IT support
- Impersonate vendors
- Request urgent financial transfers
- Divert payroll deposits
Business [email compromise](https://sciencesafety.com/product/hacked-emails/) has resulted in significant financial losses for districts nationwide.
Verification protocols should require:
- Dual authorization for wire transfers
- Verbal confirmation for banking changes
- Secondary verification channels
Urgency should trigger caution.
## **What to Do After a School Cyber Attack or Data Breach**
Every district should maintain a documented school data breach response plan.
When a [cyber attack occurs](https://sciencesafety.com/product/cybersecurity-and-schools-best-practices/):
1. Isolate affected systems.
2. Engage cybersecurity specialists.
3. Notify district leadership immediately.
4. Preserve digital evidence.
5. Consult legal counsel.
Transparent communication with staff and families builds trust. Silence erodes it.
After containment, districts should:
- Reset credentials
- Assess scope of exposure
- Offer identity monitoring if necessary
- Strengthen vulnerabilities
- Update cybersecurity training protocols
An incident response plan must exist before it is needed.
## **Cybersecurity Leadership Starts at the Top**
Cybersecurity in K–12 schools begins with administration.
Leaders must:
- Fund cybersecurity infrastructure
- Enforce a clear K–12 cybersecurity policy
- Require regular cybersecurity training for teachers
- Model secure digital behavior
When leadership prioritizes cybersecurity, culture shifts.
Teachers reinforce safe digital habits. IT teams build layered defenses. Students learn responsible behavior.
Security culture is built deliberately.
## **Cybersecurity Is Student Protection**
We lock doors. We conduct drills. We manage physical risk.
Digital safety deserves equal attention.
Cybersecurity in K–12 schools protects:
- Student privacy
- Employee security
- Financial stability
- Educational continuity
- Institutional trust
The threat landscape will continue to evolve.
Our commitment must evolve faster.
Because protecting students today includes protecting their data.
**Categories:** Articles
**Tags:** Cybersecurity
---
### [Closing the Lab: Safe Summer Shutdown Checklist](https://sciencesafety.com/blog/closing-the-lab-safe-summer-shutdown-checklist/)
**Published:** June 4, 2026
**Author:** Sean Ryan
**Content:**
Closing the lab for the summer shutdown is one of the most critical science lab safety responsibilities of the year.
A proper lab shutdown is not cleaning. It is risk management. It is asset protection. It is liability control.
We have walked into labs in August and seen what happens when a shutdown is rushed. Chemical bottles with crystallization around the cap. Refrigerators full of spoiled specimens. Half-labeled waste containers no one wants to claim. Gas valves are left in uncertain positions.
Most of those problems started small in May.
For lab managers, CHOs, principals, administrators, and science department chairs, summer lab closeout is where your safety culture becomes visible. What you do now determines what you face in the fall.
Below is a structured, field-tested shutdown plan designed for K–12 science labs and prep areas.
## **1. Start With a Written Shutdown Plan**
Before touching a cabinet, establish structure.
- Assign responsibility by category: chemicals, biology materials, equipment, utilities, waste, and documentation.
- Set a defined timeline.
- Determine who retains summer access.
- Open a shutdown log.
Document everything. Date, task, responsible party, corrective action. Take photos when appropriate.
If something goes wrong in July, documentation protects your team and your district.
Your [Chemical Hygiene Plan](https://sciencesafety.com/product/chemical-hygiene-plan/) should align with your [shutdown procedures](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf). If practice and policy do not match, this is the time to correct it.
## **2. Biology Materials and Preserved Specimens**
Biology areas create predictable summer risks.
### **Living Organisms**
If organisms remain on site:
- Assign a documented caretaker.
- Confirm environmental controls.
- Remove perishable materials.
- Establish emergency contact procedures.
If organisms will not remain:
- Follow district-approved disposal procedures.
- Document actions taken.
Every year, we see situations where care was “assumed.” Assumptions create problems.
### **Preserved Specimens**
- Store at room temperature.
- Keep out of direct sunlight.
- Maintain sealed containers.
- Do not refrigerate or freeze unless the manufacturer’s guidance states otherwise.
If fixatives are present, confirm ventilation and containment meet district guidance.
Summer heat accelerates evaporation and container degradation. Inspect seals now, not in August.
## **3. Closing the Lab: Equipment, Surfaces, and Physical Space**
Idle labs degrade faster than active ones.
### **Decontamination**
For reusable biological equipment:
- Autoclave when appropriate.
- Use approved disinfectant solutions.
- Wash, dry, and store correctly.
Microbiological waste must be [properly decontaminated before disposal](https://sc.edu/about/offices_and_divisions/ehs/documents/usc_biological_and_infectious_waste_management_plan.pdf), in accordance with district procedures.
### **Cleaning and Inspection**
- Disinfect all work surfaces.
- Empty, defrost, and clean refrigerators and freezers.
- Inspect microscopes, balances, hot plates, probes, and power supplies.
- Label damaged equipment and remove it from service.
Create a single repair staging area. Broken equipment scattered throughout the lab tends to be forgotten.
### **Glassware and Sharps**
- Discard chipped or cracked [glass](https://sciencesafety.com/product/glassware-safety/) properly.
- Confirm sharps containers are not overfilled.
- Arrange removal if needed.
First-week injuries often stem from a rushed spring cleanup.
## **4. Chemical Inventory: The Core of Closing the Lab**
[Chemical management](https://sciencesafety.com/product/ghs-labeling-safety-data-sheets-hazard-communication/) is the highest-risk area of the summer shutdown.
### **Conduct a Physical Inventory**
Do not visually scan shelves. Handle each container.
Confirm:
- Full chemical name
- Concentration
- Date received or prepared
- Legible labeling
- Appropriate hazard identification
Remove unknowns immediately.
Unknown chemicals are not minor housekeeping issues. They are liability exposures.
### **Evaluate Chemical Condition**
Look for:
- Crystallization around caps
- Discoloration
- Phase separation
- Deteriorating containers
- Shelf corrosion
We have seen ether bottles with visible crystal formation around the cap after sitting untouched for years. That is not a paperwork issue. That is an emergency response situation waiting to happen.
Peroxide-forming chemicals, aging solvents, and unstable compounds deserve particular scrutiny. Summer heat accelerates degradation.
If a chemical is expired, degraded, or no longer used in the curriculum, schedule proper disposal. Reducing legacy inventory reduces risk.
### **Segregate by Compatibility**
[Store chemicals](https://sciencesafety.com/product/chemical-storage-and-safety/) by hazard class, not alphabetically.
Confirm:
- Flammables are in approved cabinets.
- Acids and bases are properly separated.
- Oxidizers are isolated.
- Secondary containment is used where required.
Storage drift happens during the school year. Summer is the reset point.
### **Hazardous Waste**
- Label all [waste](https://sciencesafety.com/product/chemical-handling-and-waste-management-safety/) containers clearly.
- Verify compatibility and secure lids.
- Schedule pickup if needed.
- Do not leave partially labeled containers for “later.”
Waste left over from summer rarely improves with age.
## **5. Closing the Lab: Utilities and Engineering Controls**
Facilities and insurers pay attention to this section.
- Shut off gas at the main and student stations.
- Confirm water valves are not dripping.
- Verify fume hood sash position per district policy.
- Unplug electrical equipment where appropriate.
A slow leak in May can become significant property damage by August.
We recommend a signed utilities checklist.
## **6. Safety Equipment and Emergency Systems**
Shutdown is not complete until emergency readiness is verified.
- Ensure eyewash access is unobstructed.
- Verify fire extinguisher inspection status.
- Restock spill kits.
- Inspect goggles and PPE for damage.
Dispose of PPE that cannot be safely sanitized.
Also, confirm that [Safety Data Sheets](https://sciencesafety.com/product/safety-data-sheets/) (SDS) access systems remain functional and accessible to staff.
Fall should begin with readiness, not last-minute corrections.
## **7. Closing the Lab: Security and Documentation**
Security protects safety and reduces liability.
- Lock chemical storage and prep areas.
- Confirm controlled access.
- Secure regulated materials per district policy.
- Store updated inventory documentation in a secure shared location.
Export a final chemical inventory file before leaving for the summer.
Documentation demonstrates due diligence. In the event of an inspection, incident, or insurance review, documented processes matter.
## **8. Prepare for Fall Before You Leave**
Before locking the door:
- Create a reorder list based on verified inventory.
- Identify chemicals to eliminate or replace with safer alternatives.
- Note training gaps observed during the year.
- Schedule fall safety refreshers.
Effective programs treat shutdown as the first step of next year’s safety plan.
## **Closing the Lab Is Prevention**
Closing up the lab for the summer is one of the most important science lab safety processes you complete all year.
When done correctly, it:
- Reduces chemical risk
- Protects equipment investments
- Prevents facility damage
- Strengthens safety culture
- Reduces district liability exposure
Strong shutdown procedures send a clear message: safety is not seasonal.
We hope these ideas and information are helpful to you and your team as you plan your summer lab shutdown.
***Important:** This article provides general guidance on science lab safety. It does not replace district policies, regulatory requirements, or professional legal advice. Always follow your Chemical Hygiene Plan, applicable federal, state, and local regulations, and your school’s established procedures. Proper documentation and adherence to recognized safety standards are essential to reducing risk and protecting your organization.*
**Categories:** Articles
---
### [PPE in Science Labs: Why It Matters Every Day](https://sciencesafety.com/blog/ppe-in-science-labs-why-it-matters-every-day/)
**Published:** May 7, 2026
**Author:** Sean Ryan
**Content:**
[Personal Protective Equipment](https://www.osha.gov/sites/default/files/publications/OSHA3151.pdf) (PPE) in science labs is not just a compliance requirement. It is a frontline defense that protects students, instructors, technicians, and researchers from preventable injury and long-term harm. Whether the setting is a middle school classroom or an industrial chemical facility, the principles remain the same: identify the hazard, assess the risk, and protect the person.
For lab managers, science instructors, and safety consultants, PPE is both a technical requirement and a cultural marker. When it is implemented correctly, it signals that safety is not an afterthought. It is part of the work itself.
## **What PPE Really Means in a Lab**
The Occupational Safety and Health Administration (OSHA) defines [PPE as specialized clothing or equipment worn to minimize exposure to hazards that can cause serious injury or illness](https://www.osha.gov/personal-protective-equipment). These hazards may be chemical, biological, radiological, physical, or mechanical.
The Centers for Disease Control and Prevention and its division, the [National Institute for Occupational Safety and Health](https://www.cdc.gov/niosh/learning/safetyculturehc/module-3/7.html), emphasize that PPE is part of a broader hierarchy of controls. It is not the first line of defense. Engineering controls and safe procedures come first. PPE is what stands between the hazard and the human when other controls cannot eliminate the risk entirely.
In practical terms, [PPE in a science or CTE lab often includes](https://sciencesafety.com/product/personal-protective-equipment-ppe/):
- Safety goggles or face shields
- Lab coats or chemical-resistant aprons
- Gloves appropriate to the chemical or task
- Closed-toe shoes
- Respiratory protection in specialized settings
But equipment alone does not ensure safety; proper selection, training, maintenance, and enforcement do.
## **Middle School Science Labs: Building Habits Early**
In a middle school classroom, the risks may seem limited. Small-scale reactions. Diluted acids. Basic heating. Yet injuries at this level often stem from complacency.
A splash of dilute acid can still damage eyes. A shattered beaker can still cause deep lacerations. A Bunsen burner can still ignite loose sleeves or hair.
At this level, PPE serves two critical purposes.
First, it prevents immediate injury. [Safety goggles](https://sciencesafety.com/product/eye-protection-in-k-12-sciences-classes/) are non-negotiable when chemicals or heat are involved. Lab aprons protect clothing and skin. Clear rules about tied-back hair and closed-toe shoes reduce fire and breakage risks.
Second, and just as important, PPE builds lifelong habits. Students who learn that goggles go on before materials are touched carry that expectation into high school labs, university research spaces, and industrial workplaces. They internalize that science requires discipline.
For instructors, consistency is everything. If goggles are “optional” during demonstrations, students will treat them as optional during labs. If a teacher models PPE use every time, even during quick tasks, the message becomes clear: safety is part of doing science.
## **High School and CTE Labs: Increased Complexity, Increased Risk**
In Career and Technical Education labs, hazards expand. Students may work with stronger chemicals, compressed gases, woodworking tools, metal fabrication equipment, or electrical systems.
The risk profile shifts from minor irritation to potentially life-altering injury.
Chemical-resistant gloves must match the specific substances they are used with. Not all gloves protect against all chemicals. Nitrile may be suitable for many solvents, but not all. Face shields may be required during grinding operations. Flame-resistant lab coats may be appropriate where flammable solvents are present.
Instructors and lab managers must conduct formal hazard assessments. OSHA requires employers to assess the workplace to determine whether hazards exist that require PPE. While schools may not always fall under the same enforcement structures as private industry, the standard of care remains the same.
Documentation matters. Written hazard assessments, PPE selection rationale, and training records demonstrate due diligence. They also protect institutions legally and ethically.
Training must go beyond “wear this.” Students need to understand why. Explain how sodium hydroxide can cause deep chemical burns. Show how flying metal fragments travel at high speed. When learners grasp the mechanism of injury, compliance improves.
## **Industrial and Research Laboratories: High-Stakes Environments**
In industrial and advanced research labs, the [consequences of failure are magnified](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.132). Concentrated acids, carcinogens, biohazards, pressurized systems, and high-energy equipment introduce serious risk.
In these environments, PPE is layered. A researcher may wear a lab coat, chemical-resistant gloves, splash goggles, and a face shield simultaneously. Respiratory protection may require fit testing and medical clearance. Chemical suits may be necessary for certain processes.
OSHA standards [require employers not only to provide appropriate PPE but also to ensure proper fit and maintenance](https://www.osha.gov/sites/default/files/Handout_2_Employers_Must_Provide_and_Pay_for_PPE.pdf). Damaged goggles, degraded gloves, or improperly stored respirators compromise protection.
There is also the issue of long-term exposure. Chronic inhalation of solvents or repeated dermal exposure to hazardous compounds can result in occupational illness years later. PPE helps interrupt that pathway.
Lab managers must ensure that PPE programs include:
- Regular evaluation of hazards
- Proper storage to prevent contamination
- Replacement schedules for aging equipment
- Clear policies for noncompliance
The message must be consistent: production, research output, or deadlines never override safety protocols.
## **The Psychology of PPE Compliance**
Even with clear standards, PPE compliance often fails for predictable reasons.
Discomfort. Fogged goggles. Gloves that reduce dexterity. Heat buildup in protective clothing.
These barriers must be addressed proactively. Anti-fog goggles, properly sized gloves, breathable lab coats, and well-ventilated spaces reduce resistance. When PPE is comfortable and fits correctly, compliance improves.
Leadership behavior also shapes culture. When supervisors wear required PPE without exception, staff follow suit. When leaders ignore minor infractions, standards erode.
Safety culture is cumulative. It is built through repeated, visible commitment.
## **Legal and Ethical Responsibility**
OSHA makes it clear that employers are responsible for ensuring the use of appropriate PPE when hazards cannot be otherwise controlled. This includes training workers on when PPE is necessary, which type to use, how to put it on and remove it properly, and how to care for it.
For schools, there is an added ethical dimension. Students are minors placed under institutional supervision. The [duty of care](https://sciencesafety.com/product/duty-of-care/) is significant. Failure to enforce PPE can lead to preventable injury and long-term consequences.
Beyond compliance, PPE demonstrates professional integrity. It communicates that the institution values people over convenience.
## **PPE as Part of a Larger Safety System**
It is important to remember that PPE is the last line of defense. Fume hoods, machine guards, proper chemical storage, and safe standard operating procedures must come first.
However, even the best-engineered system cannot eliminate every risk. Accidents happen. Human error occurs. Equipment fails.
When that happens, PPE is what stands between a close call and a catastrophic injury.
In a middle school classroom, it may prevent a minor chemical splash from becoming permanent eye damage. In a CTE lab, it may stop a fragment from penetrating the eye. In an industrial research setting, it may prevent toxic exposure that could affect a worker for life.
Personal Protective Equipment in science labs is not simply gear. It is a daily expression of professional responsibility, risk awareness, and respect for human health.
For lab managers, instructors, and safety consultants, the question is not whether PPE is required. The question is whether the culture surrounding it is strong enough to make protection automatic.
When PPE becomes routine, safety becomes sustainable.
**Categories:** Articles
**Tags:** PPE
---
### [CTE Safety Month: Building Safer Career Pathways](https://sciencesafety.com/blog/cte-safety-month-building-safer-career-pathways/)
**Published:** February 19, 2026
**Author:** Sean Ryan
**Excerpt:** Celebrate Career Technical Education (CTE) Safety Month with safer labs, industry-aligned safety pathways, and certifications for hands-on student learning.
**Content:**
Career Technical Education (CTE) Safety Month highlights the critical role of safety training in career and technical education programs, where students learn real-world skills using real-world tools, equipment, and environments.
Across the country, CTE classrooms are some of the most dynamic learning spaces in education. Students are welding, cooking, building, designing, fabricating, and creating. These hands-on experiences prepare learners for high-demand careers—but they also introduce authentic hazards that must be managed through intentional, role-specific safety training.
Career and Technical Education Month is the perfect time to recognize that **high-quality CTE programs are not just innovative—they are safe by design**.
## **The Reality of Risk in CTE Classrooms**
Unlike traditional academic classrooms, CTE environments mirror industry settings:
- Woodshops with saws, jointers, and planers
- Metal shops with welding equipment and cutting tools
- Culinary labs with open flames and commercial appliances
- Art rooms with chemicals, kilns, and sharp instruments
- Construction and engineering labs with power tools and machinery
Each of these spaces contains **inherent physical, chemical, electrical, thermal, and ergonomic hazards**.
[Research shows that a significant percentage](https://files.eric.ed.gov/fulltext/ED620339.pdf) of STEM and CTE educators have never received formal safety training, a gap that increases the likelihood of accidents and raises legal and duty-of-care concerns for school systems.
Safety, therefore, is not an add-on.
It is the foundation that enables innovation.
## **Safety Is a Workforce Readiness Skill**
In industry, safety is not optional—it is a core professional competency.
Students entering careers in:
- Advanced manufacturing
- Skilled trades
- Health sciences
- Culinary arts
- Engineering and design
are expected to understand:
- Risk assessment
- Proper PPE use
- Hazard identification
- Equipment operating procedures
- Emergency response protocols
When safety is embedded into CTE instruction, students are not only protected—they are **more employable**.
They graduate with:
- Verifiable safety credentials
- A safety-first mindset
- Industry-aligned habits and behaviors
That is workforce readiness.
## **A Systemic Approach to Safer CTE Programs**
Modern CTE safety is no longer a one-time orientation at the beginning of the semester. It is:
- Continuous
- Role-specific
- Grade-appropriate
- Verifiable
Science Safety’s Safer Platform was built around this exact model, offering **over 250 safety courses, modules, and pathways** designed for education and industry to create a culture of continuous safety.
This structure allows districts to move from fragmented training to a **systemic safety program** that serves:
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## **From Individual Modules to Full CTE Safety Pathways**
Schools can implement:
### **Individual Safety Modules**
Targeted training for specific tools, hazards, or instructional environments, such as:
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- [Laser cutter safety](https://sciencesafety.com/product/laser-cutters/)
These are ideal for:
- Just-in-time training
- Equipment onboarding
- Refresher certifications
### **Comprehensive CTE Safety Pathways**
Structured, certificate-based learning experiences that build a full safety culture for:
- [New CTE educators](https://sciencesafety.com/product/cte-safety-for-new-high-school-educators/)
- [CTE students](https://sciencesafety.com/product/cte-safety-student-safety-training-senior-high-schools-2/)
- [Department chairs](https://sciencesafety.com/product/cte-safety-for-department-chairs/)
- [School administrators](https://sciencesafety.com/product/cte-safety-for-administrators/)
These pathways provide a **comprehensive understanding of hazards, safer operating procedures, and program-wide safety leadership**.
## **Safer Spaces Across Every CTE Discipline**
CTE safety is not limited to industrial labs.
A true safety program reaches:
### **The Art Room**
Where students work with:
-
- Adhesives
- [Solvents](https://sciencesafety.com/courses/painting-and-solvents-use-and-safety/)
- Glazes
- Sharp tools
Safety training ensures proper:
- [Ventilation practices](https://sciencesafety.com/courses/ventilation-strategies/)
- [Chemical handling](https://sciencesafety.com/product/chemical-handling-and-waste-management-safety/)
- [Waste management](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/)
### **The Woodshop & Construction Lab**
Where the focus is on:
- [Machine operation](https://sciencesafety.com/product/hazards-working-around-machines/)
- [Guarding systems](https://sciencesafety.com/product/machine-guarding/)
- [Push-stick use](https://sciencesafety.com/product/push-sticks/)
- [Dust control](https://sciencesafety.com/product/wood-dust-safety/)
### **The Metal Shop**
Where students must understand:
- [Welding safety](https://sciencesafety.com/product/welding-safety/)
- [Eye and face protection](https://sciencesafety.com/product/eye-protection-in-k-12-sciences-classes/)
- [Fire prevention](https://sciencesafety.com/product/fires-and-fire-extinguishers/)
## **Protecting Students. Supporting Educators. Reducing Liability.**
A proactive safety program does more than prevent injuries.
It:
- Helps districts meet regulatory and duty-of-care obligations
- Provides documented, verifiable training records
- Reduces institutional liability
- Builds administrator confidence in program expansion
Most importantly, it **supports educators**, many of whom enter CTE teaching from industry and may not have received formalized safety pedagogy in their preparation programs.
With structured pathways, safety becomes:
- Easier to implement
- Easier to track
- Easier to sustain
## **Micro-Credentials That Prove Competency**
In today’s credential-driven world, completion matters—but verification matters more.
Science Safety’s model allows learners to earn:
- Micro-credentials
- Pathway certificates
- Verifiable certification numbers
Each credential provides **documented proof of safety training**, validating that the learner has completed and demonstrated competency in the required knowledge and skills.
That is powerful for:
- Students entering the workforce
- Educators undergoing evaluation
- Districts undergoing audits
## **CTE Safety Is a Culture, Not a Checklist**
The most successful CTE programs do not treat safety as merely a matter of compliance.
They treat it as culture.
A culture where:
- Students model professional behavior
- Educators lead with confidence
- Administrators invest in prevention
- Programs grow sustainably
When safety becomes continuous and visible, it transforms the learning environment.
Students take greater ownership.
Programs gain credibility.
Communities build trust.
## **Celebrating CTE Month by Investing in Safer Programs**
Career and Technical Education Month is about celebrating opportunity.
Opportunity for students to:
- Discover their talents
- Develop technical expertise
- Enter high-skill, high-wage careers
The safest programs are the strongest programs.
By implementing:
- Role-specific CTE safety pathways
- Tool- and lab-specific safety modules
- Verifiable safety credentials
Schools ensure that opportunity and protection go hand in hand.
Because the goal is not just to prepare students for work.
It is to prepare them for **safe, successful, and sustainable careers**.
## **Explore Safer CTE Pathways**
This CTE Month, take the next step in building a culture of safety across your programs.
[Explore the full catalog](https://sciencesafety.com/cte-safety-certification-courses/) of **Safer CTE safety certification courses, individual modules, and comprehensive pathways** designed for students, educators, and leaders.
Safer programs start with intentional training—and the impact lasts a lifetime.
**Categories:** Articles
---
### [Futures of Education Briefing Notes](https://sciencesafety.com/blog/futures-of-education-briefing-notes/)
**Published:** September 30, 2022
**Author:** admin2025Open
**Content:**
Transforming Education Summit 2022
Futures of Education
Briefing Notes
April 2022
A NEW SOCIAL CONTRACT
Table of contents
Briefing Note 1. Inclusive, equitable, safe, and healthy schools 4
Improve the quality, safety, and inclusion of school learning environments 5
Strengthen school infrastructures, organization, administration, and support 5
Enrich learning environments beyond formal schooling and throughout life 6
Briefing Note 2. Learning and skills for life, work, and sustainable development 7
ensure learning and skills support school-to-work transitions 8
Reorient education to build environmentally sustainable futures 8
Expand the right to education throughout life 9
Briefing Note 3. Teachers, teaching, and the teaching profession 10
Increase the attractiveness of the teaching profession 11
Improve professional induction, development, and ongoing support 11
Engage teachers in improving pedagogy, research, and policy for the futures of education 12
Briefing Note 4. Digital Learning and Transformation 13
Ensure that digital technology in education empowers and connects people 14
Center the most marginalized 14
Require technology to serve educational purposes 14
Briefing Note 5. Financing of education 16
Generate and prioritize shared goals 17
Build capacity and broker knowledge 17
Futures of Education Briefing Notes
These notes are based on ideas, principles, and proposals contained in the report of the International Commission on the Futures of Education, Reimagining Our Futures Together: A new social contract for education.
They cover the following topics in line with the five thematic action tracks of the UN Transforming Education Summit process:
1\. Inclusive, equitable, safe, and healthy schools
2\. Learning and skills for life, wor,k and sustainable development
3\. Teachers, teachin,g and the teaching profession
4\. Digital learning and transformation
5\. Financing of education
Briefing Note 1.
Inclusive, equitable, safe, and healthy schools
Schools are essential educational settings. They represent societies’ commitment to education as a public human activity, and are vital to inclusion, equity, and individual and collective well-being. Schools must be improved and strengthened to better promote more just, equitable and sustainable futures as a public endeavour. Beyond formal schooling, societies should expand enriching learning environments that support education throughout every stage of life in diverse cultural and social spaces.
CURRENT CONTEXT
Schools represent unique times and spaces for formal education. Over the past century, schools came to be organized in remarkably similar ways worldwide, organized according to a model that had considerable architectural, organizational, and procedural similarities, including classrooms, lesson plans, timetables, age groupings, examinations, etc. The increasing availability of schools worldwide over the past several decades have enabled millions more children, adolescents, and youth to attain their rights to education. The school closures during the pandemic resulted not only in learning disruptions for many students, they also showed the key role that schools play in supporting heath, nutrition, wellbeing – of individuals, families, and communities. Schools are among the few institutions explicitly intended to protect and provide opportunities for the most vulnerable.
At the same time, schools too often reproduce inequality. About half of the world’s students finish their secondary studies without reaching even minimum levels of proficiency in basic competencies. Where academic learning occurs, relevance and applicability beyond the classroom can be limited. Concerns for safety, mental and physical health, adequate housing, and nutrition can also present obstacles for learning. Gender discrimination can impact participation in school, especially in times of crisis when school attendance is deemed unsafe, or when greater de- mands are placed on girls’ domestic work and caregiving at home. Learning environments beyond school are also increasingly needed at all stages of life – both prior to primary-school age, and well into adulthood to respond to a changing world.
FUTURE TRENDS
- Prolonged effects of school disruptions: School closures and the lack of in-person education will continue to have lifelong impacts on the social, intellectual, and mental well-being of millions of young people, especially those already vulnerable and marginalized. Protection from gender-based violence, child marriage, child labor, as well as prevention of early pregnancy and school dropouts will remain urgent.
- Changing curricular and pedagogical needs: Challenges to unidirectional instructional methods found in many schools will continue to lead to more participatory, relevant, and responsive curricula and pedagogy, along with an increasing demand to see a range of ways of knowing flourish in schools.
- Growing demand for technological competencies: Schools will increasingly be expected to enable engagement with the worldwide knowledge commons, build students’ digital competencies, and cultivate digital citizens in effective, relevant, and age-appropriate ways. Schools will also need to mitigate the negative impacts of digital oversaturation, addiction, privacy issues, and online risk.
- Expanding demand for education throughout life: Human lifespans are increasing, jobs and employment are changing, and adults face responsibilities for the world where they are building for the future, making the need for education throughout life increasingly important.
- Rising temperatures, ecological degradation, and infrastructural strain: Most of the world’s schools do not have appropriate materials, architecture, and technologies to address extreme heat, poor ventilation, and degraded air quality, which are projected to increase in the coming years – all of which are proven to adversely impact learning and cognition.
PROPOSALS
Improve the quality, safety, and inclusion of school learning environments
- Prioritize safe and inclusive learning environments: Schools must make sure safe spaces are free from violence, discrimination, and bullying, and that welcome learners in their differences and diversity.
- Embrace collaborative and diverse learning environments: Foster school cultures that draw on collaborative learning strategies to leverage students’ and teachers’ differences into opportunities to enrich shared learning.
- Revise expectations of classroom learning: Rrecognize the flawed expectations that children and youth should sit passively through the day, absorbing large amounts of information, and reimagine school architecture, furniture design, and materials to support active learning.
- Reform lessons and timetables: Ensure that school calendars and timetables do not preclude rich collaborative learning experiences, such as group problem-based and project-based learning, inquiry- based and action-research, community-engaged pedagogies, and service learning.
- Allow organizational flexibility across the school community: Afford teachers the flexibility to develop, experiment with, and adapt groupings of students, at times shorter or larger, by age or mixed, beyond conventional classroom arrangements.
- Ensure that assessment is purposeful and supports learning: Teachers, schools, and education systems should use assessment to better support learning. They should not use results to withhold resources, punish students, or to create categories of ‘winners’ and ‘losers.’
Strengthen school infrastructures, organization, administration, and supports
- Develop collaborative capacities among teachers, administrators, and staff: Foster autonomy, and mutual assistance through collegial practices including coaching, mentoring, individual and group study, action research, and collaborations with other schools and universities.
- Design sustainable schools: Support school designs to become exemplars of sustainability, carbon neutrality, and accessibility, drawing on local and indigenous design principles that are responsive to environmental conditions and climate change.
• Build technological capacity: Create school capacity for digital and technological inclusion to enhance student creativity, communication, and competencies appropriately and with care, ensuring they do not exacerbate existing systems of exclusion.
• Strengthen capacity for school governance and public financing: At local, national, regional, and global levels, governments and public institutions should commit to dialogue and action around supporting safe and inclusive schools and learning environments.
• Avoid reliance on punitive rankings: Leaders should avoid undue reliance on high-stakes examinations, lacking contextual awareness, to guide policy and curricular decisions.
• Build partnerships with higher education: Facilitate partnerships between school systems and universities to contribute to reimagining, strengthening, and innovating in education.
• Pprepare schools for future disruptions: Leaders should learn from past disruptions and pay attention to projected changes and demographic shifts to reinforce public education systems, avoid overcrowding and shortages, and ensure responsiveness and resilience to future change.
Enrich learning environments beyond formal schooling and throughout life
- Expand learning with a living planet: Widen inclusion of where learning happens beyond human-centered spaces and institutions to also include parks, city streets, rural paths, gardens, wilderness, farmlands, forests, deserts, lakes, wetlands, oceans, and parts of the biosphere.
- Enable cultural and community learning spaces: Support opportunities for intergenerational education and cultural understanding by connecting with elders, community leaders, and knowledge keepers, going beyond the school building to access local knowledge.
- Bridge divides between theory and practice: Enable school-wide opportunities to apply learning, such as drawing on technical and vocational education and training through reimagined forms of apprenticeships, meaningful courses, cooperatives, and effective training.
- Promote transformative adult education: Policies and programs need to focus on the whole of life, including but beyond labour market purposes, to address the changing educational needs of adults and the elderly.
- Expand environments for early childhood education: Adopt society-wide systems of open and flexible models of early childhood education in different educational strategies, prioritizing family and community relationships, and cognitive, emotional, and sensorial development.
- Uphold rights of indigenous self-determination: Support the UNDRIP declaration that, in addition to accessing education ensured by the state, indigenous peoples have the ‘right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.’
- Ensure the rights to education of displaced and stateless: ensure educational inclusion of refugees and displaced communities, recognizing their likelihood to become more common.
Briefing Note 2. Learning and skills for life, work, and sustainable development
Education should empower learners with knowledge, skills, values, and attitudes that are resilient, adaptable, and prepared for uncertain futures, while contributing to human and planetary well-being and sustainable development. Meaningful, foundational learning should include literacy, numeracy, scientific capacities, the humanities, and the arts, which are indispensable for lifelong learning. Moreover, curricula must emphasize ecological, intercultural, and interdisciplinary learning so that all learners from early childhood through adulthood not only acquire relevant knowledge but also are empowered to take action and contribute to global peace, sustainable development, and societal transformation.
CURRENT CONTEXT
Some 773 million youth and adults still lack basic literacy skills, two-thirds of whom are women; One in four youth in lower-income countries is still non-literate today. Even in middle-income and upper-income countries, sizable shares of 15-year-olds in school are unable to understand what they read beyond the most basic levels. Economic disparities, gender and geographic barriers, ethnic and linguistic discrimination, and a lack of cultural relevance impact educational achievement, learning, and skill development.
Shortfalls in education follow individuals throughout their lives. Labour force participation rates have been declining slowly in nearly all world regions and income brackets since 1990. This is particularly true for youth participation (15-24) and can be partly attributed to improved educational attainment, yet one in five youth today is not in employment, education, or training. Significant gender-based discrepancies in labour market participation persist. COVID-19 has brought significant disruptions and set back progress towards gender equality.
FUTURE TRENDS
- Backsliding educational achievement: The proportion of children in low- and middle-income countries who cannot read a simple text by age 10 may increase from the pre-pandemic 50% to potentially up to 70%.
- Slow growth in access to early childhood education and higher education: Gaps for early and higher education are projected to remain especially wide. For example, while high-income countries could reach 100% participation in higher education as early as 2034, less than 15% participation is projected in low-income countries by 2050.
- Increasing climate impacts on education: Climate change and ecosystem destabilization will introduce new challenges to ensuring the right to education, for example, through teacher and student displacement, damage to school buildings, food insecurity, disease, and poverty, especially for the most vulnerable.
- Changes in the labor market: Labor markets will continue to be reshaped by a range of structural changes, including the rise of ‘gig’, freelance, and contractor economies, AI, automation, etc. New jobs will emerge as sustainable technologies are adopted, but other jobs will disappear as countries scale back on carbon consumption and resource-intensive industries, presenting challenges for education to keep pace with rapid change.
PROPOSALS
Ensure learning and skills support school-to-work transitions
- Make education relevant to the changing forms of work: alongside other goals, learning must be relevant to the changing world of work. provide young people with support upon educational completion to be integrated into different kinds of labour markets – including care economies, entrepreneurial economies, labour markets and the voluntary sector.
- Expose students to different occupations: Industry and community leaders must be better brought into secondary and higher education to ensure that students are exposed to the world of work and a range of occupations.
- Provide for experiential and lifelong learning: provide technical and vocational education and training (TVET) that integrates opportunities for relevant, high-quality, work-based learning. Educational institutions should provide career counseling, foster, and support lifelong learning opportunities.
Reorient education to build environmentally sustainable futures
- Elevate sustainable development in curricula: Sustainable development should be elevated as both a guiding purpose and organizing principle for curricula, permeating all subject areas while simultaneously cutting across disciplinary boundaries.
- Develop pedagogies to engage with local realities: Support place-based, environmental, outdoor, and experiential education, and citizenship education that foster sustainable relationships with the planet.
- Strengthen literacy, numeracy, and scientific capacities: Build knowledge and skills to understand and innovate creative solutions and counter misinformation by teaching students to investigate phenomena through scientific method, rigor, empiricism, and ethics.
- Emphasize ‘green skills’: Qualifications, programmes, and curricula should deliver ‘green skills’ throughout life, whether these be for newly emerging occupations and sectors, or for sectors undergoing transformation for the low-carbon economy.
- Ensure climate change education is gender-responsive: Rrecognize the unequal impacts of environmental destruction on women and girls, and the steps needed to increase the value of domestic and care work in every household and community.
- Assist students to adapt to changing conditions: In communities already feeling the destructive impacts of climate change, education should equip students with emergency responsiveness, impact mitigation, and other capacities to manage the “new normal” of their environments.
- Rrecognize the role of indigenous knowledge: Welcome and restore indigenous knowledge vital to the mitigation and adaptation to social, economic, and environmental change – such as sustainable forest management, water sowing and harvesting, biodiversity and crop resilience, seed conservation and selection – and that take an expansive view on the relationships between humans and non- humans.
Expand the right to education throughout life
- Direct higher education and training towards long-term knowledge and skills: At higher levels, education should instill people with sophisticated knowledge and cognitive skills. Education systems can gear these capabilities toward enabling people to achieve long-term social and economic well-being for themselves, their families, and their communities.
- Remove barriers for access to higher education and vocational training: Governments and higher education institutions should alleviate social, cultural, and financial barriers that prevent access to higher education or that saddle students with lifelong debt.
- Ensure the right to early childhood education: ensure adequate and sustained public funding for quality early childhood education to promote the learning, growth, and development of all children from birth, helping close future learning gaps later in life.
- Equalize high-quality instruction at all stages of education: Prioritize high-quality instruction in the most underserved sectors and populations, for example, by providing pathways for teacher recruitment from within marginalized populations and providing special supports for novice and experienced teachers in schools with high rates of inequality and attrition.
Briefing Note 3.
Teachers, teaching, and the teaching profession
What has been termed a global learning crisis is, first and foremost, a teaching crisis. Studies demonstrate that quality teaching is the most important in-school determinant of student achievement, and that insufficient instructional quality is a key “push” factor of early student attrition. Ensuring effective systems of recruitment, retention, support, and innovation in teaching and learning requires reimagining the important role teachers play in every society and the future of the teaching profession.
CURRENT CONTEXT
There has been tremendous growth in demand for qualified teachers in the past few decades due to expanded educational access. Despite widespread recognition of the importance of quality teaching, however, teachers have increasingly become under-recognized, under-appreciated, underpaid, and inadequately supported. well-trained and experienced teachers are unequally distributed across regions and populations, with stark differences between urban and rural settings and between schools serving children from different socioeconomic strata and diverse cultural backgrounds. Paradoxically, the environments that require the best and most experienced teachers are predominantly serviced by novice, voluntary, or underqualified educators, with high turnover and attrition. Due to demand outstripping supply, the share of qualified teachers in many regions is lower today than it was 20 years ago, and teachers are being squeezed by rapid change, increased societal expectations, and more tenuous working conditions.
FUTURE TRENDS
- Teacher shortage: 70 million new primary and secondary teachers will need to be recruited worldwide by 2030 to meet the SDG4 targets. Teacher qualifications will be especially needed in countries with limited opportunities for higher education and the fastest-growing school-aged populations.
- Wage depreciation: The relative value of teaching salaries has declined over the past decades, and unless addressed, talented teachers will continue leaving the profession to seek livable wages in other occupations.
- Gender inequities: An increase in the number of women teachers in some countries has provided excuses to decrease pay or widen pay gaps, particularly for early childhood and primary education professionals.
- New pressures: Pressures on teachers will likely continue to increase, including pressures to address widening learning gaps, health and safety protocols, technological adaptation, student mental health issues, and other unanticipated disruptions for which teachers stand at the “frontlines.”
PROPOSALS
- Increase the attractiveness of the teaching profession
- Invite talented candidates: Strengthening awareness and the attractiveness of the teaching profession can help widen the pool of talented candidates.
- Improve salary and pay equity: Compensation should be fair and transparent, should consider responsibilities and “invisible” work beyond the classroom, and should be commensurate with the cost of living and comparable professions. Gender disparities should be reconciled to achieve pay equity.
- Dignify teachers’ working conditions: Improving working conditions can include reducing class sizes, improving school infrastructure, prioritizing health and safety, strengthening professional autonomy, increasing institutional support, and fostering cultures of collaboration.
- Preserve teacher autonomy: Ministries and schools should nurture professional identity, facilitate proper induction and ongoing professional development, and ensure managerial processes that enable teachers to effectively use their judgment and expertise in designing student learning.
- Promote working in teams: Fostering professional and community collaboration can include co-teaching and teamwork in planning, and involve subject specialists, special education teachers, librarians, guidance counsellors, social workers, technology experts, and community organizations.
Improve professional induction, development, and ongoing support
- Create induction pathways for novice teachers: Quality induction programmes can support novice teachers throughout their first years – a time when they are most at risk of leaving – by providing collaborative structures for planning lessons, co-teaching, mentorship, and collegiality.
• Improve initial teacher education: Pedagogical education requires ample teaching practice and reflection. Improving teacher preparation can benefit from working with public authorities, researchers, teachers’ associations, higher education institutions, and community leaders.
• Make professional development responsive: Professional development should focus on what teachers can do to support student learning; on how teachers can respond to accelerating social, planetary, and technological change; and on learning dynamically from others in their field.
• Draw from experienced colleagues: Highly experienced teachers can enrich their profession by mentoring new teachers, facilitating planning with co-teachers, and leading subject areas. They can be afforded sabbaticals for research and further professional development to continue their learning.
• Promote coherence in the lifelong continuum of teachers’ careers: Leadership should ensure that the various components of professional teaching pathways – from recruitment, education, and professional progress – unfold holistically and in concert with one another.
Engage teachers in improving pedagogy, research, and policy for the future of education
- Apply cooperative pedagogies: Supporting teachers to be familiar and competent with collaborative learning strategies can include: project-based learning, problem-posing, inquiry-based learning, student laboratories, technical and vocational workshops, artistic and creative collaborations.
- Personalize students’ learning: Schools should provide teachers with the latitude, preparation time, and instructional resources to adapt and design the best learning approaches for each student.
- Rrecognize teachers as reflexive practitioners and knowledge producers: Teachers should contribute to growing bodies of knowledge needed to transform educational environments, policies, research, and practice, within and beyond their own profession.
- Operate schools as learning organizations: Teachers should be given a central voice in shaping schools’ visions, plans, decision-making, and change across all parts of the school system. Schools should be governed as integrated systems for the organization and sharing of learning
- Promote cultures of research, innovation and exploration: Teachers should be allowed to pioneer efforts to collaborate and learn together in a culture of research, innovation and exploration, for example in action-research, project work, and experimentation with new techniques.
- Pprepare teachers for future disruptions: All education actors should draw on “futures thinking” to pprepare teachers for a wide range of possible scenarios, as they continue to be at the frontlines of helping students to navigate their changing world in contextually relevant and age-appropriate ways.
Briefing Note 4.
Digital Learning and Transformation
The accelerating transformation of our societies, driven by digitalization and digital technologies, is reshaping the ways we live and learn. Digital technologies, particularly those designed to enhance connectivity, can enrich certain educational processes and improve some learning outcomes. They should be bent toward supporting human rights, enhancing human capabilities, and facilitating collective action toward peace, justice, and sustainability. Yet, we have not yet figured out how to fully deliver on these many promises.
CURRENT CONTEXT
There are inherent contradictions in digitalization and digital technologies. In this respect, the ‘digital revolution’ is no different than other great moments of technological change, as major collective gains come with worrisome increases in inequality and exclusion due to gaps in infrastructure and in access to connectivity devices, learning platforms, quality digital materials, and digital competencies. Connectivity rates are woefully asymmetric globally, with approximately two out of every three children and youth lacking internet access at home, and girls and women are less likely to have digital skills and access. At the same time, in some countries, it is not uncommon for the average person to spend 10 hours a day online, immersed in digital technology.
The world of education is caught up in a set of varied, provisional, and emergent relationships with digital technologies. Computers are used in many classrooms and homes around the globe; mobile phones are increasingly used in diverse educational settings and are beginning to play a role in resource-poor areas. Yet digital skills gaps among students and teachers still pose major barriers to the use of technology in education. Many recognize the vast and exciting educational potential of the internet, email, mobile data, video, and audio streaming, as well as the sophisticated collaboration and learning tools increasingly available. The digital transformation raises many human rights questions, for example, around the rights to information, privacy, culture, and democratic participation. Digital technologies have the potential to both strengthen and weaken core principles of human dignity, such as the ability to form and pursue one’s own purposes.
FUTURE TRENDS
- Substitution of machines for human decision-making: Algorithmic machine learning and AI could alter social and political decision-making, replacing human judgment with technological processes that could bring transparency but could also remain cloaked in secrecy and complexity.
- Erosion of intellectual and personal freedom: Digital technology increases possibilities for surveillance and control, creating increased room for abuse and the erosion of intellectual freedom by authorities, corporations, or oligarchic regimes.
- Digital technology and commercial interests: The most common digital platforms used in education today are designed to meet business objectives of their proprietors, for example, by selling advertising, increasing reliance on associated services, or harvesting user data. While this practice may continue to expand, the further development of open-code and public options could shift this landscape away from commercialism.
Life in virtual worlds: The continued displacement of social, political, cultural, economic – even inter-personal
– Life in virtual spaces could profoundly change human relationships, interactions, aspirations, and thought patterns, as well as our core approaches to teaching and learning.
PROPOSALS
Ensure that digital technology in education empowers and connects people
- Support learner wellbeing: Accompany digital technology’s use in education with efforts to avoid and address their potential for isolation, which can result in increased loneliness and anxiety.
- Increase public investment in open digital resources: Support the creation of public digital platforms and open educational resources that are beholden to neither commercial interests nor a commitment to the common good.
- Build capacity to determine how technology is used: Support teachers and students to gain enhanced digital skills, empowering them to act together on technology to determine how it is used and for what purposes.
- Respect “offline” life-worlds. ensure that the rush for technological solutions does not consume non-digital forms of knowing and learning. Avoid assuming that expectations of personal connectivity must become constant and ubiquitous, and pair discussions of the right to connectivity with rights around non-connectivity.
Center the most marginalized
- Commit resources to closing digital divides: enable anytime, anywhere internet access for students and teachers to equalize digital educational opportunity.
- Safeguard cultural diversity: ensure that digitalization supports rather than threatens cultural diversity.
- Adopt principles of inclusive design: In place of digital innovations that benefit privileged learners first (e.g.. by ability, socioeconomic status, or urban setting) and are then spread to those in more vulnerable and marginalized situations, we should instead begin with learners who are most in need of greater opportunities and ‘scale out’ to more privileged communities.
Require technology to serve educational purposes
- Employ digital technology to support – not replace – schools: Prioritize the essential role of effective in-person schooling, and use digital technology in service of enriching their learning environments.
- Leverage digital connectivity to enhance access to knowledge: Support teachers’ and students’ open access to information, texts, and art forms from across the world.
- Use digital tools for creation and communication: Draw on them to promote effective communication among parents, teachers, and students, and to assist parents in supporting their children’s school learning. Enable students to produce videos, create mixed-media presentations, and code games and apps that bring their creative ideas into the world.
- Insist on strict data protections: provide a high level of protection for the privacy of teacher and student data. Keep educational data localized to teachers’ and students’ use for reflexive improvement, rather than extracting data for surveillance and control.
- Ensure ethical use of AI and algorithms: When AI and digital algorithms are brought into schools we much ensure that the data sets they are trained on do not reproduce existing stereotypes and systems of exclusion.
Briefing Note 5.
Financing of education
To properly serve our societies and our common future, education must remain a public societal endeavor and must be strengthened as a common good. Adequate and sustainable domestic public financing is essential for this. The 2021 GEM Paris Declaration urges all government so develop strategies to increase resources for education and use these resources effectively. As demonstrated by the COVID pandemic, international financing will continue to be needed, particularly for emergency response and educational reconstruction after crises and emergencies.
CURRENT CONTEXT
Before the COVID-19 pandemic, some estimated an annual funding shortfall of US$148 billion in low and middle-income countries – the gap between the resources currently being made available and what would be necessary to achieve the education systems called for in the 2030 Agenda. Around the world, at all income levels, many countries still fall short of the commitments made at the 2015 World Education Forum in Incheon to allocate at least 4-6% of GDP and/or at least 15-20% of total public expenditure to education.
Certain trends towards crass commercialism and profiteering in education threaten to transform education from a public good into a market good. As non-state involvement in education policy, provision, and monitoring grows, the governance challenge is to ensure that multi-stakeholder involvement is always directed at strengthening the equity, quality, and relevance of education as a public societal endeavor and common good.
FUTURE TRENDS
Continued education funding gaps: Unless necessary action is taken, the period of fiscal constraint brought about by the prolonged COVID-19 pandemic could increase the education funding gap in low- and middle-income countries to as much as US$200 billion annually.
More equitable forms of international cooperation: An international architecture for educational cooperation profoundly shaped by colonialism, a north-to-south dynamic, and the domination of national economic and geo-political interests, is being increasingly challenged as new forms of partnership, south-south and triangular forms of development cooperation, are on the rise.
Increased civil society engagement and advocacy in education at local, national and international scales: New partnerships among governments and non-state actors – such as teacher associations, youth movements, community-based groups, philanthropies & trusts, professional associations, religious institutions, and social movements – are making education increasingly present on the agendas of domestic, regional and global political bodies.
Increasing climate impacts on education: Climate change and ecosystem destabilization will introduce new challenges to ensuring the right to education, for example through teacher and student displacement, damage to school buildings, food insecurity, disease, and poverty, especially for the most vulnerable – all of which have significant financing implications.
PROPOSALS
Generate and prioritize shared goals
- Ensure that domestic and international finance aligns with commitments: Fiscal constraints caused by the prolonged Covid-19 pandemic mean a growing need to prioritize action around shared goals more sharply.
- Continue strong collaboration among global actors: Global actors must come together to support common advocacy and fundraising agendas for achieving COVID recovery and SDG4, coordinating rather than competing for bilateral and philanthropic funding.
Build capacity and broker knowledge
- Ensure equity in the taxation system: Public authorities must be able to raise adequate public finance through equitable taxation policies. One dimension of this is national and international action to ensure that private wealth is not sequestered in offshore tax havens but appropriately contributes to the public good.
- Enhance regulation and responsiveness: States play a key role in regulating educational provision and the proper use of public funds by ensuring that all providers within a given ecosystem respect human rights and provide safe, high-quality learning experiences. Good governance of educational systems requires the engagement of citizens and other stakeholders in decision-making and dialogue, and demands transparency and accountability at all levels.
- Adopt the principle of subsidiarity: All actors who come to the international cooperation table should organize their work around the principle of subsidiarity since the more concrete and locally-owned a goal, the more viable it becomes as a target for collective advocacy and accountability, and the more likely specific ‘owners’ of the goal will ensure its enactment.
- Strengthen others’ capacity to act: Efforts should focus on enhancing capacity for consensus-based commitments and ensuring accountability for them. In this regard, global actors can be especially effective when they act as brokers of knowledge and evidence and ensure the participation of diverse actors in knowledge generation and utilization.
**Categories:** Articles
---
### [Strengthening School Safety for Students With Additional Needs](https://sciencesafety.com/blog/strengthening-school-safety-for-students-with-additional-needs/)
**Published:** October 16, 2025
**Author:** Sean Ryan
**Excerpt:** Adaptive classrooms, clear protocols, and inclusive emergency planning help schools protect students with additional needs and support safe learning for all.
**Content:**
### *How adaptive planning, clear protocols, and specialized training create safer learning spaces for students who face mobility, sensory, or behavioral challenges.*
Creating a safe learning environment is a fundamental responsibility for every school. While absolute safety is never guaranteed, proactive planning and well-designed controls significantly reduce risks—especially for [students with additional needs](https://sciencesafety.com/product/students-with-additional-needs-an-introduction/). These learners often navigate mobility, sensory, cognitive, or behavioral challenges, making inclusive, well-structured safety systems essential. When safety is prioritized, students can focus on academic growth without fear or uncertainty overshadowing the school day.
## **Why Safety Planning Must Be Inclusive**
Accidents can happen in any setting, but structured processes—such as clear communication, effective supervision, and thoughtful environmental design—lower the chances of harm. For students with additional needs, safety requires a lens that extends beyond general procedures. Schools must consider:
- **Mobility limitations**
- **Visual or auditory impairments**
- **Cognitive or processing challenges**
- **Behavioral and emotional needs**
- **Alternative communication methods**
By integrating these considerations into every safety plan, schools ensure that emergency preparedness, daily routines, and instructional environments support all learners.
## **Core Strategies for Supporting Students With Additional Needs**
### ✅ **1. Continuous, Discipline-Specific Training**
Training cannot be a once-a-year checklist. Educators, staff, and students benefit from ongoing professional learning that includes:
- Emergency response and evacuation procedures
- Scenario-based drills involving students with additional needs
- Conflict resolution and de-escalation strategies
- Duty-of-care responsibilities in labs, CTE spaces, and high-risk environments
Regular refreshers ensure staff are confident, competent, and compliant with best practices.
### ✅ **2. Clear Protocols, Communication, and Supervision**
Students are safer when expectations are well communicated and consistently reinforced. Effective systems include:
- Written, accessible safety procedures
- Predictable routines and structured transitions
- Open-door policies for reporting hazards or concerns
- Active supervision, especially in high-traffic or high-risk areas
Clarity builds confidence—for both students and staff.
### ✅ **3. Adaptive and Accessible Learning Environments**
Physical layout plays a major role in reducing hazards. Schools should modify environments to support mobility, visibility, and sensory needs:
- Adjustable-height workstations
- Clearly marked pathways free of obstructions
- Visual and tactile signage
- Specialized seating, tools, or assistive devices
- Noise-reducing strategies for sensory-sensitive learners
An accessible environment is a safer environment.
### ✅ **4. Behavioral and Emotional Supports That Reduce Risk**
Emotional regulation and positive behavior support are critical safety components. Schools can strengthen their approach by incorporating:
- Behavior intervention and management plans
- Access to counseling and mental-health supports
- Quiet rooms or sensory-friendly spaces for de-escalation
- Team-based communication between teachers, counselors, and families
A regulated student is a safer student.
### ✅ **5. Collaboration With Families and Specialists**
Families, therapists, and special education teams provide essential insight into each student’s needs. Effective collaboration aligns school practices with home routines and clinical recommendations.
This team-based approach builds comprehensive, individualized safety plans that support consistency across environments.
## **Safety in Labs, Makerspaces, and Technical Classrooms**
Science labs, CTE shops, and makerspaces require enhanced precautions due to chemicals, equipment, and specialized tools. For students with additional needs:
### ✅ **Environmental and Equipment Modifications**
- Wheelchair-accessible fume hoods
- Height-adjustable lab surfaces
- Adaptive grip tools and oversized controls
- Clear floor space for maneuverability
- Labeled storage with high-contrast or tactile indicators
### ✅ **Controlled Hazard Zones**
- Designated storage for backpacks and personal items
- Clutter-free aisles and exit pathways
- Easy access to eyewash stations, safety showers, and emergency stops
### ✅ **Instructor Duty of Care**
Teachers must regularly assess risks, modify activities, and provide oversight aligned with the hierarchy of controls. This includes eliminating unnecessary hazards, substituting safer materials when possible, and ensuring PPE is worn correctly.
## **Emergency Ppreparedness for All Learners**
Emergency planning must be inclusive from the start—not adapted after the fact.
### ✅ **Inclusive Strategies Include:**
- Evacuation plans that assign trained staff to assist specific students
- Ramps, elevators, and accessible exit routes
- Braille and large-print evacuation maps
- Alternative communication tools for students with hearing or speech challenges
- Safe zones and personalized emergency action plans
Drills should evaluate how effectively the school supports students with additional needs, not just how quickly the class exits.
## **Safe and Accessible School Transportation**
Safety continues beyond the classroom. Transportation plans must ensure secure, accessible travel for students with disabilities.
Key considerations include:
- Wheelchair lifts, securement systems, and safety harnesses
- Trained bus drivers and aides
- Communication boards or assistive devices for nonverbal students
- Emergency procedures tailored to mobility or sensory needs
Field trips and extracurricular travel require the same level of planning and oversight.
## **Reducing Environmental Hazards Across Campus**
Small changes can prevent significant accidents. Schools should regularly evaluate:
- Lighting quality in hallways and classrooms
- Slip-resistant flooring
- Noise levels and acoustics
- Hallway clutter and traffic flow
- Classroom layouts
These environmental improvements support safer movement and clearer communication for all learners.
## **Building a Culture of Safety**
A strong safety culture extends beyond rules and checklists. It requires shared responsibility, routine self-assessment, and continuous improvement.
Schools strengthen that culture when they:
- Embed safety conversations into daily routines
- Encourage reporting without fear
- Update safety policies regularly
- Reinforce compliance across all staff roles
- Prioritize risk mitigation through design, training, and communication
When safety becomes part of the school’s identity, every student benefits.
## **A Safer Path Forward for All Learners**
Students with additional needs thrive in environments built with intention, foresight, and compassion. By adopting adaptive strategies, strengthening protocols, and embracing inclusive design, schools create learning spaces where every student—regardless of ability—can participate fully and confidently.
A proactive, student-centered safety approach doesn’t just protect students with additional needs.
**It protects the entire school community.**
**Categories:** Articles, Students with Additional Needs
---
### [National STEM/STEAM Day: Why It Matters](https://sciencesafety.com/blog/national-stem-steam-day-why-it-matters/)
**Published:** November 8, 2025
**Author:** Sean Ryan
**Excerpt:** National STEM/STEAM Day celebrates curiosity, creativity, and safe hands-on learning—empowering every student, especially girls, to explore and thrive in STEM.
**Content:**
Every November 8, schools across the United States recognize **National STEM/STEAM Day**—a day dedicated to curiosity, hands-on discovery, and the creativity that emerges when science, technology, engineering, arts, and mathematics come together. What began as a simple invitation to get students excited about STEM has grown into a nationwide celebration of imagination, innovation, and opportunity.
And in 2025, the message feels especially urgent.
## **STEM/STEAM: Where Curiosity Becomes Possibility**
The strongest K–12 classrooms are ones where students ask big questions, build prototypes, break things apart to see how they work, and discover new ways to solve meaningful problems. STEM provides the academic backbone for this exploration; adding the Arts transforms it into something multidimensional and deeply human.
STEAM environments encourage:
- **Creative problem-solving** – students learn to approach challenges from multiple angles
- **Confidence and resilience** – experimentation normalizes mistakes as part of learning
- **Interdisciplinary thinking** – design, engineering, coding, and visual creativity intersect
- **Real-world skill-building** – collaboration, inquiry, communication, and computational thinking
When students draw, build, code, test, design, and revise, learning becomes purposeful—and often joyful. STEAM classrooms pprepare students not only for tech careers, but for roles as **inventors, leaders, designers, storytellers, scientists, engineers, and citizens** who know how to shape ideas into reality.
## **Girls and Women in STEM: The Momentum Matters**
National STEM/STEAM Day is also a reminder that **representation matters**—for girls, women, and all underrepresented groups.
[Girls participate enthusiastically in STEM](https://www.imacs.org/why-girls-in-stem-are-needed-now-more-than-ever/) activities during elementary and middle school, yet many step away later due to stereotypes, limited access to advanced coursework, or few visible role models. Celebrating this day means celebrating the innovators whose stories expand what students believe is possible.
When schools build **inclusive [STEAM pathways](https://sciencesafety.com/stem-safety-safer-stem/)**—with role models, early exposure, “tinkering time,” supportive teachers, and accessible coursework—the impact lasts for years. Girls who code, build robots, create digital art, or lead science investigations in elementary school often become the young women who innovate in labs, launch startups, or design new technologies.
The message is clear:
**Every student deserves the chance to see themselves as an innovator.**
## **Safer STEM: Making Exploration Secure and Sustainable**
Hands-on learning is powerful—but only when it’s supported by a strong foundation of safety. As more districts expand robotics programs, makerspaces, science labs, engineering electives, and project-based learning, **science safety training has become essential—not optional.**
That’s where **Science Safety** plays a defining role.
## **Essential Science Safety Training for Teachers and Staff**
Schools implementing modern STEM and STEAM programs need systems that keep both educators and students safe. [Science Safety’s **24-module pathway**](https://sciencesafety.com/product/basic-science-safety-training-for-teachers-and-staff/) delivers exactly that.
This fully online training covers foundational topics including:
- Lab and makerspace safety requirements
- Proper equipment handling and maintenance
- Emergency response and first-aid procedures
- Classroom management in active STEM environments
- PPE and eye protection protocols
- Chemical and glassware hazards
- Design standards for STEM labs and makerspaces
- Fire, electrical, and mechanical safety
- Risk management and safe class sizes
Educators earn professional certificates in:
- [**Science Safety Risk Management**](https://sciencesafety.com/science-risk-management/)
- [**STEAM Risk Framework**](https://sciencesafety.com/product/risk-management-for-steam-programs/)
- [**Microscope Safety**](https://sciencesafety.com/product/microscopes-and-microscope-safety/)
- [**Lab Safety Awareness**](https://sciencesafety.com/product/lab-safety-awareness-for-high-school-and-middle-school-educators/)
- And more
With roughly eight hours of structured learning, districts can quickly equip entire teams to maintain environments that are **safe, modern, and exploration-ready.**
Because safer classrooms are innovative classrooms—and when teachers feel confident in safety protocols, students explore with greater freedom and creativity.
## **Why National STEM/STEAM Day Matters**
National STEM/STEAM Day isn’t simply a celebration of subjects.
It’s a celebration of **opportunity**.
- Opportunity for students to discover passions.
- Opportunity for teachers to spark curiosity.
- Opportunity for schools to build inclusive pathways.
- Opportunity for communities to lift up the next generation of problem-solvers.
STEM and STEAM help students not only learn about the world—but imagine their place in it.
When schools combine opportunity with **safe, inclusive learning environments**, every student gets a fair chance to build, design, experiment, and dream about what’s possible.
**Categories:** Articles, STEM
---
### [Safer STEM for New Teachers](https://sciencesafety.com/blog/safer-stem-for-new-teachers/)
**Published:** November 17, 2025
**Author:** Sean Ryan
**Excerpt:** This article discusses how adopting Safer STEM strategies can minimize risk, boost confidence, and empower new teachers to create safer lab environments.
**Content:**
Safer Science and Safer STEM classrooms—whether filled with chemicals, heat sources, engineering tools, or digital fabrication equipment—are inherently high-risk environments. Veteran teachers typically manage this landscape through years of experience, but new educators often enter their first classrooms without the safety training necessary to prevent avoidable incidents.
According to Science Safety’s national [webinar](https://www.youtube.com/watch?v=cOuCsTArkLM) data, **[more than one-third of new science and STEM teachers report receiving little to no formal safety training before stepping into the classroom](https://sciencesafety.com/blog/safety-training-in-stem-and-cte-programs-a-necessity/).** First-year teachers are significantly more likely to encounter issues such as chemical spills, equipment misuse, PPE violations, or unsafe lab setups—not because they are careless, but because they’ve never been taught the safety systems the job requires.
## **The Safety Training Gap: What New Teachers Aren’t Getting**
Most teacher preparation programs emphasize instructional planning, pedagogy, assessment, and classroom management. What they *don’t* emphasize is:
- Hazard identification
- Chemical hygiene
- Engineering and makerspace safety
- Lab supervision strategies
- Physical space and equipment awareness
- Regulations that govern K–12 science operations
As a result, it’s common for new hires to begin the school year:
- Without knowing how to test an eyewash or safety shower
- Unfamiliar with local, state, or federal science safety requirements
- Unsure how to interpret chemical labels or SDS sheets
- Lacking confidence in enforcing student safety behavior
- Unable to identify unsafe storage, expired chemicals, or blocked exits
This gap leaves early-career teachers vulnerable—and puts students at unnecessary risk.
## **The Hidden Costs: Legal, Emotional, and Instructional Impact**
Safety failures in STEM classrooms aren’t just “accidents.” They ripple across the entire school ecosystem.
**Consequences can include:**
- **Legal and liability exposure** for schools and districts
- **Emotional strain or burnout** for new teachers already juggling steep learning curves
- **Interrupted instruction** when labs are paused, shut down, or investigated
- **Damage to student trust and engagement** when learning environments feel unsafe
Many new teachers describe their early months in the lab as “isolating,” “overwhelming,” or “unclear”—especially when classroom management intersects with materials, equipment, and unpredictable student behavior.
The transition into hands-on learning environments like biology labs, robotics rooms, or makerspaces can challenge even the most enthusiastic teachers.
## **Safer STEM Strategies: What Schools Can Implement Right Now**
District leaders, principals, and department chairs can dramatically reduce risk by shifting from reactive responses to proactive, systematic safety support.
### **1. Require Early—and Ongoing—Safety Training**
No teacher should enter a lab setting before completing structured safety training.
Effective onboarding includes:
- Hazard recognition
- PPE selection and use
- Chemical labeling, storage, and disposal
- Equipment safety protocols
- Emergency response: spills, fires, exposures
- Space setup and facility checks
Training should be refreshed yearly and aligned with federal/state regulations.
**Pro Tip:** Incorporate tabletop simulations for fire events, chemical exposures, or emergency evacuations. Practice builds confidence.
### **2. Implement a Mentorship Model with Veteran Science Teachers**
Pairing a new science teacher with an experienced mentor is one of the most effective safety investments districts can make.
Mentors can model:
- Lab prep, setup, and cleanup
- Storage room organization
- Pre-lab safety briefings
- Student expectations and behavior enforcement
- Equipment testing routines
Encourage co-teaching or observation periods during early labs so new teachers can see safety protocols in action.
Safety is not intuitive—it’s learned through guided experience.
### **3. Require Safety Acknowledgments and Provide SOP Documentation**
Just like employees in industry, [teachers should formally acknowledge that they understand and agree to follow safety requirements](https://my.nsta.org/forum/topic/mfDm4iobLLw_E).
Schools should provide:
- District-wide safety policies
- Standard Operating Procedures (SOPs) for all lab activities
- Evacuation routes and emergency equipment maps
- Chemical spill and first-aid procedures
Have new teachers maintain a **safety binder** or digital folder for quick reference.
### **4. Include New Teachers in Facility Walkthroughs and Annual Inspections**
Bringing a first-year teacher into a safety inspection builds familiarity with the environment and systems they will soon supervise.
Include them in:
- Chemical inventory processes
- Ventilation and fume hood checks
- Storage audits
- Equipment inspections
- Emergency equipment testing
Create a simple mechanism—anonymous if necessary—for teachers to submit safety questions or concerns.
### **5. Build a Culture of Comfort + Accountability**
A safe school is one where teachers feel encouraged to:
- Ask questions
- Delay a lab if something feels unsafe
- Request guidance
- Report concerns without judgment
“Comfort-building” professional development can happen during orientation week, department meetings, or PLC time.
Emphasize that *pausing an experiment is better than risking an incident.*
## **The Results: What the Data Shows**
Schools that implement structured [science safety onboarding and mentorship report](https://www.osha.gov/sites/default/files/publications/OSHA3404laboratory-safety-guidance.pdf):
- **51% reduction in lab accidents** during the first year
- **Higher retention rates** among new science educators
- **More confident classroom management**, especially during labs
- **Improved student engagement**, because labs run smoothly and safely
Safety preparedness is teacher retention. It’s instructional quality. It’s student well-being.
## **Administrative Action Plan: A 30–60–90 Day Roadmap**
**Timeline****Action Steps****First 30 Days**Audit current safety training, documentation, and onboarding. Identify all new teachers and assess their support needs.**60 Days**Launch formal lab safety training. Assign mentors. Provide SOPs, facility maps, and required documents.**90 Days**Conduct a full walkthrough with each new teacher. Gather feedback. Adjust support systems based on needs and concerns.
## **A Safer Start Leads to a Safer School**
New teachers are not liabilities—they are professionals entering one of the most complex instructional environments in K–12 education. With the right structure, support, and safety culture, districts can reduce risk, improve teacher confidence, and ensure students experience hands-on learning in a secure, well-managed space.
**Every new teacher deserves a safe start. Every student deserves a safe science experience.**
Let’s build both—together.
**Categories:** Articles, STEM Safety Training
---
### [Cybersecurity in Schools: Protect Student Data](https://sciencesafety.com/blog/cybersecurity-in-schools-protect-student-data/)
**Published:** November 25, 2025
**Author:** Sean Ryan
**Excerpt:** Cybersecurity in schools is vital as attackers target student data with malware, phishing, and ransomware. Strong protection keeps learners safe.
**Content:**
Cybersecurity in Schools is now a top priority as districts face growing threats from malware, phishing, ransomware, and attacks aimed at student data. The push toward digital learning brings benefits, but it also exposes schools to real risks. Students, teachers, and administrators rely on secure networks every day, and when cybersecurity is ignored, the damage can spread quickly across devices, classrooms, and entire communities.
## **Cybersecurity in Schools: Why Schools Are Prime Targets**
Bad actors see schools as easy and [valuable targets](https://sciencesafety.com/product/school-cyber-attacks/). Many institutions operate on aging systems, limited budgets, and stretched staff. Attackers know this. They also know that student data is incredibly profitable. A child’s identity can be used for years with a clean credit history before anyone notices the fraud.
Typical student records include:
- Full names
- Home addresses
- Birthdates
- Parent or guardian contact information
- Social Security numbers
- Medical records
- Learning support data
[Criminals gather](https://www.safehome.org/identity-theft-protection/child-identity-theft-protection/) this information through breaches, phishing, or leaked credentials. Once they have it, they can sell it on dark web markets, use it to open credit accounts, file fake tax returns, or impersonate students and families.
## **Cybersecurity in Schools: The Biggest Cyber Threats Facing Schools**
### **1. Malware and Unsafe Downloads**
[Malware](https://sciencesafety.com/product/malware-safety/) spreads through infected links, fake apps, and compromised attachments. Students often download files without checking the source, which makes school devices an easy way in. Once malware lands on the network, it can track keystrokes, capture personal data, or give attackers remote access.
### **2. Weak or Shared Passwords**
Many schools still rely on simple [passwords](https://sciencesafety.com/product/password-security/) or default credentials. Students share logins with friends. Teachers reuse passwords across platforms. These habits make it easy for attackers to break in without needing advanced skills. One exposed password can unlock entire systems.
### **3. Hacked or Compromised Email Accounts**
[Email](https://sciencesafety.com/product/hacked-emails/) is a central tool for communication, assignments, and parent updates. When an attacker breaks into a school email account, they can:
- Harvest sensitive information
- Send phishing messages from a trusted identity
- Redirect financial communications
- Reset access to other accounts linked to that email
Because the email comes from a legitimate address, victims tend to trust the message and act quickly.
### **4. Ransomware**
[Ransomware](https://sciencesafety.com/product/ransomware-malware-in-schools/) is one of the most damaging threats to schools. Attackers lock the school’s systems and demand payment to release the data. Districts have lost access to:
- Grades
- Attendance records
- Staff payroll
- Lesson plans
- Critical student support information
Some schools face weeks of downtime, cancelled classes, and massive cleanup costs even after paying the ransom.
### **5. Phishing Attacks**
[Phishing](https://sciencesafety.com/product/phishing-attacks/) works because it looks real. Criminals create emails or messages that mimic teachers, administrators, or trusted companies. Students and staff are tricked into clicking harmful links or entering credentials on fake sites.
Common school phishing hooks include:
- “Account needs verification”
- “Urgent update from district office”
- “Parent portal password expired”
- “Confirm your assignment submission”
All it takes is one person clicking the wrong link.
## **How Criminals Use Stolen Student Data**
Student data fetches a high price because it is long lasting and rarely monitored. Attackers sell:
- Full identity packages
- Email access
- Login credentials
- Medical and behavioral records
- Parent contact databases
Buyers then use this information for identity theft, scams, and targeted attacks. A student may not discover the damage until years later when applying for jobs, loans, or financial aid.
## **How Schools Can Strengthen Cybersecurity**
### **Teach cyber awareness**
Students, teachers, and parents should understand safe online habits. Short, regular training works better than a once-a-year presentation.
### **Enforce strong passwords**
Use long, unique passwords and require regular updates. Add multi factor authentication wherever possible.
### **Update systems and software**
Outdated technology is full of holes. Routine updates patch common vulnerabilities.
### **Limit user access**
Give students and staff only the access they need. Fewer permissions reduce the damage of a breach.
### **Install reliable security tools**
Firewalls, endpoint protection, and email filters block many threats before they reach users.
### **Run regular backups**
A safe offline backup protects schools from ransomware shutdowns.
## **Cybersecurity in Schools: The Bottom Line**
[Cybersecurity in schools](https://sciencesafety.com/product/cybersecurity-and-schools-best-practices/) is not optional. It is a core part of protecting students and maintaining trust with families. Threats are growing, and attackers know exactly how valuable student data can be. By strengthening digital safety, educating users, and updating systems, schools can stay one step ahead and keep their communities secure.
**Categories:** Articles, Cybersecurity
---
### [Turning Down the Volume: Protecting Student Hearing in Schools](https://sciencesafety.com/blog/turning-down-the-volume-protecting-student-hearing-in-schools/)
**Published:** October 2, 2025
**Author:** Sean Ryan
**Excerpt:** Protecting student hearing is increasingly urgent, as students in music rooms to CTE labs face hidden noise risks—and AI tools plus safe practices can help schools respond.
**Content:**
Protecting student hearing takes center stage each October during [National Protect Your Hearing Month](https://www.nidcd.nih.gov/), a timely reminder that hearing is one of our most precious—and most vulnerable—senses. While adults often associate hearing loss with aging or noisy workplaces, **students are increasingly at risk right inside their schools**. From the blaring pep rally to the CTE lab’s power tools, from constant headphone use in the classroom to amplified music rehearsals, children and teens are exposed daily to levels of noise that can damage hearing over time.
The good news: schools have powerful opportunities to [raise awareness](https://sciencesafety.com/product/hearing-protection/), adjust environments, and now, thanks to emerging technologies, use [**AI to monitor and manage sound**](https://www.cdw.com/content/cdw/en/articles/security/how-ai-is-transforming-school-safety-technology.html) more effectively than ever before.
## **Why Student Hearing Deserves Attention**
- **[Noise-induced hearing loss](https://my.clevelandclinic.org/health/diseases/21776-noise-induced-hearing-loss-nihl) (NIHL) is permanent.** Once the delicate hair cells inside the ear are damaged, they do not grow back.
- **It starts young.** The[ CDC reports that 12–15% of school-aged children](https://www.nidcd.nih.gov/health/noise-induced-hearing-loss) already show signs of hearing loss attributable to noise exposure.
- **School environments contribute.** Band and orchestra rooms, cafeterias, gymnasiums, vocational shops, and even standard classrooms can exceed safe decibel levels during the school day.
- **Headphone culture adds risk.** With personal devices now part of learning, volume settings often creep far above safe listening thresholds.
Unchecked, these patterns can lead to communication struggles, academic difficulties, and social isolation—all avoidable with proactive prevention.
## **High-Risk School Settings**
### **1. The Classroom**
Even typical chatter, when layered with background HVAC noise and interactive tech tools, can push classrooms into ranges that fatigue both students and teachers. Students with ADHD, sensory sensitivities, or auditory processing challenges are especially vulnerable.
### **2. The Music Room**
Band and orchestra practice often exceed 90–100 decibels, far beyond the 85 dB threshold OSHA identifies as hazardous over long periods. Sustained rehearsals without ear protection or sound controls can leave students with temporary ringing—an early sign of damage.
### **3. The CTE Lab**
Woodshop saws, metal grinders, and construction tools routinely surpass safe sound levels. Unlike a one-off loud event, this **daily repetition compounds the risk** for students in Career and Technical Education programs.
### **4. The Everyday Headphone**
With AI-driven adaptive testing, reading, and independent work, students often spend hours with earbuds or over-ear headphones. Many devices lack built-in volume limiters, leaving hearing protection in the hands of young listeners who may not recognize the danger.
## **How AI Is Helping Schools Turn Down the Volume**
Artificial intelligence is increasingly woven into health and safety strategies in education, and hearing protection is no exception.
### **Smart Headphone Regulation**
- [**AI-enabled headphones and devices**](https://www.washington.edu/news/2024/05/23/ai-headphones-noise-cancelling-target-speech-hearing/) can automatically cap volume at safe thresholds, adjust sound dynamically to background noise, and even send alerts to students or teachers when listening levels get risky.
- Some platforms allow schools to **centrally manage settings**, ensuring classroom devices cannot exceed recommended decibel levels.
### **Real-Time Noise Monitoring**
- [AI-powered sensors](https://gemmo.ai/ai-for-noise-measurement/) placed in classrooms, gyms, or music rooms can continuously measure ambient sound.
- These systems issue [**alerts when thresholds are exceeded**](https://svantek.com/academy/noise-monitoring/) (e.g.., a rehearsal hits 95 dB for 15 minutes straight), giving teachers data to adjust schedules, reposition students, or hand out protective gear.
### **Predictive Insights**
- Over time, [AI systems learn patterns](https://www.cdc.gov/nceh/hearing_loss/infographic/)—such as which labs or rehearsals tend to spike—and provide **predictive reports** that administrators can use to redesign spaces or adjust use.
- For example, identifying that a certain CTE machine consistently pushes noise above 100 dB might trigger investment in soundproof barriers or rotation schedules.
### **Integration with Safety Dashboards**
Districts already using AI dashboards for air quality, occupancy, or security can integrate noise data, making hearing protection part of a **comprehensive environmental safety profile**.
## **How Schools Can Help, With and Without AI**
- **Raise Awareness.** Incorporate hearing health into health classes, safety modules, or SEL sessions. Students should understand how noise affects learning and long-term well-being.
- **Encourage Safe Listening.** Share CDC’s “60/60 rule” (no more than 60% volume for 60 minutes at a time) and promote volume-limiting headphones.
- **Equip Labs and Music Rooms.** Provide disposable or reusable ear protection in CTE and music settings; integrate sound shields or panels where feasible.
- **Leverage AI Tools.** Pilot noise sensors in high-risk spaces; use AI-enabled classroom devices to monitor safe listening; include noise thresholds in facility safety evaluations.
- **Support Teachers.** Classroom noise not only affects students—teachers with chronic exposure report voice strain, stress, and fatigue. Training and AI monitoring can protect staff well-being, too.
## **A Future of Safer Soundscapes**
National Protect Your Hearing Month is not about silencing classrooms or music programs. It’s about **creating sound environments that nurture learning instead of harming it**. With AI stepping in as a partner—regulating headphone volume, alerting staff to risky levels, and offering actionable data—schools can build safer routines for both students and educators.
Protecting hearing doesn’t just prevent medical issues later in life. It ensures that students can **fully engage today**—hearing instructions, enjoying music, collaborating with peers, and participating without barrier.
This October, let’s recognize hearing health as part of whole-child well-being, and let AI serve as a quiet but powerful ally in keeping the sound of learning safe.
**Categories:** Articles
---
### [Safer STEM: Building a Culture of Confidence in Every Science Classroom](https://sciencesafety.com/blog/safer-stem-building-a-culture-of-confidence-in-every-science-classroom/)
**Published:** November 5, 2025
**Author:** Sean Ryan
**Excerpt:** Science Safety’s Safer STEM platform delivers free, expert-designed modules that empower teachers and students to master safety practices.
**Content:**
How Science Safety’s Safer STEM platform is redefining lab learning through free, accessible, and equitable safety education
As districts expand STEM pathways—from chemistry labs and robotics clubs to makerspaces and engineering projects—the need for consistent, high-quality safety training has never been more urgent. Yet many classrooms lack the standardized resources, modern protocols, and accessible training that today’s environments demand.
Science Safety’s Safer STEM platform is closing that gap.
## **A New Standard for STEM Safety**
Safer STEM introduces a modern, modular approach to science and STEM safety that meets the needs of today’s classrooms. Designed by experts and grounded in real-world safety data, these microlearning modules help teachers and students build confidence, competence, and compliance—without creating financial barriers.
Everything is on-demand, accessible, and built for immediate implementation.
## **Start Free, Start Safe: A Look at the Free Safer STEM Modules**
[Science Safety](https://sciencesafety.com/marketplace/) believes safety training should never be paywalled. That’s why Safer STEM offers several free modules that allow districts to begin building a strong safety foundation right away.
These modules include:
### **Getting Started with Science Safety**
A foundational introduction to [core safety concepts](https://sciencesafety.com/product/getting-started-with-science-safety/) including hazard identification, risk reduction, and an educator’s responsibility in maintaining safe environments. Features include:
- Video-based instruction
- Scenario-driven simulations
- Quick assessments to reinforce learning
- Printable certificates upon completion
### **Science and STEM From Home**
[Essential for hybrid, remote](https://sciencesafety.com/product/science-stem-from-home/), or project-based learning conducted outside the classroom. This module covers:
- PPE practices in non-traditional settings
- Materials and chemical management for home-based experiments
- Liability considerations for both educators and families
### **Science Safety Quick Check**
A fast, 15-minute assessment designed to help educators gauge their safety readiness. Ideal for:
- Staff meetings
- Lab days and pre-lab briefings
- Professional development sessions
### **The Safer Platform Overview**
A behind-the-scenes look at how the full system works, including role-based training, LMS integration, micro-credentials, reporting tools, and pathway customization.
All free modules can be accessed at: [**Free Safety Modules – Science Safety**](https://sciencesafety.com/free-science-safety-steam-safety-and-cte-safety-modules/)
They are intentionally designed to help schools reduce risk, build capacity, and create a culture of safety with zero cost or commitment.
## **What the Full Safer STEM Platform Offers**
Once educators begin using the free modules, they can explore the complete Safer STEM ecosystem—over **250+ specialized courses** tailored to specific environments, roles, and grade levels.
Here’s a closer look:
### **Classroom & Lab Safety**
- Chemical hygiene and safe handling
- Emergency response and incident prevention
- Ventilation, fume hood use, and burner operation
- Proper storage and disposal of hazardous materials
### **Engineering & Makerspaces**
- Machine and tool safety
- Robotics build protocols
- 3D printer hazards and supervision checks
- Electrical and mechanical safety principles
### **Equity & Inclusion in STEM Safety**
- Adaptive strategies for mobility, sensory, or learning needs
- Gender-inclusive safety considerations
- Cultural responsiveness in lab instruction
- Safety expectations accessible to multilingual learners
### **Role-Based Training**
- Teacher pathways
- Lab tech and support staff training
- Administrator accountability and compliance modules
### **Student Modules**
- Age-appropriate safety expectations
- Participation agreements
- Student-led safety teams and peer review processes
The platform’s micro-credentialing system ensures learning is transparent, trackable, and consistent across schools and districts.
## **Why This Matters: A Culture Shift in STEM Education**
Safer STEM isn’t just a training library—it’s a cultural blueprint. It embeds safety into the daily rhythm of STEM learning, helping schools shift from reactive practices to proactive, preventative frameworks.
With Safer STEM, districts are:
### **Empowering Teachers**
Providing just-in-time learning that boosts confidence, compliance, and classroom readiness.
### **Preparing Students**
Helping learners take ownership of safety, develop responsible inquiry habits, and ask better scientific questions.
### **Reducing Incidents**
Creating shared expectations and consistent procedures across classrooms, labs, and makerspaces.
### **Improving Equity**
Ensuring all students—including neurodiverse learners and those requiring accommodations—can participate safely in STEM experiences.
According to OSHA and CDC data, **over 60% of science classroom injuries are preventable** with proper training.
Safer STEM directly addresses that gap.
## **Getting Started Is Easy**
Educators and districts can begin building safer STEM environments immediately:
1. Visit [**sciencesafety.com**](https://sciencesafety.com/main/)
2. Register for free
3. Start with a foundational module
4. Use the Quick Check or Platform Overview to assess current practices
5. Build custom pathways for teachers, lab techs, and students
6. Track learning through built-in LMS tools and printable certificates
Science Safety also offers onboarding support and consultation for district-level rollouts.
## **Final Word: Safety Is the Foundation of Innovation**
STEM innovation only thrives when students and teachers feel safe and prepared. Science Safety’s Safer STEM initiative isn’t limiting creativity—it’s enabling it.
By providing free, rigorous safety modules and a scalable training platform, Safer STEM ensures every classroom, lab, and makerspace can support safe, bold, and equitable learning for all.
**Categories:** Articles
---
### [Chemical Hygiene Officer](https://sciencesafety.com/blog/chemical-hygiene-officer-2/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
[Learn More About the Chemical Hygiene Officer Certificate Pathway](https://learn.wordpress-876809-5326348.cloudwaysapps.com/product/chemical-hygiene-officer-pathway/)
The responsibilities of this position require the District Chemical Hygiene Officer (CHO) to:
- Develop and implement the Chemical Hygiene Plan (CHP) and the safety program for the district, including professional development and safety training, reporting, and other functions noted here;
- Ensure that employees have received appropriate safety training that is grade and discipline-specific to the courses being taught and has been properly documented for insurance and liability purposes;
- Ensure that employees have access to the Chemical Hygiene Plan, SDS (safety data sheets) and other suitable reference materials in order to provide a safer teaching and learning environment;
- Work with administrators and teachers to develop and implement the district approved safety program and make adjustments as necessary based on an abundance of safety and risk mitigation;
- Monitor the procurement, use, and disposal of chemicals used in the schools’ science and STEM laboratory programs. This can include creation of a ‘banned’ or an ‘approved’ chemical listing;
- Assure that inspections of equipment and space in the laboratory are performed when appropriate and that accurate records of OH&S physical inspections are maintained;
- Provide technical assistance to schools and employees on the Chemical Hygiene Plan based on legal and professional standards found in OSHA, NFPA, NIOSH, and others; (*see reference links below*)
- Assure that the Chemical Hygiene Plan is reviewed at least annually and revised as needed, so that it is always in compliance with current legal requirements and safer, professional standards-based practices;
- Make decisions regarding requests to use chemicals identified as explosive, carcinogenic, mutagenic, highly toxic, or otherwise unsuitable for general school laboratories;
- Determine the need for personal protective equipment beyond that specified for general laboratory use based on the activities being performed and ensuring that there is PPE for all individuals in the lab;
- Implement appropriate training with regard to chemical hygiene for all district employees whose normal work locations include laboratory areas;
- Provide regular, formal chemical hygiene and housekeeping inspections;
- Provide regular, formal inspections on safety infrastructure including eye wash stations, drench showers, fume hoods, ventilation systems, fire prevention equipment, and PPE supplies;
- Complete an annual physical inspection in each chemical store room and laboratory, prep area and facility in the science department and file this inspection document with OSHA before July 1 each year;
- Coordinate requests for acquisition, use or disposal of chemicals identified as explosive, carcinogenic, mutagenic, highly toxic, or otherwise unsuitable for general school laboratories;
More information about the role and responsibilities of a CHO/EHO can be found here:
**Laboratory Safety: OSHA Laboratory Standard OSHA’s Occupational Exposure to Hazardous Chemicals in Laboratories standard (29 CFR 1910.1450), referred to as the Laboratory standard, covers laboratories where chemical manipulation generally involves small amounts of a limited variety of chemicals. This ‘Lab Standard’ applies to all hazardous chemicals meeting the definition of “laboratory use” and having the potential for worker exposure. This means school laboratories and prep rooms. *(since January 1991)***
- OSHA states the employer is required to appoint a chemical hygiene officer. You cannot use an outside consultant – **must be an employee**.
- OSHA defines the Chemical Hygiene Officer as “an employee who is designated by the employer, and who is qualified by training or experience, to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan.”
- **In those schools where the employer has not appointed a CHO, the superintendent of schools has the responsibility. Most superintendents are unaware of this fact, and lack the technical and safety precursor qualifications needed for such a position but are default CHO’s …. And are accountable for all of the responsibilities listed above.**
**References for Safety Codes, Laws, and Rrecognized Authorities in this area:**
- [Globally Harmonized System of Classification and Labeling of Chemicals ](https://web.archive.org/web/20250526001003/https://unece.org/fileadmin/DAM/trans/danger/publi/ghs/ghs_rev04/English/ST-SG-AC10-30-Rev4e.pdf)(GHS)
- [International Agency for Research on Cancer](https://www.iarc.who.int/) (IARC)
- [International Labor Organization ](https://www.ilo.org/global/lang--en/index.htm)(ILO)
- [Organization of Economic Co-operation and Development (OECD)](https://www.oecd.org/en.html)
- [United Nations Sub-Committee of Experts on the Transportation of Dangerous Goods](https://unece.org/transport/dangerous-goods) (UNECE)
- [International Building Code](https://www.iccsafe.org/products-and-services/i-codes/2018-i-codes/ibc/) (IBC)
**National**
- [American Chemical Society](https://www.acs.org/content/acs/en.html) (ACS)
- [American National Standards Institute ](https://ansi.org/)(ANSI)
- [American Society of Heating, Refrigeration and Air Conditioning Engineers ](https://www.ashrae.org/)(ASHRAE)
- [Code of Federal Regulations](https://www.ecfr.gov/cgi-bin/ECFR?page=browse) (CFR)
- [Environmental Protection Agency](https://www.epa.gov/) (EPA)
- [National Fire Protection Association ](https://www.nfpa.org/)(NFPA)
- [National Institute for Occupational Safety and Health](https://www.cdc.gov/niosh/index.htm) (NIOSH)
- [National Science Teachers’ Association](https://www.nsta.org/) (NSTA)
- [National Toxicology Program ](https://ntp.niehs.nih.gov/)(NTP)
- [Occupational Safety and Health Administration](https://www.osha.gov/) (OSHA)
- [Occupational Safety Laws and Regulations](https://www.osha.gov/laws-regs)
- [Personal Protection Equipment](https://www.osha.gov/personal-protective-equipment) (PPE)
- [Safety Data Sheets](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf) (SDS)
**Categories:** Articles, Chemical Hygiene Officer
---
### [New Jersey Science Teacher Shortage? NJ DOE Has a Fix For You - Don't forget Safety.](https://sciencesafety.com/blog/new-jersey-science-teacher-shortage-nj-doe-has-a-fix-for-you-dont-forget-safety/)
**Published:** June 21, 2025
**Author:** admin2025Open
**Content:**
An important regulatory change is now in effect in New Jersey schools to increase the number of science teachers. However, many local education officials are unaware of the new policy.
The New Jersey Center for Teaching and Learning (NJCTL) reports that as of May, the number of credits needed for certified New Jersey science teachers to add an endorsement to teach an additional science was cut in half, from 30 to 15[.](https://njctl.org/)
That means, for example, that a teacher certified to teach biology needs only 15 credits in physics or chemistry to become certified to teach that additional subject.
“While the credit requirement has been reduced, the content knowledge to earn the new endorsement hasn’t changed; the teacher still needs to pass the Praxis II examination in each new science subject,” explained NJCTL Executive Director Bob Goodman. “That’s the same for anyone, regardless of their current certifications and pathway.”
Goodman said the new policy makes sense because there is significant overlap among higher education courses for individuals to qualify as science teachers. Under this change, it’s no longer necessary to take 90 credits in science to teach physics, chemistry, and biology. Under this change, 60 credits suffice 30 for their original science certification and 15 for each add-on endorsement.
**This is a great example of how innovative thinking can solve a teacher shortage problem, and the state Department of Education and the New Jersey State Board of Education should be applauded for their efforts. A barrier has been lowered without compromising quality.**
Previous credit requirements made it impractical for teachers to teach multiple sciences.
“It is challenging, if not impossible, for smaller schools to have teachers with the necessary certifications so that all students would have access to all subjects,” Goodman said. “Also, this will be a great help for special education.” State regulations require special education teachers holding the Teacher of Students with Disabilities (TOSD) certificate to be certified in each subject they teach, including in each separate science. (That was not the case for holders of the previous Teacher of the Handicapped (TOH) certificate.) This new change will make that much more practical for TOSDs.
Since 2009, NJCTL has supported educators adding endorsements to teach new subjects in science and mathematics, including current science teachers adding additional science endorsements. This new regulation will make it faster, easier, and less expensive for science teachers.
NJCTL’s website offers free diagnostic tests in physics, chemistry, biology, and mathematics so that anyone can see if they need to learn more to pass the Praxis and, if so, which NJCTL course(s) teach that material.
NJCTL courses are 100% online and asynchronous. They are available for audit as self-study courses, which are free to NJCTL members, or as credit-bearing graduate courses for $180 per credit ($144 per credit for NJEA members). Membership requires a $95 tax-deductible donation to NJCTL, a nonprofit charitable organization.
NJCTL is licensed by the New Jersey Office of the Secretary of Higher Education as an institution of higher education and is currently seeking accreditation by an accreditor recognized by the federal Department of Education. Recently, the state education department agreed to treat NJCTL credits as equivalent to those of accredited institutions to improve access to science and mathematics while maintaining quality and sparing teachers and districts the cost of transcription fees.
[Facebook](https://njedreport.com/#facebook)[Twitter](https://njedreport.com/#twitter)[Email](https://njedreport.com/#email)[Share](https://www.addtoany.com/share#url=https%3A%2F%2Fnjedreport.com%2Fscience-teacher-shortage-nj-doe-has-a-fix-for-you%2F&title=Science%20Teacher%20Shortage%3F%20NJ%20DOE%20Has%20a%20Fix%20For%20You.)
**Categories:** Articles
---
### [Holistic Science and STEM Safety Approaches with a Focus on New Teachers](https://sciencesafety.com/blog/holistic-science-and-stem-safety-approaches-with-a-focus-on-new-teachers/)
**Published:** September 1, 2022
**Author:** admin2025Open
**Excerpt:** Science Safety presents “Holistic Science and STEM Safety Approaches with a Focus on New Teachers.” The webinar will help you navigate the safety requirements.
**Content:**
In this webinar, Science Safety will help you navigate the safety requirements and safer, legal, and professional standards for new teachers across elementary, middle, and high school programs.
Science Safety uses recent data to help guide the conversation about the benefits of a formal safety training program and the added dimensions of using safety acknowledgment forms, performing safety inspections, reviewing your Chemical Hygiene Plan and Safety Manuals, and how these work together cohesively to minimize liability and increase safety awareness.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.[](https://sciencesafety.com/entries/)
**Categories:** Webinars
---
### [Most Common Sources of Accidents in the K12 Laboratory](https://sciencesafety.com/blog/most-common-sources-of-accidents-in-the-k12-laboratory/)
**Published:** September 7, 2022
**Author:** admin2025Open
**Excerpt:** Science Safety presents “Most Common Sources of Accidents in the K12 Laboratory and How to Prevent Them.” Join us as we review various prevention strategies.
**Content:**
This webinar on the most common sources of accidents in the K12 laboratory is being facilitated by Science Safety.
In this webinar, we explore common sources of accidents and injuries in Science, STEM, and CTE and prevention strategies that can help reduce the hazards and risks for staff and students and let you progress along the curriculum. Ideally, together, we can increase safety awareness and help you stay safer with your students.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/) or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience) channel.[](https://sciencesafety.com/holistic-science-and-stem-safety-approaches-with-a-focus-on-new-teachers/)
[](https://sciencesafety.com/holistic-science-and-stem-safety-approaches-with-a-focus-on-new-teachers/)
**Categories:** Webinars
**Tags:** K12
---
### [Safer STEM Learning is a Necessity](https://sciencesafety.com/blog/safer-stem-learning-is-a-necessity/)
**Published:** December 4, 2021
**Author:** admin2025Open
**Excerpt:** It is essential that all science teachers have an understanding of how to create environments that support safer STEM learning.
**Content:**
It is essential that all science teachers, especially those who use laboratory work in their classes, have an understanding of how to create environments that support safer STEM learning. Safer STEM Learning is a Necessity
Recently, I was asked to facilitate an awareness-building activity involving pre-service teachers with a local university Faculty of Education department for students in the junior/intermediate and intermediate/senior science and STEM disciplines.
The professors expressly wanted me to ‘**emphasize the importance of safety in the laboratory–especially when there are students involved**‘ using [legal standards and safer professional practices](https://www.nsta.org/nstas-official-positions/liability-science-educators-laboratory-safety) as the lesson’s theme. It had been many years since I was in a formal university science laboratory setting, and it looked remarkably similar to what I remember using over twenty years ago as a student myself.
I was asked to share safety anecdotes from my experiences and to give these eager students the tools they will need to be safer and more successful educators once they begin entering the workplace as newly hired teachers. I had an obligation to each of these teacher candidates to give them what they needed to know in a 90-minute session about laboratory safety.
This was not as simple as it might initially appear, and I thought about what could be adequately covered in this compressed timeframe I had with them, which would have the greatest impact on their careers going forward. After much deliberation, I settled on a handful of content areas and connected them to the classroom level and their professional development and learning in safety education and awareness.
## **You cannot make science and STEM safe. You can only make SAFER STEM Learning.**
That is exactly the phrase I used to start and end my session. I encourage you to read that again and understand the significance of the letter ‘r,’ which is used purposefully. **SAFER.**
A blend of controls and safety training can make this teaching and learning safer. This introduction to safety and safer practices opened up a healthy interactive discussion about what we can do as science educators to mitigate risks and identify hazards in the laboratory.
The reason being is that if you are unaware of the potential hazards, you will not be able to identify these concerns, you will not integrate strategies to mitigate these risks, and you, as the educator in the classroom, could be found negligent as a result of ‘not knowing.’ These are just some of the [legal implications](https://www.nsta.org/nstas-official-positions/liability-science-educators-laboratory-safety) of an accident or injury in the laboratory or prep area.
We transitioned through this introduction into a great conversation about performing a hazard analysis and risk assessment and implementing any safety actions resulting from your findings. I also recall reading a [recent article from ITEEA by Dr. Roy and Dr. Love](https://sciencesafety.com/science-safety-what-the-data-tells-us/), who illustrated this using real data points collected in their research.
There was plenty of discussion about legal liability, which was addressed by exploring scenarios involving proper planning and risk management strategies that can be used across the K-12 learning and teaching environments. It was a beneficial conversation about safer practices in the laboratory and even in pre-planning environments.
## **Safer STEM Learning with Minimal Liability**
Teachers can often achieve safer laboratory experiences and show documented evidence of meeting their [Duty of Care obligations](https://static.nsta.org/pdfs/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf) by using the following three-step approach to activity selection and program planning. It is as simple as evaluating the educational benefit versus the [potential hazard or risks involved.](https://sciencesafety.com/triple-aaa-approach-to-safer-labs/) The question is simple: **Does the educational utility (value or benefit to student learning) exceed the hazard or risk involved with performing the activity as a demonstration or having the students actively experiment themselves?**
To answer this question honestly, the educator and the administrator must be aware of the hazards to look for concerning the materials used, the procedures planned, and possible mitigation strategies if the educator feels that the activity is fundamentally important to student success and comprehension or connection to the content being covered or introduced.
**According to Dr. Ken Roy and the NSTA, science, STEM, and CTE educators should perform a hazard analysis and risk assessment before any activity occurs.** This is often called the ‘AAA’ approach to hazard analysis and is one of the most important activities you can do as an educator to minimize liability implications that may arise. These are the three steps involved in conducting this procedure:
- **Hazard Analysis:** A hazard analysis lists potential sources of harm (hazards) to persons, property, or the environment. An effective hazard analysis focuses on the relationship between the worker (student), the tasks, the materials used, and the work environment. Information for the hazard analysis may come from Safety Data Sheets, GHS-compliant chemical labels, manufacturer’s specifications on tools, professional organization practices, and other resources.
- **Many educators falsely believe that the kits they use or the activity published in their textbook have undergone a proper hazard analysis and accept that this was embedded into the materials selected or provided and the procedures planned.**
- As a prudent practice, please review all aspects of the planned activity using a critical lens and ask the question: ‘What would a reasonable adult do in this situation? This will be a good benchmark to use for evaluating whether to do the activity or not. It is that simple. Listen to the voice in your head and consult a colleague for some additional advice or suggestions.
- **Risk Assessment:** Using the hazard analysis as the starting point, a risk assessment takes the results of the hazard analysis and decides the possible dangers to human health, safety, or the environment.
- In other words, **based on the hazards identified, pprepare a calculation of how much of a danger performing the activity would cause in the classroom.?** Factors associated with evaluating a risk assessment include the following main points:
As an educator, ensure that you continually ask, ‘**Is this activity necessary for the students to assist them in understanding or connecting concepts, and is there a safer way to convey it? You should not perform the activity if** you cannot answer either of these questions confidently. Remember that you can provide the ‘experience’ to the students using alternative methods such as streaming a video or performing an online virtual simulation if the necessity of having that activity provided as a building block for students.
1. Probability of harm: When considering the hazards, what is the likelihood this hazard may occur?
2. The severity of harm: Will the hazard cause property damage, minor injury, severe injury, or death?
**Ultimately you are deciding on the risk of performing the activity as a demo or hands-on lesson leveraged by the educational impact on your students.** These are not always the easiest determinations to make. If using a video, ensure you watch it completely first and follow proper safety techniques and procedures. Please indicate this to your students if there are deficiencies.
3. **Safety Actions:** Through hazard analysis and risk assessment, it can be determined which safety actions need to be implemented to mitigate the risks as much as possible. The Centers for Disease Control (CDC) and the National Institute for Occupational Safety and Health (NIOSH) have created a hierarchy of controls. Based on the hazard analysis and safety actions, activities can be evaluated to determine how the risk associated compares to the instructional value of the activity.
**This is the last step in the sequence and allows the educator to potentially substitute hazardous materials or chemicals with less harmful or ‘greener’ alternatives or affords the educator with an opportunity to select another similar activity with fewer safety concerns.** An excellent example of this would be the substitution of methanol (methyl alcohol) with the more stable ethanol (ethyl alcohol) to use in activity after assessing the flammability (flame-jetting) concerns, handling, and toxicological properties with methanol.
The addition of protective measures such as PPE controls such as safety shields, fume hoods, and fire safety equipment, and using minimal amounts of hazardous or potentially hazardous substances can be used as safety actions to mitigate the hazard and risks with the understanding that the chosen activity is central to the curriculum and student success. **If the risks exceed the educational utility at any moment, the activity must not proceed as originally planned.**
Remember that you, as the educator, must act responsibly for yourself, your colleagues, and your students in the laboratory at all times under your Duty of Care obligations.
## **Safer STEM Learning and Better Professional Practices**
The professors wanted to ensure that these pre-service teachers were exposed to some [legal aspects of teaching](https://www.nsta.org/nstas-official-positions/liability-science-educators-laboratory-safety), including educator liability, which I provided using legal safety standards, better professional practices, regulations, and statutes to illustrate this concept for the class. Using [reputable, trusted sources](https://sciencesafety.com/science-safety-what-the-data-tells-us/), we explored the existing frameworks in this regard. To provide and maintain a learning and working environment for students and staff that is as safe as possible, the NSTA recommends school district officials, including administrators, principals, assistant principals, science supervisors, and superintendents, review these recommendations and incorporate these suggestions in their growing level of safety awareness for CTE, science and STEM programs:
- Review existing school or employer insurance policies to ensure adequate liability insurance coverage for laboratory-based science, STEM, and CTE instruction.
- Develop and implement comprehensive safety policies with clear procedures for engaging in lab activities; ensure that these policies comply with all applicable local, state, and federal health and safety codes, regulations, ordinances, and other rules established by the applicable oversight organization, including the Occupational Safety & Health Administration (OSHA), International Code Council (ICC), and National Fire Protection Association (NFPA); and be reviewed and updated annually in consultation with school or district science educators.
- Ensure better professional safety practices by following the safety recommendations of established organizations, such as NSTA and its affiliates, the National Science Education Leadership Association, and the American Chemical Society.
- Become knowledgeable of and enforce all local, state, and federal codes and regulations to ensure a learning environment for students and staff that is as safe as possible (Particular attention should be given to hazard prevention, including reasonable class sizes to prevent overcrowding in violation of occupancy load codes (ICC 2015, NFPA 2015) or contrary to safety research (West and Kennedy 2014); adequate number or size of labs (Motz, Biehle, and West 2007). Attention should also be given to the replacement or repair of inadequate or defective equipment and the proper use, storage, disposal, or recycling of biological, chemical, and physical materials.).
- Understand that the number of occupants allowed in the laboratory must be set at a level based on building and fire safety codes; the size and design of the laboratory teaching facility; biological, chemical, or physical hazards; and students’ needs (NSTA 2015a; Roy 2006).
\*Note: Science classes should have no more than 24 students to allow for adequate supervision during science activities, even if the occupancy load limit might accommodate more (NSTA 2014b). It is equally important to ensure adequate workspace for each student. NSTA recommends 60 sq. ft. for each secondary student and 45 sq. ft. for each elementary student in a laboratory/classroom setting (Motz, Biehle, and West 2007).
### **Considerations for Conducting a Hazard Analysis and Risk Assessment**
As this conversation with the pre-service teachers evolved, we made some notes on the whiteboards, and the whole class was feverishly taking notes about this important and central topic. I have attempted to provide some key points to better assist you in conducting these analyses and assessments in your program.
**To complete the initial, secondary, and tertiary assessments of these planned laboratory activities, educators need to know what to look for so that these risks and potentially dangerous situations can be evaluated from an informed perspective.** The university pre-service teachers had an abundance of questions that seemed to start with ‘what,’ ‘why,’ ‘where,’ ‘when,’ and of course ‘how’ and the derivatives attached to each one to build a mental framework or decision tree to help them be safer in their new jobs.
## **Intentional Safer STEM Learning**
The resulting 6 intentional safety actions for conducting these safety reviews were used for our conversation and had broad applicability to your departments and should be shared with members of these disciplines. These 6 safety actions will best serve educators in making informed decisions regarding activity selection:
1. Review the SDS for all chemicals potentially being used and identify any areas of possible risk, including health, handling, storage, flammability, toxicology, and other pertinent information found in the 16 sections of the GHS-approved safety data sheet. There are many lists of ‘banned’ or prohibited chemicals found by professional organizations which identify those products that should not be used or found in academic laboratories due to their inherent risk to health and safety.
2. Review the equipment, apparatus, tools, machinery, and other items potentially being used in the activity or demonstration and analyze the possible injuries resulting from improper use or damage. Glassware can chip or break, causing a laceration; hotplates and burners can cause burns or start a fire; corded items can be trip hazards; machinery such as lathes or saws can create projectiles from the material being cut or shaped; and many other [safety concerns exist](https://sciencesafety.com/better-science-teaching-conditions/) within the parameters of the program and your specific items and equipment used. Be aware.
3. Review the procedures in the activity and identify any areas of concern, including timing, materials used, sequencing, handling, molarity, or concentration of chemicals proposed, and other relevant aspects, including waste management and emergency procedures in case of a fire, chemical spill, injury, and other risks associated with the activity. [The Chemical Hygiene Plan](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/ "The Chemical Hygiene Plan") will likely have some standard operating procedures and guidance on activities performed as well as asking your local [Chemical Hygiene Officer](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) or Supervisor for some advice on the activity proposal.
4. If you have not performed this activity before, have a colleague work with you to ‘test-drive’ the activity before doing it with students to identify any unexpected results or risks associated with the investigation. It also allows for mentoring from a more experienced educator who may have additional insights into achieving the desired educational outcomes. Never perform any activity with students until you have completed it first. You need to know what to anticipate and expect as the educator so you can better pprepare your students for performing that activity from a safety perspective.
5. Accept that substitutions of hazardous items or chemicals may be required for the demonstration or student activity to proceed. For example, many precipitate lab activities that were performed for decades used lead compounds now known to be carcinogenic. Despite the historical inertia to provide a ‘yellow’ residue, you can use different compounds that will still produce a precipitate. Still, it might be pink, teal, or blue instead of yellow. Do not try to replicate your personal experiences with identified banned or hazardous chemicals or apparatus.
6. Ask important questions and make immediate course corrections if the risk or hazards exceed the educational value for the students. Is this safe? Is there a safer way to impart this reaction/action/theory/specific law to my students – perhaps with a virtual simulation or existing video? IF THE ANSWER IS ‘NO,’ THEN YOU DO NOT PROCEED.
## **Best Safer STEM Learning Advice for Teachers**
As the minutes were winding down in my plenary session with these teacher candidates, it was apparent that I was expected to provide them with some ‘wisdom’ to help them calibrate their personal career and safety compass as they entered the teaching profession. What could I conjure up for them that would resonate with these eager, anxious, and knowledge-hungry students? Well, I provided these students in the auditorium with two concluding thoughts summarizing what hazard analysis and risk assessments in these subject areas involve from a cyclical or recurring perspective.
My first advice was, “**There is NOT a fine line between safe and unsafe. It is either safer, or it is NOT**“. Let that sink in for a minute. If you hear that voice is saying, “Is this safe?” Then it 100% is NOT safe, you should STOP immediately.
And my lasting impression with these students was this: “**Remember one thing as an educator in Science, STEM, and CTE, and that you recite this every morning when you unlock the door to your laboratory. SAFETY FIRST. ACCIDENTS LAST.**”
You cannot make teaching science, STEM, or CTE safe, but you can make it SAFER by conducting a hazard analysis and risk assessment and then the resulting safety actions determined from your evaluation. That is your safety benchmark or gauge for making prudent choices with activity, investigation, or experimental selection for students and stimulating their minds in these innovative subject areas**.**
**Your role as the educator is to make responsible, safer choices rooted in science and evidence from the safety analysis while simultaneously inspiring today’s youth to be the entrepreneurs of tomorrow with a solid foundation of ‘informed’ or intentional safety.**
Your impact may not be immediately visible but will ultimately assist your students along their trajectory towards post-secondary and ultimately into the workplace as valuable, contributing members of our community for decades to come.
### **References:**
- [NSTA Legal Implications of Duty of Care](https://static.nsta.org/pdfs/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf)
- [NSTA Liability Science Educator/Lab Safety](https://www.nsta.org/nstas-official-positions/liability-science-educators-laboratory-safety)
- [NSTA Safety and School Science Instruction](https://www.nsta.org/nstas-official-positions/liability-science-educators-laboratory-safety)
- [STEM LEGAL LIABILITY IN SCHOOLS – IMPROVED SAFETY](https://edcircuit.com/stem-legal-liability-in-schools-improved-safety/)
- [THE IMPORTANCE OF CHEMICAL HYGIENE PLANS IN SCHOOL DISTRICTS](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/)
- [Learning Conditions in High School Science](https://sciencesafety.com/nsta-position-paper-on-learning-conditions-in-high-school-science/)
- [Better Science Safety What the Data Tells Us](https://sciencesafety.com/science-safety-what-the-data-tells-us/)
- [Better Science Teaching Conditions](https://sciencesafety.com/better-science-teaching-conditions/)
**Categories:** Articles
**Tags:** STEM
---
### [Science Education Safety](https://sciencesafety.com/blog/science-education-safety/)
**Published:** September 8, 2022
**Author:** admin2025Open
**Content:**
#### **Key Issues in School Laboratory Safety**
Students and teachers must be aware of the potential for safety problems in the science classrooms and laboratories. Schools should review available safety resources and develop safety training for their teachers and students as well as safety rules for the classroom.
Teachers must choose safe labs that cover important concepts. Thought must be given to the chemicals purchased by schools. Which chemicals are the safest for the proposed labs, how much is needed, where will the chemicals be stored and in what arrangement? Are the storage areas locked and well ventilated?
Schools needing to dispose of unwanted or unknown (no label) chemicals should contact their state science education supervisor, state ecology agency or regional EPA office. Teachers or school officials should be prepared to give the name or description of the chemical, amount, type of container, nearest landfill and local sewage system.
Some state education agencies have worked with their state pollution control agencies and have used polluter fines to conduct state wide school chemical clean-ups in their states. Where this can not be done, local schools should band together to engage in regional chemical clean-ups to conserve costs.
Scientific equipment must be maintained. Written lab instructions must be clear and safety rules emphasized in these instructions.
Most states have regulations on fume hoods, whole-room ventilation, chemical storage, eyewash, safety showers, eyewear, aprons, gloves, fire blankets, first aid kits, and fire extinguishers in science classrooms. Schools should check with their state science supervisor for regulations, laws, and liabilities.
**Categories:** Articles
---
### [Safer Science](https://sciencesafety.com/blog/safer-science/)
**Published:** May 23, 2021
**Author:** admin2025Open
**Content:**
Safer Science is a comprehensive approach to managing risks inherent in scientific research, emphasizing the principle of inherently safer design (ISD) and promoting a proactive safety culture across various fields, including biotechnology, education, and art conservation. The core tenet of Safer Science is to prioritize the reduction of hazards at the design phase, minimize the use of dangerous substances, and develop risk-aware practices that enhance safety while simultaneously reducing costs associated with later safety modifications.[\[](https://en.wikipedia.org/wiki/Inherent_safety)
The framework of Safer Science encourages practitioners to cultivate a safety mindset through systematic risk assessment, which is guided by critical questions addressing potential hazards, risk mitigation strategies, and necessary safety protocols. This approach ensures the safety of researchers and their environments and fosters a culture of awareness and responsibility among team members and the broader community involved in scientific inquiry.[\[3\]](https://www.cdc.gov/safe-labs/php/biological-risk-assessment/index.html)
Prominent challenges in implementing Safer Science practices include risk compensation, resource disparities among research institutions, and the need for a cultural shift towards prioritizing safety. These issues can complicate efforts to establish consistent safety measures and reinforce the necessity of addressing ethical considerations in research recruitment to ensure diverse and representative participation in scientific studies.[\[4\]25% of class time spent doing hands-on T&E work Type of facilityHybrid classroom/lab facilities had significantly more accidents than other types of facilitiesTable saw useFor those that indicated they have a table saw, there were significantly more accidents reported among those that said they let students use them independently as opposed to those that allowed students to use under direct supervision or only be operated by the instructor.*Table 2. Statistically significant factors that contributed to accidents.*
**Statistically Significant Factors that Reduced Accidents**
Safety glasses w/side shields for every student in classDust collection system connected directly to equipmentA fire extinguisher within 25 feet of hazardous work areasCircuit breakers that have been tripped within the past yearUse GFCI outletsAppropriate gloves available for students when neededAppropriate aprons for students when neededA finishing/chemical storage room separate from the lab/classroomLockable flammables cabinetLockable tool storage cabinetsMaster shut off switch for electric, gas, and waterSafety zones on the floor near hazardous equipment/toolsNon-skid strips on the floor near hazardous equipmentType of table saw: SawStop*Table 3. Statistically significant factors that reduced accidents.*
Teaching Conditions and Practices Associated with Safety Accidents
To investigate this issue, polychoric correlation tests were conducted and a number of factors were found to have a statistically significant correlation with accident occurrence at the 0.05 level. Some notable factors contributed to an increase in accidents (contributing factors), while others were associated with a decrease in accidents (reducing factors). Those factors are listed in Tables 2 and 3.
Teaching Conditions and Practices Associated with Safety Accidents
A series of predictive models using logistic regression tests were conducted to examine what types of pre-service and in-service training served as predictors of accidents. The data revealed that training received from a higher education technical course or T&E teaching methods course alone, or from their district alone, did not significantly decrease the chance of an accident occurring. However, we found that teachers who received a combination of safety training in their higher education coursework, from their district when initially hired, and during in-service safety training updates from their district or an external source during their time of employment had a 37% lower chance of having an accident occur in their T&E courses. Overall, findings reveal there are multiple factors that impact the chance of an accident occurring. Additional analyses are needed to control for the variables collected through the survey and further examine their influence. The results from the statistical analyses merely provide a snapshot of some of the significant factors and predictors found. Greater details about these statistical analyses will be described in future research focused articles.
**RECOMMENDATIONS FROM THIS STUDY** As with any study there are a number of limitations that must be considered. This study merely presents data voluntarily self-reported by 67 T&E teachers in Pennsylvania. The survey was administered in April 2020, shortly after COVID-19 caused many schools to transition to online learning, however teachers did have face-to-face classes for the majority of their academic year to reflect on for the survey. This study does not represent the safety practices of every school district or teacher; however, it provides a sample from various districts and teachers across the Commonwealth. In future studies the data could be further analyzed to differentiate findings according to various subgroups (ex. years of teaching experience, courses taught, grade level taught, etc.) and examined in more detail from a national level.
A few alarming statistics emerged from this study. Fifty percent of teachers reported having 4-5 preps per semester which could place increased safety responsibilities on teachers (e.g.., additional set up and maintenance). Specifically related to facilities, there was a noticeable lack of safety zones, access to eyewash stations, fully stocked first aid kits, emergency power shut-off controls, ventilation for soldering, and PPE for welding in T&E labs. Teachers should ensure that their T&E lab has the appropriate engineering controls, standard operating procedures, PPE, and safety communications that are critical to reducing the severity of accidents. Air filtration is also something that districts should invest in for their 3D printers. Emerging studies have found hazardous levels of ultrafine particles are often emitted from desktop 3D printers.
School nurses, T&E departments, district safety officers, and the local fire marshal should all have a copy of SDS for hazardous materials/chemicals found in T&E labs within your school. Some areas of grave concern were the lack of a signed safety acknowledgment form, passing safety tests, use of safety glasses/ goggles, securing long hair and loose jewelry/clothing, and wearing of closed toed shoes before any student was allowed to conduct work in the lab. These should all be requirements prior to any lab activity being conducted. Furthermore, state statutes require appropriate eye protection (Act 116) and PPE (Act 174) for all school lab/shop activities (PDE, 2002). Hardly any teachers reported testing their eyewash for several minutes every week as called for by the ANSI/ ISEA Z358.1-2014 eyewash/shower standard. Districts should have written safety policies for lab activities and facilities that comply with Act 116 and Pennsylvania’s General Safety Law. They should conduct annual safety audits of labs and inventories of hazardous chemical/materials. T&E departments should also work to develop a safety policy aligned with their district’s policies to ensure fair and consistent safety practices are implemented across the department.
Moreover, there was an identifiable lack of safety training participants reported receiving from their undergraduate T&E teaching methods course. Teacher preparation programs and mentor teachers should ensure safety is a core focus for all pre-service teachers. There was also an identifiable lack of safety training provided by districts. OSHA requires employers (school districts) to train employees (teachers) upon initial hiring and anytime thereafter a new hazard (e.g.., new equipment, new chemical, etc.) is to be used in the workplace. This lack of safety training along with some of the other items mentioned in this section were found to significantly contribute to accidents in the statistical analyses.
The strongest findings presented in this study are the statistical analyses which revealed that comprehensive safety training has a significant and beneficial effect on reducing accidents. Additionally, a number of factors were found to contribute to or reduce accidents (Tables 2 and 3). Teachers, school district administrators, and school district health and safety officers should review these factors and address any related issues pertaining to their facilities and practices. The data suggests that doing this will help reduce the chance of an accident occurring. Additionally, the Pennsylvania Department of Education and school districts should review these findings to inform future safety recommendations and policies.
**CONCLUSION** The findings from this study provide a clearer picture about the current status of safety in T&E education programs across a sample of Pennsylvania school districts. This study reaffirms findings published by previous studies that indicated comprehensive safety training plays a critical role in providing safer T&E instruction. In addition, this study provides sound empirical evidence specific to T&E safety topics which could serve as a more relevant precedent than previous studies from other content areas. While science educators continue to integrate more engineering practices as called for by the Next Generation Science Standards, this study sheds light on the hazards associated with facilitating engineering design activities and the importance of appropriate safety training and protocols. It is strongly recommended that teachers present this research to their administration and request support in writing to address the factors found to influence the chance of an accident occurring. In the event that an accident does occur, solicitors (attorneys) or expert witnesses may present this research and other resources with similar recommendations as a precedent which districts had knowledge of and neglected to follow. It would be better professional safety practice for school districts to follow the research supported recommendations presented in this article than to knowingly create unsafe conditions due to lack of training, lack of PPE, lack of engineering controls, overcrowding, and other critical safety issues discussed in this article.
REFERENCES
Commonwealth of Pennsylvania Department of Labor and Industry. (2021). General safety.
International Technology and Engineering Educators Association (ITEEA). (2020). Standards for technological and engineering literacy: The role of technology and engineering in STEM education.
Love, T. S. (2013). Using case law to address technology and engineering education safety and liability in the Commonwealth of Pennsylvania. Technology and Engineering Education Association of Pennsylvania Journal, 61(2), 6-8.
Love, T. S. (2014). Safety and liability in STEM education laboratories: Using case law to inform policy and practice \[Electronic supplement\]. Technology and Engineering Teacher, 73(5), 1-13. [https://www.researchgate.net/publication/297001421\_Safety\_and\_liability\_in\_STEM\_education\_laboratories\_Using\_case\_law\_to\_inform\_policy\_and\_practice](https://www.researchgate.net/publication/297001421_Safety_and_liability_in_STEM_education_laboratories_Using_case_law_to_inform_policy_and_practice)
Love, T. S. (2017). Perceptions of teaching safer engineering practices: Comparing the influence of professional development delivered by technology and engineering, and science educators. Science Educator, 26(1), 1-11.
Love, T. S. (2018). Perceptions of safety in makerspaces: Examining the influence of professional development. Paper presented at the 105th Mississippi Valley Technology Teacher Education Conference, Nashville, TN. [(link)](https://www.researchgate.net/publication/328917178_Perceptions_of_Safety_in_Makerspaces_Examining_the_Influence_of_Professional_Development)
Love, T. S., Duffy, B. C., Loesing, M. L., Roy,
K. R., & West, S. S. (2020). Safety in STEM education standards and frameworks: A comparative content analysis. Technology Teacher, 80(3), 34-38.
Pennsylvania Department of Education. (PDE). (2002). Safety guidelines for elementary and technology education teachers.
Pennsylvania Department of Education (PDE). (2020). Pennsylvania technology and engineering standards (grades 6-12).[ https:// www.education.pa.gov/Teachers%20-%20 Administrators/Curriculum/Science/Pages/Science-Standards.aspx]()
Pennsylvania Department of Labor and Industry. (2021). General safety.
Stephenson, A. L., West, S. S., Westerlund,
J. F., & Nelson, N. C. (2003). An analysis of incident/accident reports from the Texas secondary school science safety survey, 2001. School Science and Mathematics, 103(6), 293-303.
Threeton, M. D., & Evanoski, D. C. (2014). Occupational safety and health practices: An alarming call to action. Career and Technical Education Research, 39(2), 119-136.[ https://doi.org/10.5328/cter39.2.119](https://doi.org/10.5328/cter39.2.119)
West, S. S. (2016). Overcrowding in K-12 STEM classrooms and labs. Technology and Engineering Teacher, 76(4), 38-39.
**Categories:** Articles
---
### [Triple ‘AAA’ approach to Safer Labs](https://sciencesafety.com/blog/triple-aaa-approach-to-safer-labs/)
**Published:** October 4, 2022
**Author:** admin2025Open
**Content:**
The method requires teachers to perform a hazard analysis before each lab demonstration (Minister 2015), as mandated by Standard 45 of the National Fire Protection Agency, then conduct a risk assessment and take the best possible **safety** action.
In order to perform this 3-step approach to understanding and evaluating hazards, you must follow these steps sequentially:
- **Hazard ANALYSIS** (physical, chemical, biological hazards outlined on SDS and in tandem with teacher experience and safety notes from lab activity) and use of Chemical Hygiene Plan and trusted safety authorities
- **Risk ASSESSMENT** (use of the SDS sections specifically 2, 5, 6,10, 11 that highlight information for the safer handling, such as hazards, fire safety, accidental spill information, stability and toxicological info)
- **Safety ACTION** (Determine the appropriate action based on the types of hazards and risks. The top three actions to consider, based on the OSHA’s Hazard Prevention and Control (see Resources), include engineering controls, administrative controls, and personal protective equipment (PPE).
The lab can be an unsafe place. Under NSTA’s Duty of Care, however, the teacher is required to make labs safer (see Resources). One way of doing so is to follow the analysis, assessment, and action (AAA) method. The method requires teachers to perform a hazard analysis before each lab demonstration (Minister 2015), as mandated by Standard 45 of the National Fire Protection Agency, then conduct a hazard assessment, and take the best possible action.
**Analysis**
The first step is to analyze the potential hazards. For example, there can be physical impact hazards (labware such as ring stand rod and meter sticks), chemical hazards (corrosives and toxins), and biological hazards (mold and bacteria). The hazards analysis is usually based on the teacher’s previous lab experiences, employer-required safety training, Safety Data Sheets and a Chemical Hygiene Plan from the Occupational Safety and Health Administration (OSHA \[see Resources\]), and internet safety information.
**Assessment**
Next, assess the risks of potential hazards determined in step one, using the Safety Data Sheets:
- Section 2. Hazards Identification,
- Section 5. Fire-Fighting Measures,
- Section 6. Accidental Release Measures,
- Section 10. Stability and Reactivity, and
- Section 11. Toxicological Information.
**Action**
Determine the appropriate action based on the types of hazards and risks. The top three actions to consider, based on the OSHA’s Hazard Prevention and Control (see Resources), include engineering controls, administrative controls, and personal protective equipment (PPE).
Section 8 of the Safety Data Sheet can help determine which PPE (safety glasses or goggles) and engineering controls work best. Also, read the labels on hazardous chemicals before working with them. When risks are too high, the demonstration or activity should be abandoned and replaced with a safer alternative.
**Reference**
- [Minister, A. 2015. Unsafe science. *NFPA Journal*](https://web.archive.org/web/20190318185209/https://www.nfpa.org/News-and-Research/Publications/NFPA-Journal/2015/September-October-2015/Features/Unsafe-Science)
**Resources**
- [NSTA’s Duty of Care](https://edcircuit.com/wp-content/uploads/2023/03/NSTADutyOfCare.pdf)
- [Hazard Prevention and Contro](http://www.osha.gov/shpguidelines/hazard-prevention.html)l
- [Safety Data Sheets](http://www.osha.gov/Publications/OSHA3514.html)
**Categories:** Articles
---
### [Better Science Safety What the Data Tells Us](https://sciencesafety.com/blog/better-science-safety-what-the-data-tells-us/)
**Published:** October 4, 2022
**Author:** admin2025Open
**Content:**
Recent statistics from a study completed in 2020 investigating safety in STEM and CTE laboratories in the USA. Some of the key findings include:
- 93% of participating teachers had a safety plan as part of their curriculum.
- 12% did not provide safety training to students prior to participation in lab activities.
- 11% of participating teachers did not require students to complete a safety test prior to working in the lab.
- 33% did not require students to obtain a score of 100% on their safety tests. ‘
- 35% of teachers of STEM and CTE did not have any formalized safety training
- 69% of teachers do not use an acknowledgement form with their students
- STEM accident increase once class size exceeds 24 students
- 58% of teachers could not recall the last annual safety inspection in their school
- 31% of schools did not have a reliable SDS management system in place
- 41% of schools perform a chemical inventory annually
- 37% of schools are unsure how they dispose of chemicals in the district
- 57% of schools have classes larger than 25 students, but only 26% of those schools have a facility large enough to support that many students
- 86% of classrooms have a fire extinguisher
- 77% of accidents involve students
- Overcrowding is the second largest cause of accidents in schools
- Only 45% of schools have ANSI Z87.1 D3 2020 indirectly vented splash goggles for working with liquids but 83% have safety glasses for students working with solids
- 51% of schools nationally have had an injury or litigation
- 80% of science & STEM teachers reported having 1 injury in their classes in the past year
- 62% of teachers regard students not following instructions as the leading cause of accidents or injuries
#### What Are the Implications for Safer STEM Teaching and Learning?
Safety plays a critical role in our daily lives. From the equipment we use in our kitchen to the advanced safety features in our vehicles, safety is a core consideration in every scientific discovery, and technological and engineering innovation. Safety is also an enduring concept, one that has been a vital component of early manual arts and science programs to present-day design-based STEM (science, technology, engineering, and mathematics) instruction in laboratories, makerspaces, Fabrication Labs (Fab Labs), libraries, community centers, and outdoor education programs (Love and Roy 2022).
In May 2022, the book *Safer Engineering and CTE Instruction: [A National STEM Education Imperative: What the Data Tells Us ](https://sciencesafety.com/wp-content/uploads/2022/10/Safer-Engineering-and-CTE-Instruction-A-National-STEM-Education-Imperative.pdf)*was published; it was based on the research study conducted by Tyler S. Love (Penn State University, Harrisburg) and Kenneth Russell Roy (NSTA Chief Science Safety Advisor). The book provides practitioner-focused recommendations on how to better protect teachers, supervisors, and administrators from legal entanglements by proactively addressing potential safety hazards and resulting risk assessments and implementing appropriate safety actions.
The study’s findings are presented according to regional and national averages reflecting safety factors, safety characteristics of facilities, and instructor and student safety practices relative to STEM and Career and Technical Education (CTE) learning spaces. The book’s purpose in part was to raise levels of awareness about the need to improve and/or adopt updated STEM and CTE safety policies and practices for a safer teaching and learning experience. In addition, the book supports critical information inquiries for necessary safety resources needed by professional education associations, state education departments, teacher preparation programs, administrators, school districts, teachers, and others (e.g.., community makerspaces). In this way, this blog post’s purpose is to briefly introduce some of the key findings from the study and include a limited discussion.
#### What Exactly Is STEM?
Before the findings are presented, it is important that the readers understand the term *STEM* within the context of the study. *STEM* is used in reference to science, technology and engineering (T&E), CTE, and integrated STEM activities, which could include observations, hands-on investigations, explorations, demonstrations, and/or field activities and investigations. These activities could encompass crosscutting teaching and learning opportunities that integrate concepts from additional content areas (mathematics, the arts, etc.). STEM education safety is applicable across science, T&E, CTE, and other content areas involving scientific inquiry, engineering design, science and engineering practices, problem-based learning, design-based learning, and career and college readiness (Love and Roy 2022, p. 10).
#### Summary and Brief Discussion of Findings
The study revealed many findings that teachers, supervisors/administrators, state departments of education, teacher educators, and others need to be aware of and address. The following were among some study results that had the most alarming safety statistics and are well worth highlighting.
1. A large percentage (52%) of teachers reported having four or more preps per semester, which could place increased safety responsibilities on teachers (e.g.., additional setup and maintenance). Previous studies have found more than two preps in a semester to contribute to increases in accidents.
2. Regarding facilities, the study revealed a noticeable lack of safety zones, access to eyewash stations and showers, fully stocked first aid kits, emergency power shutoff controls, ventilation for soldering, and Personal Protective Equipment (PPE) for welding/casting/molding in lab facilities.
3. The study also indicated districts should invest in air filtration for operating 3-D printers, but it was reported absent frequently in this study (75% reported no 3-D printer ventilation). Emerging studies have found hazardous levels of ultrafine particles (UFPs) are often emitted from desktop 3-D printers.
4. School nurses, STEM and CTE departments, district safety officers, and the local fire marshal should all have copies of Safety Data Sheets (SDS) for all hazardous materials/chemicals found in STEM and CTE labs within a school or library.
5. A large percentage of teachers noted they did not require a signed safety acknowledgment form, passing of safety tests, use of safety glasses/indirectly vented goggles, securing of long hair and loose jewelry/clothing, and wearing of closed-toe shoes before any student was allowed to conduct lab activities. This presents serious legal and safety issues, as many state statutes require appropriate eye protection in addition to better professional safety practices, which this study found were not followed consistently or steadfastly.
6. Only 38% of participants reported completing the simple task of testing their eyewash and showers for several minutes every week as called for by the American National Standards Institute/International Safety Equipment Association (ANSI/ISEA) Z358.1-2014 eyewash/shower standard.
7. There was an identifiable lack of safety training, as only 54% of participants reported receiving such training during undergraduate technical and/or teaching methods courses. This not only puts students at a higher risk of an accident, but also does so for the teacher! Teacher preparation programs and mentor teachers should ensure safety is a core focus for all preservice teachers.
8. There was also an identifiable lack of safety training provided by school districts. The Occupational Safety and Health Administration (OSHA) requires employers (school districts) to train employees (teachers) upon initial hiring, anytime thereafter when a new hazard is present (e.g.., new equipment, new chemical, etc.), and when there is a new job assignment in the workplace (STEM or CTE lab). Further research featuring statistical analyses from the data in this study revealed that a lack of safety training, along with other factors, were significantly associated with increased accident rates.
Download the PDF: *Safer Engineering and CTE Instruction: [A National STEM Education Imperative](https://sciencesafety.com/wp-content/uploads/2022/10/Safer-Engineering-and-CTE-Instruction-A-National-STEM-Education-Imperative.pdf)*
**Categories:** Articles
---
### [Accidents in CTE and STEM Labs: A National Safety Study](https://sciencesafety.com/blog/accidents-in-cte-and-stem-labs-a-national-safety-study/)
**Published:** October 4, 2022
**Author:** admin2025Open
**Content:**
By: Tyler S. Love, Philip Sirinides & Kenneth R. Roy
Presented at the 2022 Annual Meeting of the American Education Research Association (AERA):
San Diego, CA – April 22, 2022
Paper Session: Leading and Administering Career and Technical Education (CTE) Programming
### **Abstract**
Safety continues to be one of the core components of career and technical education (CTE) and science, technology, engineering, and mathematics (STEM) education. Evidence of its importance can be found in many state statutes, approved state OSHA plans, federal OSHA regulations, national and state academic standards documents, and resources published by professional CTE and STEM educator associations such as ACTE, NSTA, and ITEEA. This paper presents safety findings from a study involving 718 educators from 42 states who taught lab based CTE or STEM courses. Correlational analyses revealed factors which were associated with accident occurrences. This study provides practical implications for state departments and school districts to improve the safety practices, protocols, and policies within CTE and STEM
education labs.
### **Purpose**
The overarching purpose of this research was to provide sound empirical evidence that identified safety factors, practices, and facility characteristics associated with accident occurrences in career and technical education (CTE) and science, technology, engineering, and mathematics (STEM) education labs. The lack of data from previous studies and implications for protecting students and teachers provided the rationale for this study, which resulted in the following research questions: 1) What factors are significantly associated with accident occurrences, and 2) What is the extent of these associations?
[Download the full PDF document.](https://sciencesafety.com/wp-content/uploads/2022/10/Examining-Factors-Associated-with-Accidents-in-CTE-and-STEM-Education-Labs.pdf)
[Examining-Factors-Associated-with-Accidents-in-CTE-and-STEM-Education-Labs](https://sciencesafety.com/wp-content/uploads/2024/10/Examining-Factors-Associated-with-Accidents-in-CTE-and-STEM-Education-Labs.pdf)[Download](https://sciencesafety.com/wp-content/uploads/2024/10/Examining-Factors-Associated-with-Accidents-in-CTE-and-STEM-Education-Labs.pdf)
**Categories:** Articles
---
### [Overcrowding in the Instructional Space](https://sciencesafety.com/blog/overcrowding-in-the-instructional-space/)
**Published:** September 30, 2022
**Author:** admin2025Open
**Content:**
**By the NSTA Safety Advisory Board Revised April 2020**
Better professional safety practices and academic research support hands-on, process and inquiry-based laboratory and field investigations as well as hands-on activities to promote deep conceptual understanding of science by students. To ensure a safer and effective science teaching/learning environment, the following recommendations are derived from recognized reliable sources, legal safety standards, and better professional safety practices. The recommendations represent the better professional safety standards and practices on safety as it relates to overcrowding. However, it cannot be assumed that all hazards in science classrooms are ameliorated by simply reducing overcrowding. Other factors affecting safety, may include facilities design, engineering controls, appropriate personal protective equipment, standard operating procedures, and/or safety training of students and teachers. These additional factors, which can be linked with science accidents, must also be attended to as well as meeting the requirements of any legal safety code or regulation or law of any state, municipality or other jurisdiction (e.g.. Federal or State OSHAs).
Overcrowding in science classrooms is the number one concern among science teachers (Horton, 1988: Rakow, 1989: West et al, 2001; Stephenson et al., 2003; West & Kennedy, 2013). However, overcrowding, as well as lack of safety training of teachers; lack of appropriate classroom management; and inadequate science equipment and facilities have all been identified as possible areas of safety concern while teaching science (Horton, 1988; Rakow, 1989: West et al., 2001; Stephenson et al., 2003; Richards-Baab, Bishoff, Carver, Fisher and Robertson-Honecker, 2010; West and Kennedy, 2014).
Standards of care for student safety are incorporated in building codes and guidelines established by voluntary association and by law and regulation (National Research Council, 2006). The size of the laboratory facility and the number of students using the facilities are considered when determining standards of care. Administrators should be aware of the importance of following the sets of standards for instructional space in the school laboratories.
Overcrowding is a complex issue that includes (1) class size, (2) amount of workspace per student and (3) occupancy load.
### Class Size
Stephenson et al. (2003) and West and Kennedy (2014) identified that increased class enrollment significantly affected the number of accidents in the secondary science classroom (see Figure 1). Most accidents occur in classrooms with an enrollment of greater than 24 students (Stephenson et al., 2003 and West and Kennedy, 2013). Major problems with overcrowding include two issues: the teacher’s ability to supervise a large number of students doing science activities and the amount of individual workspace per student. Overcrowding in regard to supervision likely affect a teacher’s ability to properly manage and oversee their classroom and, therefore, may prevent the adequate supervision of students conducting science activities.
### Figure 1 . Accidents Increase as Class Size Increases (p<0.001)
**Workspace per student**
Stephenson et al. (2003) and West and Kennedy (2014) also identified a statistically significant correlation between space per student and the frequency of incidents and accidents in the science classroom (See Figure 2). Students conducting science activities often work with equipment and chemicals/biologicals/physicals that pose safety risks, especially if not handled properly. Handling science equipment and chemicals safely requires sufficient individual work space. Space per student is not simply an issue of room size, but rather, the number of students within the space. A smaller classroom may have sufficient space per student if the class enrollment is small; likewise, a large classroom may not have sufficient space per student if the class enrollment is too large.
If there are inclusion students with collaborative teachers in the science classroom, the amount of individual workspace per student is reduced. It is recommended that the number of occupants in the classroom is decreased when there are additional instructional support personnel present.
### Figure 2: Accidents Increase as Space/Student Decreases (Elbow Space) (p<0.001)
**Occupancy Load**
Occupant load (NFPA 101 -2012: section 3.3.162.2) is “the number of people that might occupy a building or portion there at any one time” (e.g.. educational science laboratory). In addition, the International Building Code (IBC)1004.1 “Design occupant load is used to determine the “means of egress requirements, the number of occupants for whom means of egress facilities shall be provided shall be determined in accordance with this section.” For educational science laboratories, the requirement is 50 square feet net per person or 4.6 square meters net per person (NFPA 101-2018 Occupant Load Factor table 7.3.1.2 – Shops, laboratories, vocational rooms, pg. 101-81). Both fire and building legal standards like occupancy load codes are designed to establish and maintain safer laboratories. (Roy, K, 2013).
Gross square footage is the total floor area within the inside perimeter of the room walls whereas net square footage is the total floor area within the inside perimeter of the room walls with deductions made for cabinets, furnishings, equipment. Factors such as the laboratory footprint, placement of furniture and equipment, number of exits, level of hazards (e.g.. flammables, gas, etc.), additional people such as administrators or specialty teachers such as special education teachers and more also have impact on the specific occupancy load designation for a laboratory. The authority of jurisdiction or local fire marshal determines the occupancy loads in laboratories in most school districts. School employers should check with their local fire marshal to determine which occupancy code is applicable to their academic facility (e.g.. NFPA 101, IBC 1004, etc.).
### Professional Standards/Better Safety Practices
Science education organizations at the national and state levels have long advocated for limiting science class size to 24 students (if the minimum square footage per occupant is in concert with the established occupancy load) and adequate work surface space is provided (National Science Teachers Association, 2007; National Science Education Leadership Association; American Chemical Society, 2012; Motz, Biehle, and West. 2007). Note that whether is it a legal safety standards (NFPA, IBC, etc.) or better professional practice (NSTA, etc.), occupancy loads for labs are not recommendations or voluntary. They are a legal expectation which must be followed and carry liability should there be a safety incident in the lab.
### Summary
NSTA continues to recommend that:
- science class sizes in every class (not average over all classes) be limited to:
- 24 (high school/middle school) students if there is at least 60 square feet/student net in a combination of classroom/laboratory room or 50 square feet/student net in a pure laboratory room.
- 24 elementary students if there is at least 45 square feet/student net in either a pure laboratory or combination classroom/laboratory.
- 24 students for field trips (This will depend on the number of chaperones (students/teacher/adult ratio), safety hazards of the location, number of special needs students (number of necessary paraprofessionals), etc.)
- adequate workspace area is provided for each student of at least:
- At the secondary level, 60 square feet/student net in a combination of classroom/laboratory room or 50 square feet/student net in a pure laboratory room
- At the elementary level, 45 square feet/student net in either a pure laboratory or combination classroom/laboratory
- ICC (International Code Council) and/or NFPA as applicable jurisdiction-wise requirements regarding occupancy loads are met.
- best professional practices of the professional organizations are
**SAB Note: The SAB wishes to sincerely thank Michael Giantonio Sr., Captain, Glastonbury Fire Department and Deputy Fire Marshal, Glastonbury, CT, for his time and effort in reviewing this article.**
**References**
- American Chemical Society, 2012. *Guidelines and Recommendations for the Teaching of High School Chemistry*. Retrieved at [http://www.acs.org/content/dam/acsorg/education/policies/recommendations-for-the-teaching-of-](http://www.acs.org/content/dam/acsorg/education/policies/recommendations-for-the-teaching-of-high-school-chemistry.pdf) [high-school-chemistry.pdf](http://www.acs.org/content/dam/acsorg/education/policies/recommendations-for-the-teaching-of-high-school-chemistry.pdf)
- International Code Council. *International Building Code,* Chapter 10, Means of Egress. Retrieved at [http://publicecodes.cyberregs.com/icod/ibc/2009/icod\_ibc\_2009\_10\_section.htm](https://codes.iccsafe.org/content/IBC2021P2/chapter-10-means-of-egress)
- Motz, L. L., J. T. Biehle, and S. S. West. 2007. *NSTA guide to planning school science facilities*, Second Edition. Arlington, VA: NSTA Press.
- National Fire Protection Association (NFPA). 2012. Section 3.3.162.2 Occupant Load National Fire Protection Association (NFPA). 2018. Section 7.3.1.2 Occupant Load Factor.
- National Research Council (2006). *America’s Lab Report: Investigations in High School Science*.
- Committee on High School Science laboratories: Role and Vision, S.R. Singer, M.L. Hilton, and H.A. Schweingruber, Editors. Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
- National Science Education Leadership Association (NSELA), *Science Teaching Conditions*. Retrieved at
- National Science Education Leadership Association (NSELA), *Occupancy Load in School Science Laboratories*. Retrieved at
- National Science Teachers Association (NSTA). 2007. NSTA Position Statement: Liability of Science Educators for Laboratory Safety, [https://www.nsela.org/position-statements](http://www.nsta.org/about/positions/liability.aspx)
- Roy, K. *Pay Attention to Lab Occupancy Load*. February 2013, Best Practices for Safety. Issues in the Science Classroom and Laboratory. National Science Teachers Association.
- Stephenson, A. L., West, S., and Westerlund, J. (2003). An Analysis of Incident/Accident Reports from the Texas Secondary School Science Safety Survey, 2001*. School Science and Mathematics, 103(6), 293-303*.
- West, S. and Kennedy, L. (2014). Safety in Texas Secondary Science Classrooms. Texas Academy of Science, (58)
#### By the NSTA Safety Advisory Board Revised April 2020
Better professional safety practices and academic research support hands-on, process and inquiry-based laboratory and field investigations as well as hands-on activities to promote deep conceptual understanding of science by students. To ensure a safer and effective science teaching/learning environment, the following recommendations are derived from recognized reliable sources, legal safety standards, and better professional safety practices. The recommendations represent the better professional safety standards and practices on safety as it relates to overcrowding. However, it cannot be assumed that all hazards in science classrooms are ameliorated by simply reducing overcrowding. Other factors affecting safety, may include facilities design, engineering controls, appropriate personal protective equipment, standard operating procedures, and/or safety training of students and teachers. These additional factors, which can be linked with science accidents, must also be attended to as well as meeting the requirements of any legal safety code or regulation or law of any state, municipality or other jurisdiction (e.g.. Federal or State OSHAs).
Overcrowding in science classrooms is the number one concern among science teachers (Horton, 1988: Rakow, 1989: West et al, 2001; Stephenson et al., 2003; West & Kennedy, 2013). However, overcrowding, as well as lack of safety training of teachers; lack of appropriate classroom management; and inadequate science equipment and facilities have all been identified as possible areas of safety concern while teaching science (Horton, 1988; Rakow, 1989: West et al., 2001; Stephenson et al., 2003; Richards-Baab, Bishoff, Carver, Fisher and Robertson-Honecker, 2010; West and Kennedy, 2014).
Standards of care for student safety are incorporated in building codes and guidelines established by voluntary association and by law and regulation (National Research Council, 2006). The size of the laboratory facility and the number of students using the facilities are considered when determining standards of care. Administrators should be aware of the importance of following the sets of standards for instructional space in the school laboratories.
Overcrowding is a complex issue that includes (1) class size, (2) amount of workspace per student and (3) occupancy load.
### Class Size
Stephenson et al. (2003) and West and Kennedy (2014) identified that increased class enrollment significantly affected the number of accidents in the secondary science classroom (see Figure 1). Most accidents occur in classrooms with an enrollment of greater than 24 students (Stephenson et al., 2003 and West and Kennedy, 2013). Major problems with overcrowding include two issues: the teacher’s ability to supervise a large number of students doing science activities and the amount of individual workspace per student. Overcrowding in regard to supervision likely affect a teacher’s ability to properly manage and oversee their classroom and, therefore, may prevent the adequate supervision of students conducting science activities.
### Figure 1 . Accidents Increase as Class Size Increases (p<0.001)
**Workspace per student**
Stephenson et al. (2003) and West and Kennedy (2014) also identified a statistically significant correlation between space per student and the frequency of incidents and accidents in the science classroom (See Figure 2). Students conducting science activities often work with equipment and chemicals/biologicals/physicals that pose safety risks, especially if not handled properly. Handling science equipment and chemicals safely requires sufficient individual work space. Space per student is not simply an issue of room size, but rather, the number of students within the space. A smaller classroom may have sufficient space per student if the class enrollment is small; likewise, a large classroom may not have sufficient space per student if the class enrollment is too large.
If there are inclusion students with collaborative teachers in the science classroom, the amount of individual workspace per student is reduced. It is recommended that the number of occupants in the classroom is decreased when there are additional instructional support personnel present.
### Figure 2: Accidents Increase as Space/Student Decreases (Elbow Space) (p<0.001)
**Occupancy Load**
Occupant load (NFPA 101 -2012: section 3.3.162.2) is “the number of people that might occupy a building or portion there at any one time” (e.g.. educational science laboratory). In addition, the International Building Code (IBC)1004.1 “Design occupant load is used to determine the “means of egress requirements, the number of occupants for whom means of egress facilities shall be provided shall be determined in accordance with this section.” For educational science laboratories, the requirement is 50 square feet net per person or 4.6 square meters net per person (NFPA 101-2018 Occupant Load Factor table 7.3.1.2 – Shops, laboratories, vocational rooms, pg. 101-81). Both fire and building legal standards like occupancy load codes are designed to establish and maintain safer laboratories. (Roy, K, 2013).
Gross square footage is the total floor area within the inside perimeter of the room walls whereas net square footage is the total floor area within the inside perimeter of the room walls with deductions made for cabinets, furnishings, equipment. Factors such as the laboratory footprint, placement of furniture and equipment, number of exits, level of hazards (e.g.. flammables, gas, etc.), additional people such as administrators or specialty teachers such as special education teachers and more also have impact on the specific occupancy load designation for a laboratory. The authority of jurisdiction or local fire marshal determines the occupancy loads in laboratories in most school districts. School employers should check with their local fire marshal to determine which occupancy code is applicable to their academic facility (e.g.. NFPA 101, IBC 1004, etc.).
### Professional Standards/Better Safety Practices
Science education organizations at the national and state levels have long advocated for limiting science class size to 24 students (if the minimum square footage per occupant is in concert with the established occupancy load) and adequate work surface space is provided (National Science Teachers Association, 2007; National Science Education Leadership Association; American Chemical Society, 2012; Motz, Biehle, and West. 2007). Note that whether is it a legal safety standards (NFPA, IBC, etc.) or better professional practice (NSTA, etc.), occupancy loads for labs are not recommendations or voluntary. They are a legal expectation which must be followed and carry liability should there be a safety incident in the lab.
### Summary
NSTA continues to recommend that:
- science class sizes in every class (not average over all classes) be limited to:
- 24 (high school/middle school) students if there is at least 60 square feet/student net in a combination of classroom/laboratory room or 50 square feet/student net in a pure laboratory room.
- 24 elementary students if there is at least 45 square feet/student net in either a pure laboratory or combination classroom/laboratory.
- 24 students for field trips (This will depend on the number of chaperones (students/teacher/adult ratio), safety hazards of the location, number of special needs students (number of necessary paraprofessionals), etc.)
- adequate workspace area is provided for each student of at least:
- At the secondary level, 60 square feet/student net in a combination of classroom/laboratory room or 50 square feet/student net in a pure laboratory room
- At the elementary level, 45 square feet/student net in either a pure laboratory or combination classroom/laboratory
- ICC (International Code Council) and/or NFPA as applicable jurisdiction-wise requirements regarding occupancy loads are met.
- best professional practices of the professional organizations are
**SAB Note: The SAB wishes to sincerely thank Michael Giantonio Sr., Captain, Glastonbury Fire Department and Deputy Fire Marshal, Glastonbury, CT, for his time and effort in reviewing this article.**
**References**
- American Chemical Society, 2012. *Guidelines and Recommendations for the Teaching of High School Chemistry*. Retrieved at [http://www.acs.org/content/dam/acsorg/education/policies/recommendations-for-the-teaching-of-](http://www.acs.org/content/dam/acsorg/education/policies/recommendations-for-the-teaching-of-high-school-chemistry.pdf) [high-school-chemistry.pdf](http://www.acs.org/content/dam/acsorg/education/policies/recommendations-for-the-teaching-of-high-school-chemistry.pdf)
- International Code Council. *International Building Code,* Chapter 10, Means of Egress. Retrieved at
- Motz, L. L., J. T. Biehle, and S. S. West. 2007. *NSTA guide to planning school science facilities*, Second Edition. Arlington, VA: NSTA Press.
- National Fire Protection Association (NFPA). 2012. Section 3.3.162.2 Occupant Load National Fire Protection Association (NFPA). 2018. Section 7.3.1.2 Occupant Load Factor.
- National Research Council (2006). *America’s Lab Report: Investigations in High School Science*.
- Committee on High School Science laboratories: Role and Vision, S.R. Singer, M.L. Hilton, and H.A. Schweingruber, Editors. Board on Science Education, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
- National Science Education Leadership Association (NSELA), *Science Teaching Conditions*. Retrieved at
- National Science Education Leadership Association (NSELA), *Occupancy Load in School Science Laboratories*. Retrieved at
- National Science Teachers Association (NSTA). 2007. NSTA Position Statement: Liability of Science Educators for Laboratory Safety, [https://www.nsela.org/position-statements](http://www.nsta.org/about/positions/liability.aspx)
- Roy, K. *Pay Attention to Lab Occupancy Load*. February 2013, Best Practices for Safety. Issues in the Science Classroom and Laboratory. National Science Teachers Association.
- Stephenson, A. L., West, S., and Westerlund, J. (2003). An Analysis of Incident/Accident Reports from the Texas Secondary School Science Safety Survey, 2001*. School Science and Mathematics, 103(6), 293-303*.
- West, S. and Kennedy, L. (2014). Safety in Texas Secondary Science Classrooms. Texas Academy of Science, (58)
**Categories:** Articles
---
### [Reimagining Our Futures Together: A new social contract for education](https://sciencesafety.com/blog/reimagining-our-futures-together-a-new-social-contract/)
**Published:** September 30, 2022
**Author:** admin2025Open
**Content:**
Our world is at a turning point. We already know that knowledge and learning are the basis for renewal and transformation. But global disparities – and a pressing need to reimagine why, how, what, where, and when we learn – mean that education is not yet fulfilling its promise to help us shape peaceful, just, and sustainable futures.
In our quest for growth and development, we humans have overwhelmed our natural environment, threatening our own existence. Today, high living standards coexist with gaping inequalities. More and more people are engaged in public life, but the fabric of civil society and democracy is fraying in many places around the world. Rapid technological changes are transforming many aspects of our lives. Yet, these innovations are not adequately directed at equity, inclusion and democratic participation.
Everyone today has a heavy obligation to both current and future generations – to ensure that our world is one of abundance not scarcity, and that everyone enjoys the same human rights to the fullest. Despite the urgency of action, and in conditions of great uncertainty, we have reason to be full of hope. As a species, we are at the point in our collective history where we have the greatest access ever to knowledge and to tools that enable us to collaborate. The potential for engaging humanity in creating better futures together has never been greater.
This global Report from the International Commission on the Futures of Education asks what role education can play in shaping our common world and shared future as we look to 2050 and beyond. The proposals presented arise out of a two-year global engagement and co- construction process which showed that vast numbers of people – children, youth and adults– are keenly aware that we are connected on this shared planet and that it is imperative that we work together.
Many people are already engaged in bringing about these changes themselves. This report is infused with their contributions on everything from how to reimagine learning spaces to the decolonization of curricula and the importance of social and emotional learning and taps into their real and growing fears about climate change, crises like COVID-19, fake news and the digital divide.
Education – the way we organize teaching and learning throughout life – has long played a foundational role in the transformation of human societies. It connects us with the world and to each other, exposes us to new possibilities, and strengthens our capacities for dialogue and action. But to shape peaceful, just, and sustainable futures, education itself must be transformed.
A new social contract for education
Education can be seen in terms of a social contract – an implicit agreement among members of a society to cooperate for shared benefit. A social contract is more than a transaction as it reflects norms, commitments and principles that are formally legislated as well as culturally embedded. The starting point is a shared vision of the public purposes of education. This contract consists of the foundational and organizational principles that structure education systems, as well as the distributed work done to build, maintain and refine them.
During the twentieth century, public education was essentially aimed at supporting national citizenship and development efforts through the form of compulsory schooling for children and youth. Today, however, as we face grave risks to the future of humanity and the living planet itself, we must urgently reinvent education to help us address common challenges. This act of reimagining means working together to create futures that are shared and interdependent. The new social contract for education must unite us around collective endeavours and provide the knowledge and innovation needed to shape sustainable and peaceful futures for all anchored in social, economic and environmental justice. It must, as this report does, champion the role played by teachers.
There are three essential questions to ask of education as we look to 2050: What should we continue doing? What should we abandon? What needs to be creatively invented afresh?
Foundational principles
Any new social contract must build on the broad principles that underpin human rights – inclusion and equity, cooperation, and solidarity, as well as collective responsibility and interconnectedness – and be governed by the following two foundational principles:
● Assuring the right to quality education throughout life. The right to education, as established in Article 26 of the Universal Declaration of Human Rights, must continue to be the foundation of the new social contract for education and must be expanded to include the right to quality education throughout life. It must also encompass the right to information, culture and science – as well as the right to access and contribute to the knowledge commons, the collective knowledge resources of humanity that have been accumulated over generations and are continuously transforming.
● Strengthening education as a public endeavour and a common good. As a shared societal endeavour, education builds common purposes and enables individuals and communities to flourish together. A new social contract for education must not only ensure public funding for education, but also include a society-wide commitment to include everyone in public discussions about education. This emphasis on participation is what strengthens education as a common good – a form of shared well-being that is chosen and achieved together.
These foundational principles build on what education has allowed humanity to accomplish to this point and help to ensure that, as we move to 2050 and beyond, education empowers future generations to reimagine their futures and renew their worlds.
Between past promises and uncertain futures
Widening social and economic inequality, climate change, biodiversity loss, resource use that exceeds planetary boundaries, democratic backsliding and disruptive technological automation are the hallmarks of our current historical juncture. These multiple overlapping crises and challenges constrain our individual and collective human rights and have resulted in damage to much of life on Earth. While the expansion of education systems has created opportunities for many, vast numbers have been left with low-quality learning.
Looking to the future it is all too easy to paint an even darker picture. It is possible to imagine an exhausted planet with fewer spaces for human habitation. Extreme future scenarios also include a world where quality education is a privilege of elites, and where vast groups of people live in misery because they lack access to essential goods and services. Will current educational inequalities only worsen with time until curricula become irrelevant? How will these possible changes impact on our basic humanity?
No trend is destiny. Multiple alternative futures are possible, and disruptive transformations can be discerned in several key areas:
● The planet is in peril but decarbonization and the greening of economies are underway. Here children and youth already lead the way, calling for meaningful action and delivering a harsh rebuke to those who refuse to face the urgency of the situation.
● Over the past decade the world has seen a backsliding in democratic governance and a rise in identity-driven populist sentiment. At the same time, there has been a flourishing of increasingly active citizen participation and activism that is challenging discrimination and injustice worldwide.
● There is tremendous transformative potential in digital technologies, but we have not yet figured out how to deliver on these many promises.
● The challenge of creating decent human-centred work is about to get much harder as Artificial Intelligence (AI), automation and structural transformations remake employment landscapes around the globe. At the same time, more people and communities are recognizing the value of care work and the multiple ways that economic security needs to be provisioned.
Each of these emerging disruptions has significant implications for education. In turn, what we do together in education will shape how it responds.
At present the ways we organize education across the world do not do enough to ensure just and peaceful societies, a healthy planet, and shared progress that benefits all. In fact, some of our difficulties stem from how we educate. A new social contract for education needs to allow us to think differently about learning and the relationships between students, teachers, knowledge, and the world.
Proposals for renewing education
Pedagogy should be organized around the principles of cooperation, collaboration, and solidarity. It should foster the intellectual, social, and moral capacities of students to work together and transform the world with empathy and compassion. There is unlearning to be done too, of bias, prejudice, and divisiveness. Assessment should reflect these pedagogical goals in ways that promote meaningful growth and learning for all students.
Curricula should emphasize ecological, intercultural and interdisciplinary learning that supports students to access and produce knowledge while also developing their capacity to critique and apply it. Curricula must embrace an ecological understanding of humanity that rebalances the way we relate to Earth as a living planet and our singular home. The spread of misinformation should be countered through scientific, digital and humanistic literacies that develop the ability to distinguish falsehoods from truth. In educational content, methods and policy we should promote active citizenship and democratic participation.
Teaching should be further professionalized as a collaborative endeavour where teachers are recognized for their work as knowledge producers and key figures in educational and social transformation. Collaboration and teamwork should characterize the work of teachers. Reflection, research and the creation of knowledge and new pedagogical practices should become integral to teaching. This means that their autonomy and freedom must be supported and that they must participate fully in public debate and dialogue on the futures of education.
Schools should be protected educational sites because of the inclusion, equity and individual and collective well-being they support – and also reimagined to better promote the transformation of the world towards more just, equitable and sustainable futures. Schools need to be places that bring diverse groups of people together and expose them to challenges and possibilities not available elsewhere. School architectures, spaces, times, timetables, and student groupings should be redesigned to encourage and enable individuals to work together. Digital technologies should aim to support – and not replace – schools. Schools should model the futures we aspire to by ensuring human rights and becoming exemplars of sustainability and carbon neutrality.
We should enjoy and expand the educational opportunities that take place throughout life and in different cultural and social spaces. At all times of life people should have meaningful, quality educational opportunities. We should connect natural, built, and virtual sites of learning, carefully leveraging the best potentials of each. Key responsibilities fall to governments whose capacity for the public financing and regulation of education should be strengthened. The right to education needs to be broadened to be lifelong and encompass the right to information, culture, science and connectivity.
Catalyzing a new social contract for education
Large-scale change and innovation are possible. We will build a new social contract for education through millions of individual and collective acts – acts of courage, leadership, resistance, creativity, and care. A new social contract needs to overcome discrimination, marginalization, and exclusion. We must dedicate ourselves to ensuring gender equality and the rights of all regardless of race, ethnicity, religion, disability, sexual orientation, age, or citizenship status. A massive commitment to social dialogue, to thinking and acting together, is needed.
A call for research and innovation. A new social contract requires a worldwide, collaborative research programme that focuses on the right to education throughout life. This programme must centre on the right to education and be inclusive of different kinds of evidence and ways of knowing including horizontal learning and the exchange of knowledge across borders.
Contributions should be welcomed from everyone – from teachers to students, from academics and research centres to governments and civil society organizations.
A call for global solidarity and international cooperation. A new social contract for education requires renewed commitment to global collaboration in support of education as a common good, premised on more just and equitable cooperation among state and non-state actors.
Beyond North-South flows of aid to education, the generation of knowledge and evidence through South-South and triangular cooperation must be strengthened. The international community has a key role to play in helping states and non-state actors to align around the shared purposes, norms and standards needed to realize a new social contract for education.
In this, the principle of subsidiarity should be respected, and local, national and regional efforts should be encouraged. The educational needs of asylum seekers, refugees, stateless persons and migrants, in particular, need to be supported through international cooperation and the work of global institutions.
Universities and other higher education institutions must be active in every aspect of building a new social contract for education. From supporting research and the advancement of science to being a contributing partner to other educational institutions and programmes in their communities and across the globe, universities that are creative, innovative and committed to strengthening education as a common good have a key role to play in the futures of education.
It is essential that everyone be able to participate in building the futures of education – children, youth, parents, teachers, researchers, activists, employers, cultural and religious leaders. We have deep, rich, and diverse cultural traditions to build upon. Humans have great collective agency, intelligence, and creativity. And we now face a serious choice: continue on an unsustainable path or radically change course.
This Report proposes answers to the three essential questions of What should we continue doing? What should we abandon? and What needs to be creatively reimagined? But the proposals here are merely a start.
This Report is more an invitation to think and imagine than a blueprint. These questions need to be taken up and answered in communities, in countries, in schools, in educational programmes and systems of all sorts – all over the world.
Forging a new social contract for education is a critical step towards reimagining our futures together.
REIMAGINING OUR FUTURES TOGETHER
A new social contract for education
Our humanity and planet Earth are under threat. Urgent action, taken together, is needed to change course and reimagine our futures. Education, long acknowledged as a powerful force for positive change, has new, urgent and important work to do. Informed by a global consultation process engaging about one million people, this report of the International Commission on the Futures of Education invites governments, institutions, organizations, and citizens around the world to forge a new social contract for education that will help us build peaceful, just, and sustainable futures together and for all.
The report features in-depth looks at digital technologies, climate change, democratic slippage and societal polarization and the uncertain future of work. It aims not only to open the conversation about education to everyone and provoke thought, but to spur each of us on to action. It argues, above all, that it is through millions of individual and collective acts of courage, leadership, resistance, creativity and care that we will change course and transform education to build just, equitable and sustainable futures.
Futures of Education
UNESCO
7, place de Fontenoy 75352 Paris, France
futuresofeducation@unesco.org
**Categories:** Articles
---
### [Free Virginia Science Safety Data 2020 Report](https://sciencesafety.com/blog/free-virginia-science-safety-data-2020-report/)
**Published:** October 6, 2022
**Author:** admin2025Open
**Content:**
#### **A synopsis of Virginia Science Safety Data from the 2020 National Technology and Engineering Education Safety Survey**
##### Factors That Have the Greatest Impact on Safety in Virginia Technology & Engineering, CTE, and Makerspaces Courses
In this presentation Dr. Tyler Love, professor at Penn State – Harrisburg, discusses Virginia’s results from the 2020 National Technology and Engineering Education Safety Survey that he and Dr. Ken Roy conducted. Sections compare New Jersey to the national averages (e.g.., having a written safety policy, Student Data Sheet availability, safety training upon initial hiring, annual training, instructional size area, proper ventilation). A discussion of the implications for school systems is also included in the presentation, as well as a set of recommendations.
[VirginiaSafetyResultsVTEEAConference2022](https://sciencesafety.com/wp-content/uploads/2024/10/VirginiaSafetyResultsVTEEAConference2022.pdf)[Download](https://sciencesafety.com/wp-content/uploads/2024/10/VirginiaSafetyResultsVTEEAConference2022.pdf)
Source: [Safer Engineering and CTE Instruction: A National STEM Education Imperative, ITEEA](https://www.iteea.org/SafetyReport.aspx).
*\*For additional data or data on the state not listed above, please contact the authors.*
**Suggested APA Citation:**
Love, T. S., & Roy, K. R. (2022). *Safer engineering and CTE instruction: A national STEM education imperative. What the data tells us.* International Technology and Engineering Educators Association.
*Note: The research presented in this publication was conducted in accordance with criteria approved by The Office for Research Protections at The Pennsylvania State University (Study ID: 00012283). ITEEA, the authors, and the reviewers do not assume liability for the accuracy of the information presented in this publication, and do not imply that methodologies outlined are the only applicable ones. Moreover, this book does not supersede legal safety standards.*
**Categories:** Articles
---
### [Free Kentucky Science Safety Data 2020 Report](https://sciencesafety.com/blog/free-kentucky-science-safety-data-2020-report/)
**Published:** October 5, 2022
**Author:** admin2025Open
**Content:**
### **A synopsis of Kentucky Science Safety Data from the 2020 National Technology and Engineering Education Safety Survey**
##### **Factors That Have the Greatest Impact on Safety in Kentucky Technology & Engineering, CTE, and Makerspaces Courses**
In this presentation Dr. Tyler Love, professor at Penn State – Harrisburg, and Dr. Ken Roy, discuss Kentucky’s results from the 2020 National Technology and Engineering Education Safety Survey that they conducted. Sections compare New Jersey to the national averages (e.g.., having a written safety policy, Student Data Sheet availability, safety training upon initial hiring, annual training, instructional size area, proper ventilation). A discussion of the implications for school systems is also included in the presentation, as well as a set of recommendations.
[Kentucky-Safety-Results-2020](https://sciencesafety.com/wp-content/uploads/2024/10/Kentucky-Safety-Results-2020.pdf)[Download](https://sciencesafety.com/wp-content/uploads/2024/10/Kentucky-Safety-Results-2020.pdf)
Source: [Safer Engineering and CTE Instruction: A National STEM Education Imperative, ITEEA](https://www.iteea.org/SafetyReport.aspx).
*\*For additional data or data on the state not listed above, please contact the authors.*
**Suggested APA Citation:**
Love, T. S., & Roy, K. R. (2022). *Safer engineering and CTE instruction: A national STEM education imperative. What the data tells us.* International Technology and Engineering Educators Association.
*Note: The research presented in this publication was conducted in accordance with criteria approved by The Office for Research Protections at The Pennsylvania State University (Study ID: 00012283). ITEEA, the authors, and the reviewers do not assume liability for the accuracy of the information presented in this publication, and do not imply that methodologies outlined are the only applicable ones. Moreover, this book does not supersede legal safety standards.*
**Categories:** Articles
---
### [Free Pennsylvania Science Safety Data 2020 Report](https://sciencesafety.com/blog/free-pennsylvania-science-safety-data-2020-report/)
**Published:** October 6, 2022
**Author:** admin2025Open
**Content:**
### **A synopsis of Pennsylvania Science Safety Data from the 2020 National Technology and Engineering Education Safety Survey**
##### **Factors That Have the Greatest Impact on Safety in Pennsylvania Technology & Engineering, CTE, and Makerspaces Courses**
In this presentation Dr. Tyler Love, professor at Penn State – Harrisburg, and Dr. Ken Roy, discuss Pennsylvania’s results from the 2020 National Technology and Engineering Education Safety Survey that they conducted. Sections compare Pennsylvania to the national averages (e.g.., having a written safety policy, Student Data Sheet availability, safety training upon initial hiring, annual training, instructional size area, proper ventilation). A discussion of the implications for school systems is also included in the presentation, as well as a set of recommendations.
[PASafetyWebinarSlidesLoveRoy4.14.2021](https://sciencesafety.com/wp-content/uploads/2024/10/PASafetyWebinarSlidesLoveRoy4.14.2021.pdf)[Download](https://sciencesafety.com/wp-content/uploads/2024/10/PASafetyWebinarSlidesLoveRoy4.14.2021.pdf)
Presentation derived from: Love, T. S., Roy, K. R., & Sirinedes, P. (2021). What factors have the greatest
impact on safety in Pennsylvania’s T&E courses? Technology and Engineering Education Association of
Pennsylvania Journal, 69(1), 5-22.
Source: [Safer Engineering and CTE Instruction: A National STEM Education Imperative, ITEEA](https://www.iteea.org/SafetyReport.aspx).
*\*For additional data or data on the state not listed above, please contact the authors.*
**Suggested APA Citation:**
Love, T. S., & Roy, K. R. (2022). *Safer engineering and CTE instruction: A national STEM education imperative. What the data tells us.* International Technology and Engineering Educators Association.
*Note: The research presented in this publication was conducted in accordance with criteria approved by The Office for Research Protections at The Pennsylvania State University (Study ID: 00012283). ITEEA, the authors, and the reviewers do not assume liability for the accuracy of the information presented in this publication, and do not imply that methodologies outlined are the only applicable ones. Moreover, this book does not supersede legal safety standards.*
**Categories:** Articles
---
### [Better Science Teaching Conditions](https://sciencesafety.com/blog/better-science-teaching-conditions/)
**Published:** September 30, 2022
**Author:** admin2025Open
**Content:**
### Introduction:
Creating better science teaching conditions for students, based on increasing enrollment and budget constraints in many schools across the nation, it is common for the following undesirable conditions to exist for science teachers.
1. Science/STEM lab/classrooms have more students and staff, surpassing the legal occupancy load; (NFPA Life Safety Code 101)
2. Teachers are assigned three or four different lab courses to teach;
3. Some lab class sizes have reached thirty or more, surpassing the better professional safety practice (NSTA, NSELA, etc.) and/or legal safety standard (NFPA Life Safety Code 101)
4. Teachers are teaching in four or five different classrooms during a week;
5. Teachers’ lab prep room is often a distance from their lab/classroom, creating unsafe transport of hazardous materials issues;
6. Master schedules are developed which do not allow for “team planning” among instructors who teach the same courses.
National and state studies, initiatives and programs (Project 2061, Scope, Sequence, & Coordination (SS&C), National and State science standards, Systemic State Initiatives, and Next Generation Science Standards \[NGSS\]) have strongly advocated an improvement in science teaching, Pre-Kindergarten through 16.
### Statement:
In order to provide for safer learning/teaching science/STEM classrooms/laboratories, legal safety standards and better professional safety practices must be met. They include but are not limited to the following:
1. Legal Safety Standards:
a. Occupational Safety and Health Administration (OSHA)
b. National Fire Protection Association (NFPA)
c. Environmental Protection Agency (EPA)
d. International Code Council (ICC)
2. Better Professional Safety Standards
a. American National Standards Institute (ANSI)
b. American Chemical Society (ACS)
c. Council of State Science Supervisors (CSSS)
d. National Science Teaching Association (NSTA)
Progress in science/STEM is important to the future of students in society. Science teachers must meet many challenges as they work to improve science education and achieve these state and national science goals, and school districts must place science instructors in conditions that are conducive to improving science education.
Therefore, the National Science Education Leadership Association (NSELA) advocates the following:
1. The number of different lab science courses assigned to an instructor during any academic term should not exceed two.
2. The number of students assigned to a science/STEM lab class section should not exceed the professional/quasi-legal standard of 24 (and may be less depending upon legal occupancy load levels and the specific needs of “exceptional students”). Research clearly indicates that it is extremely difficult for one instructor to adequately supervise more than 24 students in a lab setting.
3. Teacher should be assigned a course schedule which allows them to teach the same science class in the same lab to avoid unnecessary transport of hazardous chemicals.
4. When considering the lab and lecture aspects of teachers’ assignments, a schedule should be developed which ensures that an instructor does not have to use more than two different rooms.
5. Teachers should be assigned a lab/classroom that is properly equipped for the specific science activities. All teaching laboratories must have appropriate engineering controls, written administrative procedures and personal protective equipment. (OSHA Laboratory Standard 29 CFR 1450)
6. A lab prep room should be in close proximity to the science lab/classroom. If this is not possible, the prep room should be on the same floor as the science lab/classroom. In latter cases, it is advisable that laboratory para- professionals or tech support employees should be provided for safer preparation and transfer of hazardous materials.
7. Teachers should be provided department written safety acknowledgment forms, these forms must be approved by the local Board of Education, for students, parents and guardians of students regarding appropriate legal safety regulations and professional best practices to be followed in science/STEM classroom, laboratories, and field sites. The safety acknowledgment forms should be kept on file for the length of time within individual state statute of limitations. In addition, a safety disclaimer form should also be used to help keep the teacher and school out of harm’s way legally. See NSTA’s “COVID-19 Pandemic Safer Science/STEM Online and Face-to-Face Learning Environments Instruction Disclaimer Statement” at .
8. Teachers should be provided with release time or receive a stipend during the summer to help develop the science curriculum, hazardous chemical management and They should not be expected to work on a task of this importance after completing a day of teaching. A science schedule should be developed which will allow science teachers to do the following:
a. Participate in team planning with their colleagues who teach the same courses;
b. Be involved in multidisciplinary team planning with teachers from other curricular areas such as mathematics, social studies, English and technology.
c. Be involved in multidisciplinary team planning with teachers from other curricular areas such as STEM programs (Science, Technology, Engineering, and Mathematics) and STEAM programs (Science, Technology, Engineering, Art and Mathematics).
d. Provide professional development opportunities for members of the science staff which will enable them to remain abreast of recent developments in Emphasis should be placed on a variety of learning styles and instructional strategies such as cooperative learning and assessment alternatives, as well as on laboratory safety, working with diverse classrooms, and the responsibilities of the science teacher.
e. Each science/STEM lab/classroom should be equipped with educational technology, e.g.., computers, appropriate software, and Internet access that support the objectives of the curriculum.
f. Procedures should exist which will allow for prompt replacement or repair of equipment that is damaged or which becomes Also, the science budget should provide for immediate purchase of consumables and early replacement and maintenance of science equipment.
g. Para-professional support should be provided (to pprepare solutions, assemble apparatus, perform the safety checks that are listed in the district’s chemical hygiene plan or appropriate state alternative laboratory safety standards), and provision should be made for the proper purchase, use and disposal of hazardous chemicals.
h. Safety and legal considerations prohibit the use of science/STEM laboratories for non-science
i. Adequate and secure space must be provided to store science supplies and equipment.
j. Financial support and release time should be provided for teachers to participate in their professional association(s) and network with colleagues in other parts of the state/nation.
k. Annual complete safety compliance training involving legal safety standards and better professional practices.
9\. In an effort to assist science teachers with all of the tasks required to maintain a safer STEM space, it is suggested that each school develop a Chemical Hygiene Officer duty period each day. During this period, the designated science teacher will assist with laboratory inventory, work orders, ordering supplies, testing the environmental controls (i.e., safety shower, eyewash, fume hoods) on a weekly basis, and assist in properly disposing, or arranging for the disposal of, all chemical waste. This duty will provide a safer school environment for staff and students than having the same professional sit in the hallway or file in the main office.
### Conclusion:
In order to provide for a safer teaching/learning environment for both teachers and students, science/STEM teaching conditions must be addressed. Given the potential hazards and resulting risks to occupants in laboratories, it is absolutely critical the science leaders be advocates and change agents to make sure these conditions are in fact in concert with all legal safety standards and better professional safety practices.
### References:
- Safety in the Science Classroom, Laboratory or Field Sites, National Science Teachers Association Sample Safety Acknowledgement Form:
- Science Safety Portal, National Science Teachers Association Safety Advisory Board:
### Credits:
The NSELA Board of Directors wishes to sincerely thank the following individuals for developing this NSELA position statement:
- Dr. Kenneth Roy, NSELA Safety Compliance Officer, Former President and Executive Director, NSTA Chief Safety Compliance Adviser, CSSS Associate member, NFPA member, ICASE Safety Committee Member, Director of Environmental Health & Safety, Glastonbury Public Schools, CT.
- Dr. Kevin Doyle, NSELA member, NSTA Safety Advisory Board Member, District Supervisor of Science, Morris Hills Regional District, Rockaway, NJ, Former President NJSELA.
- Dr. Mary Loesing, NSELA Region A Director, NSTA Safety Advisory Board Member, New York State Science Education Consortium Co-Facilitator, NYSASCD President, LIASCD Past President, LISTEMELA Past President
[Download the full PD](https://sciencesafety.com/wp-content/uploads/2022/10/NSELA-Position-Statement-Safety-Science-Teaching-Conditions.pdf)
**Categories:** Articles
---
### [Conducting a Science Instructional Space Annual Inspection](https://sciencesafety.com/blog/conducting-a-science-instructional-space-annual-inspection/)
**Published:** March 12, 2023
**Author:** admin2025Open
**Excerpt:** Science Safety presents "Conducting a Science Instructional Space Annual Inspection." A special webinar discussing how to pprepare for inspections.
**Content:**
When was the last time a physical safety inspection occurred and was properly documented in your science, STEM, or CTE department at school?
Are you aware that this is an ANNUAL REQUIREMENT for these disciplines under OSHA regulations?
Learn how to conduct annual safety inspections in compliance with regulatory standards and properly document your observations for the annual filing mandate by joining Science Safety. This session will cover the criteria to look for, the legal regulations supporting each one, and how to capture your observations with written reports and images. Science Safety will facilitate this awareness-building session, which is designed to provide you with the insights needed to safely complete the annual safety inspection and related documentation.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
**Categories:** Webinars
---
### [How to Conduct Annual Safety Inspections in Science, STEM, and CTE Laboratories](https://sciencesafety.com/blog/how-to-conduct-annual-safety-inspections-in-science-stem-and-cte-laboratories/)
**Published:** April 23, 2023
**Author:** admin2025Open
**Excerpt:** Science Safety presents “How to Conduct Annual Safety Inspections in Science, STEM, and CTE Laboratories.” This webinar covers regulatory compliance standards.
**Content:**
Have you recently conducted a physical safety inspection in your science, STEM, or CTE department at school and properly documented it? It is essential to know that for these disciplines, an ANNUAL SAFETY INSPECTION is a MUST as per OSHA regulations.
Science Safety invites you to join an informative session on conducting annual safety inspections. You will learn how to meet regulatory compliance standards while documenting your observations for the annual filing mandate. The session will guide you on what criteria to look for, the legal regulations supporting each one, and how to capture the observations through images and a written report.
This awareness-building session is designed to provide you with the insights needed to complete the annual safety inspection and related documentation safely. The session will be facilitated by Science Safety.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
[](https://sciencesafety.com/new-teachers-are-recognized-risks-in-the-school/)
**Categories:** Webinars
---
### [December Safety Considerations for K12 Schools](https://sciencesafety.com/blog/december-safety-considerations-for-k12-schools/)
**Published:** December 10, 2022
**Author:** admin2025Open
**Excerpt:** Science Safety presents “Safety Considerations for K-12 Schools for the Science & STEM Departments.” This webinar focuses on preparing for the holiday break.
**Content:**
December is the time of year when winter weather approaches and students, teachers, and principals look forward to the holiday break.
We can reflect on the year and celebrate with friends and family. However, there are some safety concerns to be addressed before the school closes for two weeks over the New Year specific to the science and STEM department. This should serve as a framework for your monthly departmental meetings and address some safety issues that should be discussed collaboratively.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
**Categories:** Webinars
---
### [Legal Liability Concerns for K12 Districts](https://sciencesafety.com/blog/legal-liability-concerns-for-k12-districts/)
**Published:** November 1, 2022
**Author:** admin2025Open
**Excerpt:** Science Safety presents “Legal Liability Concerns for School Principals, Administrators, and District Officers." This webinar focuses on the legal liability.
**Content:**
This webinar on legal liability in K12 districts is being facilitated by Science Safety.
In this session, we will explore the legal liability issues that exist in Science, STEM, CTE, and other disciplines and look at how a holistic safety program can help you increase safety awareness and stay safer with your students.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.[](https://sciencesafety.com/holistic-science-and-stem-safety-approaches-with-a-focus-on-new-teachers/)
**Categories:** Webinars
---
### [Programming Needs for Students with Additional Needs](https://sciencesafety.com/blog/programming-needs-for-students-with-additional-needs/)
**Published:** December 4, 2022
**Author:** admin2025Open
**Excerpt:** Science Safety presents “Science, STEAM, and CTE Programming Needs for Students with Additional Needs.” This webinar will provide practical classroom and planning strategies to use with these exceptional students to ensure that they have an equitable and accessible experience.
**Content:**
Join Science Safety on a journey of making accommodations for students with additional needs in hands-on science, STEAM, and CTE programs.
Science Safety presents practical classroom and planning strategies to facilitate an equitable and accessible laboratory experience for exceptional students. The webinar will feature an interactive open forum, allowing the audience to participate and engage with the presenters. The session aims to equip attendees with effective techniques to support exceptional students in the laboratory, ensuring that they receive a high-quality education.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
[](https://sciencesafety.com/new-teachers-are-recognized-risks-in-the-school/)
**Categories:** Webinars
---
### [Holistic Approach to Science Safety Awareness](https://sciencesafety.com/blog/holistic-approach-to-science-safety-awareness/)
**Published:** October 7, 2022
**Author:** admin2025Open
**Excerpt:** Science Safety presents “Holistic Approach to Science Safety Awareness.” Learn various strategies to keep your students and staff safer.
**Content:**
This webinar on the holistic approach to safety awareness is being facilitated by Science Safety.
This webinar will cover a comprehensive approach to science education that emphasizes safety awareness to help teachers keep their students safe.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/) or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience) channel.
**Categories:** Webinars
---
### [UGDSB Restricted and Banned Chemical List with Legend](https://sciencesafety.com/blog/ugdsb-restricted-and-banned-chemical-list-with-legend/)
**Published:** May 1, 2023
**Author:** admin2025Open
**Content:**
[UGDSB-Restricted-and-Banned-Chemical-List-with-Legend](https://sciencesafety.com/wp-content/uploads/2024/10/UGDSB-Restricted-and-Banned-Chemical-List-with-Legend.pdf)[Download](https://sciencesafety.com/wp-content/uploads/2024/10/UGDSB-Restricted-and-Banned-Chemical-List-with-Legend.pdf)
**Adapted from Science Teachers’ Association of Ontario document “Safer Use of Chemicals” ISBN 1-894592-25-2**
Restricted components (chemicals) are as specified in the Natural Resources Canada’s Restricted Components Regulations of the Explosives Act
Purchasers of any of these chemicals will be asked to provide the supplier with proper identification (e.g.., government-issued photo ID) and explain the intended use.
**Categories:** Articles
---
### [SSRMF provides a robust approach to Science program delivery risks.](https://sciencesafety.com/blog/ssrmf-provides-a-robust-approach-to-science-program-delivery-risks/)
**Published:** January 23, 2023
**Author:** admin2025Open
**Content:**
**January 23, 2023 — REDMOND, WA —** [Science Safety](https://sciencesafety.com/), a leader in science, STEAM, CTE, and laboratory safety, announced the launch of the [Science Safety Risk Management Framework (SSRMF)](https://sciencesafety.com/ssrmf-science-safety-risk-management-framework/) today. The SSRMF is a comprehensive and holistic approach to science safety risk management for schools and school districts.
The [SSRMF](https://sciencesafety.com/ssrmf-science-safety-risk-management-framework/) outlines eight primary capabilities schools and school districts must consider to properly evaluate, manage, and mitigate risks in CTE, STEAM, science, and laboratory instructional environments.
1. Safety awareness training for administrators, staff, teachers, and students
2. Student safety acknowledgment forms that document student awareness of specific hazards and risks inherent in laboratories.
3. Annual inspections and maintenance of classrooms, storage cabinets, chemical storerooms, and laboratories
4. Annual reviews & updates of chemical hygiene plans and other related safety manuals
5. Risk analyses for instructional activities performed in labs, maker spaces, & classrooms
6. Availability & use of required personal protective equipment in instructional environments
7. Deployment of a shared and well-maintained chemical inventory with safety data sheets
8. Annual review of chemical and hazardous materials storage for safety and security
“By using the [SSRMF](https://sciencesafety.com/ssrmf-science-safety-risk-management-framework/) as a guide, districts can begin to measure risk, identify potential hazards in their instructional programs, and implement strategies to limit accidents while also meeting regulatory compliance requirements and curricular objectives,” “This has never been done before.”
Science Safety supports districts with the tools and resources needed to provide safer CTE, STEAM, and laboratory instruction while allowing schools to meet the requirements of OSHA (the Occupational Health and Safety Administration) and various state regulations.
“Our goal is to build safety awareness while creating an ongoing safety culture for school communities. We work directly with school districts to implement software and expert service solutions for each capability in the framework. Allowing teachers and students to enjoy hands-on activities in safer environments while allowing institutions to mitigate potential risks and reduce liabilities.”
The Science Safety suite of solutions for schools and school districts includes:
- Over 400 subject and grade-level appropriate safety courses, pathways, and role-based modules where administrators, staff, teachers, and students can earn verifiable micro-credentials and safety certificates.
- A scalable safety acknowledgment management system that teachers can use to document student awareness of specific risks in their classes.
- A virtual safety inspection software tool allows anyone to conveniently and quickly evaluate classrooms, labs, and storage facilities against OSHA requirements.
- Industry experts can perform comprehensive safety documentation reviews and provide expert safety advice for overall safety planning, insights on appropriate personal protection equipment, chemical storage, and more.
Individual districts and schools can use the [Science Safety Risk Management ](https://sciencesafety.com/ssrmf-science-safety-risk-management-framework/)Framework by accessing the Science Safety website and jumping into the [Science Safety Needs Assessment](https://sciencesafety.com/science-safety-needs-assessment/).
**About Science Safety**
Science Safety Inc. is a leader in Science, STEAM, CTE, and Lab Safety, providing a comprehensive and holistic approach to safety risk management. Science Safety aims to help organizations build a culture of continuous safety and improve policies to reduce the risk of injuries (and resulting lawsuits). The [Science Safety Risk Management Framework](https://sciencesafety.com/ssrmf-science-safety-risk-management-framework/) ([SSRMF](https://sciencesafety.com/ssrmf-science-safety-risk-man)) helps schools and organizations take a proactive approach to science, CTE, STEAM, and laboratory safety.
**Categories:** Articles
---
### [Liability of Science Teachers for Laboratory Science: NSTA Statement](https://sciencesafety.com/blog/liability-of-science-teachers-for-laboratory-science-nsta-statement/)
**Published:** January 1, 2023
**Author:** admin2025Open
**Content:**
# Introduction
Laboratory investigations are essential for the effective teaching and learning of science (NSTA 2007). A school laboratory investigation (“lab”) is an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC 2006, p. 3). Throughout grades K–12, students should have the opportunity to carry out scientific investigations and engineering design projects (NRC 2012).
Inherent in laboratory-based activities is the potential for injury. As professionals, teachers of science have a duty or standard of care to ensure the safety of students, teachers, and staff. Duty of care is defined as an obligation, recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (Prosser et al. 1984, NSTA 2014a). “The breach of a particular duty owed to a student or others may lead to liability for both the teacher and the school district that employs that teacher” (Ryan 2001). As such, science educators must act as a reasonably prudent person would in providing and maintaining a learning and working environment for their students and staff that is as safe as possible.
Educators’ duty to maintain the safest learning environment possible while providing science instruction should be shared by school leaders, district administrators, school boards, parents, and students. It is vital that teachers and administrators communicate regularly and fully on the essentials of safety instruction for students and staff.
NSTA recommends science educators—including those at the elementary level—adhere to the better professional practices and legal safety standards outlined in the NSTA position statement, *Safety, and School Science Instruction,* and be proactive in ensuring that school and school district leaders know and are adhering to these safety expectations.
# Declarations
To provide and maintain a learning and working environment for students and staff that is as safe as possible, NSTA recommends that science educators
- exercise reasonable judgment when conducting laboratory investigations;
- accept the duty of care to provide all students and staff with the safest environment possible when performing hands-on science investigations or demonstrations in the laboratory, classroom, or field setting; using, storing, dis- posing/recycling, or transporting biological, chemical, or physical materials; or engaging in related activities;
- share the responsibility with school district officials in establishing and implementing written safety standards, policies, and procedures, and ensure their compliance is based on legal safety standards and better professional practices;
- be proactive in seeking professional learning opportunities to implement practices and procedures necessary to conduct laboratory science investigations that are as safe as possible, including specific training on storage, use, and disposal of biological, chemical, and physical materials; use of personal protective equipment; engineering controls; and proper administrative procedures (Roy 2006);
- conduct regular preventative maintenance on engineer- ing controls (e.g.., eyewash, shower, ventilation) in science classrooms and laboratories and ensure controls are accessible and appropriate for the specific class subject, type of investigation, and student development level;
- modify or select alternative activities to perform when the proposed activities cannot be performed safely or a safer environment cannot be maintained, based on hazards analysis, risks assessment, and available safety actions;
- identify, document, and notify school and district officials about existing or potential safety issues that impact the learning environment, including hazards such as class-size overcrowding in violation of occupancy load codes (ICC 2015, NFPA 2015) or contrary to safety research (West and Kennedy 2014), inadequate or defective equipment, inadequate number or size of labs, or improper facility design (Motz, Biehle, and West 2007), and give necessary recommendations to correct the issue or rectify a particular situation (see NSTA safety statement for specific recommendations); and
- understand the scope of the duty of care in acting as a reasonably prudent person in providing science instruction, and acknowledge the limitations of insurance in denying coverage for reckless and intentional acts, as well as the potential for individual liability for acts out- side the course and scope of \[*See* *generally,* Restatement (Second) of Torts §202. 1965; Anderson, Stanzler, and Masters 1999, p. 398.\]
To provide and maintain a learning and working environment for students and staff that is as safe as possible, NSTA recommends school district officials, including administrators, principals, assistant principals, science supervisors, and superintendents:
- review existing school or employer insurance policies to ensure adequate liability insurance coverage for labora- tory-based science instruction;
- develop and implement comprehensive safety policies with clear procedures for engaging in lab activities; ensure that these policies comply with all applicable local, state, and federal health and safety codes, regulations, ordinances, and other rules established by the applicable over- sight organization, including the Occupational Safety & Health Administration (OSHA), International Code Council (ICC), and National Fire Protection Association (NFPA); and be reviewed and updated annually in consultation with school or district science educators;
- ensure better professional safety practices by follow- ing safety recommendations of established organizations, such as NSTA and its affiliates, the National Science Education Leadership Association, and the American Chemical Society;
- become knowledgeable of and enforce all local, state, and federal codes and regulations to ensure a learning envi- ronment for students and staff that is as safe as possible (Particular attention should be given to hazard prevention, including reasonable class sizes to prevent overcrowding in violation of occupancy load codes (ICC 2015, NFPA 2015) or contrary to safety research (West and Kennedy 2014); adequate number or size of labs (Motz, Biehle, and West 2007). Attention should also be given to replace- ment or repair of inadequate or defective equipment, and the proper use, storage, disposal, or recycling of biological, chemical, and physical materials.);
- understand that the number of occupants allowed in the laboratory must be set at a level based on building and fire safety codes; size and design of the laboratory teaching facility; biological, chemical, or physical hazards; and stu- dents’ needs (NSTA 2015a; Roy 2006);\*Note: Science classes should have no more than 24 students to allow for adequate supervision during science activities, even if the occupancy load limit might accommodate more (NSTA 2014b). It is equally important to ensure adequate workspace for each student. NSTA recommends 60 sq. ft. for each secondary student and 45 sq. ft. for each elementary student in a laboratory/ classroom setting (Motz, Biehle, and West 2007).
- require teachers to work together with the school employer to develop, maintain, and implement chemical hygiene plans based on OSHA’s Laboratory Standard criteria (OSHA 29 CFR 1450) and Right to Know Standard (OSHA 29 CFR 1910.1200);
- obtain materials and resources from national, state, and local organizations that will inform and educate teachers about safer laboratory activities, safety procedures, and better professional practices in the teaching of science;
- provide teachers with sustained, comprehensive training in lab logistics—including setup, safety, management of materials and equipment, and assessment of student practices—at the time of initial assignment and before being assigned to a new exposure situation (OSHA 29 CFR 1910.1450\[f\]\[2\]) (This should include storage, use, and disposal of biological, physical, and chemical materials; use of personal protective equipment; engineering controls; and proper administrative procedures.);
- ensure that the custodial and/or plant and facilities staff conduct regular preventative maintenance on engineer- ing controls (e.g.., eyewash, shower, ventilation) in science classrooms and laboratories and ensure controls are accessible and appropriate for the specific class subject, type of investigation, and student development level;
- ensure that teacher training occurs on an annual basis to keep teachers well informed about changes in safety procedures (NSTA 2015b);
- support the decisions of teachers to modify or select alternative activities when the proposed activities cannot be performed safely; and
- conduct annual safety audits to ensure school science facilities are as safe as possible and are adequately sup- plied and properly equipped (Motz, Biehle, and West 2007; Ryan 2001).
To ensure a learning environment that is as safe as possible, NSTA recommends that members of the school board:
- support the continual improvement of school science facilities and science curriculum and instruction, and if possible, conduct a districtwide review of science facilities and instruction every three to five years;
- ensure that the district has adequate insurance to cover liability claims arising in the science classroom/laboratory; and
- adopt districtwide policies for safety, including guidelines for a working environment for all employees that is as safe as
*Adopted by* *the NSTA* *Board* *of* *Directors,* *September 2007 Revised, December 2017*
# References
Anderson, E. R., J. S. Stanzler, and L. S. Masters. 1999. *Insurance coverage litigation.* 2nd ed. New York, NY: Aspen Law & Business Publishers.
International Code Council (ICC). 2015. Occupant Load.
Motz, L. L., J. T. Biehle, and S. S. West. 2007. *NSTA guide to plan- ning* *school* *science* *facilities,* Second Edition. Arlington, VA: NSTA Press.
National Fire Protection Association (NFPA). 2015. Section
7.3.1.2 Occupant Load, Life Safety Code 101-75.
National Research Council (NRC). 2012. *A framework for K–12 science education: Practices, crosscutting concepts, and core ideas*. Washington, DC: The National Academies Press.
National Science Teachers Association (NSTA). 2007. NSTA Po- sition Statement: The Integral Role of Laboratory Investiga- tions in Science Instruction.
National Science Teachers Association (NSTA). 2014a. Duty of Care.
National Science Teachers Association (NSTA). 2014b. Over- crowding in the Instructional Space.
National Science Teachers Association (NSTA). 2015a. NSTA Position Statement: Safety and School Science Instruction.
National Science Teachers Association (NSTA). 2015b. Manag- ing Your Chemical Inventory; Parts 1, 2, and 3.
Occupational Safety & Health Administration (OSHA). 1987. 29 CFR 1910.1200 Hazard Communication Standard (Right to Know Law).
Occupational Safety & Health Administration (OSHA). 1990. 29 CFR 1910.1450. The Laboratory Standard, Part Q (Chemical Hygiene Law).
Occupational Safety & Health Administration (OSHA). 1990. 29 CFR 1910.1450(f)(2). Occupational Exposure to Hazardous Chemicals in Laboratories.
Prosser, W. L., W. P. Keeton, D. B. Dobbs, R. E. Keeton, and D.
1984. Owen, eds. 1984. *Prosser* *and* *Keeton* *on* *torts.* 5th ed. Eagan, MN: West Group.
Roy, K. 2006. Proactive safety. *Science* *Scope* 30 (1): 72, 74. Ryan, K. 2001. *Science* *classroom* *safety* *and* *the* *law:* *A* *hand-*
*book* *for* *teachers.* Batavia, IL: Flinn Scientific, Inc.
West, S., and L. Kennedy. 2014. Safety in Texas Secondary Sci- ence Classrooms. Texas Academy of Science (58).
# Additional Resources
Americans with Disabilities Act of 1990 (ADA). See *www.usdoj. gov/crt/ada/adahom1.htm and www.ada.gov/pubs/ada. htm.
Individuals with Disabilities Education Act (IDEA). See *www. ed.gov/offices/OSERS/Policy/IDEA/index.html and www4. law.cornell.edu/uscode/20/1400.html.*
International Code Council (ICC). See [*www.iccsafe.org.*](http://www.iccsafe.org/)
National Fire Protection Association (NFPA). See [*www.nfpa.org.*](http://www.nfpa.org/)
National Research Council (NRC). 2006. *America’s* *lab* *report: Investigations in high school science.* Washington, DC: National Academies Press.
National Science Teachers Association (NSTA). 2004. *Investi- gating safely: A guide for high school teachers.* Arlington, VA: NSTA Press.
Occupational Safety & Health Administration (OSHA). U.S.. Department of Labor. See [*www.osha.gov*](http://www.osha.gov/)
**Categories:** Articles
---
### [Legal Implications of Duty of Care for Science Instruction: NSTA Statement](https://sciencesafety.com/blog/legal-implications-of-duty-of-care-for-science-instruction-nsta-statement/)
**Published:** January 20, 2023
**Author:** admin2025Open
**Content:**
**“Duty or Standard of Care”** is defined as an obligation, recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (Prosser et al., 1984). This means that school staff and school or district leaders (supervisors/administrators) are required to actively anticipate foreseeable harm to students and to others in the school. Furthermore, these leaders are required to act to prevent resultant injury or damage. “The breach of a particular duty owed to a student or others may lead to liability for both the teacher and the school district that employs that teacher.” (Ryan, 2001).
The legal definition of “negligence” is important for every educator to understand. In tort (civil) law, negligence, as defined by Barravecchio (2013) is “a failure to exercise the skill and care expected of a reasonable person in similar circumstances”. In civil (tort) law, negligence is made up of four elements:
- Presence of a Duty of Care: The law recognizes that the negligent party (the teacher, school, or district) has a Duty of Care (a responsibility to protect others from foreseeable harm) to the injured party.
- Breach of the Duty of Care: The negligent party has either caused harm by engaging in an unsafe action or failed to prevent foreseeable harm which resulted in injury.
- Proximate Cause: There is evidence that the breach of duty of care was the cause of the injury
- Damages: Actual loss or injury was sustained as a result of the breach that requires a legal (Roy & Love, 2017).
In the absence of specific laws or local policies, the standard of care expected of those having a duty of care is measured against any standards adopted by the profession, e.g.. position statements adopted by the National Science Teaching Association (NSTA), the International Technology and Engineering Educators Association (ITEEA) or other similar professional organizations. The National Science Educator Leadership Association (NSELA) has released a detailed position statement for science education leaders which focuses on Duty of Care and gives specific guidance to education leaders about liability associated with hiring teaching staff, supervision of students, occupancy loads in science classrooms, and science teaching conditions (NSELA, 2016).
With the focus on Science, Technology, Engineering and Mathematics (STEM), many science teachers extend their classroom/laboratory to include the technology/engineering education laboratory. The best approach to safety in the STEM classroom is one of collaboration among all science and technology/engineering education faculty, administration, families, and students.
As a science/STEM teacher or supervisor, it is imperative for science/STEM teachers and supervisors to understand their duty of care owed to students. While the duty to protect students from unreasonable risk or harm remains the same for each individual, the behavior expected of a teacher to meet the duty of care changes with each situation. Teachers must act reasonably (objectively measured according to previous court rulings and best practices as recommended by professional associations.) to prevent harm to students. Specific behaviors that constitute meeting the duty of care owed to students are discussed below. Failure to perform those required behaviors can result in students being injured, sometimes fatally.
Failure to exercise duty of care may also result in teachers and school districts being sued for negligence. Teachers need to understand their state’s education law relative to any statutes, regulations, codes, and policies that specify a teacher’s duty of care and any possible consequences of breaching that duty. In some situations, a teacher or administrator may be sued for recklessness rather than for negligence. A claim of recklessness suggests that the defendant was aware of the risk of substantial harm but engaged in the behavior anyway. In 2014, a science teacher conducted a demonstration in which she poured ethanol on a student’s wrist (with the student’s permission) and set it on fire, claiming it would burn the alcohol without injuring the student (Mack, 2014). In this case, the teacher was charged with criminal recklessness. Both negligence and recklessness charges can result in substantial compensatory damages, but recklessness charges can also result in punitive damages in some states. Even if the teacher or administrator does not face legal consequences of negligence or recklessness, a breach of duty of care may result in termination of a teaching position or revocation of a teaching license.
The duty to maintain a safer science and engineering instructional space is shared by teachers, administrators, school boards, parents and students. Teachers and administrators need to communicate frequently in order to ensure that student safety remains a school priority.
The NSTA and the Council for State Science Supervisors have identified three overarching responsibilities of science teachers related to Duty of Care:
- Duty of Instruction
- Duty of Supervision
- Duty of Maintenance
To meet these responsibilities, teachers of science and STEM are expected to engage in the following behaviors to protect others from foreseeable harm:
Under Duty of Instruction:
- Duty to Notify of Safety Practices and Procedures
- Duty to ALWAYS Model Safety
- Duty to Warn of Foreseeable
Under Duty of Supervision:
- Duty to Notify of Safety Practices and Procedures
- Duty to ALWAYS Enforce Safety Consistently and Equitably Under Duty of Maintenance:
- Duty to Inspect for Safety (Before, During, and After activity)
- Duty to Remove Improperly Functioning Items
- Duty to Maintain Equipment and Facilities
**Duty of Instruction:** Duty of care requires that teachers provide safety instruction and the appropriate level of supervision during every lab activity that is done within their instructional space (e.g.., classroom, laboratory or in the field.) Duty of Instruction also means that school districts are responsible for providing safety training to employees that may be exposed to hazardous materials and procedures.
- Duty to Notify Students of Safety Practices and Procedures – Teachers have a duty to discuss safety practices with students at the beginning of the school year, establishing the rules by which all experiments will be conducted. These safety practices should be outlined in a safety acknowledgement document which students and parents/guardians sign. These signed documents should be kept on file for at least the year during which the student is enrolled in the class, and no student should be permitted to participate in a laboratory activity without this document being on file. However, warning students of hazards in the class once at the beginning of the school year is not enough; safety must be reinforced every time students engage in any activity with the potential to cause harm. A review of safety protocols/procedures followed up by a demonstration should take place to teach students how to operate all tools and equipment safely.
- Duty to Instruct and ALWAYS model Safety – Students pay attention to what teachers do as well as to what they say. As STEM teachers we have a duty to provide safety instruction and model appropriate safety practices, such as wearing goggles and other appropriate personal protective equipment (PPE), for our students. Teachers should make sure that paraprofessionals and other adults in the room do the In addition, teachers must demonstrate for students how to perform various laboratory skills and use laboratory equipment in the safest possible manner.
- Duty to Warn Students of Hazards – Teachers must explicitly and specifically warn students of the dangers they may encounter during a laboratory This includes reminding students those scalpels and scissors are sharp. While it may seem as though this is common sense, teachers protect themselves by including a written warning on any laboratory materials, and making a verbal warning before the laboratory begins. Also, by providing safety signage around the lab, and warning students when they see a potentially hazardous situation created from their novice actions. Teachers should also document safety actions in their lesson plans as an objective and crucial part of their procedures for that lesson.
**Duty of Supervision:**
- Duty to Enforce Safety – All science and STEM teachers must exercise caution when students and student assistants are working with tools of any Personal protective equipment must be worn when using tools and teachers must keep students in their direct line of sight while tools are in use. Teachers must also ensure that students follow all safety procedures at all times. A student who is behaving inappropriately in the laboratory should be removed from that setting, with progressive disciplinary consequences to follow. In addition to referencing appropriate laboratory behavior in the safety acknowledgement form, schools should consider including a description of proper behavior in the laboratory in their Code of Conduct.
Teachers have the sole responsibility for the laboratory activities that are carried out in their instructional spaces; therefore, teachers must never leave their students unattended while any laboratory activity is in progress. Even if another adult (such as a para-professional, a specialist, or a substitute teacher) is present, **unless that adult is certified in science education and has received annual safety training,** the adult must not be in charge of a class engaging in a laboratory activity. Laboratory activities or science projects that are assigned for completion at home should be reviewed by teachers to be certain that they can be conducted safely and, if applicable, that students have the necessary personal protective equipment. Teachers may be held liable if a student or family member is injured by an experiment that the student was assigned to complete at home. These activities should be reviewed with parents/guardians to ensure that necessary supervision may occur.
**Duty of Maintenance:**
- Inspect for Safety – Teachers should inspect equipment prior to, during and after laboratory activities to ensure that they are in proper working Students should be asked to report any equipment that is not functioning properly, with no fear of punishment. Teachers should make sure that they perform any demonstrations and lab procedures themselves before doing them with their classes in order to ensure that they are aware of any and all safety precautions that should be taken.
- Maintain Equipment – Teachers have a duty to make sure that personal protective equipment and engineering controls are operating properly and meet manufacturer’s specifications, as well as OSHA specifications (or state health and environmental safety office specifications for non-OSHA states). If a piece of equipment is not functioning properly, it should be tagged and locked out of operation. The equipment should be repaired or replaced before being used again.
Teachers can often achieve safer laboratory experiences and show documented evidence of meeting the Duty of Care by using the following three step approach to planning:
1. **Hazard Analysis**: A *hazard analysis* is a list of potential sources of harm (hazards) to persons, property, or the environment. An effective hazard analysis focuses on the relationship between the worker (student), the tasks, the materials used, and the work environment. Information for the hazard analysis may come from Safety Data Sheets, GHS compliant chemical labels, manufacturer’s specifications on tools, professional organization practices and other
2. Risk Assessment: Using the hazard analysis, a *risk assessment* takes the results of the hazard analysis to determine the possible dangers to human health, safety, or the In other words, based on the hazards, how much of a danger is this activity going to be in the classroom? Factors associated with risk assessment include 1) P*robability* of harm: When considering the hazards, what is the likelihood this hazard may occur? and 2) S*everity* of harm. Will the hazard cause property damage, minor injury, severe injury, or death?
3. Safety Actions: Through the hazard analysis and risk assessment, it can be determined which safety actions need to be implemented to mitigate the risks as much as possible.
The Center for Disease Control (CDC) and the National Institute for Occupational Safety and Health (NIOSH) have created a hierarchy of controls. Based on the hazard analysis and safety actions, activities can be evaluated to determine how the risk associated compares to the instructional value of the activity.
**References**
Barravecchio, J. A. (2013). The tort of negligence. Legaldate, 25(4), 4.
Globally Harmonized System for Hazard Communication: (accessed November 2018).
**Hierarchy of Controls: from Center for Disease Control (CDC) and National Institute for Occupational Safety and Health (NIOSH)** (accessed November 2018).
Mack, J. L. Teacher charged with crime after classroom experiment goes awry. *IndyStar*, June 25, **2014**; [https://www.indystar.com/story/news/crime/2014/06/25/teacher-charged-crime-classroom-experiment-goes-](https://www.indystar.com/story/news/crime/2014/06/25/teacher-charged-crime-classroom-experiment-goes-awry/11358353/) [awry/11358353/](https://www.indystar.com/story/news/crime/2014/06/25/teacher-charged-crime-classroom-experiment-goes-awry/11358353/)(accessed November 2018).
NSELA Safety Position Statements (2016): [NSELA – Position Statements](https://nsela.org/Position-Statements) (accessed Dece
Prosser, W.L., Keeton, W. P., Dobbs, D. B., Keeton, R. E., & Owen, D. G. eds. (1984). Prosser and Keeton on torts. Eagen MN: West Group.
Roy, K.R. & Love, T.S. (2017). Safer Makerspaces, Fab Labs and STEM Labs: A Collaborative Guide! National Safety Consultants, LLC.
**Categories:** Articles
---
### [NSTA Statement on Duty or Standard of Care](https://sciencesafety.com/blog/nsta-statement-on-duty-or-standard-of-care/)
**Published:** January 23, 2023
**Author:** admin2025Open
**Content:**
**“Duty or Standard of Care”** is an obligation, recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (Prosser et al., 1984). “The breach of a particular duty owed to a student or others may lead to liability for both the teacher and the school district that employs that teacher” (Ryan, 2001).
The legal definition of “negligence” is essential for every teacher to know. As defined by the courts today, negligence is conduct that falls below a standard of care established by law or profession to protect others from an unreasonable risk of harm or the failure to exercise due care. It should be noted that in the absence of specific laws or local policies, the standard of care expected of those having a duty of care is measured against any standards adopted by the profession, e.g.., position statements adopted by the National Science Teachers Association (NSTA), the National Association of Biology Teachers (NABT), the American Chemical Society (ACS), the Council of State Science Supervisors (CSSS) or the National Science Education Leadership Association (NSELA).
As a science teacher or supervisor, it is imperative to understand your duty of care owed to your students. While the duty of care remains the same for each individual, that is to protect students from unreasonable risk of harm, the behavior expected of a teacher to meet the duty of care changes with each situation. Certain behaviors are now required to meet the duty of care. For example, the duty of care requires that teachers provide safety instruction and the appropriate level of supervision during every lab activity that is done within their instructional space (e.g.., classroom, laboratory, or in the field.) Teachers must act reasonably (objectively measured) to prevent harm to students. Warning students once at the beginning of the school year is not enough; safety must be reinforced every time students engage in any activity with the potential to cause harm. Failure to perform those actions required to meet the duty of care can result in students being injured, sometimes fatally. And not to diminish the primary responsibility to students, such failure may result in teachers and school districts being sued for negligence – a preventable waste of valuable resources. Teachers need to understand their state’s education law relative to statutes that specify a teacher’s duty of care and any possible immunity. For example, in many states, teachers cannot be sued for acts that may not meet the duty of care because a governmental statute provides immunity for those acts as defined in the statute. However, teachers should be aware that they may jeopardize their certification in many states if they are proven negligent. Do not assume that because you are employed by a school district that you cannot be held personally liable for a student’s injuries.
With the focus on STEM (Science, Technology, Engineering and Mathematics) education, many science teachers are having their classroom/laboratory extended to include the technology/engineering education laboratory. The best approach curriculum and safety-wise to STEM is one of collaboration between science and technology/engineering education faculty. All STEM teachers must exercise caution when students and student assistants are working with tools of any kind. A review of safety protocols/procedures followed up by a demonstration should take place to teach students how to operate all tools and equipment safely. A safety acknowledgment form containing the standard operating procedures for tool use and other relevant safety information should also be reviewed and signed by the student and their parent/guardian. Personal protective equipment must be worn when using tools and teachers must keep students in their line of sight while tools are in use.
Teachers are solely responsible for the laboratory activities that are carried out in their instructional spaces, and no teacher should have their students perform an activity that they believe is unsafe. Laboratory activities or science projects that are assigned for completion at home should be reviewed by teachers to be certain that they can be conducted safely and, if applicable, that students have the necessary personal protective equipment. Teachers may be held liable if a student or family member is injured by an experiment that the student was assigned to complete at home. Teachers should examine the chemicals and procedures used in each lab and substitute less toxic chemicals or less dangerous procedures whenever possible.
The duty to maintain a safer science instructional space environment is shared by teachers, administrators, school boards, parents and students. Teachers and administrators need to communicate frequently in order to ensure that student safety remains a school priority.
For an example of a court case related to negligence, see Mastrangelo v. West Side Union High School – https://scocal.stanford.edu/opinion/mastrangelo-v-west-side-u-h-school-dist-32321 32321.
Teachers and administrators should understand the following behaviors required to meet the duty or standard of care (Roy):
Notify Students of Safety Practices and Procedures – Teachers have a duty to discuss safety practices with students at the beginning of the school year, establishing the rules by which all experiments will be conducted. These safety practices should be outlined in a safety acknowledgment document that students and parents/guardians sign. These signed documents should be kept on file, and no student should be permitted to participate in a laboratory activity without these documents being on file. An example of a Student Safety Acknowledgement Form can be found at [NSTA Safety In The Science Classroom](https://static.nsta.org/pdfs/safetyinthescienceclassroom.pdf). Safety practices and procedures should also be reviewed before every laboratory activity is performed.
Instruct and Model Safety – Students pay attention to what teachers do and what they say. As science teachers, we must provide safety instruction and model appropriate safety practices for our students, such as wearing goggles. Teachers should ensure that paraprofessionals and other adults in the room do the same. In addition, teachers must demonstrate for students how to perform various laboratory skills and use laboratory equipment safely.
For an example of a court case related to personal protective equipment, see Desmarais v. Wachusett Regional School District: [http://masscases.com/cases/sjc/360/360mass591.html.](http://masscases.com/cases/sjc/360/360mass591.html)
Warn Students of Hazards – Teachers must explicitly and specifically warn students of the dangers they may encounter during a laboratory activity. This includes reminding students that scalpels and scissors are sharp. While it may seem as though this is common sense, teachers protect themselves by including a written warning on any laboratory materials and making a verbal warning before the laboratory begins. Teachers should also include a note in their plan book of the safety procedures and safety warnings that are issued prior to each laboratory. For an example of failure of duty to warn, leading to both teacher and school district negligence, see Heuser v. Community Insurance Corporation2008 AP [2760 http://www.wicourts.gov/ca/opinion/DisplayDocument.pdf?content=pdf&seqNo=41491](http://www.wicourts.gov/ca/opinion/DisplayDocument.pdf?content=pdf&seqNo=41491)
Inspect for Safety – Teachers should inspect equipment before, during and after laboratory activities to ensure they are in proper working order. Students should be asked to report any equipment that is not functioning properly, with no fear of punishment. Teachers should make sure that they perform any demonstrations and lab procedures themselves before doing them with their classes in order to ensure that they are aware of any and all safety precautions that should be taken.
Enforce Safety Regulations – Teachers must also ensure that students follow all safety procedures. A student behaving inappropriately in the laboratory should be removed from that setting, with disciplinary consequences to follow. Schools should consider including a description of proper behavior in the laboratory in their Code of Conduct.
Maintain Equipment – Teachers must ensure that personal protective equipment and engineering controls are operating properly and meet the manufacturer’s specifications. If a piece of equipment is not functioning properly, it should not be used, and should be repaired or replaced.
Each of the behaviors described above can be incorporated into three overarching responsibilities on the part of the science teacher:
- Duty of instruction
- Duty of supervision
- Duty to properly maintain facilities and equipment
Duty of Instruction- Teachers must provide adequate instruction (preferably in writing) before a laboratory activity. This instruction must:
- Be accurate, appropriate to the situation and to the maturity of the student population. Teachers must provide instruction that addresses reasonably foreseeable dangers
- Explain specific risks, explain proper procedures and/or techniques, and outlines appropriate and inappropriate conduct in the laboratory.
- Follow professional and district guidelines, and should set a proper example for students, by modeling appropriate laboratory procedures. .
Duty of Supervision –Teachers must provide adequate supervision of students following professional, legal and district guidelines. Teachers must ensure that students behave properly in the laboratory to prevent accidents or injuries. Teachers should keep in mind:
- Student misbehavior of any type must not be tolerated
- Failure to act to prevent student misbehavior or improper action is a ground for teacher liability.
- The level of supervision must be appropriate to the degree of danger in the laboratory.
- The younger the students, or the greater the population of special needs students, the greater the degree of supervision required.
- Students should never be left unattended in the laboratory. If an emergency occurs, another adult should be given responsibility for the class if the teacher must leave them to ensure a proper response to the situation.
For a court case related to supervision, please see Nash v. Port Washington Union Free School District: [http://www.nycourts.gov/courts/ad2/calendar/webcal/decisions/2011/D30303.pdf.](https://web.archive.org/web/20230327095030/https://www.nycourts.gov/courts/ad2/calendar/webcal/decisions/2011/D30303.pdf)
Rainbow Demonstration Accident Video, Chemical Safety Board, [http://www.youtube.com/watch?v=g6vR0BdRCNY](https://www.youtube.com/watch?v=g6vR0BdRCNY)
Duty of Maintenance –Teachers must ensure a safe environment for themselves and their students. This means:
- Defective equipment should never be used.
- Written reports should be filed for maintenance/correction of hazardous conditions or defective equipment with responsible administrators.
- Regular inspection schedules and procedures for checking safety and first-aid equipment should be established.
- All safety guidelines for labeling, storing and disposing of chemicals must be followed.
Teachers minimize their risk of liability by keeping a file of all hazard notifications and maintenance inspections, in the event that no corrective action was taken. To be clear, if the equipment is not safe it should not be used.
**Safety Advisory Board Note: : The Safety Advisory Board wishes to sincerely thank attorney Kelly Ryan, The Ryan Law Firm, Pasadena (CA) for his professional review and contributions to this article.**
Resources:
- NSTA Position Paper Liability of Science Educators for Laboratory Safety –
- Science and Safety – Making the Connection – Council of State Science Supervisors
References:
- Prosser, W.L., Keeton, W. P., Dobbs, D. B., Keeton, R. E., & Owen, D. G. eds. (1984).
- Prosser and Keeton on torts. Eagen MN: West Group.
- Roy, K. (2010). Failure of “Duty to warn”. The Science Teacher, 77(4), p. 10-11. Roy, K. (2008). Safety and liability. Science Scope, 32(2), p. 12-14.
- Ryan, K. (2001). Science classroom safety and the law: A handbook for teachers. Batavia, IL: Flinn Scientific, Inc.
**By the NSTA Safety Advisory Board April 2014**
**Categories:** Articles
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### [NSELA Safety Position Statement on Safety & Duty of Care](https://sciencesafety.com/blog/nsela-safety-position-statement-on-safety-duty-of-care/)
**Published:** January 19, 2023
**Author:** admin2025Open
**Content:**
### Introduction:
The National Science Education Leadership Association (NSELA) recommends all science education leaders advocate, establish and maintain safer school working/learning environments for science teachers and their students by implementing practices and policies that support safer teaching/learning environments. At a minimum, schools must meet the legal duty or standard of care owed to their students and teachers in science classrooms and laboratories.
The science education leader needs to work with teachers and administrators to develop practices and policies relative to safety and duty of care. The laws in all 50 states generally recognize that every person owes a duty of care to another to avoid causing them to experience injury from exposure to unreasonable risks of harm from their action or inaction. This “duty of care” requires that each person exercise at least ordinary care that the other person not be injured. “Negligence” is the failure to exercise due care or reasonably fulfill one’s duty of care owed to another, which results in injury or loss to another person. (National School Boards Association). In the education context, extensive case law supports that school districts, administrators, science supervisors and teachers owe a duty of care to their students to prevent them from being exposed to unreasonable risks of harm. School districts as employers and the administrators who supervise STEM teachers owe teachers the same duty of care. In order for school districts to properly meet their duty of care to their students and teachers, certain minimum requirements or standards must be met.
### Statement:
NSELA urges that all science education leaders develop an effective policy statement based on case law in order for school officials to meet the legal duty of care owed to their science teachers and students. (e.g.., Duty of care in a school environment – .)
In meeting duty of care, they need to advocate/support the adoption of health and safety laws/standards at the local, state and federal levels in the workplace, in addition to implementing and following better professional safety practices including:
### 1. Hire and Retain Qualified, Competent Staff and Properly Supervise:
School administrators and supervisors have a duty to hire qualified, certified and competent employees to teach students. This means hiring teachers who are properly trained in the specialty they are to teach with sufficient knowledge to meet their duty of care. In addition, school districts must provide their teachers with continual and appropriate safety professional development, i.e., annual fire extinguisher training. School administrators and teachers must keep abreast of all changes to safety codes that may affect their classrooms/laboratories. These employees must also be appropriately supervised in the performance of their job requirements to ensure student safety is not jeopardized. If there are allegations of misconduct or failure to perform, these allegations must be addressed promptly and appropriate action taken.
All allegations, investigations, and actions must be recorded and filed. School Districts may be held liable for the negligent hiring or retention of employees who fail to meet the duty of care causing injury. Science leaders must develop safety protocols that ensure and advocate:
1. Appropriate access, use and maintenance of science/STEM classrooms and laboratories’ safety engineering controls (e.g.., eyewash, ventilation, fume hoods, etc.) appropriate for the class, activity and level;
- School adoption of standard safety operating or administrative procedures for science/STEM classrooms and laboratories (appropriate use, storage and disposal of hazardous chemicals, biologicals, etc.). These procedures must be adopted and approved by the local Board of Education; Board of Education should minimally be noted as having read
- Appropriate access, use and maintenance of safety personal protective equipment when dealing with biological, chemical and physical hazards (chemical splash goggles, safety glasses with side shields, non-latex gloves, etc.).
### 2. Provide Adequate Supervision of Students:
The duty of care requires the adequate supervision of students and teachers at all times. This duty of supervision includes adequate supervision of students and teachers while engaged in science/STEM classes, labs, and field experiences. The level of supervision required varies relative to the risk of harm and the age of the student. Science leadership needs to help develop a policy which fosters the following components:
1. Duty to Warn – Science leaders must develop safety protocols which include advising students and teachers of the potential risks of harm to their safety prior to and during use of potentially hazardous equipment, materials, etc. For example, remind students scalpels are sharp and can cut skin before dissecting plant specimens.
- Duty to Inspect for Safety Hazards – Science leaders must develop safety protocols applied before, during, and at the close of activities, actively monitor student behavior, equipment, etc. to help foster a safer working/learning environment and prevent harm to students and teachers.
- Duty to Enforce Safety Rules – Science leaders must develop safety protocols which consistently enforce appropriate safety behavior and follow a well-defined progressive discipline policy for violations of established rules and procedures for students and teachers.
### 3. Provide Appropriate Instruction Commensurate with The Level of Risk and the Age of The Student:
Science leaders must develop safety protocols which require instruction that keeps students and teachers out of harm’s way during school related activities. In situations where there may be ongoing exposure to potential hazards (e.g.., laboratories, field work sites, etc.), safety instruction must be required to be provided on a continual basis. Failure to warn of such hazards or providing a means of avoiding or reducing such hazards constitutes a breach of the duty of care owed to students and teachers.
### Appropriate Safety Instruction includes:
1. Duty to Notify of Safety Practices & Procedures – Science leaders must develop safety protocols involving the review of safety practices and procedures by students and teachers. These protocols must be reviewed and approved by the local Board of Education on an annual basis. In addition, students should be required to sign a safety acknowledgement form stating they will adhere to the safety practices established by the school and teacher. See NSTA’s “Safety in the Science Classroom” at [NSTA Safety in the Classroom](https://static.nsta.org/pdfs/safetyinthescienceclassroom.pdf)pdf for a sample form. In addition, a safety disclaimer form should also be used to help keep the teacher and school out of harm’s way legally. See NSTA’s “COVID-19 Pandemic Safer Science/STEM Online and Face-to-Face Learning Environments Instruction Disclaimer Statement” at .
- Finally,, teachers must be trained and required to do a safety hazard analysis, risk assessment and corrective safety actions before any lab or field work is initiated. All earned certifications must be kept on file.
- Duty to Model Appropriate Safety Practices – Science leaders must develop safety protocols requiring teachers to always model appropriate safety techniques with students prior to having them work with equipment or carry out procedures.
### 4. Provide a Safer Learning Environment:
Schools must provide classrooms/laboratories appropriate for the conduct of the foreseeable activities in that classroom/laboratory. Science leaders have a duty to make sure science activities are only be performed safely in that teaching/learning environment. Failure to take appropriate safety precautions or provide reasonable safety warnings relative to foreseeable injuries enhances school district, administration, science leadership and teacher liability.
### A Safer Learning Environment includes:
Duty of Maintenance – Science leaders must develop safety protocols that ensure science/STEM classroom and laboratory engineering controls and personal protective equipment are operational and meet the manufacturers’ standards. Along with current safety recommendations. For example, if the ventilation cap on a chemical splash goggle was removed, take the goggle out of operation.
### Conclusion:
The NSELA encourages science leadership to be cognizant of the fact that the duty of care is a factual determination and liability for an injury resulting from a breach of the duty of care depends on individual circumstances surrounding the incident. Factors to be taken into consideration as to whether a school district, administration, science leadership or science/STEM teacher met their duty of care and therefore may not be liable for the injury resulting from an accident include but are not limited to: Student’s age and level of maturation, type of risk, precautions taken to prevent injury, training, level of supervision, legal safety standards and professional standards in the respective industry.
### References:
A School Law Primer: Part II Negligence: Legal Pointers for Public Schools: National School Boards Association; [https://cdn-files.nsba.org/s3fs-public/reports/Negligence-Legal-Pointers-](https://cdn-files.nsba.org/s3fs-public/reports/Negligence-Legal-Pointers-for-Public-Schools.pdf?DhsR) [for-Public-Schools.pdf?DhsR](https://cdn-files.nsba.org/s3fs-public/reports/Negligence-Legal-Pointers-for-Public-Schools.pdf?DhsR)
NSTA Position Paper Liability of Science Educators for Laboratory Safety – [https://static.nsta.org/pdfs/PositionStatement\_Liability.pdf](https://static.nsta.org/pdfs/PositionStatement_Liability.pdf)
Roy, K. (2010). Failure of “Duty to warn”. The Science Teacher, 77(4), p. 10-11. Roy, K. (2008). Safety and liability. Science Scope, 32(2), p. 12-14.
Ryan, K. (2001). Science classroom safety and the law: A handbook for teachers. Batavia, IL: Flinn Scientific, Inc.
### Credits:
The NSELA Board of Directors wishes to sincerely thank the following individuals for developing this NSELA position statement:
Dr. Kenneth Roy, NSELA Safety Compliance Officer, Former President and Executive Director, NSTA Chief Safety Compliance Adviser, CSSS Associate member, NFPA member, ICASE Safety Committee Member, Director of Environmental Health & Safety, Glastonbury Public Schools, CT.
Dr. Kevin Doyle, NSELA member, NSTA Safety Advisory Board Member, District Supervisor of Science, Morris Hills Regional District, Rockaway, NJ, Former President NJSELA.
Dr. Mary Loesing, NSELA Region A Director, NSTA Safety Advisory Board Member, New York State Science Education Consortium Co-Facilitator, NYSASCD President, LIASCD Past President, LISTEMELA Past President Kelly Ryan, Attorney, The Ryan Law Firm, Pasadena, CA.
**Categories:** Articles
---
### [Yes - you can receive federal funds to support teacher PD](https://sciencesafety.com/blog/yes-you-can-receive-federal-funds-to-support-teacher-pd/)
**Published:** January 18, 2023
**Author:** admin2025Open
**Content:**
Within the expectations of the ESSA (Every Student Succeeds Act) there are some provisions that allow for educator ‘Professional Development and Learning’ as an ‘acceptable expense’ for school districts. Title II of the Every Student Succeeds Act, offers innovative options for how this PD funding can be used, including investing in teacher leadership and teacher-led professional development. Under the new law, districts are also required to “meaningfully consult with teachers” and other stakeholders and “seek advice…regarding how best to improve the local educational agency’s activities.”
A mechanism for the application for funding under Title II requires that districts explain how they involve teachers in the overall decision-making process — which means that teachers now participate in the evaluation and selection of their personalized Professional Development and Learning under these Title II funding opportunities. Science Safety has reviewed and researched the acceptable uses for PD funding dollars and provided some approved recommendations, that are reinforced by relevant recent pedagogical studies and using these key findings as a platform for choosing appropriate, comprehensive, current and customized professional development for teachers in the areas of science, STEM, and CTE.
Based on the 2021 publication ‘A National STEM Education Imperative: What the Data Tells Us’, which was a national study on the current state of safety awareness in STEM and CTE programs, some of the key findings were truly remarkable for educational stakeholders. These are some of the highlights from the study by Dr. Kenneth Roy and Dr. Tyler Love who conducted the research and analyzed the results from the participants. The whole report can be found here: Download the complete report at: https://doi.org/10.3102/1888047
• 80% of science & STEM teachers reported having 1 injury in the past year
• 51% of schools nationally have had an injury or litigation
• 77% of accidents involve students
• 62% of teachers regard students not following instructions as the leading cause of accidents or injuries
• 69% of teachers do not use a safety contract or lab safety acknowledgement form with their students
• STEM accidents increase once class size exceeds 24 students
• 57% of schools have classes larger than 25 students, however only 26% of those schools have a facility large enough to support that many students (occupancy load issues)
And the two largest key findings from this study:
• 35% of teachers of STEM and CTE did not have any formalized safety training
• Completing formalized safety training can reduce accidents by 51%
These findings together with the recommendations from recognized educator associations such as the Council of State Science Supervisors (CSSS), the National Science Education Leadership Association (NSELA), the National Science Teaching Association (NSTA), the International Technology & Engineering Educators Association (ITEEA) and many more all strongly encourage school administration and classroom teacher annual safety training for regulatory compliance. This is also a mandated legal requirement for those newly hired teachers and those new to teaching another subject area under OSHA CFR 29 1910.1450 and OSHA 1910.1200
Science Safety has developed an accessible virtual safety training program that is customized for every grade level and subject area from primary school though to AP Science in high school. We have thoughtfully designed a multi-modality system for providing safety training that is grade-and-subject-area appropriate with built-in assessments, videos, animations, scenario-based problem-solving, the earning of certified micro-credentials and verifiable certificates of completion for participants. Additionally we have established communities online that can connect colleagues across the town or across the country in our PLC’s that are an integral aspect to raising the culture of safety awareness in your schools. Our team of instructional designers, subject-matter-experts and IT specialists have been delivering the highest quality content that is current, comprehensive, cost-effective and compliant since 2014 to educators across the world. All of our content is reviewed by Dr. Ken Roy who is America’s most respected school safety advocate.
Let Science Safety help your district meet its safety, risk management and Professional Development objectives collaboratively with you.
Please complete this short form to engage with Science Safety about how to use your existing ESSA funding for Professional Development in your district. We welcome the opportunity to help make your schools, staff and students safer.
**Categories:** Articles
---
### [Be safe, Virginia Chemistry Accident – lit students on fire](https://sciencesafety.com/blog/be-safe-virginia-chemistry-accident-lit-students-on-fire/)
**Published:** October 17, 2022
**Author:** admin2025Open
**Content:**
**Don’t Let this happen at your school. Implement a [Science Safety Risk Management Process](https://sciencesafety.com/science-safety-risk-management-process/).** Due to a Virginia chemistry accident, a senior at a Virginia high school said she’s ‘traumatized’ after the botched chemistry demonstration set multiple students and her teacher on fire. Bethanne Piland, 19, attended her second-period chemistry class at Dinwiddie High School Wednesday when her teacher conducted an experiment that went horribly wrong as students in the first and second rows were in flames within seconds.
‘My friends were burning, and I was burning,’ Piland said. ‘I froze and I was just afraid. I’m still replaying it in my head.
‘I couldn’t see their faces, they were faced down on the ground. I was thinking oh, are they dead? Are they going to be okay?’ Piland told WTVR.
William Massello, the science teacher experimenting using methanol, had attempted to make a water bottle with a flame fly across the room. When the trick failed, Masello added more gas to the bottle which ignited the explosion. Immediately, Massello went to help the students on fire while another student rushed to pull the fire alarm, according to Piland.
‘I was frozen in space and when I looked down that is when I noticed the fire on my pants,’ Piland said. ‘I was the only one in there when the teacher put the fire out.’ Piland said the two boys right beside her were two of the three students sent to the hospital. She wasn’t injured in the incident. ‘His hair was crispy,’ she said as she recalled what one of them looked like. ‘His skin was peeling and his lip was busted.’
Different rumors on how the explosion occurred are being spread by students that weren’t present in the chemistry classroom, but Piland is determined to share the truth.
‘The teacher didn’t do anything wrong,’ Piland told DailyMail.com. ‘It’s not his fault.’ Piland also debunked claims that an altercation in the classroom led to the explosion after chemicals were spilled over. ‘People need to know what happened,’ she said. Medical professionals arrived at the scene and treated three students that suffered burn injuries with one needing to be airlifted to the hospital, according to the County of Dinwiddie Fire Department. Massello was also sent to the hospital and another student was later treated for a minor burn. After witnessing her friends on fire, Piland is traumatized and afraid to go back into the chemistry room.
‘It’s not going to get out of my head,’ Piland said. ‘It’s not going to be the same.’ The school has arranged for students in Massello’s chemistry class to learn in a different classroom when they return in person on Friday. Piland fears she will never recover from the horrid images from Wednesday but is insistent she heads back to school for the remainder of her senior year.
The horrific explosion occurred on the second floor of the science building with students in surrounding classrooms immediately evacuating.
One eyewitness said that one student’s hair caught on hair. Meanwhile, other students said they smelled ‘burning’ and ‘chemical fumes’ after the blast. The explosion came as a shock to many as the 18-year high school teacher had performed the same experiment for years.
A past video from 2017 showed a student holding onto a water bottle with gas as it flung across the classroom as the flame ignited.
[See the rest of the story at ](https://www.nbc12.com/2022/10/12/3-students-1-teacher-sent-hospital-after-incident-chemistry-class/)NBC12.com
**Categories:** Articles
---
### [Lab Washers vs Traditional Dishwashers in Science Departments](https://sciencesafety.com/blog/lab-washers-vs-traditional-dishwashers/)
**Published:** October 17, 2022
**Author:** admin2025Open
**Content:**
Many secondary school science departments have a traditional dishwasher purchased at a local appliance store and installed in the prep area or chemical storeroom. Many schools use these stainless steel lined dishwashers for common glassware, and wide mouth vessels like beakers but may not clean narrow stemmed glassware such as a test tubes, volumetric flasks or other specialty glassware. Science Safety will help you understand the pros and cons to the decision surrounding which type of dishwasher is ideal for your laboratory needs by using this simple decision tree to assist in making your choice. Please note that there is no legislation that mandates what type of dishwasher to use in your science department but there are some preferences based on the types of chemicals being handled and the type of biological hazards being used.
Let us be clear from the onset. Without a doubt, a household dishwasher is a less expensive alternative to a laboratory glassware washer initially but may not have the advanced features needed for laboratory work. You should also understand that typically the warranty on a domestic dishwasher is void when installed in a location other than a home setting. So if a repair is required, since it is installed in a school building, the warranty would be void and could be costly for maintenance.
Since many residential dishwashers have interiors with components not resistant to commonly used laboratory chemicals, they may not withstand heavy use, and without a valid warranty, not economically repairable. Residential washers feature open racks with pins to fit plates, glasses and ceramic or plastic cups with washing baskets to hold knives, forks and spoons. These racks may or may not be able to easily accommodate the glassware, utensils and tools found in a lab environment. Typically, the wash temperatures are lower on a domestic dishwasher, these use gravity drying, vs. hot air drying, pure water rinses are not an option, and racks do not have the water spraying injector spindles. But they do cost significantly less than a specialized commercial lab washer.
Lab washers are by far superior to the residential dishwasher for many reasons. The lab washer typically has injection spindles that can truly spray and clean the inside of the smaller narrow glassware and can even provide deionized water rinse as a feature on certain models. Labconco has put together a great reference that will help you decide on the type of dishwasher or lab washer to use in your department.
Running and maintaining a lab can be extremely costly; however, deciding to move forward with a home dishwasher just to save initial upfront costs is a mistake. Here are six reasons why a home dishwasher is not sufficient for a science lab. When involved with the planning of a new laboratory or a renovation, science departments should consider the benefits of a proper lab washer for their science and STEM glassware. Clean and non-contaminated glassware is often the cornerstone of many activities and experiments and the chemical interactions should not be influenced by possible unclean glassware.
1\. Increased risk for cross contamination
Generally, home dishwashers only use a single pump for circulating water. This means that clean and dirty water pass through the same pump. Simply put, the incoming clean water traveling through the pump could have residual contaminants from dirty wash water. A true laboratory quality glassware washer should employ separate wash and drain pumps, greatly reducing the potential for cross contamination. Most lab washers have at least two independent pumps.
2\. Maximum heating temperature
Kitchen dishwashers are not calibrated for lab sanitization. The standard operating temperature for residential dishwasher is between 130° F and 170° F (55° C – 75° C). While that is hot, a higher temperature is needed to properly clean your labware. Laboratory glassware washers can reach a maximum internal temperature of 199° F (93° C). At that temperature, coupled with appropriately measured time, glassware can be considered sanitized. It’s also important to remember that when heating to higher internal temperature, laboratory glassware washers must be constructed of components and materials that can accommodate higher temperatures.
3\. No direct spindle injection washing/drying
Washing narrow neck labware can be a challenge. Having direct injection spindles for washing and drying are essential if you’re using any volume of Erlenmeyer, volumetric, or even distilling flasks. Having the ability to directly inject water and/or detergent through the spindle into the labware perched on top of the spindle allows for thorough and consistent washing, rinsing, and drying of labware. FlaskScrubber Glassware Washers are designed specifically for this type of application.
4\. Inferior materials of construction
A residential washer’s warranty may not even cover laboratory conditions at all, even for a single day. Comparatively speaking, they are less expensive than laboratory glassware washers. That’s because residential dishwashers do not have to meet the harsh demands to properly clean labware. Lower grade steel alloys and increased dependency on molded plastic parts might lower the cost, but those parts will not be able to withstand the common solvents and chemicals used in the laboratory. Laboratory glassware washers constructed of type 304 stainless steel will resist the rigors of a harsh laboratory environment and stand the test of time.
5\. No purified water rinses
Residential washers only come with one inlet for the water source. When washing bowls and cups, that makes perfect sense; however, laboratory glassware used for analytical methods require a higher level of cleanliness. Applying multiple pure water rinses ensures labware is free of residual contaminants remaining from the wash cycle.
6\. Specialized features
Often a laboratory must meet unique requirements. These can range from HEPA filter forced air chamber drying, to conductivity monitoring, to extensive data collection and export. A residential dishwasher will most likely not come with these features, thus limiting your laboratory’s compliance to standard operating procedures. FlaskScrubber Vantage Glassware Washers include specialized features to accommodate these types of controlled conditions.
Let’s explore the decision tree to help you choose the proper washer for your needs:
Criteria Domestic Dishwasher Professional Lab Washer Price $750-1500 $4000-10,000 Specialty Glassware No Yes Large Glassware Yes Yes Narrow Glassware No Yes Injection Spindles No Yes Concentrated chemicals No Yes Concentrated chemicals No Yes High Temperature No Yes Sterilization cycle No Yes Specialty Rinse Features No Yes Energy Efficiency Yes Yes Stainless Steel Lining Yes\* Yes Warranty No Yes Once you and your department have reviewed this decision tree and explored the availability of both styles of dishwasher and a professional lab washer, your colleagues can determine which is the better option for the department. Be mindful that the domestic or residential dishwashers were not designed for laboratory use and that the glassware must be emptied of chemicals and residue prior to being put into either version. The lab washer was specifically designed and built for laboratory purposes and has a warranty in case of any issues but has a higher initial price point. Commercial, industrial, clinical laboratories, and medical facilities use a lab washer because of the chemicals and biologicals handled. Knowing what chemicals are in your school inventory as well as the typical concentrations used in your Science and STEM programs will assist you in making the right choice for either a dishwasher or a lab washer.
If you require any assistance in making your decision regarding to purchase and installation of either a residential dishwasher or a commercial lab washer, please contact the Science Safety team for a personal consultation based on your unique school needs and programs. Over 90% of traditional secondary schools continue to use a domestic dishwasher in their science departments knowing that they are only using dilute chemicals and that they cannot use it for test tubes and thin stem glassware items since there are no water injection spindles, due to convenience and costs.
Please note that in order to provide a thorough cleaning in either a laboratory washer or in a domestic dishwasher used in your school science department, you must use a specialty detergent such as Alconox or a specialized detergent based on the usage and needs of your cleaning and sanitation controls. Use the table below to make your selection based on the unique needs of your science and STEM department.
**Categories:** Articles
---
### [Potential Chemical Hazards in the Science Department](https://sciencesafety.com/blog/potential-chemical-hazards-in-the-science-department/)
**Published:** November 15, 2023
**Author:** admin2025Open
**Excerpt:** Science Safety presents "Potential Chemical Hazards in the Science Department." This webinar focuses on responsible chemical management practices in Science.
**Content:**
This session has been designed for science/STEAM educators, supervisors, and administrators by Science Safety to help illustrate the potential chemical hazards that exist in typical science departments.
Join our panel as we explore some of the common recognized potential safety hazards and resulting health and safety risks including chemical purchases, chemical inventory, chemical use, chemical storage and compatibility, chemical wastes, chemical selection and substitutions, Safety Data Sheets (SDSs) and chemical labeling.
This is a must-attend session for educators in the science department as well as CHO’s, EHO’s and Science Supervisors who are concerned about responsible chemical management practices in Science and STEAM instructional spaces. Register online for this practical chemical safety session and start recognizing the potential safety hazards found in Science/STEAM instructional spaces (e.g.., laboratories & classrooms) and related areas (chemical storerooms and prep rooms) help reduce the potential for chemical accidents by implementing these safer strategies in your school.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
**Categories:** Webinars
**Tags:** Chemicals
---
### [Safer Strategies for New STEM Teachers ](https://sciencesafety.com/blog/new-teachers-are-recognized-risks-in-the-school/)
**Published:** October 18, 2023
**Author:** admin2025Open
**Excerpt:** Science Safety presents "Recognizing the Risks of New Teachers in Schools." This webinar provides insights into risk management practices for new teachers.
**Content:**
Did you know that teachers with less than three years of experience are recognized risks in the laboratory instructional space?
35% of Science and STEAM teachers have NOT been provided appropriate safety training in their undergraduate or pre-service schooling. Having access to appropriate subject and grade-level training on the materials, equipment, apparatus, and tools and recognizing potential safety hazards and resulting health and safety risks will help prevent accidents.
Having formalized, progressive safety training reduces the potential for accidents by 51% and when you consider that 80% of Science & STEAM instructors indicate they have had one injury in the past year, it is worthwhile to attend this session with Science Safety to gain insights into risk management practices for new or new-to-teaching Science and STEAM educators. Register online to make the investment in increasing safety awareness in your school today and reduce the inherent risks in Science and STEAM instructional spaces!
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
**Categories:** Webinars
---
### [Science & STEAM Safety Protocols for a Safer School Year](https://sciencesafety.com/blog/science-steam-safety-protocols-for-a-safer-school-year/)
**Published:** September 20, 2023
**Author:** admin2025Open
**Excerpt:** Science Safety presents "Science & STEAM Safety Protocols for a Safer School Year." This webinar aims to help schools identify potential safety risks and pprepare teachers for a safer start to the new year.
**Content:**
This session is designed to help Science & STEAM educators return to their instructional spaces (e.g.., laboratories and classrooms) and pprepare for a safer new school year.
Topics covered include preparing for the new academic school year, opening instructional spaces, inspecting engineering controls, safety equipment, and PPE, conducting hazard analyses and risk assessments, and scheduling basic maintenance.
This is for new teachers, experienced teachers, supervisors, and administrators concerned with preventing accidents and injuries while offering comprehensive, hands-on learning for students and a safer teaching/learning environment. This is a must-attend session with Science Safety so that you can start your academic school year implementing these safer strategies in your instructional spaces.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
**Categories:** Webinars
---
### [School Year-End Closing Recommendations](https://sciencesafety.com/blog/school-year-end-closing-recommendations/)
**Published:** May 17, 2023
**Author:** admin2025Open
**Excerpt:** Science Safety presents "School Year-End Closing Recommendations." This webinar aims to assist teachers in preparing their labs for end-of-year closure.
**Content:**
There are many often overlooked aspects of responsible chemical management and safety programs ‘better professional safety practices’ at the end of the school year for a multitude of reasons. Science Safety wants to ensure that your Science, STEM, and CTE departments are aware of the summer shutdown procedures and protocols that will facilitate a safer department re-opening in August or September.
Join Science Safety as we explore and explain some of these safer school year-end practices using guidelines and legal and professional standards woven into some personal anecdotes from experiences as a Chemical Hygiene Officer and Director of Science for a school district.
Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
**Categories:** Webinars
---
### [Methanol in K12 is a Preventable Hazard](https://sciencesafety.com/blog/methanol-in-k12-is-a-preventable-hazard/)
**Published:** December 5, 2023
**Author:** admin2025Open
**Content:**
[Methanol](https://sciencesafety.com/product/methanol/ "Methanol") in K12 is a preventable hazard and many high school science departments have methanol (methyl alcohol; wood alcohol; wood spirits; carbinol; methyl hydrate) in their chemical store rooms safely locked in a flammables safety chemical cabinet. That is the best place for that substance to be kept. The [tragic chemistry experiment](https://sciencesafety.com/virginia-chemistry-accident-lit-students-on-fire/) events which occurred in Virginia last week where three students and the teacher were injured, this clearly illustrates the dangers of using methanol in a school laboratory setting and the risks of handling this substance safely. I feel it is my duty to inform science educators and school principals as well as district supervisors about methanol usage in secondary school environments based on my twenty-plus years specifically in this area working for some of the most recognized science education supply companies in North America. I have spent my career exclusively in this area and am compelled to provide my perspective in order to raise the level of awareness surrounding methanol used in science and STEM programs.
## **There is an Alternative**
From my experiences in my role as a former Director of Education, and the Director of Safety & Compliance for a large chemical supplier as well as being a certified teacher and from a rich combined history of providing many jurisdictions with safer or ‘greener’ alternatives for certain hazardous chemicals, I feel that I have an obligation to discuss this professionally and to proactively prevent another similar fire and injury from occurring involving methanol in schools. Often the simple substitution of methanol with a more stable alcohol like ethanol will still allow students to achieve the same expected results from a lab activity or experiment in the chemistry laboratory. There are great organizations such as [Science Safety](https://sciencesafety.com) that can assist with selecting more environmentally sensitive options and professional educator associations such as the NSTA, ACS, ACT, NABT, NSELA, and CSSS who can also provide some assistance to ensure teachers and students have a robust science program in a safer teaching and learning environment.
Often, as our safety and health awareness increases with research and understanding across our educational communities and society at large, we change our perspectives on once commonly used products, materials, and technologies.
### **Some toxins have already been removed from schools**
We have a greater knowledge of compounds that are now recognized toxins and known or ‘highly likely’ carcinogenic and we have legal, safer professional standards and hazard communication protocols for these items. This heightened safety and health knowledge is the reason that we no longer collectively accept the use of PCB’s, leaded gasoline, benzene, asbestos, Teflon, DDT, BPA, and many more formerly common products in mainstream ways in our modern world. We are fortunate to have oversight from regulatory agencies such as the EPA and the FDA to ensure that our communities are safer and that quality controls are in place to protect the general public interest. We should consider removing methanol from school science departments because it is a risk to our most cherished and prized assets – our children, also known as ‘students’ in school ecosystems. We owe them and the educators the conversation about methanol from this vantage point to explore the risks and benefits of keeping this chemical in their school inventory.
This is the same mindset that resulted in the reality that most secondary schools no longer have once commonly used heavy metal compounds like lead, cadmium, chromium, arsenic, mercury, and their derivatives used in school chemistry activities. Most of these chemicals have been removed or purged from the shelves of high school chemical inventories as they have a limited educational value when compared to the risks associated with having these chemicals on hand in schools today. Many are known carcinogenic or mutagenic substances that have serious health hazards associated with them. This is the same rationale for removing older museum mount specimens stored in jars or glass cases and prohibiting the sale of formaldehyde (formalin) fixed biological specimens such as the memorable fetal pig, the rat, and sheep hearts, eyes, and brains used for dissections in biology laboratories across the country. Educators understood that there were health concerns for them and their students from traditional formaldehyde-preserved specimens and suppliers quickly developed safer alternatives for schools to use to perform these dissections to meet these safety and health concerns. If we made these decisions and implemented changes based on combined and accepted safety and health awareness and understanding of biological specimens, we should be evaluating methanol using the same critical lens and making a decision to REMOVE METHANOL FROM SCHOOL LABORATORIES.
## **Methanol in K12 is a Preventable Hazard**
Now I have enough experience in the science education sector to know that some chemistry teachers, department heads, and some experienced educators will say that I am not allowing for the safer handling and use of in schools by some teachers who can responsibly use it. They will recount many experiences performing demonstrations like the ‘Colorful Rainbow’ or the ‘Whoosh Bottle’ or versions of these attention-getting demos. While I agree that these are visually powerful and stunning introductions or reinforcement of prior learning for students, the use of methanol due to its low flash point and low vapor point is very dangerous in the chemistry program in their high school. THE RISK EXCEEDS THE VALUE.
[Methanol](https://sciencesafety.com/product/methanol/ "Methanol") advocates will inform us that it is used in organic synthesis reactions, as an alternative fuel, as a solvent, and as a component of windshield washer or antifreeze and that it is also used to produce biodiesel via a recognized transesterification reaction and in certain fuel cells. I am not saying that it does not have industrial applications, but that, again, METHANOL DOES NOT BELONG IN K-12 SCHOOLS.
Some advocates will claim that removing methanol from school science departments is just another way to weaken the overall experience for students and that with proper safety training, methanol can be used safely and appropriately. Well, I disagree with that sentiment and while I may be biased as a safety advocate who prefers the ‘less is more’ approach to chemical usage, this is not the first time that [accidents involving methanol](https://sciencesafety.com/virginia-chemistry-accident-lit-students-on-fire/) have injured students and teachers in the US and sadly will not likely be the last. As a matter of public record, methanol was found to be involved in the 2006 Calais Webber accident in Ohio; the 2014 Denver school accident that injured five students; the 2014 Halloween ‘burning pumpkin’ accident in Chicago that injured students and the teacher; the $55 million dollar judgment in NYC accident; 2015 in Fairfax Virginia serious injuries to five students and the teacher; twenty-two students and the teacher injured in Bakersfield CA in 1999; and there are many other incidents which are all attributed to methanol.
### **METHANOL IS A HAZARDOUS SUBSTANCE AND SHOULD ONLY BE HANDLED IN CONTROLLED CONDITIONS BY TRAINED AND EXPERIENCED EDUCATORS.**
As professional educators, we want to provide students with the opportunity to have the most memorable and safer experiences possible in their classes that connect the theoretical and practical science knowledge content being discussed. The key word in that sentence is ‘SAFER’. Read that again if you are still considering allowing methanol to be used in your schools.
## **Duty of Care**
As educators we are governed by a **Duty of Care** obligation which clearly applies to the choice to use methanol in the science department, especially with students present while knowing the risks and deciding to conduct the demo or worse yet, allowing students to handle methanol themselves. How would you explain to a parent that their child, your student, was badly burned in an accident in the school science laboratory? Then tell them that it was the result of methanol being used. You should be very concerned if there was a severe accident in the science laboratory, since the teacher, the administrator, and the school district could be found to be negligent or worse – ‘reckless, involving deliberate indifference. As part of the annual Risk Management Review in your school district, I encourage you to have the conversation about methanol use and judiciously evaluate the risks and make an informed decision and make an amendment to your Chemical Hygiene Plan during your annual review with the Chemical (Environmental) Hygiene Officer.
### **A Case for Removing Methanol in K12**
As a lifelong learner, I am aware that traditional science education has been based on having engaging demonstrations as a cornerstone of the progression of students through the grade levels and students do appreciate the fire, sparks, smoke, and loud noises that accompany many of these teacher-led demonstrations. These can stimulate students and provide them with a springboard for their innate curiosity and increase engagement simultaneously. I employed many of these tried-and-true activities personally and have facilitated the teaching of safer practices for many science and STEM educators over the past 20+ years. When I was conducting some seminars or training sessions I emphasized that ‘each demonstration must have an educational purpose – and not just done to amaze or impress students. There needs to be a clear intention for doing that demonstration for your students. That said it is incumbent on the science teacher and their employer (school district) to perform a hazard analysis for each activity planned or performed in the laboratory. This involves a thorough review of the SDS and having a comprehensive understanding of the chemical hazards, interactions, risks, and the associated PPE, storage, and handling procedures as well as chemical waste management and making an evaluation and any safety actions resulting from the risk assessment. When conducted improperly, this evaluation or hazard analysis can make using methanol attractive for some teachers since it provides a beautiful blue flame and it is quite readily available in the chemical stock room. There is much more to a hazard analysis than wanting to make the class remember when the teacher did some ‘magic’ in the room.
Chemicals have been and are still commonly used in chemistry and general science programs as they have for well over a century. The use of chemicals in science and STEM education will not disappear since these compounds offer tremendous value to student learning and their personal trajectory through STEM programs into post-secondary and into the workforce. Balancing this positive impact with the understanding that many chemicals have inherent risks such as being flammable, water-reactive, corrosive, or incompatible with other chemicals even due to proximity makes having chemicals in the school science program designated as ‘hazardous’. The importance of teacher safety training with formalized, certificated, verifiable assessments and grade and discipline-specific are central to mitigating risks and minimizing liability. This needs to include how to complete a hazard analysis and risk assessment for all teachers of science and STEM. Recognizing some red-flag items such as methanol should be part of the safety training to proactively reduce safety concerns by removing or substituting these hazards before the demonstration or lab activity occurs.
Just for clarity, I am not advocating for removing all chemicals from science department inventories and performing virtual chemical reactions as a rule. Instead, I am suggesting that a conversation should occur within the school district involving the Chemical Hygiene Officer, the Science/STEM Supervisor, the Risk Management Officer, experienced chemistry teachers, and other stakeholders in science education about the continued purchase, storage, and use of methanol in schools. The added dimension is that many newly hired teachers lack practical classroom experience and often the understanding of the risks associated with chemicals being suggested for use in demonstrations or student investigations can be a significant problem and a potential for liability or legal entanglement. If the need to demonstrate the properties or reactions involving methanol is that central to the educators’ pedagogy, there are simulations and videos of these same ‘essential’ core experiences that can be digitally shared with no risk of harm to themselves or to the students in their care while in the science laboratory. A blended learning experience may be the safer choice in these circumstances.
As a final thought, many science educators, supervisors, and leaders should continue the conversation about methanol and its use in science and STEM programs across the US and make a determination and potentially encourage larger professional bodies to develop a position statement about using methanol with students. According to Dr. Roy and Dr, Love in the most recent study of STEM and CTE facilities in 2021, they reported that 35% of these teachers have never had any formalized safety training and that teachers with safety training are 48% less likely to have an accident in their classes. This is another dimension to consider when making a decision about using methanol in your science programs.
Those who choose to continue to use methanol in the lab or classroom need to consider a[ methanol safety training course](https://sciencesafety.com/product/methanol/ " methanol safety training course") as a requirement. As a reference, Science Safety Inc. provided free access to teachers in response to the Virginia accident.
**For further Review:**
- [Be safe, Virginia Chemistry Accident – lit students on fire](https://sciencesafety.com/virginia-chemistry-accident-lit-students-on-fire/)
- [Key Lessons for Preventing Incidents from Flammable Chemicals in Educational Demonstrations” in Wake of Several Serious Methanol Accidents that Injured Children and Adults](https://www.csb.gov/csb-releases-key-lessons-for-preventing-incidents-from-flammable-chemicals-in-educational-demonstrations-in-wake-of-several-serious-methanol-accidents-that-injured-children-and-adults/)
- [He was engulfed in flames when a school chemistry experiment erupted. He just won $60M](https://www.nbcnews.com/news/us-news/he-was-engulfed-flames-when-school-chemistry-experiment-erupted-he-n1025771)
- [Fire Injures Five High School Chemistry Students](https://cen.acs.org/articles/93/i44/Fire-Injures-Five-High-School.html)
**Categories:** Methanol Safety
**Tags:** Duty of care, K12, Methanol
---
### [Santa Claus - A STEAM Safety Experiment](https://sciencesafety.com/blog/santa-claus-a-steam-safety-experiment/)
**Published:** December 3, 2023
**Author:** admin2025Open
**Content:**
At this festive time of year, many students and adults are thinking about Santa visiting them on Christmas Eve, providing that they have been ‘nice’ and not on the naughty list. In this article, we will critically examine the important factors associated with Santa’s big night from an informed, intelligent [STEAM](https://sciencesafety.com/product/preplanning-at-home-activities/ "STEAM") safety perspective. Thankfully, Santa has allowed some globally recognized safety agencies to participate in the pre-planning procedures and to perform safety inspections to validate that come December 24th. He can complete his tasks of delivering millions of presents to households across the planet.
Let’s explore some of the recognized safety concerns regarding Santa, his protective clothing, his magical flying sleigh, and its weight distribution capabilities, his workforce, animal safety, the safety plans and protocols in place, and the necessary logistics and specialized training involved in making global deliveries in a compressed timeline under often treacherous conditions including the cover of night, ice, snow, working at heights, confined spaces and of course’ science.’
This is the ‘science of safety’ overview for our northern friends, Kris Kringle, Pere Noel, St. Nicholas, Father Christmas, or Santa Claus, among other names commonly used, as we look at the potential occupational hazards through a safety lens.
## **Benefits of Performing a Hazard Analysis and Risk Assessment for Santa’s STEAM Safety**
As educators, we are aware of the necessity for performing a hazard analysis and risk assessment before any demonstration or activity is conducted in the laboratory with students. Santa graciously provided a copy of the safety action planning document to identify any hazards or risks encountered on Christmas Eve and some preventative actions to ensure that this global action is performed with safety at the forefront of the conversation.
Here is the summary of these safety actions for your review and consideration provided by the occupational health and safety department in conjunction with the North Pole legal department. (note that some of the criteria have been removed from this listing as they are proprietary to some of the technology and magic systems used)
“As the holiday season approaches, Santa Claus and his elves pprepare for Christmas Eve. Between all the present wrapping, route planning, and checking the Naughty and Nice lists, **Father Christmas must allocate time to complete an extensive and comprehensive safety checklist to avoid potential personal injury or property damage during the Christmas Eve global deliveries.** When your job involves a lot of walking on snowy rooftops and night flying, it’s always a good idea to take extra precautions”.
### **Snapshot of some of the minimum STEAM safety standards for Santa:**
- Perform a safety check on the sleigh to ensure all parts are in good working order, including seatbelts, airbag restraint system, emergency parachute, runners, signal lights, communication systems, and all other relevant instrumentation and safety features
- Ensure safety footwear has proper traction and can keep feet dry on rooftops
- Always check for a fire before descending the chimney
- Feed and properly groom reindeer before departure, including full physical medical evaluations before the flight
- Inspect reindeer auditory and visual (bells and lights) communication system on reins and harnesses as well as tensile strength testing on all gear for reindeer
- No texting and flying permitted. Use wireless earbuds with Bluetooth technology.
- Limit cookie intake at each house to prevent sugar rush and subsequent crashes and avoid warm milk to stay alert for the duration of the global present distribution operation
- Do not consume brandy, wine, beer, or other alcoholic beverages left out for Santa since there is a no-drinking and flying zero-tolerance policy (0.0%) in effect.
- Wear properly fitted ANSI/ISEA Z87.1 D3 safety eye protection to avoid snow blindness, moisture, splashes, and impacts from the speed and altitude changes
- Keep hands and feet dry and warm to avoid frostbite using certified, approved protective workwear with redundancy spare sets in the sleigh.
- Keep a special thermal protective coat and pants on at all times due to temperature changes from altitude, chimneys, homes, and the ions in the atmosphere.
- Charge the GPS battery backup system before leaving the North Pole
- Ensure all gifts are properly wrapped and no toy products are recalled before distribution on Christmas Eve
- Pack dog treats to distract disgruntled pets
- Polish Rudolph’s nose for maximum illumination
- Avoid planes, helicopters, etc., by flying as low as possible and staying away from airports.
- If the rooftop appears icy or otherwise hazardous, seek an alternate landing area.
- Ensure the customized magical Elf hat fits well to avoid obstructed vision
- Stay hydrated all night for mental sharpness and acuity
- Check-in with Mrs. Claus and/or Elves to update them on progress often
- Install a useful weather app to the wireless device to stay abreast of precipitation, storms, etc., and have this projected onto the screen communication interface in the sleigh
- Keep both hands on the reins at all times when in flight mode, including takeoff
- Do not leave gifts in doorways or stairwells to protect children from potential injury
- Do not allow reindeer to graze on poinsettias, holly, mistletoe, etc., as they can be poisonous to animals
- Keep all hot beverages in a tightly sealed thermos to avoid spills/burns
- In the event of a snowstorm or other inclement weather, land a sleigh somewhere safe and wait until the weather clears or use magic in combination with stealth drones
- Upon takeoff and landing, ensure the runway is clear of Elves, reindeer, and anthropomorphic snowmen
## **Global Partnership for Santa’s STEAM Safety**
Transport Canada (T.C.) and the U.S.. Federal Aviation Administration (FAA) are involved in a specialized joint safety task force that provides assurances to Mrs. Claus, the elves, the reindeer, and of course, all the folks around the world waiting for their special delivery for Christmas morning under the tree.
Transport Canada and the FAA take this responsibility very seriously and have developed a precise formula and personalized set of criteria to evaluate the safety readiness across the entire Santa ecosystem to provide a holistic overview of the safety program.
Transport Canada inspectors have recently traveled to the North Pole to inspect Santa’s sleigh and related safety systems, including landing gear, reindeer harnesses, illumination, and multi-dimensional communications and navigation systems. Rudolph’s nose was confirmed to function at maximum brightness, and Santa’s magical bag of presents was thoroughly inspected using the latest screening and detection technology.
Additionally, these highly skilled inspectors made observations within Santa’s stealth drone testing facility managed by security clearance authorized Elves since (*while not yet confirmed*) certain purposefully deployed Christmas drones may be used in future years to help with special deliveries in exceptional circumstances.
**Santa and his media team remind people to keep their drones inside after dark to avoid spooking the reindeer or causing a collision with the sleigh or other aircraft. Santa also warned against pointing a laser at the sleigh, Mrs. Claus, or the reindeer as the bright, amplified light could temporarily blind, disorient and distract any of them** – putting the entire Christmas Eve operation in danger.
Those who want to know about the sleigh’s progress are invited to track it on the [NORAD Tracks Santa website](https://www.noradsanta.org/) and the #NORADSanta hashtag on social media.
Later today, Transport Canada, in partnership with the FAA, is expected to jointly announce that Santa Claus and his sleigh have successfully passed his pre-flight inspection and are set for a safer takeoff. **His cargo has been extensively screened, his sleigh purposefully loaded using advanced physical science and engineering calculations, and his initial flight plans have been filed.**
Santa and his team of reindeer are expected to leave the North Pole, which is located in Canada’s north, on time to make his annual Christmas deliveries based on the long-term weather forecast following an east-to-west choreographed flight pattern aligned to time zones.
During the year, according to informed sources at the North Pole, his elves have increased safety awareness through training and testing and added some technology-enhanced systems to assist Santa in safely accomplishing his impressive tasks. For the children wondering about the newest updates, **Santa Claus’s sleigh is now equipped with onboard Wi-Fi, Bluetooth, and a satellite locator beacon system monitored by the global military, including NORAD.**
**There is also an App that Santa is using to manage his Naughty or Nice list more efficiently with up-to-the-minute update refresh cycles**. While weather conditions across the global regions Santa will fly through are extremely varied, the Jolly Old Elf shows that he is keeping up with the times.
**Unofficial rumors report that some covert delivery technology will be beta testing using a new fleet of Elf-piloted drones.** There is no official confirmation that Santa will give Rudolf a night off this Christmas. Still, it is unlikely since significant snow and heavy fog are expected in many cities and across multiple countries. That special red light will be needed to assist with most special deliveries.
Sources, including Mrs. Claus, confirmed that **Santa has invested considerable time over the past year to successfully complete the upgraded safety and compliance training on all the necessary safety features of the upgraded sleigh and applied in advance for his SFOC—Santa’s Flight Operations Certificate.**
Like all pilots, Santa must undergo a comprehensive annual physical exam with a doctor to maintain his pilot license. The medical auditors from T.C. and the FAA are pleased to report that Santa has passed all his physical and cognitive tests with flying colors and that his pilot license is valid for another year, allowing him to legally navigate the airspace over the countries on his special list.
According to NIOSH, being out all night can make Santa pretty tired, and they have recommended that Santa take the NIOSH online course [Fatigue Prevention for Pilots: A Training Program as he gets ready for the big day for Commercial Pilots in Alaska.](https://www.cdc.gov/niosh/docs/2016-162/default.html)
There are also several new fatigue detection technologies available. The [NIOSH blog series](https://blogs.cdc.gov/niosh-science-blog/2022/09/14/fmdt3/) can help Santa select the one that will work best for him. It’s a long night, and in addition to [fatigue](https://www.cdc.gov/niosh/fatigue/about/) considerations, Santa will need a [bathroom break](https://blogs.cdc.gov/niosh-science-blog/2019/11/22/bathroom-breaks/) after drinking a glass of milk at every stop. Santa should also visit the NIOSH webpages [on Aircrew Safety & Health](https://wwwnc.cdc.gov/travel/yellowbook/2024/air-land-sea/air-travel), which include information on circadian rhythm disruption and cosmic ionizing radiation and noise and hearing loss.
### **Quick Facts**
- Track Santa and the reindeer as they make their way around the world thanks to the NORAD Tracks Santa website ([www.noradsanta.org](http://www.noradsanta.org/)) and the [\#NORADSanta](https://twitter.com/hashtag/NORADSanta?src=hash) hashtag.
- Santa wants to ensure that everyone who asked for a drone this year knows how to fly it safely and legally. Read his list of safety tips at [www.tc.gc.ca/SafetyFirst](http://www.tc.gc.ca/SafetyFirst).
- Santa consistently impresses his pilot friends with his uncanny ability for safe takeoffs and landings in urban centers and flying in whiteout conditions.
- Santa’s pre-flight checklist includes looking for ice build-ups, checking Rudolph’s nose, and ensuring that the elves on board are informed about safety procedures, in addition to the proprietary list from T.C. and the FAA.
## **Fatigue-Influenced STEAM Safety Concerns for Santa**
Santa’s all-nighter to deliver holiday presents around the world could put him at heightened risk for a fatigue-related sleigh crash over North America, according to researchers at the Washington State University Elson S. Floyd College of Medicine and the Perelman School of Medicine at the University of Pennsylvania.
**The case study, published in** [**Sleep Health**](https://www.sciencedirect.com/science/article/abs/pii/S2352721821002084) **earlier this year, identified the safety impacts of a 23-hour night shift in late December on an overweight, older male seasonal worker and his reindeer-propelled global distribution team, as well as strategies to mitigate the impacts for a safer flight**.
Using 2020 data from Santa’s duty schedule and his package delivery route from the North American Aerospace Defense Command (NORAD), researchers pinpointed the window of time within Santa’s night shift when a high accumulation of wake from hours on duty would coincide with low circadian rhythm. They found that Santa would be at maximum sleepiness over North America, primarily the United States and Mexico, while on his annual route.
“Like other night-shift and extended-duty workers, **Santa faces several fatigue-related risks that can greatly impact safety while on the job, and, unfortunately, his highest level of risk occurs right as he is delivering packages here in the U.S..**,” said Hans Van Dongen, co-author of the study, professor in the WSU Elson S. Floyd College of Medicine and director of the WSU Sleep and Performance Research Center. “Out of an abundance of concern for Santa, his reindeer, and our communities, we wanted to share this analysis to ensure every precaution could be taken for a safe flight.”
While researchers noted a sleigh crash would be extremely rare, they identified several strategies to reduce Santa’s overall risk. **The most powerful countermeasure involves shifting the biological clock by a three-hour phase delay, which would increase alertness during the latter parts of Santa’s duty period.**
**This shift could be achieved with the administration of melatonin immediately before the start of his journey; however, reindeer would not be able to participate in this method.** Alternatively, bright light exposure could be used in the evening to delay the biological clock. While blue light is the most effective, researchers recommended white light due to the potential wash-out of blue light against red seasonal worker attire and reindeer noses.
**Additional methods include altering the sleep schedule to 10 hours per day leading up to the extended night shift to eliminate prior sleep debt and protect against sleep deprivation, screening for obesity-related sleep disorders such as sleep apnea, and consuming caffeine.**
“Each of these fatigue-reducing countermeasures on their own produces improved alertness, but taken in aggregate, they could significantly reduce sleigh crash probability,” said Mathias Basner, MD, Ph.D., a professor of Sleep and Chronobiology in the Department of Psychiatry at Penn and lead author of the study. “By Santa, his reindeer, and the team at the North Pole implementing these measures leading up to and on December 24th, we would have greater assurance that he could safely perform his gift distribution duties for the duration of his shift.”
Though little research has been done to determine the fatigue-related effects of cookies and milk or hay and water, researchers recommend that Santa and this reindeer refrain from consuming eggnog or other alcoholic beverages synergistically induce fatigue and general impairment.
## **Conclusions**
Overall, there is good news for the children of the world since, as previously reported, Santa passed his specialized medical exam, and the magical sleigh and reindeer have also been approved for flight on Christmas Eve by trusted safety authorities.
**Through a thoughtful approach to evaluating and identifying hazards, risks, and mechanisms to mitigate these concerns from an occupational health perspective, it appears that if you are fortunate enough to be on the nice list, you will wake up on Christmas morning to a special present from Old St. Nicholas in your home.**
The safety concerns identified in this article were compiled from multiple sources to enhance Santa’s safety strategy using known, trusted legal standards and safer professional practices. The main takeaway is that despite his magical powers and special abilities, Santa still relies on implementing safety actions resulting from the hazard analysis and risk assessment process to meet the annual global present delivery objectives on December 24th.
If safety is central to Santa, this should apply to you and your school as part of your holistic approach to safer practices. **As Santa explained to the evaluation committee recently, “Ho! Ho! Hope! is not a safety standard operating procedure. Safety needs to be planned and purposeful and serve as the foundation for all evidence-based decisions for the annual Christmas global distribution program.”**
Special thanks to the contributors, including Santa himself, Mrs. Claus, participating Elves, and elite safety members from Transport Canada, the FAA, and NORAD, for facilitating this Santa safety article.
Merry Christmas to All, and a Safer Happy New Year!
**References**
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- [https://news.wsu.edu/press-release/2022/12/12/wsu-sleep-researchers-say-santa-at-risk-for-crashing-sleigh-over-north-america-due-to-fatigue/](https://sciencesafety.com/wp-content/uploads/2023/12/WSU-sleep-researchers-say-Santa-at-risk-for-crashing-sleigh-over-North-America-due-to-fatigue-_-WSU-Insider-_-Washington-State-University.pdf)
**Categories:** Articles
**Tags:** STEAM
---
### [STEM Legal Liability in Schools – Improved Safety](https://sciencesafety.com/blog/stem-legal-liability-in-schools-improved-safety/)
**Published:** November 3, 2023
**Author:** admin2025Open
**Excerpt:** This article explores the STEM Legal Liability in schools, the hazards involved with chemical handling, and the entire chemical hygiene program.
**Content:**
The recent tragic event at [Dinwiddie High School](https://sciencesafety.com/virginia-chemistry-accident-lit-students-on-fire/) in Virginia involving the use of methanol in a chemistry classroom has elevated the legal liability concerns typically found across many of the Science, STEM, and CTE programs nationally in our schools. Let’s spend some time discussing STEM Legal Liability in schools.
This heightened sense of awareness about the hazards involved with chemical handling and the entire chemical hygiene program, safety training, standardized operating procedures and the entire risk management framework that exists today in K-12 schools and districts should evolve into a movement to understand exactly what the legal liabilities are for teachers, school principals, and school districts overall.
According to the Pennsylvania Department of Education, **there is a common misconception among administrators and faculty members that these type of accidents (e.g.., eye injuries, lacerations, amputations, and other permanent injuries resulting from STEM education classroom and laboratory activities) will not happen to them or occur at their school.** The reality is that these accidents occur at schools more often than administrators and faculty would like to believe.
## **Negligence in Schools Opens Questions For Legal Liability**
Educators are those people who are responsible for our most precious assets – our children – and are held to a higher standard of safety, compliance, and liability because of this responsibility.
As parents of students in a school system, we trust that the school bus will deliver our children to and from school daily. That the facilities have the proper safety infrastructure, sanitation, and hygiene protocols to ensure that the teaching and learning environment is safer, and that the teachers are properly trained in emergency situations and have **the ability to perform a hazard analysis prior to performing any activity that has an element of risk and make a determination if the educational value exceeds the risk, and make decisions accordingly.**
This is the gold standard of safety and compliance which involves no accidents, no injuries, no loss, and no missed learning opportunities that are used as a scaffold for student learning and comprehension. Yet, [accidents and injuries occur across the nation in our schools](https://sciencesafety.com/danger-in-the-school-science-lab-are-students-at-risk/), in science, STEM, and [CTE ](https://sciencesafety.com/product/cte-lab-emergency-plan-authoring/ "CTE ")programs due to the inherent risks associated with those disciplines, a lack of safety training, and insufficient risk identification and mitigation at the school and at the district level.
Annually, there are cases involving students who have been accidentally injured or harmed in schools, with the most common injuries reported involving: cuts/lacerations; burns; slips, trips and fall accidents; impact with a projectile; inhalation of fumes; and electric shocks.
90% of these injuries are on the hands or fingers of the injured person, with students suffering these types of injuries approximately 80% of the time.
**The leading causes of accidental injury in schools today are glue guns, equipment & machinery, power tools, chemical spills & splashes, and airborne projectiles.** Most of these incidents were handled at the school level and did not involve outside medical interventions.
These findings were recently validated by a 2021 national study on STEM and CTE completed by Dr. Kenneth Roy and Dr. Tyler Love in a report called, “A National STEM Education Imperative: [What the Data Tells Us](https://sciencesafety.com/science-safety-what-the-data-tells-us/)”, a fascinating snapshot of our current STEM and CTE programs from a safety perspective.
There are also incidents that require outside medical intervention when students are injured severely and are taken to a hospital for specialized medical care. According to Barrios et al in a 2007 study found **that 58% of the time, the injury resulted from ‘a failure to properly supervise students’, which is a Duty of Care obligation.** In these situations, there is negligence on the part of the educator or instructor.
Another layer of complication is the impact accidents have on school ecosystems. Many teachers falsely believe that they are protected by what is collectively called the ‘Held Harmless’ clause in their employment agreements and/or teacher union/federation protective covenants because they are certified professional educators. Let me be clear. **THIS IS A FALSE ASSUMPTION** and often the teacher is found to be negligent because of failures under their duty to instruction, supervision, and/or maintenance.
This is because under common law statutes and interpretations, teachers have a **duty of care to protect their students from all reasonable, foreseeable risks of injury or harm.** When determining legal liability the standard of care often used is “what would a careful or prudent parent would do in this situation?”. In simple terms, was the educator negligent in that instance resulting in an injury?
## **Duty of Care Obligations**
“Duty or Standard of Care” is defined as an obligation, recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (Prosser et al., 1984). This means that school staff and school or district leaders (supervisors/administrators) are required to actively anticipate foreseeable harm to students and to others in the school. Furthermore, these leaders are required to act to prevent resultant injury or damage.
“The breach of a particular duty owed to a student or others may lead to liability for both the teacher and the school district that employs that teacher” (Ryan, 2001). To meet these responsibilities, teachers of science and STEM are expected to engage in safer behaviors to protect others from foreseeable harm.
An added layer that should be used is the [Chemical Hygiene Officer](https://sciencesafety.com/chemical-hygiene-officer-accountability/), designated and trained at the school district level. This person has responsibility and accountability to oversee the district chemical hygiene plan and ensure adequate safety training, procedures, and products are in place.
According to industry experts [Dr. Roy and Dr. Love](https://sciencesafety.com/examining-factors-associated-with-accidents-in-cte-and-stem-education-labsa-national-safety-study/), it is imperative for science/STEM teachers and supervisors to understand their duty of care owed to students. While the duty to protect students from unreasonable risk or harm remains the same for each individual, the behavior expected of a teacher to meet the duty of care changes with each situation.
Teachers must act reasonably (objectively measured according to previous court rulings and best practices as recommended by professional associations.) to prevent harm to students. Specific behaviors that constitute meeting the duty of care owed to students are discussed below.
Failure to perform required behaviors can result in students being injured, sometimes fatally. Failure to exercise duty of care may also result in teachers and school districts being sued for negligence.
Teachers need to understand their state’s education law relative to any statutes, regulations, codes, and policies that specify a teacher’s duty of care and any possible consequences of breaching that duty.
### **Duty of Instruction and STEM Legal Liability**
Duty of care requires that teachers provide safety instruction and the appropriate level of supervision during every lab activity that is done within their instructional space (e.g.., classroom, laboratory or in the field). Duty of Instruction means that school districts are responsible for providing safety training to employees that may be exposed to hazardous materials and procedures.
– Duty to Notify Students of Safety Practices and Procedures – Teachers have a duty to discuss safety practices with students at the beginning of the school year, establishing the rules by which all experiments will be conducted. These safety practices should be outlined in a safety acknowledgement document which students and parents/guardians sign.
These signed documents should be kept on file for at least the year during which the student is enrolled in the class, and no student should be permitted to participate in a laboratory activity without this document being on file. However, warning students of hazards in the class once at the beginning of the school year is not enough, safety must be reinforced every time students engage in any activity with the potential to cause harm. A review of safety protocols and procedures followed up by a demonstration should take place to teach students how to operate all tools and equipment safely.
#### **Duty to Instruct and ALWAYS model Safety**
Students pay attention to what teachers do as well as to what they say. As STEM teachers we have a duty to provide safety instruction and model appropriate safety practices, such as wearing approved, certified, indirectly vented chemical splash goggles and other appropriate personal protective equipment (PPE), for our students.
Teachers should make sure that paraprofessionals and other adults in the room do the same. In addition, teachers must demonstrate for students how to perform various laboratory skills, techniques, and the intended proper use of laboratory equipment in the safest possible manner.
#### **Duty to Warn Students of Hazards**
Teachers must explicitly and specifically warn students of the dangers they may encounter during a laboratory activity. This includes reminding students that scalpels and scissors are sharp. While it may seem as though this is common sense, teachers protect themselves by including a written warning on any laboratory materials and making a verbal warning before the laboratory begins. Also, teachers should provide safety signage around the lab, and warn students when they see a potentially hazardous situation created from their novice actions. Teachers should also document safety actions in their lesson plans as an objective and crucial part of their procedures for that lesson.
### **Duty of Supervision**
#### **Duty to Enforce Safety**
All science and STEM teachers must exercise caution when students and student assistants are working with tools of any kind. Personal protective equipment must be worn when using tools and teachers must keep students in their direct line of sight while tools are in use. Teachers must also ensure that students follow all safety procedures at all times. A student who is behaving inappropriately in the laboratory should be removed from that setting, with progressive disciplinary consequences to follow. In addition to referencing appropriate laboratory behavior in the safety acknowledgement form, schools should consider including a description of proper behavior in the laboratory in their Code of Conduct.
Teachers have the sole responsibility for the laboratory activities that are carried out in their instructional spaces; therefore, teachers must never leave their students unattended while any laboratory activity is in progress. Even if another adult (such as a paraprofessional, a specialist, or a substitute teacher) is present, unless that adult is certified in science education and has received annual safety training, the adult must not be in charge of a class engaging in a laboratory activity.
Laboratory activities or science projects that are assigned for completion at home should be reviewed by teachers to be certain that they can be conducted safely and, if applicable, that students have the necessary personal protective equipment. Teachers may be held liable if a student or family member is injured by an experiment that the student was assigned to complete at home. These activities should be reviewed with parents/guardians to ensure that necessary supervision may occur.
### **Duty of Maintenance**
– **Inspect for Safety** – Teachers should inspect equipment prior to, during and after laboratory activities to ensure that they are in proper working order. Students should be asked to report any equipment that is not functioning properly, with no fear of punishment. Teachers should make sure that they perform any demonstrations and lab procedures themselves before doing them with their classes in order to ensure that they are aware of any and all safety precautions that should be taken.
– **Maintain Equipment** – Teachers have a duty to make sure that personal protective equipment and engineering controls are operating properly and meet manufacturer’s specifications, as well as OSHA specifications (or state health and environmental safety office specifications for non-OSHA states). If a piece of equipment is not functioning properly, it should be tagged and locked out of operation. The equipment should be repaired or replaced before being used again.
## **Negligence or Recklessness**
In some situations, a teacher or administrator may be sued for recklessness rather than for negligence. A claim of recklessness suggests that the defendant was aware of the risk of substantial harm but engaged in the behavior anyway. In 2014, a science teacher conducted a demonstration in which she poured ethanol on a student’s wrist (with the student’s permission) and set it on fire, claiming it would burn the alcohol without injuring the student (Mack, 2014). In this case, the teacher was charged with criminal recklessness.
Both negligence and recklessness charges can result in substantial compensatory damages, but recklessness charges can also result in punitive damages in some states. Even if the teacher or administrator does not face legal consequences of negligence or recklessness, a breach of duty of care may result in termination of a teaching position or revocation of a teaching license.
The duty to maintain a safer science and engineering instructional space is shared by teachers, administrators, school boards, parents, and students. Teachers and administrators need to communicate frequently with stakeholders in order to ensure that student safety remains a school priority.
## **Safer Learning with Minimal STEM Legal Liability**
Teachers can often achieve safer laboratory experiences and show documented evidence of meeting the Duty of Care by using the following three-step approach to activity and program planning. It is as simple as evaluating the educational benefit versus the potential hazard or risks involved.
### **1. Hazard Analysis:**
A hazard analysis is a list of potential sources of harm (hazards) to persons, property, or the environment. An effective hazard analysis focuses on the relationship between the worker (student), the tasks, the materials used, and the work environment. Information for the hazard analysis may come from Safety [Data Sheets](https://sciencesafety.com/product/safety-data-sheets/ "Data Sheets"), GHS compliant chemical labels, manufacturer’s specifications on tools, professional organization practices and other resources.
### **2. Risk Assessment:**
Using the hazard analysis, a risk assessment takes the results of the hazard analysis to determine the possible dangers to human health, safety, or the environment. In other words, based on the hazards, how much of a danger is this activity going to be in the classroom? Factors associated with risk assessment include 1) Probability of harm: When considering the hazards, what is the likelihood this hazard may occur? and 2) Severity of harm. Will the hazard cause property damage, minor injury, severe injury, or death?
### **3. Safety Actions:**
Through the hazard analysis and risk assessment, it can be determined which safety actions need to be implemented to mitigate the risks as much as possible. The Center for Disease Control (CDC) and the National Institute for Occupational Safety and Health (NIOSH) have created a hierarchy of controls. Based on the hazard analysis and safety actions, activities can be evaluated to determine how the risk associated compares to the instructional value of the activity. Please see reference below:
## **Safer, Legal, and Better Professional Practices**
To provide and maintain a learning and working environment for students and staff that is as safe as possible, NSTA recommends school district officials, including administrators, principals, assistant principals, science supervisors, and superintendents:
- Review existing school or employer insurance policies to ensure adequate liability insurance coverage for laboratory-based science instruction;
- Develop and implement comprehensive safety policies with clear procedures for engaging in lab activities; ensure that these policies comply with all applicable local, state, and federal health and safety codes, regulations, ordinances, and other rules established by the applicable oversight organization, including the Occupational Safety & Health Administration (OSHA), International Code Council (ICC), and National Fire Protection Association (NFPA); and be reviewed and updated annually in consultation with school or district science educators;
- Ensure better professional safety practices by following safety recommendations of established organizations, such as NSTA and its affiliates, the National Science Education Leadership Association, and the American Chemical Society;
- Become knowledgeable of and enforce all local, state, and federal codes and regulations to ensure a learning environment for students and staff that is as safe as possible (Particular attention should be given to hazard prevention, including reasonable class sizes to prevent overcrowding in violation of occupancy load codes (ICC 2015, NFPA 2015) or contrary to safety research (West and Kennedy 2014); adequate number or size of labs (Motz, Biehle, and West 2007). Attention should also be given to replacement or repair of inadequate or defective equipment, and the proper use, storage, disposal, or recycling of biological, chemical, and physical materials.);
- Understand that the number of occupants allowed in the laboratory must be set at a level based on building and fire safety codes; size and design of the laboratory teaching facility; biological, chemical, or physical hazards; and students’ needs (NSTA 2015a; Roy 2006).
\*Note: Science classes should have no more than 24 students to allow for adequate supervision during science activities, even if the occupancy load limit might accommodate more (NSTA 2014b). It is equally important to ensure adequate workspace for each student. NSTA recommends 60 sq. ft. for each secondary student and 45 sq. ft. for each elementary student in a laboratory/classroom setting (Motz, Biehle, and West 2007).
## **Final Thoughts on Legal Liability in Science, STEM and CTE programs**
Based on the literature reviews and position statements from trusted professional associations regarding legal liability specifically in science, STEM, and CTE programs across the country, it appears that a more holistic approach is needed from a risk management perspective that involves annual safety training specifically for grade-level and discipline-specific educators, an understanding of how to perform a hazard analysis for selected activities, a review of the existing safety and reference documentation such as safety manuals and chemical hygiene plans, as well as ensuring adequate PPE availability, engineering controls, annual physical inspections and secured storage of items found in these classes.
Many jurisdictions will have parts of a safety program in place but understanding the duty of care obligations and the shared liability that exists in K12 schools is a solid foundation to implement the other necessary complimentary parts of a total safety solution. Teachers — If you ask yourself, ‘Should we be doing this activity?’— the answer is always NO. Use your good judgment and apply your prudent practices with your students and you will provide a safer platform for your students as they continue their journey towards post-secondary and the workplace.
James Palcik, OCT
Safety First. Accidents Last.
**Categories:** Articles
**Tags:** Duty of care, K12, STEM
---
### [Risk Management for K12 Schools](https://sciencesafety.com/blog/risk-management-for-k12-schools/)
**Published:** December 2, 2023
**Author:** admin2025Open
**Excerpt:** Risk management in K12 education can influence behavior and choices for field trips, sports events, extracurriculars, and classroom instruction.
**Content:**
In our increasingly litigious world, it is becoming commonplace for people to use the words ‘risk’, ‘hazard’ and ‘liability’ quite interchangeably, which is incorrect, especially when you examine what risk management for K12 means to a school, or to a whole school district. To understand how the risk management process can influence our behaviors and choices involving field trips, student sporting events, extra-curricular activities, and even individual classroom teaching, we need to appreciate the multi-faceted role this plays in a school system. Using the context of student-based activities or investigations, teacher demonstrations and the physical learning and teaching environments in phys-ed, [science](https://sciencesafety.com/product/classroom-management-best-practices/ "science"), [STEM](https://sciencesafety.com/product/core-science-stem-safety-for-pk-6-pathway/ "STEM"), and [CTE](https://sciencesafety.com/product/cte-lab-emergency-plan-authoring/ "CTE") are the focal areas of this perspective as these program areas have inherent risks associated with them due to the hands-on nature of the instructional method and the tools, apparatus, equipment, and chemicals used to meet the curricular expectations for students. Risk management policies for each school district need to be reviewed often, much like a chemical hygiene plan, and be aligned with the financial, legal, and risk aversion or risk appetite for the local jurisdiction in an effort to minimize risks, maximize safety and be financially responsible simultaneously.
## **Understanding Risk Management**
At the root of risk management in schools and school districts today is the guiding mantra of ***‘What would a prudent person do in this situation?’*** and then a determination is made based on an evaluation of the educational value vs the risks associated with performing that specific activity, that task, or being in that potential learning environment. It is worth noting that ‘reasonable means reasonable, not perfect’ when evaluating these scenarios. Knowing that educators are expected to perform a hazard analysis for the activities they select for their classes and make a personal judgement call based on the risks contrasted with the educational value of their intended action. Fundamentally, this is what is involved with professional risk management specialists, who ultimately can shape the curriculum based on case law, precedents, and using formulas and actuarial tables to calculate the likelihood of an accident or injury occurring. The construct of risk management is not to prohibit teachers and students from having fun or having a memorable experience, but to temper these thoughts with some disciplined safer, and better professional practices and a thorough understanding of the actual risks involved with a particular activity, excursion, or opportunity. We will explore this in detail after having a more comprehensive understanding of how risk management works in tandem with program services to offer a safer teaching and learning environment across the district.
## Risks in the Curriculum
**We can agree that physical education, science, STEM and CTE programs have a higher element of risk** associated with them than the humanities or a mathematics programs, simply due to the access to hazards such as equipment, apparatus, chemicals, dissection specimens, tools, machinery, and raw materials found in these areas. Then layer in the dimension of the students using the apparatus and equipment for the first time and you can visualize the risks in these gymnasiums, classrooms and laboratories. Therefore, having a formalized safety training program is extremely important for both the educators and the students because this is a mechanism that risk managers refer to as a ‘reduction’ since all involved will have a greater awareness of their surroundings and have an understanding about standardized operating procedures and emergency procedures in the event of an accident or injury. Risk managers often refer to the ‘3-P’s’ which are: Policy; Procedure; and Proof. The policy is in place to help inform safer choices, and most school districts have standard operating procedures for almost all aspects of the school daily activity cycle for academics, athletics, field trips, and other parts of the school day, and the proof which is ‘proof of insurance’ from a vendor, supplier, or contractual risk transfer or waiver of liability situations. This is the essence of what risk management looks like in a school district setting.
The greatest risk is exposing students to hazardous conditions, environments, or activities which many new educators or administrators feel are ‘acceptable’. **Would it be a reasonable expectation for students to have a thorough understanding of the various tools and machinery in a CTE laboratory on their first day of class?** Is it reasonable to expect students to know the biological or chemical hazards in their STEM program in the first week of the semester? How about students participating on a high ropes adventure course as a field trip? Honestly, there is a need for a calibration device that could be used here since it is quite varied and depends on the person, the region, and other factors. This is where a noticeable problem exists today and there is absolutely a need to re-calibrate people on what is a legitimate risk. This has been partially created due to the inconsistencies across the school system, and not all jurisdictions manage similar risks in similar ways.
What compounds this problem is also the reality that **many people overestimate or underestimate ‘risk’ or ‘exposure’ because they are unaware of the actual ‘real’ risks are – which increases liability.** Having standardized educational or training programs will help to stabilize this and provide some consistency as a benchmark. Insurance carriers are very skilled at this aspect of risk identification and also into risk mitigation because they have seen similar scenarios beforehand from other school district jurisdictions. Luckily, in science, STEM and CTE, there is a mechanism for making these judgement calls involving safety, risk, and liability called a ‘hazard analysis and risk assessment’.
## **Risk Management and Safety**
You should understand this before reading onwards**. Risk Management DOES NOT APOLOGIZE FOR SAFETY.** Safety for those most precious assets, our students, our children, and our loved ones is something that is expected from all layers of the school system from the district office to the principal’s office to the classroom door and even onto the school bus. While some people may be upset or disappointed about safety protocols and procedures, these rules are in place for a reason, often as a result or an accident or injury from a similar activity in the past. Most jurisdictions use a risk matrix tool that evaluates the risks and the potential for accidents or injuries. Much like seatbelts in a car, which are in place to protect the occupants of the vehicle in the case of a motor vehicle accident. Most people can reduce risk by removing hazards and modify the proposed activity to accommodate this removal or reduction of an original element of the scenario. Once this assessment is completed, it should be communicated and shared with others to establish modified procedures and policy that allow for these ‘safer’ activities including the accommodations and changes, which is what insurance companies typically do for their member school districts to facilitate decision making through the lens of compliance and safety first. The risk management matrix tool is a dynamic resource that changes and evolves as new activities are evaluated so that better and safer choices can be made in the future.
## **Understanding Risk Management**
To make the whole topic of risk management easier to understand, here are some of the key takeaways for you from this important tenet of the education and insurance relationship. From discussions with active Risk Management Officers from school districts we have compiled some of their comments here related to what risk management means to them.
- Risk management is not always the big picture, but in the FINE PRINT – which is where the details are!
- Risk management is about assessing the educational value vs the inherent risk for activities involving staff and students.
- Asking questions to validate if the activity is age / stage / ability appropriate and looking for any recent accidents or injuries.
- Asking if there can be any modifications made to reduce risk that will allow for the activity to occur?
- Are there any possible injuries that can be foreseeable? Is there a history of injuries and what controls are in place to reduce the risk?
- Will proper supervision offset the risks? What is the optimum number of adults to students (ratio) on a field trip or excursion?
- Is there a banned list of activities? Is there an approved list of activities? These are both excellent ways to provide safer guidance for decision-making.
- Avoidance is the only 100% effective method to reduce risk but it is not always the best learning environment for students.
- You should be able to identify risks and avoid doing things that have high risk, low educational value, and if these cannot be reduced, managed or controlled, they should not be allowed.
It is a reality today that many school district staff, including teachers are younger – and are making personal choices for a ‘perceived healthy lifestyle’ on their social media networks, however these activities typically involve risk-taking activities which is a problem. Numerous recent events have resulted in injuries or death from people looking for that great photo or image from a spectacular vantage point. These once-in-a-lifetime images often involve equally risky behaviors. Take for example the activity known as ‘Zorbing’ where you roll down a hill in a large plastic bubble. What could go wrong with an activity like this? This is something that appeals to many people with a larger appetite for risk, but should this activity be endorsed or supported with students on a field trip excursion as part of a school program? The mindset shift from what is perceived as acceptable to what is ‘actually’ acceptable is where that prudent person test is especially valuable in making a distinction between risk and reward.
## **Formalized Safety Training for for K12**
There is another dimension to this risk management discussion which needs to be addressed, which is formalized safety training. Safety training and awareness for teachers, principals, and students is a control measure that can reduce risk, but it is often overlooked. According to Dr. Tyler Love and Dr. Ken Roy in their 2021 survey of schools from across the USA, made some key findings including the reality that **35% of science, STEM and CTE educators have NOT had any formal safety training in either their faculty of education experience or at the school district level** when they were first hired. Understanding that safety training is a legal OSHA requirement and yet there is a large gap of safety trained teachers to address. Unfortunately, it appears as if the mindset of having an adult in the classroom and overlooking the lack of safety training is a reality of the teacher shortage being experienced across the country. Another key finding from the [Love/Roy study](https://sciencesafety.com/science-safety-what-the-data-tells-us/) was that a teacher with formal safety training is 49% less likely to have an accident in their program. Not having teachers properly safety trained is not a good risk management practice and one that has implications for the students and the staff involved. **Is it reasonable to assume that teachers who have minimal background in safety can make prudent choices when it comes to performing a safety review** (hazard analysis and risk assessment) and do they know what to look for?
Many experienced classroom teachers struggle with this practice and some educators are more concerned about making memorable events for their students than about making these ‘safer’. Recently, in [Virginia](https://sciencesafety.com/virginia-chemistry-accident-lit-students-on-fire/), a science teacher with 15 years of experience was performing a demonstration using methanol and it ended badly with students and the teacher being taken to the hospital for burns sustained during this event. And if this can happen with an experienced science teacher, imagine the additional risks that can accompany a new teacher without any formal safety training or actual hands-on experiences to reflect on, to make these safer choices in science, STEM or CTE for themselves, colleagues, and students.
Science programs have many legal regulatory rules to be followed and legislation that mandates certain aspects of teaching in a laboratory such as the OSHA CFR 1910.1945 (the Laboratory Standard) which requires that teachers are safety trained when they are first hired and again when their role or subject area changes. It also requires that a chemical hygiene plan is written and reviewed annually (at a minimum), a designation for a Chemical Hygiene Officer (a vital role in risk management) and literally hundreds of additional rules specifically regarding the safer operation in a laboratory and associated chemical store room at the school. The HazCom standard is used for the CTE rooms and has additional responsibility for the employer and the employee. Successful risk management involves a comprehensive understanding of these and many other safety aspects that are designed to keep people safer. An important risk management pillar is to reduce risk and increase awareness and the use of student safety acknowledgment forms combined with a personalized, progressive, grade and discipline-specific safety training on the hazards in the program (science, STEM, and CTE).
To summarize the role of risk management in CTE, science, and STEM there are some critical aspects to ensure the safer learning environment for students. The use of a safety acknowledgement form in all classes is a great first step, especially when used with formalized, specific safety training for everyone in the school ecosystem which can drastically reduce risks and the potential for accidents or injuries. Having educators perform a safety review based on their planned activities where they evaluate the risks and make a determination including modifications to their initial thoughts by evaluating the risks and comparing to the educational value of the activity is one of the most important criteria in risk management in these program areas. By having a more transparent conversation about safety and risks in schools, and communicating what are actual risks vs. perceived risks and creating a matrix for making these assessments available for principals evaluating field trip safety and for the classroom teacher who can use that same methodology when choosing age and stage and ability appropriate activities for their students, **the overall risk management strategy against a [Science Safety Risk Management Framework](https://sciencesafety.com/ssrmf-science-safety-risk-management-framework/) will be a natural part of the pedagogical process that is woven into the culture of safety awareness in the district from the boardroom to the classroom.** Most people do not consider this aspect of school district safety until there is an injury or an accident, but risk management is a vital component to a balanced educational experience for students and staff.
Materials to Review:
- Love, T. S., Sirinides, P., & Roy, K. R. (2022) [Examining Factors Associated With Accidents in Career and Technical Education and STEM Education Labs – A National Safety Study ](https://edcircuit.com/wp-content/uploads/2022/10/Examining-Factors-Associated-With-Accidents-in-Career-and-Technical-Education-and-STEM-Education-Labs-A-National-Safety-Study.pdf)Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA
- A [Science Safety Risk Management Framework](https://sciencesafety.com/ssrmf-science-safety-risk-management-framework/)
**Categories:** Articles
**Tags:** CTE, Duty of care, K12, STEM
---
### [Creating Safer Science and Safer STEM instructional Spaces](https://sciencesafety.com/blog/creating-safer-science-and-safer-stem-instructional-spaces/)
**Published:** June 24, 2023
**Author:** admin2025Open
**Content:**
Creating safer laboratory/classroom instructional spaces and related areas (prep rooms, storerooms, etc.) in the upcoming school year involves implementing comprehensive Standard Operating Procedures (SOPs). These SOPs help mitigate potential safety hazards and resulting health and safety risks inherent in science/STEM instructional spaces involving hands-on activities, demonstrations, and work in related areas.
### SOPs to Put in Place for the New School Year
The following are some critical SOPs that should be in place for a new and safer school year. These SOPs are based on legal safety standards from organizations like the Occupational Safety and Health Administration (OSHA), National Fire Protection Association (NFPA), Environmental Protection Agency (EPA), and others, and better professional safety practices from organizations like NSTA, National Science Education Leadership Association (NSELA), International Technology and Engineering Educators Association (ITEEA), American Chemical Society (ACS), and others.
1\. Management of Hazardous Chemicals
• Develop protocols for the safer storage, handling, and disposal of hazardous chemicals.
• Appropriately label all chemical containers, specifically with appropriate hazard warnings and information based on OSHA labeling requirements. See OSHA Brief Hazard Communication Standard: Labels and Pictograms at .
• Develop and maintain an up-to-date chemical inventory.
• Post appropriate safety signage in instructional spaces and related areas. See OSHA Specifications for accident prevention signs and tags at .
2\. Personal Protective Equipment (PPE)
• Require the use of appropriate PPE such as indirectly vented chemical safety goggles or safety glasses with side shields as proper, meeting the ANSI/ISEA Z87.1 D3 standard; nitrile gloves; lab coats; and closed-toe shoes.
• Provide training on proper PPE selection, use, and maintenance.
**3. Emergency Procedures**
• Establish clear safety protocols for responding to hazardous chemical spills, fires, injuries, and other emergencies.
• Ensure instructional space occupants (all personnel and students) are trained in emergency procedures and evacuation routes.
4\. Equipment Safety
• Regularly inspect and maintain instructional space and related areas equipment to ensure safer operation.
• Take any equipment not operating correctly out of use and repair or replace it.
• Train students on the proper use and maintenance of instructional space equipment.
• Understand the correct operation of instructional space equipment and machinery.
5\. Training and Education
• Provide comprehensive safety training for all instructional space personnel, including teachers and support staff. Students should also receive appropriate safety training in the instructional space. They should not be allowed in prep rooms and storerooms.
• Include annual Chemical Hygiene Plan training focusing on potential chemical hazards, resulting health and safety risks, emergency procedures, safer instructional space practices, and more.
6\. Hazard/Risk Assessment
• Conduct regular hazard/risk assessments to identify potential safety hazards and resulting health and safety risks and implement appropriate control measures as required safety actions.
• Encourage hazard/risk reporting and provide procedures for students and staff to raise safety concerns.
## 7. Chemical Hygiene Plan (CHP)
- Develop and implement a Chemical Hygiene Plan (CHP) that outlines procedures for safer chemical purchasing, handling, storage, and disposal.
- Ensure that personnel in all instructional spaces and related areas are familiar with the CHP and adhere to its guidelines, including annual training.
8\. Housekeeping
• Maintain housekeeping by keeping instructional spaces and related areas clean and organized to minimize trip/fall hazards and facilitate emergency response.
• Dispose of chemical waste properly and according to regulatory requirements.
9\. Supervision and Oversight
• Assign qualified (safety-trained) personnel to supervise activities and demonstrations in instructional spaces and enforce appropriate safety protocols.
• Conduct regular safety inspections and audits to identify areas for improvement.
10\. Communication and Collaboration
• Foster open communication among teachers, students, administrators, and safety personnel regarding safety concerns and better professional safety practices.
• Encourage collaboration on safety initiatives, and share lessons learned from incidents or near-misses.
11\. Security of Instructional Spaces and Other Designated Areas
All instructional spaces and related areas (lab room, classroom, preparation room, and storeroom) must remain locked in the absence of a designated employee. These areas must be secured, given the biological, chemical, and physical hazards.
12\. Engineering Controls
Required instructional spaces and related areas engineering controls include a goggle sanitizer cabinet, fire extinguishers \[ABC, D Types (as appropriate)\], fire blanket, eyewash station, drench type safety shower, machine guards, and exhaust hood.
13\. Electrical Safety
• Use ground fault circuit interrupters (GFCIs) for equipment being used near water sources.
• Ensure that electrical cords and outlets are in good condition and not overloaded or draped across the walkways.
14\. Personal Hygiene
• Encourage students to wash their hands thoroughly with soap and water after handling chemicals or biological materials.
• Prohibit eating, drinking, or applying cosmetics in the instructional space.
### In the End
By planning ahead and implementing these SOPs, teachers can help ensure a safer instructional space environment for students, teachers, and staff throughout the new school year. [OSHA’s Occupational Exposure to Hazardous Chemicals in Laboratories or Lab Standard 29 CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450 "OSHA’s Occupational Exposure to Hazardous Chemicals in Laboratories or Lab Standard 29 CFR 1910.1450") and [OSHA’s Hazard Communication Standard 29 CFR 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200 "OSHA’s Hazard Communication Standard 29 CFR 1910.1200") provide many additional SOPs for academic science/STEM instructional spaces and related areas as legal safety standards.
**Categories:** Articles
---
### [Accelerate Learning Partners with Science Safety Inc. to Help K-12 Districts Increase Safety in STEM Programs](https://sciencesafety.com/blog/accelerate-learning-partners-with-science-safety-inc-to-help-k-12-districts-increase-safety-in-stem-programs/)
**Published:** August 9, 2023
**Author:** admin2025Open
**Content:**
HOUSTON–(BUSINESS WIRE)–Research shows that safety in school science labs and classrooms is a national concern. More than half of schools have had an injury or litigation, and more than three-quarters of accidents involve students. Accelerate Learning and Science Safety Inc. have exclusively partnered to increase safety in STEM education programming nationwide.
Accelerate Learning now offers Science Safety products and services to enable districts to improve safety policies and practices, reduce risk, and support ongoing compliance requirements.
“Safety is essential for hands-on learning, and it’s an integral part of Accelerate Learning’s STEM curriculum and professional development programs,” said Kent Donges, chief revenue officer for Accelerate Learning. “Through this partnership, our team now provides districts with comprehensive, preventative safety programs to meet the most current professional standards and regulatory requirements while making their STEM programs safer and more successful for all.”
Science Safety’s scalable, cloud-based mobile apps provide exceptional compliance capabilities for Facilities-based Safety Inspections, Student Safety Acknowledgment Forms, and STEM inventory management. Online Science Safety Training gives administrators, educators, and students access to STEM safety learning Pathways and Modules that are role, grade level, and subject matter specific and can be customized to meet the local jurisdiction’s compliance requirements. Upon completion, learners receive verifiable micro-credentials and certificates. Professional expert safety services include in-person training and inspections, workshops, safety document services, and safety inspection report validations.
“Appropriately documented safety training is an annual requirement for educators in every district. Yet, many schools lack the proper tools, training, and expertise to mitigate the risks and legal liability of delivering highly engaging science and STEM programs,” said Science Safety. “Science Safety is excited to join forces with Accelerate Learning to elevate safety awareness and help schools build a culture of continuous safety.”
**About Science Safety Inc.**
Science Safety’s mission is to elevate STEM safety awareness in schools and create a fundamental culture of safety that can mitigate unforeseen risks and liabilities.
**About Accelerate Learning Inc.**
Accelerate Learning provides STEM curriculum and professional development solutions that empower teachers, increase scores, and inspire students to become tomorrow’s STEM leaders. Its STEMscopes, Collaborate Science, and Math Nation curricula and resources are highly adaptable, accessible, and support instruction in any learning environment. For information, visit acceleratelearning.com or call 800-531-0864.
## Contacts
Javier Encinas
281-833-4512
**Categories:** Articles
---
### [Necessary 70 Chemicals for High School Science](https://sciencesafety.com/blog/necessary-70-chemicals-for-high-school-science/)
**Published:** May 9, 2023
**Author:** admin2025Open
**Content:**
**Acetic Acid, Reagent, 500 mL****Acetone, Reagent, 500 mL****Aluminum Potassium Sulfate, Lab Grade, 500 g****Ammonium Chloride, 500 g****Ammonium Hydroxide Soln, 1 M****Ammonium Sulfate, Reagent, 100 g****Benedict’s Qualitative Solution, 1 L****Biuret Test Solution, 500 mL****Boiling Stones, 100 g****Bromcresol Green Soln. 0.04%, 100 mL****Bromthymol Blue Indicator Solution, 0.04%, 500 mL****Buffer Solution, pH 10.00, 500 mL, Blue****Buffer Solution, pH 4.00, 500 mL, Red****Buffer Solution, pH 7.00, 500 mL, Green****Calcium Carbide, 500 g****Calcium Carbonate, Lab Grade, 100 g****Calcium Carbonate, Lab Grade, 500 g****Calcium Chloride, Lab Grade, 500 g****Calcium Hydroxide, Lab Grade, 500 g****Chromatography Solvent, 500 mL****Copper(II) Chloride, Reagent, 500 g****Copper(II) Oxide, 100 g, Reagent****Copper(II) Sulfate, Fine Crystal, Reagent, 500 g****Dextrose, Anhydrous, Reagent, 500 g****Ethyl Alcohol, 95%, 500 mL****Hydrochloric Acid Soln 6 M 1000 mL****Hydrochloric Acid Solution, 3 M, 500 mL****Hydrochloric Acid, 1 M, 500 mL****Hydrogen Peroxide, 30%, Reagent, 500 mL****Hydrogen Peroxide, 6%, 500 mL, Lab Grade****Iodine Solution, Lugol’s, 500 mL****Iron Metal Filings, 500 g****Iron(II) Sulfate, 500 g****Isopropyl Alcohol, 70%, 500 mL, Lab Grade****Limewater Solution, 4 L****Magnesium Hydroxide Soln Saturated, 500 mL****Magnesium Metal Ribbon, 25 g, Approx. 90 Feet****Marble Chips, 500 g****Methylene Blue Solution, 1%, Aqueous, 500 mL****Mineral Oil, Light, 500 mL****N-Butyl Alcohol, Reagent, 500 mL****Nutrient Agar, 500 g****Phenolphthalein Solution 1%, 500 mL****Polyvinyl Alcohol Solution, 4%, Aqueous, 4 L****Potassium Chlorate, Lab Grade, 500 g****Potassium Hydroxide, Reagent, 500 g****Potassium Permanganate, Reagent, 500 g****Sec-Butyl Alcohol, 500 mL****Silver Nitrate, Reagent, 25 g****Sodium Bicarbonate, Laboratory Grade, 2 kg****Sodium Carbonate, Anhydrous, Laboratory Grade, 500 g****Sodium Carbonate, Mono, Reagent, 500 g****Sodium Chloride, Laboratory Grade, 2 kg****Sodium Hydroxide Soln, 0.5 M, 500 mL****Sodium Hydroxide, Reagent, 500 g****Starch, Corn, 500 g****Starch, Soluble, Potato, 100 g****Sulfuric Acid Solution, 1.0 M, 1 L****Universal Indicator Solution, 500 mL****Water, Distilled, 4 L****Zinc Chloride, 500 g****Zinc Nitrate Soln 0.1 M, 500 mL****Zinc Strips 10/Pkg****Zinc Sulfate, 500 g, Lab Grade****Zinc, Mossy, 500 g** Please refer your local Chemical Hygiene Plan (CHP) and any Approved’ or ‘Banned’ chemical listing used with your school. Chemicals must be sorted properly in accordance with the storage system chosen in your area and always kept in locked safety cabinets. Maintain an accurate chemical inventory with associated Safety Data Sheets (SDS) and ensure that each bottle has a GHS compliant label. Any additional chemicals must be approved by the Chemical Hygiene Officer (CHO) and/or the Science Supervisor prior to being sourced and purchased for use in a school laboratory setting.
**Categories:** Articles
---
### [Incompatible Chemical Typical Table Summary](https://sciencesafety.com/blog/incompatible-chemical-typical-table-summary/)
**Published:** May 9, 2023
**Author:** admin2025Open
**Content:**
**Chemical****Incompatible With These Chemicals**Acetic acidChromic acid, nitric acid, hydroxyl compounds, ethylene glycol, perchloric acid, peroxides, permanganatesAcetic anhydrideHydroxyl-containing compounds such as ethylene glycol, perchloric acidAcetoneConcentrated nitric and sulfuric acid mixtures, hydrogen peroxideAcetyleneChlorine, bromine, copper, fluorine, silver, mercuryAlkali and alkaline earth metals such as powdered magnesium, sodium, potassiumWater, carbon tetrachloride or other chlorinated hydrocarbons, carbon dioxide, halogensAmmonia (anhydrous)Mercury, halogens, calcium hypochlorite, hydrofluoric acidAmmonium nitrateAcids, metal powders, flammable liquids, chlorates, nitrites, sulfur, finely divided organic or combustible materialsAnilineNitric acid, hydrogen peroxideArsenical materialsAny oxidizer agentAzidesAcids, heavy metals and their salts, oxidizing agentsCalcium oxideWaterCarbon, activatedAll oxidizing agents, calcium hypochloriteCarbon tetrachlorideSodiumChloratesAmmonium salts, acids, metal powders, sulfur, finely divided organic or combustible materialChlorine dioxideAmmonia, methane, phosphine, hydrogen sulfideChromic acid and chromium trioxideAcetic acid, alcohol, camphor, glycerol, naphthalene, flammable liquids in generalCopperAcetylene, hydrogen peroxideCumene hydroperoxideAcids (organic or inorganic)CyanidesAcidsFlammable liquidsAmmonium nitrate, chromic acid, hydrogen peroxide, nitric acid, sodium peroxide, halogens, other oxidizing agentsFluorineAll other chemicalsHydridesWater*Summary has been adapted from Prudent Practices in the Laboratory: Handling and Disposal of Chemicals, National Research Council, 1995*
[Incompatible-Chemical-Typical-Table-Summary](https://sciencesafety.com/wp-content/uploads/2023/05/Incompatible-Chemical-Typical-Table-Summary.xlsx)[Download](https://sciencesafety.com/wp-content/uploads/2023/05/Incompatible-Chemical-Typical-Table-Summary.xlsx)
**Categories:** Articles
---
### [Free Lab Safety Guidelines](https://sciencesafety.com/blog/free-lab-safety-guidelines/)
**Published:** October 11, 2023
**Author:** admin2025Open
**Content:**
### **OSHA’s Free Lab Safety Guidelines**
More than 500,000 workers are employed in laboratories in the U.S.. The laboratory environment can be a hazardous place to work. Laboratory workers are exposed to numerous potential hazards including chemical, biological, physical and radioactive hazards, as well as musculoskeletal stresses. Laboratory safety is governed by numerous local, state and federal regulations.
Over the years, OSHA has promulgated rules and published guidance to make laboratories increasingly safe for personnel. This document is intended for supervisors, principal investigators and managers who have the primary responsibility for maintaining laboratories under their supervision as safe, healthy places to work and for ensuring that applicable health, safety and environmental regulations are followed.
Worker guidance in the form of Fact Sheets and QuickCards™ is also provided for certain hazards that may be encountered in laboratories. There are several primary OSHA standards that apply to laboratories and these are discussed below.
There are also other OSHA standards that apply to various aspects of laboratory activities. The Occupational Exposure to Hazardous Chemicals in Laboratories standard (29 CFR 1910.1450) was created specifically for non-production laboratories.
Additional OSHA standards provide rules that protect workers, including those that who in laboratories, from chemical hazards as well as biological, physical and safety hazards. For those hazards that are not covered by a specific OSHA standard, OSHA often provides guidance on protecting workers from these hazards.
These Free Lab Safety Guidelines from OSHA is designed to make employers aware of the OSHA standards as well as OSHA guidance that is available to protect workers from the diverse hazards encountered in laboratories. The extent of detail on specific hazards provided in this document is dependent on the nature of each hazard and its importance in a laboratory setting. In addition to information on OSHA standards and guidance that deal with laboratory hazards, appendices are provided with information on other governmental and non-governmental agencies that deal with various aspects of laboratory safety.
The Free Laboratory Safety Guidance booklet deals specifically with laboratories within the jurisdiction of Federal OSHA. There are twenty-five states and two U.S.. Territories (Puerto Rico and the Virgin Islands) that have their own OSHA-approved occupational safety and health standards, which may be different from federal standards, but must be at least “as effective as” the federal standards. Contact your local or state OSHA office for further information. More information on OSHA-approved state plans is available at: [www.osha.gov/dcsp/osp/index.html](https://sciencesafety.com/www.osha.gov/dcsp/osp/index.html)
[Science-Safety-OSHA3404-free-lab-safety-guidelines](https://sciencesafety.com/wp-content/uploads/2024/10/Science-Safety-OSHA3404-free-lab-safety-guidelines.pdf)[Download](https://sciencesafety.com/wp-content/uploads/2024/10/Science-Safety-OSHA3404-free-lab-safety-guidelines.pdf)
**Categories:** Articles
---
### [School Closing Reminders for Science & STEAM Programs](https://sciencesafety.com/blog/school-closing-reminders-for-science-steam-programs/)
**Published:** December 7, 2023
**Author:** admin2025Open
**Excerpt:** Science Safety presents "School Closing Reminders for Science & STEAM Programs." This webinar is designed to help you pprepare for the holiday break.
**Content:**
As the calendar year comes to a close, the science department has some necessary safety practices and procedures to ensure that you return to safer instructional spaces (e.g.., laboratories & classrooms) and related areas (chemical storerooms and prep rooms) in January.
Science Safety has developed a checklist for you to use in your school before the end of December and have some practical suggestions for science educators based on their decades of experience in instructional spaces (e.g.., laboratories & classrooms) and related areas (chemical storerooms and prep rooms)
This session is designed to help make your school science department safer through the use of these safety strategies and is targeted towards science & STEAM educators, department chairs, principals, CHO’s, EHO’s, and Science Supervisors committed to safety in their schools. Don’t miss out on valuable information! Enhance your knowledge by checking out our [catalog of webinars](https://sciencesafety.com/webinars/ "catalog of webinars") or visiting the [Science Safety YouTube](https://www.youtube.com/@safescience "Science Safety YouTube") channel.
**Categories:** Webinars
**Tags:** K12, STEAM
---
### [Dissections in Schools- Traditional vs. Digital](https://sciencesafety.com/blog/dissections-in-schools-traditional-vs-digital/)
**Published:** December 7, 2023
**Author:** admin2025Open
**Excerpt:** Traditional and digital dissections allow students to gain valuable STEAM knowledge with some advantages and disadvantages using each method.
**Content:**
Dissection and virtual dissections are two different yet similar methods used to study the anatomy of organisms. Traditional biological dissections involves physically cutting open an organism to study its internal anatomical and physiological systems and structures. In contrast, virtual dissection involves using digital tools and software or synthetic materials instead of actual organisms to simulate the dissection process. Many educators view this as essential STEAM learning.
Both methods have their advantages and disadvantages, and their suitability depends on various factors such as cost, grade-level appropriateness, accessibility, and ethical considerations – which will all be factors contributing to the decision to perform dissection and then what kind of dissection to conduct. [The STEAM education](https://sciencesafety.com/marketplace/ "The STEAM education") space has an abundance of suppliers who can provide both types of dissection products and solutions for students to use in their journey of biological exploration and understanding using the traditional and innovative technology-enabled approaches to suit the school and the learners.
## Providing Hands-On STEAM with Dissections
Dissection has been used for centuries as a method to study anatomy, particularly in the field of medicine. It provides a hands-on experience that allows students to understand the three-dimensional structure of an organism’s organs and tissues. Dissection is also useful in identifying the differences between species, which can aid in taxonomic classification.
Certainly, all biology students can recite the Domain-Kingdom-Phylum-Class-Order-Family-Genus-Species regarding the biological classification of living things. However, dissections can have certain drawbacks. Conducting a dissection can be time-consuming and requires significant expertise to perform accurately and safely. Currently, there is a time famine occurring in science programs – meaning there is not always enough time to complete the expectations found in the curriculum. Having the necessary specimens on hand ensures that the class can perform the planned activity on your schedule – since there are reports of supply chain and delivery issues from science suppliers.
Additionally, dissection can be costly, particularly when large specimens are used that are sourced properly from reliable suppliers. Common specimens include grasshoppers, worms, perch, frogs, rats, fetal pigs, sheep brains, eyes, and hearts, among the most popular found in high school science departments.
### The Advantages of Virtual Dissections
Virtual dissection, on the other hand, uses digital tools such as computer software, 3D models, and interactive simulations to provide a realistic, interactive experience of studying anatomy. Virtual dissection offers several advantages over traditional dissection. For example, students can perform them remotely, which reduces costs and increases accessibility since the biology lab is not a necessity for this activity. Virtual dissection is also more ethical, as it does not require using live animals or specimens for investigation.
Furthermore, virtual dissection allows students to practice their skills repeatedly without needing new specimens. It is particularly useful in high-volume programs and a major cost-saving for the science department. These dissection simulations and virtual solutions became more popular during the pandemic when these digital versions were used to help remotely deliver a robust biological program.
### Limitations of a Virtual Substitute
Despite these obvious advantages, the use of virtual dissection also has some limitations. One major drawback is that a digital platform does not provide the same ‘tactile’ experience as traditional dissection, which can hinder understanding certain anatomical structures. Furthermore, virtual dissection relies on the digital models’ accuracy, which can sometimes be inaccurate or incomplete. Finally, virtual dissection may not be suitable for students who are more tactile learners or those who prefer a hands-on approach to learning.
Some new technologies allow students to ‘dissect’ a specimen that is made of a synthetic material that simulates the actual real specimen. Hence, they benefit from the tactile, experiential learning aspects of dissections. These are currently priced higher than traditional specimens, which may be cost-prohibitive; however, as more schools use these products, the prices may become more feasible for mainstream science departments. Of note is the reality that most students have a device with access to the internet which facilitates the use of these digital solutions and provides access to the dissection without a formal lab facility, which saves a significant amount of time and energy for the instructor and the students.
## Rules and Regulations of Dissections
Some jurisdictions have merged digital and traditional hands-on dissection through a combination of pre-lab or post-lab assignments. Consider a typical biology program where the students will investigate a grass frog using dissection to understand the structures and connected systems. In the first scenario, the instructor provides students access to the digital version of the frog dissection as a pre-lab activity so that students are better prepared for the actual hands-on experiment in the laboratory in the coming days.
Students better understand what to expect when they use a scalpel, T-pins, and other materials used in these activities and the internal systems and organ placement of their frog. In the second scenario, the instructor has the class perform the hands-on dissection and make observations. Then subsequently, the class is provided with access to a digital simulation or virtual dissection of the frog for follow-up and extension activities to reinforce the learning from the dissection. Several studies on post-secondary students in medical and healthcare programs have shown positive results from both approaches.
### In Summation
In conclusion, both traditional dissection and virtual dissection have advantages and disadvantages, and their suitability depends on various factors such as cost, accessibility, and ethical considerations. While traditional dissection offers a hands-on experience that allows students to understand the three-dimensional structure of an organism’s organs and tissues, virtual dissection provides a more ethical and cost-effective way to study anatomy.
Ultimately, the choice of method will depend on the students’ and the institution’s specific needs and preferences. Be sure to follow the guidance from your local school system and provide access to those students who may not want to participate in a traditional specimen dissection by using a digital or simulated solution instead to benefit from the valuable learning provided through anatomical and physiological explorations. Using both approaches in tandem with students may be the best mechanism to increase engagement and overall understanding of these organisms’ biotic processes and taxonomy and lead to greater awareness and appreciation of living things on our planet.
**References**
1. Breslin, K. (2019). Dissection versus virtual dissection: Which is better for learning anatomy? The Anatomical Record, 302(8), 1379-1381. doi: 10.1002/ar.24210
2. D’Angelo, M., & DeLisa, J. A. (2019). Virtual dissection: An ethical and efficient alternative to traditional dissection. Journal of Medical Education and Curricular Development, 6, 2382120519853503. doi: 10.1177/2382120519853503
3. Khalil, M. K., & Paas, F. (2016). Advantages of a guided 3D interactive virtual dissection in enhancing learning experience and outcomes. Journal of Science Education and Technology, 25(1), 57-73. doi: 10.1007/s10956-015-9583-7
4. NSTA POSITION STATEMENT [Responsible Use of Live Animals and Dissection in the Science Classroom](https://www.nsta.org/nstas-official-positions/responsible-use-live-animals-and-dissection-science-classroom)
**Categories:** Lab Dissections
**Tags:** K12, STEAM, STEM
---
### [STEAM for Students with Additional Needs](https://sciencesafety.com/blog/steam-for-students-with-additional-needs/)
**Published:** December 6, 2023
**Author:** admin2025Open
**Excerpt:** Safer strategies for teaching students with additional needs in STEAM subject areas using accommodations and modifications to provide equitable learning.
**Content:**
STEAM programs often require a delicate balance of managing hazards, risks, and multi-faceted individual learning strategies for your students and their needs. Another dimension requiring attention from a safety awareness perspective is programming for students with additional.
More students are identified with an IEP or with a medical diagnosis requiring accommodations or modifications to align with their academic needs than ever before in our classrooms. Providing equitable access to STEAM education for these students is required under multiple regulations. These include the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/) (IDEA) and the [Americans with Disabilities Act](https://www.ada.gov/) (ADA). Let us explore some relevant aspects of programming for students with additional needs related to STEAM disciplines.
To increase related and support learning, there is an emphasis on hands-on learning in Science, STEAM, [CTE](https://sciencesafety.com/product/cte-access-and-equity/ "CTE"), Fab Lab, and Makerspaces. However, this emphasis increases potential safety hazards. **Extra attention is needed for students with additional needs in laboratories for safety concerns. As a reminder, the hazards and risks include Physical, Chemical, and Biological concerns.**
Having a thorough understanding of these exceptional students and their additional needs is important to make properly informed decisions for their programming, particularly by identifying risks and hazards specific to their situation.
## The [most common additional needs](https://files.eric.ed.gov/fulltext/EJ1301785.pdf) among students found in schools are the following\*:
· cSpecific Learning Disability• Intellectual Disability• Emotional / Behavioral• Deaf or Hard of Hearing• Visually Impaired• Dual Sensory Impaired• Orthopedic Impaired• Other Health Impairment• Traumatic Brain Impairment• Speech Impairment• Language Impairment• Autism Spectrum Disorder*\*This is not an exhaustive listing\****It is critical to ensure that students with disabilities are not presumed to be ‘unsafe.’ They should feel empowered by using institutional resources to safely meet their laboratory learning potential. All students deserve the opportunity to learn.**
## **Focal Points Regarding Students with Additional Needs in STEAM Programs**
The [ADA](https://www.ada.gov/) recognizes that while the content of the coursework and the requisite skills that must be developed can’t change, **how those with disabilities show themselves can change the approach to meet their needs.** Schools must provide effective communication. This includes an overview of the programs and services they offer. Effective communication ensures that individuals with disabilities can access the aids they may need.
The most often referenced laboratory procedural manual, [Prudent Practices in the Laboratory](https://www.ncbi.nlm.nih.gov/books/NBK55878/), states that: “laboratory personnel realize that the welfare and safety of each individual depends on clearly defined attitudes of teamwork and personal responsibility and that laboratory safety is not simply a matter of materials and equipment but also of processes and behaviors.” Having students with additional needs is a reality in school systems today, and educators and administrators are required to maintain safety standards while providing equitable access to all learners, which is not always a simple task.
## Universal Design for STEAM Labs
Universal Design constructs can be applied to STEAM Labs for the following aspects of programming and infrastructure: Lab climate; Physical access, usability, and safety; Delivery methods; Informational resources; Interaction; Feedback; Assessment; and Plans for accommodations. [Universal Design for Learning](https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-learning) (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners. The framework eliminates unnecessary hurdles in the learning process proactively.
This means developing a flexible learning environment in which information is presented in multiple ways, an environment where students engage in learning in various ways, and students are provided options when demonstrating their learning. UDL is similar to universal instructional design and universal design for instruction since all three advocate for accessible and inclusive instructional approaches that meet the needs and abilities of all learners and incorporate elements that provide students with options based on [perception, expression, and comprehension](https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-learning) while meeting their individual learning goals.
Educators need to plan for the future and make every attempt to provide inclusive and individualized programs using a thoughtful approach to being future-ready and aligned with the learners.
## **Accommodations and Modifications in your STEAM Laboratory**
[Accommodations](https://files.eric.ed.gov/fulltext/EJ1301785.pdf) DO NOT reduce learning/curriculum expectations. When a change in learning/curriculum/assessment activity lowers the expectations for student learning, it is considered a modification. Understanding these differences and applying them as needed to suit your individual diverse learners is not always easy in STEAM environments.
Typical accommodations may include students having extended time to complete tasks, having material read to them, completing an oral assessment, reading materials, preferential seating, recording lessons, and using assistive technology or other strategies. When planning for demonstrations or hands-on activities for students, ensure that you complete an appropriate hazard analysis and risk assessment based on safer practices and procedures. According to Dr. Sheryl Burstahler, ‘**Making accommodations is reactive, whereas universal design is proactive.’**
### **The following are examples of accommodations that might benefit a student with a disability.** [**(DOIT)**](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)
- Wheelchair-accessible labs and field sites.
- Talk to a student about special learning needs and accommodation alternatives.
- Provide a lab partner.
- Use of plastic instead of glass.
- Extra time for setting up and completion of lab work.
- Address safety procedures for students with a variety of sensory and mobility abilities.
- Institutional resources for students with disabilities.
Typical science lab accommodations for students with specific disabilities include those in the following lists and need to involve approved, safer professional practices for all the students in the room. There are other strategies that are used worldwide in classrooms and lab environments, and these must align with the needs of each individual learner. Please review these commonly used approaches for your own awareness and understanding:
#### **Blindness**
- Verbal descriptions of demonstrations and visual aids
- Braille text and raised-line images
- Tactile Braille ruler, compass, angles, protractor
- Equipment labels, notches, staples, fabric paint that use Braille at regular increments on the tactile ruler, glassware, syringe, beam balance, stove, and other science equipment
- Different textures (e.g.., sandpaper) to label areas on items
#### **Low Vision**
- Verbal descriptions of demonstrations and visual aids
- Preferential seating to assure visual access to demonstrations
- Large print, high-contrast instructions, illustrations, calculator, laboratory signs, and equipment labels
- Raised-line drawings or tactile models for illustrations
- Video camera, computer, or TV monitor to enlarge microscope images
- Hand-held magnifier, binoculars
#### **Mobility Impairments**
- Wheelchair-accessible field site, adjustable-height work surface
- Uncluttered lab; clear, wide aisles
- Assigned seating to avoid physical barriers and assure visual access to demonstrations
- Mirrors above the instructor giving a demonstration
- Enlarged screen
- Non-slip mat
- Utility and equipment controls within easy reach from a seated position
- Electric stirrer, container filler
- Support stand, beaker, and object clamp; test tube rack
- Handles on beakers, objects, and equipment
- Surgical gloves to handle wet or slippery items
- Modified procedures to use larger weights and volumes
- Extended eyepieces so students who use wheelchairs can use microscopes
- Flexible connections to electrical, water, and gas lines
- Single-action lever controls in place of knobs
- Alternate lab storage methods (e.g..,” Lazy Susan,” storage cabinet on casters)
#### **Deaf and Hard of Hearing**
- Seating to view demos and watch instructor captioning for video presentations
- Written instructions before lab
- Visual lab warning signals
#### **Learning and Attention Disabilities**
- Combination of written, verbal, and pictorial instructions with scaffolding
- Repeated demonstration of procedure and support practice
- Frequent, brief breaks
- Preferential seating to avoid distractions and minimize extraneous stimuli
- Scanning and speaking “pen”
#### **Health Impairments**
- Avoid chemical materials to which the student is allergic or provide an alternate assignment
- Flexible schedule and time allocation
## Ensure Your STEAM Lab is Equitable
This is where reasonable program modification and accommodation are implemented in the laboratory. Identifying appropriate student accommodations requires evaluation of the individual learner, the course material, and the specific laboratory space to identify the best options in an individualized assessment and hazard analysis/risk assessment prior to conducting laboratory activities.
Students deserve individualized solutions that align with their additional needs. Making accommodations for a student in a wheelchair is for that student only, as a student with a visual or hearing impairment will not benefit from those accommodations.
### There is No One Size Fits All Approach
**There is no ‘one-size-fits-all’ solution for special education in STEAM labs**. Ensure that while performing the hazard analysis and risk assessment, you conduct that from the perspective of the student – meaning that if you have a student in a wheelchair- you consider the impact of working on the benchtop as potentially being at eye level.
Policies and procedures of an institution drive both the culture of accessibility and safety. **Due to the myriad of potential hazards and resulting risks, it is more complicated to be inclusive within the laboratory setting than it is in any other space.** The process of creating an accommodation in a lab requires specialized expertise and resources to complete safely.
Considering that the same hazards and risks that exist inherently in laboratories, including: Glue Guns; Equipment / Machinery; Power Tools; Spills & Splashes; Projectiles are the leading causes of accidental injury in the STEAM programs and correspond to resulting cuts, burns, scrapes, slips, trips and falls, and electrical shock and fume inhalation. As mentioned, these hazards and risks can be more significant for students with additional needs and when performing the hazard analysis and risk assessment, these considerations from the student perspective are even more important from a safety aspect.
## **Safety Considerations and Strategies for Students with Additional Needs**
Additionally, there are some [strategies](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities) that are used to help mitigate the hazards and risks and provide students with personalized access to the wonders of STEAM education. Many educators and specialists agree that certain strategies have benefits for the students and their colleagues as well as for the instructor.
The strategies listed here are not an exhaustive listing of the possible methods or practices which you can use to help your students’ success and safety in the laboratory. [Making these modifications to your program or accommodation to your facilities](https://www.amazon.com/Accessibility-Laboratory-Symposium-Ellen-Sweet/dp/0841232768) assists learners in meeting their curricular and social objectives and minimizes potential obstructions for them. [Students with disabilities face access challenges to typical science labs](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities) in precollege and postsecondary settings. Access barriers may prevent students from gaining knowledge, demonstrating knowledge, and fully participating in lab activities.
## Utilizing Proper Scale in STEAM labs
Many lab experiments are done at the microscale for various reasons, including minimizing the impact on the environment, using a lower volume of chemicals, and saving budget dollars on repurchase costs. This strategy, known as [‘Proper Scale,’](https://www.amazon.com/Accessibility-Laboratory-Symposium-Ellen-Sweet/dp/0841232768) is also beneficial for minimizing the risk of exposure through the use of smaller volumes of chemicals to students.
Understanding that this strategy is not useful for all students is the first step in making appropriate programming changes. Since microscale equipment could be useful for most students, the same activity may need to be implemented at a larger scale for a person with impaired vision or an inability to grasp the smaller glassware who cannot conduct the procedure at the microscale.
### Collaborative Strategies for Understanding Capabilities
A student with additional needs may have to conduct the experiment in a different manner than others in the lab to be safer. This [collaborative strategy](https://www.amazon.com/Accessibility-Laboratory-Symposium-Ellen-Sweet/dp/0841232768) involves planning and understanding student capabilities. Often, using a TA (EA) or assistant is needed in order to complete the lab activity or investigation with the student. Modifying the established safer procedure specific to your student’s individualized needs requires a separate AAA Hazard Analysis/Risk Assessment and specific safety action considerations.
Remember that the safety actions resulting from the analysis must be from the student perspective and incorporate the unique needs identified on the IEP for your learner. There are many creative methodologies for ensuring that students participate and are engaged in their learning, and educators are known for integrating classmates, pairing students in groups, and providing multiple roles in the activity to provide an inclusive environment for all learners.
### Future Ready Strategies, Planning for STEAM Emergencies
As a [future-ready strategy](https://www.amazon.com/Accessibility-Laboratory-Symposium-Ellen-Sweet/dp/0841232768), make sure that you plan for an emergency on behalf of the students with additional needs since they may require special considerations and may even need some extra assistance in the event of a real emergency situation.
When there is a possibility of fire, revise the emergency response plan for a student with visual impairment. This student may need to practice the route to the closest escape in a non-emergency situation multiple times and/or have a designated assistant during emergencies.
Time of travel for students with additional needs must be a determining factor and a real consideration for safety planning. These students might take longer to reach the eyewash/shower unit, fire extinguisher, or exit, so consider their path and proximity to the unit. The shorter the distance, the better – and always ensure that there are no obstructions such as backpacks in the path towards safety equipment or exits. Having students with additional needs seated in areas near the front of the room, near an exit, or near emergency engineering controls is an option that should be used as a better professional safety practice.
### Balancing Equity in STEAM Programming
Having students with additional needs in your STEAM programs is very commonplace in school. Involve teachers and administrators in meeting their needs in tandem with safer practices using some of these strategies and others, which provide the necessary student engagement and provide the foundation for learning and being successful.
The support exists from the national, state, and local level to make learning accessible for all students, and while there will be challenges that may involve furniture or doorway remodeling, adjustments to the lesson planning and additional people in the laboratory to ensure student achievement and success, these are attainable**. [Providing a safer STEAM program is the responsibility of all educational stakeholders](https://sites.ed.gov/idea/) working towards inspiring the innovations of tomorrow by supporting ALL of our students, including those with additional needs.**
#### **STEAM & Disability References:**
- [Individuals with Disabilities in Education Act (IDEA)](https://sites.ed.gov/idea/)
- [Americans with Disabilities Act (ADA)](https://www.ada.gov/)
- [INCLUDING K–12 STUDENTS WITH DISABILITIES IN STEM EDUCATION AND PLANNING FOR INCLUSION ](https://files.eric.ed.gov/fulltext/EJ1301785.pdf)
- DOIT Disabilities, Opportunities, Internetworking, and Technology
- [Cornell University ‘Universal Design for Learning](https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-learning)
- [Tennessee Department of Education](http://www.state.tn.us/education/speced)
- [Florida Department of Education](https://www.fldoe.org/academics/exceptional-student-edu/index.stml)
- [Prudent Practices in the Laboratory ](https://www.ncbi.nlm.nih.gov/books/NBK55878/)
**Categories:** Students with Additional Needs
---
### [Safety Training in STEM and CTE Programs a Necessity](https://sciencesafety.com/blog/safety-training-in-stem-and-cte-programs-a-necessity/)
**Published:** December 7, 2023
**Author:** admin2025Open
**Excerpt:** Safety training is essential for STEM and CTE fields. Learn why it's necessary and how to get started.
**Content:**
## **Safety Training in STEM and CTE, Why is it necessary? Why you should do it, and how often?**
This is a common question from school districts, school building administrators, and teachers since there is some variation in the answer depending on the jurisdiction that you are in (certain states have different interpretations and regulations) and, ultimately, the frequency of safety training is determined by the employer (school district).
As you can imagine, this can be frustrating and difficult for stakeholders in educational systems to understand and schedule to be considered ‘compliant’ with federal, state, and local requirements. Let us investigate the most referenced safety standards that apply to science, STEM, and CTE teachers (*and students*) and their supervisors at the school and district levels.
As a benchmark indicator, according to Dr. Roy and Dr. Love in their recently published [‘What the Data Tells Us’](https://sciencesafety.com/science-safety-what-the-data-tells-us/) research**, 35% of Science, STEM, and CTE teachers have NEVER had formalized safety training** (*either during their preservice or initial hiring at the school district*) which is a frightening and preventable statistic [with legal implications for teachers, principals, and superintendents i](https://edcircuit.com/stem-legal-liability-in-schools-improved-safety/)n case of an accident or an injury to a staff member or a student.
### Research On Safety Training
One of the most interesting key findings from the [2021 Dr. Roy and Dr. Love](https://sciencesafety.com/science-safety-what-the-data-tells-us/) study on safety in schools was that ‘**There was an identifiable lack of safety training, as only 54% of participants reported receiving such training during undergraduate technical and teaching methods courses.** This puts students at a higher risk of an accident and does so for the teacher!
Teacher preparation programs and mentor teachers should ensure safety is a core focus for all preservice teachers. Undergraduate and Faculty of Education programs should have a practical laboratory safety training component as a requisite criterion or condition of graduation where students are expected to be able to demonstrate competency and understanding of fundamental laboratory safety procedures and hazard identification coupled with risk assessment and exposure to legal, professional safety standards including the OSHA Laboratory Standard and the National Fire Protection Act (NFPA) at a minimum due to the inherent risks found in the science laboratories and CTE laboratories in schools across the land.
### **Key Findings On Occupational Science Training**
Another key finding from Drs. Roy and Love were that **‘there was also an identifiable lack of safety training provided by school districts**. The Occupational Safety and Health Administration (OSHA) requires employers (school districts) to train employees (teachers) upon initial hiring, anytime thereafter when a new hazard is present (e.g.., new equipment, new chemical, etc.), and when there is a new job assignment in the workplace (STEM or CTE lab).
**Further research featuring statistical analyses from the data in this study revealed that a lack of safety training, along with other factors, was significantly associated with increased accident rates.** This is a preventable statistic with the proper grade and discipline-specific safety training provided at least annually to educators in science, STEM, and CTE programs. This is both a powerful and frightening fact when considering that there is no consistency in safety training and these teachers are the same people responsible for modeling proper laboratory procedures for students in the laboratory. Makes you think about the multiple failures in existing safety training strategies in school districts, doesn’t it?
## **A Legal Perspective on Safety Training for Educators**
K12 science laboratories are often perceived as ‘dangerous’ or ‘unsafe’ places for teaching and learning due to the inherent hazards and risks associated with a combination of biological, chemical, and physical hazards in these academic laboratories. OSHA recognized the need for a series of legal standards specifically for science laboratories and in 1990 (over 30 years ago) created what is collectively known as the ‘Laboratory Standard’ ([29 CFR 1910.1450)](https://sciencesafety.com/wp-content/uploads/2023/12/1910.1450-Occupational-exposure-to-hazardous-chemicals-in-laboratories.-_-Occupational-Safety-and-Health-Administration.pdf), which requires all employees working in laboratory settings (including special education teachers and paraprofessionals) to undergo safety training before they enter the lab.
This is to ensure employees are aware of and know how to work with chemical hazards in the work area. This is important – since there is no mention of physical or biological hazards mentioned in the regulation referenced, only ‘chemical’ hazards. The potential physical and health hazards associated with chemicals are the baseline for [OSHA 1910.1450](https://sciencesafety.com/wp-content/uploads/2023/12/1910.1450-Occupational-exposure-to-hazardous-chemicals-in-laboratories.-_-Occupational-Safety-and-Health-Administration.pdf) and the requirement for a [Chemical Hygiene Plan](https://sciencesafety.com/blog/the-importance-of-chemical-hygiene-plans-in-school-districts/ "Chemical Hygiene Plan"). The CHP must be tailored to reflect the specific chemical hazards present in the laboratory where it is to be used.
The OSHA Lab Standard states, ‘**Laboratory personnel must receive training regarding the Laboratory standard, the CHP, and other laboratory safety practices, including exposure detection, physical and health hazards associated with chemicals, and protective measures.’**
### **Laboratory Safety Information Requirements**
As responsible educators know, under [CFR 29 OSHA 1910.1450](https://sciencesafety.com/wp-content/uploads/2023/12/1910.1450-Occupational-exposure-to-hazardous-chemicals-in-laboratories.-_-Occupational-Safety-and-Health-Administration.pdf), **safety training must occur during the initial work assignment and prior to assignments involving new chemical exposure situations.** All workers in the laboratory must be provided with access to relevant safety information and training that includes, at a minimum, the following criteria:
1. Access to the OSHA Laboratory Standard and associated appendices
2. Access to the [Chemical Hygiene Plan](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) (CHP), otherwise referred to as an Environmental Hygiene Plan in non-OSHA jurisdictions
3. Access to the [Permissible Exposure Limits](https://sciencesafety.com/wp-content/uploads/2023/12/Permissible-Exposure-Limits-Annotated-Tables-_-Occupational-Safety-and-Health-Administration.pdf) (PEL) in case of potential exposure to OSHA-regulated hazardous substances
4. Access to [Threshold Exposure Limits](https://sciencesafety.com/wp-content/uploads/2023/12/Permissible-Exposure-Limits-Annotated-Tables-_-Occupational-Safety-and-Health-Administration.pdf) (TEL) for chemicals in the laboratory inventory
5. Review of potential chemical exposure health and physical symptoms and signs awareness
6. Access to Safety Data Sheets (SDS) and associated safer handling and responsible chemical management practices involving storage, dispensing, disposal, and waste management.
### **Refresher On Safety Training**
**Additionally, OSHA mandates that the school district (employer) provide the following safety training topics initially and as part of the ongoing and ‘refresher’ safety training to all employees with access to the laboratory or chemical storeroom:**
1. Monitoring and methodology are used to detect the accidental release of a hazardous or potentially hazardous chemical. This will include assessing odors, precipitate, and physical observations of chemicals and their storage system.
2. Identify the potential chemical hazards (physical and health hazards) for chemicals found in the inventory on-site.
3. A hierarchy of controls and measures is used to mitigate these chemical risks, including administrative controls, engineering controls, PPE, substitution, and elimination, as well as the laboratory’s standard operating procedures and emergency procedures.
4. Access to the [Chemical Hygiene Plan](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) and specific sections that apply to the role and responsibilities associated with the program being instructed.
5. Retraining and assessment when required (frequency to be determined by the employer)
### Ensuring Your Chemical Hygiene Plan
The employer is required to review the [chemical hygiene plan](https://sciencesafety.com/product/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/ "chemical hygiene plan") (CHP) or [environmental hygiene plan](https://sciencesafety.com/product/environmental-hygiene-officer-safety-pathway/ "environmental hygiene plan") (EHP) annually and make edits and enhancements. It is a responsible practice to provide these updates and some form of safety training to fellow educators in the form of a ‘safety refresher’ training on the contents of the [CHP](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/).
Certain jurisdictions require that at science and STEM department monthly meetings that a portion of the time is allocated to safer practices and conversations of legal and professional safety practices that apply to the department and formal documentation for these training sessions.
**Many factors contribute to the safety training schedule, which will be unique to each school and district, yet the requirement for progressive, ongoing relevant safety training exists**. Ensure that all department members acknowledge the safety training content being discussed as a mechanism to reduce legal liability and potential legal entanglement.
## **Key Elements of Safety Training for Educators**
According to the official NSTA position paper on [‘Safety and School Science Instruction,’](https://www.nsta.org/nstas-official-positions/safety-and-school-science-instruction) there are some key elements to be aware of regarding safety training in these program areas. **Comprehensive safety programs are important tools in reducing injury during science activities.**
School district leaders are responsible for developing and adopting a comprehensive safety program that includes safety policies and procedures that are consistent with better professional practices and legal safety standards.
#### NSTA recommends school districts develop safety programs based on the following guidelines:
- Safety programs should be consistent with the [Duty of Care](https://static.nsta.org/pdfs/DutyOfCare.pdf) (NSTA Safety Advisory Board 2014a) as applied to engineering controls (e.g.., fume hoods, fire extinguishers, etc.), administrative procedures (e.g.., chemical management policies and emergency procedures), and [personal protective equipment](https://www.osha.gov/SLTC/personalprotectiveequipment/) (safety goggles, gloves, etc.).
- Safety programs should include a Chemical Hygiene Plan to properly manage hazardous chemical and biological materials (e.g.., appropriate selection, storage, inventory, use, and disposal).
- Program procedures should meet or exceed existing standards adopted from federal government agencies, such as the Environmental Protection Agency (EPA) and Occupational Safety and Health Administration (OSHA); professional material standards associations, such as the National Fire Protection Association (NFPA), International Code Council (ICC), and the American National Standards Institute (ANSI); professional teacher associations, such as NSTA, the National Science Education Leadership Association (NSELA), and the American Chemical Society (ACS); and appropriate state and local agencies.
- All school employees, independent contractors, and emergency personnel should have direct access to [Safety Data Sheets](https://sciencesafety.com/wp-content/uploads/2023/12/Hazard-Communication-Standard-Safety-Data-Sheets-OSHA3514.pdf) (SDS) or other similar updated guidelines for all hazardous chemicals used in instruction. SDS set forth guidelines for the safer handling and use of chemicals. OSHA publishes these guidelines and has adopted a new system titled the [Globally Harmonized System of Classification and Labeling of Chemicals](https://unece.org/about-ghs) (GHS).
- School districts should designate one or more chemical hygiene officers or someone equivalent who has the knowledge and training to monitor and oversee the implementation of a Chemical Hygiene Plan. The NSTA encourages all school districts, including those not covered under OSHA’s Laboratory Standard (OSHA 1990), to comply with this laboratory standard for safer working and learning environments for teachers and students.
- School district officials, such as principals, assistant principals, science supervisors, superintendents, and board of education members, must share the responsibility of establishing, promoting, maintaining, and updating safety programs to include changes in legal safety standards and better professional practices.
- School district officials should inform teachers of the nature and limits of applicable professional liability and tort insurance held by the school district (NSTA 2007a).
#### **Safety training is essential to ensure that science activities are conducted in the safest manner possible. NSTA recommends the following actions for ongoing science and STEM educator safety training programs:**
- **All teachers and others responsible for the safety of students and other personnel should receive necessary, appropriate, and ongoing training related to the operation of the engineering controls, personal protective equipment, safety procedures, and all components of the safety plan.**
- School districts, as employers, have the legal responsibility to conduct districtwide science safety training for all K–12 teachers of science upon their initial assignments to classrooms, labs, or storerooms where hazardous chemicals are present and prior to assignments involving new exposure situations.
- In addition, **training should occur annually so teachers can review, discuss, and update the safety program, share experiences and better professional practices, and receive legal updates and other information related to science instruction and safety.**
- All science teachers should have the opportunity to participate in the design and implementation of safety training programs that meet the goals outlined in the school district’s overall safety program, including the [Chemical Hygiene Plan.](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/)
- Safety training programs should cover the legal duty or standard of care owed by teachers to students (NSTA 2007b) and include state safety regulations and all school board policies applicable to the science classroom.
- Safety training programs should include ways to reduce the potential risk of injury from exposure to bloodborne pathogens and other potentially infectious materials (OPIM) (OSHA 1992).
- **Safety training should include strategies for accommodating students with academic, remedial, or physical needs and English Language Learners.**
- Safety training programs should help teachers learn how to understand and apply the contents of SDS or other guidelines in preparation for hazardous chemical use.
## **Safer Actions for Educators**
Knowing that there is a legal requirement for relevant safety training in K12 schools and across school districts in the USA, according to Dr. Ken Roy, there are some actions that can be taken to increase the level of ‘safety awareness’ about appropriate (grade and age as well as subject-specific) safety training.
The following is a brief list of action items that should be shared with employers to protect teachers and students in the academic science laboratory. The list is based on both legal standards and better professional safety practices. It is a starting point for improved biological, chemical and physical hazards notification/awareness, understanding, action, and protection. The comprehensive list includes the following:
### **Chemical Hazards (toxins, corrosives, flammables, and reactives):**
1. Require an active inventory of all hazardous substances used in the lab and directly accessible SDS for each one.
2. Require a hazard communication program addressing the use of SDSs, proper labeling, storage, use, disposal, and employee training.
3. Require labeling on all containers for hazardous substances with pictograms, a signal word, hazard and precautionary statements, the product identifier, and supplier identification. Hazardous substances transferred to another container must have a limited amount of information when used more than one shift or out of the originator’s possession during the shift.
- This label must contain two key pieces of information: the identity of the hazardous chemical(s) in the container (e.g.., chemical name) and the hazards present. It is a responsible practice to have the GHS-compliant label on the container (vessel) at all times.
4. Require employee training on hazardous substances, including:
- Explanation of SDS – what it is and how to use it.
- Employee’s “right to understand!”
- Location of biological, chemical, and physical health hazards in specific work areas and protective measures to be used.
- Details of communication program, including labeling system, inventory system, and SDSs.
- Access and review of a communication program for hazardous substances.
### **Biological Hazards (microbes, animals, plants, and genetically modified agents):**
1. Require a written exposure control plan for occupational exposure to bloodborne pathogens and other potentially infectious materials (OPIMs).
2. Require employee training for Biological hazards resulting from Bloodborne pathogens, including:
- Access and review of the plan.
- Explanation of epidemiology and symptoms of Bloodborne diseases.
- Explanation of the modes of transmission of Bloodborne Pathogens.
- Explanation of appropriate methods for recognizing tasks and the other activities that may involve exposure to blood and OPIMs.
- Explanation of use and limitations of methods that will prevent or reduce exposure, including engineering controls, standard operating procedures, and Personal Protective Equipment or PPE.
- Information on types, proper use, location, removal, handling, decontamination, and disposal of PPE.
- How to select appropriate PPE.
- Specific information on Hepatitis B and vaccines is available.
- Information and protocol to follow in case of an emergency involving blood or OPIMs.
- Protocol to follow for an exposure incident.
- Explanation of signs, labels, and color-coding.
- How to obtain information on types, selection, proper use, location, removal handling, decontamination, and disposal of PPE.
- Who to contact during an emergency.
- Awareness of biological hazards in working with microbes, animals, plants, and genetically modified agents.
### **Physical Hazards (heating devices, noise, projectiles, fire, cold, electrical, etc.):**
1. Require employee training for physical hazards.
2. Appropriate use of personal protective equipment.
3. Awareness of electrical hazards – fire and shock.
4. Awareness of compressed gases – explosion, projectiles, flammables.
5. Awareness of mechanical hazards – moving machinery, projectiles, springs.
6. Awareness of radiation hazards – ionizing and non-ionizing radiation.
7. Awareness of working with thermal hazards (heat sources).
8. Appropriate machine guarding on power tools.
The noted suggestion list is a start to help raise the level of awareness and understanding on the part of both the employer and the employee relative to working with biological, chemical, and physical hazards in the academic laboratory. Science education is meant to be fun and engaging– but also safer by having a well-informed school administrator, science faculty, and student body.
### Additional Considerations For Safety Training
As a reminder, school districts, as employers, have the legal responsibility to conduct districtwide science safety training for all K12 teachers of science upon their initial assignments to classrooms, labs, or storerooms where hazardous chemicals are present and prior to assignments involving new exposure situations. **In addition, progressive training should occur annually so teachers can review, discuss, and update the safety program, share experiences and better professional practices, and receive legal updates and other information related to science / STEM instruction and safety.**
So there is the answer to the frequency of safety training. **ANNUAL safety training is the safer choice and the most practical for teachers, CHOs, school building administrators, and other staff members.** By having a current, compliant, cost-effective, consistent, and comprehensive safety training and risk management system in place, you can reduce the risks and provide a safer and multi-dimensional hands-on experience for your students. This safer learning environment will provide a platform for students to explore the world around them and select a future trajectory based on the innate curiosity found within them, rooted in these safer learning experiences originating in the science laboratory.
Remember that **there is no ‘fine line’ between safe and unsafe**, therefore having appropriate, relevant, annual (ongoing) safety training is a necessary component of your instructional program from a legal and professional perspective for school principals, department heads, teachers, and all other stakeholders in the educational ecosystem.
## **Summary Thoughts on Current Safety Training Practices**
One of the most interesting key findings from the [2021 Dr. Roy and Dr. Love](https://sciencesafety.com/science-safety-what-the-data-tells-us/) study on safety in schools was that ‘**There was an identifiable lack of safety training, as only 54% of participants reported receiving such training during undergraduate technical and teaching methods courses.** This not only puts students at a higher risk of an accident but also does so for the teacher! Teacher preparation programs and mentor teachers should ensure safety is a core focus for all preservice teachers.
#### **There was also an identifiable lack of safety training provided by school districts**.
The Occupational Safety and Health Administration (OSHA) requires employers (school districts) to train employees (teachers) upon initial hiring, anytime thereafter when a new hazard is present (e.g.., new equipment, new chemical, etc.), and when there is a new job assignment in the workplace (STEM or CTE lab).
#### **Further research featuring statistical analyses from the data in this study revealed that a lack of safety training, along with other factors, was significantly associated with increased accident rates.**
This is a preventable statistic with the proper grade and discipline-specific safety training provided at least annually to educators in science, STEM, and CTE programs.
Ensure that your risk management program includes ANNUAL safety training for your schools’ science, STEM, and CTE teachers. You have a responsibility under your’ duty of care obligations to provide safer learning and teaching environments and regulatory and legal obligations under OSHA, NFPA, and other professional standards to do the same. It is a priority to reduce liability through hazard and risk mitigation in schools, and proper safety training and awareness is the best method to achieve this objective.
James Palcik, OCT, Former Director of Education, Safety & Compliance
‘Safety First. Accidents Last.’
**Categories:** STEM Safety Training
**Tags:** CTE, Duty of care, K12, STEAM, STEM
---
### [The Importance of Chemical Hygiene Plans in School Districts](https://sciencesafety.com/blog/the-importance-of-chemical-hygiene-plans-in-school-districts/)
**Published:** December 7, 2023
**Author:** admin2025Open
**Excerpt:** The need for more awareness of chemical hygiene plans across all school levels and the cavalier attitude towards safety are concerns in school districts.
**Content:**
Why The Importance of Chemical Hygiene Plans in School Districts? I am often surprised by the lack of awareness in safety concerns across elementary, middle, and high school science and STEM programs regarding the cavalier attitude towards chemicals and the special considerations necessary for safety compliance. This is a result of many false assumptions, and I am not the first, nor will I be the last safety advocate to bring some attention to this growing concern in our school science chemical storerooms. According to the Pennsylvania Department of Education, a common misconception among administrators and faculty members is that these type of accidents (e.g.., eye injuries, lacerations, amputations, and other permanent injuries resulting from STEM education classroom and laboratory activities) will not happen to them and will not happen at their school.
The recent chemistry accident involving methanol occurred at [Dinwiddie High School](https://sciencesafety.com/virginia-chemistry-accident-lit-students-on-fire/) in October 2022, resulted in tragedy for the teacher, students, and the school district. There was an under-appreciation of the hazards associated with this specific chemical (methanol) and multiple failures from a duty of care perspective based on the details provided thus far. This was a preventable accident that could have been avoided, and the [Chemical Hygiene Officer](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/ "Chemical Hygiene Officer") with a recent and robust Chemical Hygiene Plan could have provided the safety awareness and safety education and training necessary to perform a hazard analysis prior to the activity. Some superintendents are now asking about their own chemical hygiene plans for their schools as a result of this event in Virginia. Having increased awareness of the documentation and required training and annual filing requirements is beneficial to everyone in the school district ecosystem.
Schools across the country are expected to have a Chemical Hygiene Plan (CHP) in place in OSHA governed states, and an Environmental Hygiene Plan (EHP) in place in non-OSHA governed states. These documents are very important and are a mandated regulatory requirement for the employer (school district) to manage, review, edit, and are created as a mechanism to communicate chemical hygiene protocols specifically for the schools in each jurisdiction, including standard operating procedures, emergency management protocols, and chemical waste management to name a handful of the requisite functions of this important document.
According to the National Science Teaching Association, the National Science Education Leadership Association, The Council of State Science Supervisors, the American Chemical Society, OSHA and NIOSH, **‘Academic science laboratories can be unsafe places for teaching and learning due to risks associated with biological, chemical, and physical hazards’**. If you have ever been in a science department with apparatus, equipment, chemicals related materials, you will agree with this statement. This applies to schools offering hands-on, comprehensive K-12 science programs since there are physical laboratory facilities and hazardous chemicals on-site. According to current case law and a thorough understanding of risk management protocols in school districts, we know that there are legal liability concerns associated with teaching science and STEM, especially when negligence or recklessness is involved. This is a separate and important conversation as it relates to the overall chemical hygiene program in each jurisdiction.
## **What you need to know about Chemical Hygiene Plans**
The OSHA Laboratory Standard (CFR 1910.1945) requires the development and implementation of a formal, written, and employee-accessible program, referred to as a Chemical Hygiene Plan (CHP). This plan, as defined by OSHA, must be **“capable of protecting employees from health hazards associated with hazardous chemicals used in the laboratory.”** Here is some important background information for the school district Directors of Education, Superintendents, and [Chemical Hygiene Officers](https://sciencesafety.com/chemical-hygiene-officer-accountability/) which is applicable to their role and responsibility for occupational health and safety. The OSHA Laboratory Standard (29 CFR 1910.1450) **requires that all school district employees working in laboratory settings (*including special education teachers and paraprofessionals)* undergo safety training before they enter the lab.** This is to ensure employees are made aware of the hazards and how to effectively work safely with the chemicals and their hazards in the science department.
According to the OSHA Lab Standard, this formalized safety training must occur when new teachers are hired or when teachers are given a new assignment (new subject area or grade level) when these new environments involve the use of chemicals or potentially exposure to chemical hazards during the regular course of their job function. The law is clear: All employees must be provided with current and relevant information and training specifically related to the physical and health hazards of chemicals present in their laboratory. This means that when teachers are hired, they should be trained in safety based on legal, safer, professional standards that are grade-level and subject-specific. So, does that mean that if you were trained ten years ago, that you are considered ‘safety trained and compliant’? Many employers (school districts) under the OSHA Lab Standard can determine a schedule or frequency for safety training updates or ‘refresher course training’ in consultations with their Chemical Hygiene Officer and the Legal or Risk Management Officer at the school district. Many school districts have annual teacher compliance training and require an additional specific science or STEM safety training on a recurring annual ‘safety refresher’ course for teachers to keep them updated on safety practices and procedures. This is a commonly used better professional practice in science and STEM education nationally and a federally mandated OSHA requirement for training.
With regard to the expectations and legal implications for newly hired teachers and those who have started a new position or teaching assignment, the employer (school district) has a duty to firstly inform workers of the following safety items:
• the content of the OSHA Laboratory standard and its appendices (the full text must be made available);
• the location and availability of the Chemical Hygiene Plan (CHP); (Environmental Hygiene Plan in non-OSHA governed states)
• provide employees with information pertaining to permissible exposure limits (PELs) for OSHA-regulated substances or recommended exposure
• provide employees with the acceptable levels for other hazardous chemicals where there is no applicable standard;
• provide employees with background information regarding signs and symptoms associated with exposure to hazardous chemicals in the laboratory;
• the location and availability of reference materials on the hazards, safe handling, storage and disposal of hazardous chemicals in the laboratory, including safety data sheets.
Secondly, OSHA requires the employer provide the following safety training topics specific to the safer handling of chemicals in the science department:
• methods and observations used to detect the presence or release of a hazardous chemical (e.g.., employer monitoring, continuous monitoring devices, and familiarity with the appearance and odor of the chemicals);
• the physical and health hazards of chemicals in the laboratory work area;
• the measures that workers can take to protect themselves from these hazards, including protective equipment, appropriate work practices, and emergency procedures;
• applicable details of the employer’s written CHP; and
• retraining, if necessary.
Here is the on-going legal requirement under the Lab Standard as it applies to the school district in order to be compliant with regulatory expectations. **The employer (school district) is required to evaluate the effectiveness of the CHP annually and update it as necessary.** It would be prudent to also do refresher training on the CHP for employees using the same schedule. An alternative is to provide additional training each month at department meetings. However, as the NSTA makes known that you need to be aware that in certain state jurisdictions, public employers are not covered under OSHA and may not have to comply with this standard. However, better professional practice advocates the lab standard’s components in all public and private school science labs; e.g.. chemical hygiene officer, chemical training, etc. Based on the accidents and injuries that are still occurring in our school science and STEM departments, **it is a prudent practice to apply these stringent safer practices even if there is no legal requirement, seeing that every person in a school district is directly or indirectly accountable for maintaining a safe learning and teaching environment.**
## **Inconsistency is a real problem for school districts**
From my experiences working with small, moderate, and larger school districts across the country, there is one word that can be used to encapsulate the implementation of the chemical hygiene plan. **Inconsistency.** I am using this word based on the differing levels of understanding and appreciation for the innate value of a chemical hygiene plan as it relates to increasing the level of safety awareness across the school district. While many superintendents and directors of education can appreciate the legal aspects of the CHP, and ideally having a designated Chemical Hygiene Officer manage the safety program for science and STEM programs in schools, yet many administrators do not understand the true legal aspects of this critically important document. **Let ‘s be clear: If there is not a designated [Chemical Hygiene Officer](https://sciencesafety.com/chemical-hygiene-officer-accountability/) in your school district, that responsibility automatically becomes the responsibility of the superintendent, regardless of their education, experience, training or exposure to chemical hygiene practices and procedures.** This is real. And frightening. And makes the Superintendent legally liable and accountable. This illustrates one of the multiple reasons that there is a culture of inconsistency across the nation when looking at the chemical hygiene plan and its management for the teachers and staff in the school district. Inconsistency breeds accidents and injuries.
## **Chemical Hygiene Officer Accountability**
School districts need to have a Chemical Hygiene Plan in place with all the previously mentioned criteria and components, and the site-specific standard operating procedures for the unique equipment, apparatus, materials, and chemicals in the schools located in each local region. This unique localized CHP is connected to the EPA and local municipal or county fire marshal guidance and wastewater pollution control thresholds for safer disposal practices for chemical wastes generated on-site in school buildings. Through the knowledge, interpretation and experience of the Chemical Hygiene Officer, the school district can implement the CHP as part of the legal, safer, and professional standards and connect this to their overall risk management program covering activities involving chemicals in school laboratories. **Remember that non-OSHA states are governed by a similar Environmental Hygiene Plan that accounts for chemical safety for products in school science departments.**
The responsibilities of this position require the District [Chemical Hygiene Officer](https://sciencesafety.com/chemical-hygiene-officer-accountability/) (CHO) to:
- Develop and implement the Chemical Hygiene Plan (CHP) and the safety program for the district, including professional development and safety training, reporting, and other functions noted here;
- Ensure that employees have received appropriate safety training that is grade and discipline-specific to the courses being taught and has been properly documented for insurance and liability purposes;
- Ensure that employees have access to the Chemical Hygiene Plan, SDS (safety data sheets) and other suitable reference materials in order to provide a safer teaching and learning environment;
- Work with administrators and teachers to develop and implement the district approved safety program and make adjustments as necessary based on an abundance of safety and risk mitigation;
- Monitor the procurement, use, and disposal of chemicals used in the schools’ science and STEM laboratory programs. This can include creation of a ‘banned’ or an ‘approved’ chemical listing;
- Assure that inspections of equipment and space in the laboratory are performed when appropriate and that accurate records of OH&S physical inspections are maintained;
- Provide technical assistance to schools and employees on the Chemical Hygiene Plan based on legal and professional standards found in OSHA, NFPA, NIOSH, and others; (*see reference links below*)
- Assure that the Chemical Hygiene Plan is reviewed at least annually and revised as needed, so that it is always in compliance with current legal requirements and safer, professional standards-based practices;
- Make decisions regarding requests to use chemicals identified as explosive, carcinogenic, mutagenic, highly toxic, or otherwise unsuitable for general school laboratories;
- Determine the need for personal protective equipment beyond that specified for general laboratory use based on the activities being performed and ensuring that there is PPE for all individuals in the lab;
- Implement appropriate training with regard to chemical hygiene for all district employees whose normal work locations include laboratory areas;
- Provide regular, formal chemical hygiene and housekeeping inspections;
- Provide regular, formal inspections on safety infrastructure including eye wash stations, drench showers, fume hoods, ventilation systems, fire prevention equipment, and PPE supplies;
- Complete an annual physical inspection in each chemical store room and laboratory, prep area and facility in the science department and file this inspection document with OSHA before July 1 each year;
- Coordinate requests for acquisition, use or disposal of chemicals identified as explosive, carcinogenic, mutagenic, highly toxic, or otherwise unsuitable for general school laboratories;
## **Next Steps for Superintendents, Supervisors and Chemical Hygiene Officers**
Now that you understand the importance of the Chemical (Environmental) Hygiene Plan and the designated person in the school district to manage the implementation, safety training, document reviews and on-site annual inspections, and the additional necessary legal aspects of the CHP, you should ask these three questions:
1. **Is there a current CHP in the district?**
2. **Who is the designated Chemical Hygiene Officer?**
3. **How accountable do you feel for the chemical health and safety in your district?**
The answers to these questions will help you determine what your next steps will be as you develop your risk management program and use the Chemical Hygiene Plan as the foundational component of the safety plan in the science and STEM programs in your district. Please consult with your Science Supervisor, Chemical Hygiene Officer, School Science Department Heads, Facilities Directors, and professionals with a comprehensive understanding of chemical hygiene plans and the intent and impact these documents have on the overall safety program. [Many templates are available to help you develop a personalized CHP from trusted professional organizations or third-party vendors](https://sciencesafety.com/science-safety-needs-assessment/) that can assist you to elevate the safety awareness and meet the regulatory compliance associated with the CHP or EHP in your area. Bottom line is that ensuring that teachers have access to this annually reviewed, current, chemical safety document is extremely important to your risk mitigation and legal liability.
**Categories:** Chemical Hygiene Plan
**Tags:** Chemical Hygiene Plans, K12
---
### [Chemical Hygiene Officers (CHO) are required in every School in California](https://sciencesafety.com/blog/chemical-hygiene-officers-cho-required-in-every-school-in-california/)
**Published:** August 26, 2024
**Author:** admin2025Open
**Excerpt:** Chemical Hygiene Officers (CHO) required in every School in California to ensure safer learning environments. Get Certified as a CHO today.
**Content:**
# §5191. Occupational Exposure to Hazardous Chemicals in Laboratories.
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(a) Scope and application.
(1) This section shall apply to all employers engaged in the laboratory use of hazardous chemicals as defined below.
(2) **Where this section applies, it shall supersede, for laboratories, the requirements of Title 8 of the California Code of Regulations Section 5190 and Article 110, Regulated Carcinogens of the General Industry Safety Orders, except as follows:**
(A) The requirement to limit employee exposure to the specific exposure limit.
(B) When that particular regulation states otherwise, as in the case of Section 5209(c)(6).
(C) Prohibition or prevention of eye and skin contact where specified by any health regulation shall be observed.
(D) Where the action level (or in the absence of an action level, the exposure limit) is exceeded for a regulated substance with exposure monitoring and medical surveillance requirements.
(E) The “report of use” requirements of Article 110, (Section 5200 et. seq.) Regulated Carcinogens regulations.
(F) Section 5217 shall apply to anatomy, histology and pathology laboratories.
(3) This regulation shall not apply to:
(A) Uses of hazardous chemicals which do not meet the definition of laboratory use, and in such cases, the employer shall comply with the relevant regulations in Title 8, California Code of Regulations, even is such use occurs in a laboratory.
(B) Laboratory uses of hazardous chemicals which provide no potential for employee exposure. Examples of such conditions might include:
1\. Procedures using chemically-impregnated test media such as Dip-and-Read tests where a reagent strip is dipped into the specimen to be tested and the results are interpreted by comparing the color reaction to a color chart supplied by the manufacturer of the test strip; and
2\. Commercially prepared kits such as those used in performing pregnancy tests in which all of the reagents needed to conduct the test are contained in the kit.
(b) Definitions
Action level. A concentration designated in Title 8, California Code of Regulations for a specific substance, calculated as an eight (8)-hour time weighted average, which initiates certain required activities such as exposure monitoring and medical surveillance.
Carcinogen (see “select carcinogen”).
**Chemical Hygiene Officer. An employee who is designated by the employer, and who is qualified by training or experience, to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan. This definition is not intended to place limitations on the position description or job classification that the designated individual shall hold within the employer’s organizational structure.**
**Chemical Hygiene Plan. A written program developed and implemented by the employer which sets forth procedures, equipment, personal protective equipment and work practices that**
(1) are capable of protecting employees from the health hazards presented by hazardous chemicals used in that particular work place and
(2) meets the requirements of subsection 5191(e).
Chief. The Chief of the Division of Occupational Safety and Health.
Designated area. An area which may be used for work with “select carcinogens,” reproductive toxins or substances which have a high degree of acute toxicity. A designated area may be the entire laboratory, an area of a laboratory or a device such as a laboratory hood.
Emergency. Any occurrence such as, but not limited to, equipment failure, rupture of containers or failure of control equipment which results in an uncontrolled release of a hazardous chemical into the workplace.
Employee. An individual employed in a laboratory workplace who may be exposed to hazardous chemicals in the course of his or her assignments.
Hazardous chemical. Any chemical which is classified as health hazard or simple asphyxiant in accordance with the Hazard Communication Standard (Section 5194).
Health hazard. A chemical that is classified as posing one of the following hazardous effects: Acute toxicity (any route of exposure); skin corrosion or irritation; serious eye damage or eye irritation; respiratory or skin sensitization; germ cell mutagenicity; carcinogenity; reproductive toxicity; specific target organ toxicity (single or repeated exposure); aspiration hazard. The criteria for determining whether a chemical is classified as a health hazard are detailed in Appendix A of the Hazard Communication Standard (Section 5194) and Section 5194(c) (definition of “simple asphyxiant”).
Laboratory. A facility where the “laboratory use of hazardous chemicals” occurs. It is a workplace where relatively small quantities of hazardous chemicals are used on a non-production basis.
Laboratory scale. Work with substances in which the containers used for reactions, transfers, and other handling of substances are designed to be easily and safely manipulated by one person. “Laboratory scale” excludes those workplaces whose function is to produce commercial quantities of materials.
Laboratory-type hood. A device located in a laboratory, enclosed on five sides with a movable sash or fixed partial enclosure on the remaining side; constructed and maintained to draw air from the laboratory and to prevent or minimize the escape of air contaminants into the laboratory; and allows chemical manipulations to be conducted in the enclosure without insertion of any portion of the employee’s body other than hands and arms.
Walk-in hoods with adjustable sashes meet the above definition provided that the sashes are adjusted during use so that the airflow and the exhaust of air contaminants are not compromised and employees do not work inside the enclosure during the release of airborne hazardous chemicals.
Laboratory use of hazardous chemicals. Handling or use of such chemicals in which all of the following conditions are met:
(1) Chemical manipulations are carried out on a “laboratory scale”;
(2) Multiple chemical procedures or chemicals are used;
(3) The procedures involved are not part of a production process, nor in any way simulate a production process; and
(4) “Protective laboratory practices and equipment” are available and in common use industry-wide to minimize the potential for employee exposure to hazardous chemicals.
Medical consultation. A consultation which takes place between an employee and a licensed physician for the purpose of determining what medical examinations or procedures, if any, are appropriate in cases where a significant exposure to a hazardous chemical may have taken place.
Mutagen. Chemicals that cause permanent changes in the amount or structure of the genetic material in a cell. Chemicals classified as mutagens in accordance with the Hazard Communication Standard (Section 5194) shall be considered mutagens for purposes of this section.
Physical hazard. A chemical that is classified as posing one of the following hazardous effects: Explosive; flammable (gases, aerosols, liquids, or solids); combustible liquid; oxidizer (liquid, solid, or gas); self-reactive; pyrophoric (gas, liquid or solid); self-heating; organic peroxide; corrosive to metal; gas under pressure; in contact with water emits flammable gas; water-reactive; or combustible dust. The criteria for determining whether a chemical is classified as a physical hazard are in Appendix B of the Hazard Communication Standard (Section 5194) and Section 5194(c) (definitions of “combustible dust,” “combustible liquid,” “water-reactive” and “pyrophoric gas”).
Protective laboratory practices and equipment. Those laboratory procedures, practices and equipment accepted by laboratory health and safety experts as effective, or that the employer can show to be effective, in minimizing the potential for employee exposure to hazardous chemicals.
Reproductive toxins. Chemicals which affect the reproductive capabilities including chromosomal damage (mutations), effects on fetuses (teratogenesis), adverse effects on sexual function and fertility in adult males and females, as well as adverse effects on the development of the offspring. Chemicals classified as reproductive toxins in accordance with the Hazard Communication Standard (Section 5194) shall be considered reproductive toxins for purposes of this section.
Select carcinogen. Any substance which meets one of the following criteria:
(1) It is regulated by Cal/OSHA as a carcinogen; or
(2) It is listed under the category, “known to be carcinogens,” in the Annual Report on Carcinogens published by the National Toxicology Program (NTP) (1985 edition); or
(3) It is listed under Group 1 (“carcinogenic to humans”) by the International Agency for Research on Cancer Monographs (IARC) (Volumes 1-48 and Supplements 1-8); or
(4) It is listed in either Group 2A or 2B by IARC or under the category, “reasonably anticipated to be carcinogens” by NTP, and causes statistically significant tumor incidence in experimental animals in accordance with any of the following criteria:
(A) After inhalation exposure of 6-7 hours per day, 5 days per week, for a significant portion of a lifetime to dosages of less than 10 mg/m3;
(B) After repeated skin application of less than 300 mg/kg of body weight per week; or
(C) After oral dosages of less than 50 mg/kg of body weight per day.
(c) Exposure limits. For laboratory uses of Cal/OSHA regulated substances, the employer shall ensure that laboratory employees’ exposures to such substances do not exceed the exposure limits specified in Title 8, California Code of Regulations, Group 16, Section 5139 et seq., of the General Industry Safety Orders.
(d) Employee exposure determination
(1) Initial monitoring. The employer shall measure the employee’s exposure to any substance regulated by a standard which requires monitoring if there is reason to believe that exposure levels for that substance exceed the action level (or in the absence of an action level, the exposure limit). The person supervising, directing or evaluating the monitoring shall be competent in industrial hygiene practice.
(2) Periodic monitoring. If the initial monitoring prescribed by subsection 5191(d)(1) discloses employee exposure over the action level (or in the absence of an action level, the exposure limit), the employer shall immediately comply with the exposure monitoring provisions of the relevant regulation.
(3) Termination of monitoring. Monitoring may be terminated in accordance with the relevant regulation.
(4) Employee notification of monitoring results. The employer shall, within 15 working days after the receipt of any monitoring results, notify the employee of these results in writing either individually or by posting results in an appropriate location that is accessible to employees.
(e) Chemical hygiene plan.
(1) Where hazardous chemicals as defined by this regulation are used in the workplace, the employer shall develop and carry out the provisions of a written Chemical Hygiene Plan which is:
(A) Capable of protecting employees from health hazards associated with hazardous chemicals in that laboratory and
(B) Capable of keeping exposures below the limits specified in subsection 5191(c).
(2) The Chemical Hygiene Plan shall be readily available to employees. employee representatives and, upon request, to the Chief.
(3) The Chemical Hygiene Plan shall include each of the following elements and shall indicate specific measures that the employer will take to ensure laboratory employee protection;
(A) Standard operating procedures relevant to safety and health considerations to be followed when laboratory work involves the use of hazardous chemicals:
(B) Criteria that the employer will use to determine and implement control measures to reduce employee exposure to hazardous chemicals including engineering controls, the use of personal protective equipment and hygiene practices; particular attention shall be given to the selection of control measures for chemicals that are known to be extremely hazardous;
(C) A requirement that fume hoods comply with Section 5154.1, that all protective equipment shall function properly and that specific measures shall be taken to ensure proper and adequate performance of such equipment;
(D) Provisions for employee information and training as prescribed in subsection 5191(f);
(E) The circumstances under which a particular laboratory operation, procedure or activity shall require prior approval from the employer or the employer’s designee before implementation;
(F) Provisions for medical consultation and medical examinations in accordance with subsection 5191(g);
(G) **Designation of personnel responsible for implementation of the Chemical Hygiene Plan including the assignment of a Chemical Hygiene officer and, if appropriate, establishment of a Chemical Hygiene Committee; and**
(H) **Provisions for additional employee protection for work with particularly hazardous substances. These include “select carcinogens,” reproductive toxins and substances which have a high degree of acute toxicity. Specific consideration shall be given to the following provisions which shall be included where appropriate;**
1\. Establishment of a designated area;
2\. Use of containment devices such as fume hoods or glove boxes;
3\. Procedures for safe removal of contaminated waste; and
4\. Decontamination procedures.
(4) **The employer shall review and evaluate the effectiveness of the Chemical Hygiene Plan at least annually and update it as necessary.**
**Note:** Appendix A of this section is non-mandatory but provides guidance to assist employers in the development of the Chemical Hygiene Plan.
(f) Employee information and training.
(1) **The employer shall provide employees with information and training to ensure that they are apprised of the hazards of chemicals present in their work area. Information and training may relate to an entire class of hazardous substances to the extent appropriate.**
(2) Such information shall be provided at the time of an employee’s initial assignment to a work area where hazardous chemicals are present and prior to assignments involving new exposure situations. The frequency of refresher information and training shall be determined by the employer.
(3) Information. Employees shall be informed of:
(A) The contents of this regulation and its appendices which shall be available to employees;
(B) The location and availability of the employer’s Chemical Hygiene Plan;
(C) The exposure limits for Cal/OSHA regulated substances or recommended exposure limits for other hazardous chemicals where there is no applicable Cal/OSHA regulation;
(D) Signs and symptoms associated with exposures to hazardous chemicals used in the laboratory; and
(E) The location and availability of known reference material on the hazards, safe handling, storage and disposal of hazardous chemicals found in the laboratory including, but not limited to, Safety Data Sheets received from the chemical supplier.
(4) Training.
(A) Employee training shall include;
1\. Methods and observations that may be used to detect the presence or release of a hazardous chemical (such as monitoring conducted by the employer, continuous monitoring devices, visual appearance or odor of hazardous chemicals when being released, etc.);
2\. The physical and health hazards of chemicals in the work area; and
3\. The measures employees can take to protect themselves from these hazards, including specific procedures the employer has implemented to protect employees from exposure to hazardous chemicals, such as appropriate work practices, emergency procedures, and personal protective equipment to be used.
(B) The employee shall be trained on the applicable details of the employer’s written Chemical Hygiene Plan.
(g) Medical consultation and medical examinations.
(1) The employer shall provide all employees who work with hazardous chemicals an opportunity to receive medical attention, including any follow-up examinations which the examining physician determines to be necessary, under the following circumstances;
(A) Whenever an employee develops signs or symptoms associated with a hazardous chemical to which the employee may have been exposed in the laboratory, the employee shall be provided an opportunity to receive an appropriate medical examination.
(B) Where exposure monitoring reveals an exposure level above the action level (or in the absence of an action level, the exposure limit) for a Cal/OSHA regulated substance for which there are exposure monitoring and medical surveillance requirements, medical surveillance shall be established for the affected employee as prescribed by the particular standard.
(C) Whenever an event occurs in the work area, such as a spill, leak, explosion, or other occurrence resulting in the likelihood of a hazardous exposure, the affected employee shall be provided an opportunity for a medical consultation to determine the need for a medical examination.
(2) All medical examinations and consultations shall be performed by or under the direct supervision of a licensed physician and shall be provided without cost to the employee, without loss of pay, and at a reasonable time and place.
(3) Information provided to the physician. The employer shall provide the following information to the physician;
(A) The identity of the hazardous chemical(s) to which the employee may have been exposed;
(B) A description of the conditions under which the exposure occurred including quantitative exposure data, if available; and
(C) A description of the signs and symptoms of exposure that the employee is experiencing, if any.
(4) Physician’s written opinion.
(A) For examination or consultation required under this standard, the employer shall obtain a written opinion from the examining physician which shall include the following;
1\. Any recommendation for further medical follow-up;
2\. The results of the medical examination and any associated tests, if requested by the employee;
3\. Any medical condition which may be revealed in the course of the examination which may place the employee at increased risk as a result of exposure to a hazardous chemical found in the workplace; and
4\. A statement that the employee has been informed by the physician of the results of the consultation or medical examination and any medical condition that may require further examination or treatment.
(B) The written opinion shall not reveal specific findings of diagnoses unrelated to occupational exposure.
Excerpt taken from [5191. Occupational Exposure to Hazardous Chemicals in Laboratories of Cal/OSHA Regulations](https://www.dir.ca.gov/title8/5191.html)
**Take action on your next legally required safety steps and protect your school**
- Assign a Certified Chemical Hygiene Officer (CHO)
- Designate a CHO at the building level to ensure appropriate oversight.
- Conduct Annual Safety Training for all staff and administrators.
[ Get Certified as a Chemical Hygiene Officer Today ](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/)
**Categories:** Chemical Hygiene Officer
---
### [New York requires every school have a Chemical Hygiene Officer (CHO)](https://sciencesafety.com/blog/new-york-requires-every-school-have-a-chemical-hygiene-officer/)
**Published:** August 26, 2024
**Author:** admin2025Open
**Content:**
**2.0 Chemical Hygiene Officer
In addition, OSHA requires that a school district designate someone as a chemical
hygiene officer.**
“Chemical Hygiene Officer means an employee who is designated by the employer, and who is qualified by training or experience, to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan. This definition is not intended to place limitations on the position description or job classification that the designated individual shall hold within the employer’s organizational structure.”
*Source: OSHA 29CFR 1910.1450, subpart Z, Occupational exposure to hazardous chemicals in laboratories [http://www.osha.gov/pls/oshaweb/owadisp.show\_document?p\_table=standards&p\_id=10106](http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=standards&p_id=10106)*
**“While a school may choose to retain a third-party consultant as a chemical hygiene officer (CHO), this does not absolve the school of responsibility in designating an internal CHO.”**
**Take action on your next legally required safety steps and protect your school**
- Assign a Certified Chemical Hygiene Officer (CHO)
- Designate a CHO at the building level to ensure appropriate oversight.
- Conduct Annual Safety Training for all staff and administrators.
[ Get Certified as a Chemical Hygiene Officer Today ](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/)
**Categories:** Chemical Hygiene Officer
---
### [Schools in states governed by OSHA are required to have a Chemical Hygiene Officer](https://sciencesafety.com/blog/schools-in-states-governed-by-osha-are-required-to-have-a-chemical-hygiene-officer/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Schools in states that are governed by OSHA regulations are required to have a Chemical Hygiene Officer (CHO) to support, guide, and train their staff [(29 CFR § 1910.1450(e)(3)(vii))](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450). Prudent practice, as well as following the suggestions of science education associations, encourages all schools with hazardous chemicals to have a CHO. This person is usually appointed by their position within the science department and not necessarily their qualifications.
As of August 2024, 23 states and territories have Occupational Safety and Health Administration (OSHA)-approved state plans:
- Alaska
- Arizona
- California
- Hawaii
- Indiana
- Iowa
- Kentucky
- Maryland
- Michigan
- Minnesota
- Nevada
- New Mexico
- New York
- North Carolina
- Oregon
- Puerto Rico
- South Carolina
- Tennessee
- Utah
- Vermont
- Virginia
- Washington
- and Wyoming
The (CHO) must be qualified by training or experience to develop, review, and execute the school’s Chemical Hygiene Plan (NYSED, 2015; Roy, 2009). This training is not provided in teacher or administrator prep programs. This is especially true in science teacher preparation programs as science safety understanding is expected, not taught. There are few, if any, courses that pprepare educators to serve in this position. OSHA’s laboratory standard does not describe the necessary training or experience needed to become a qualified Chemical Hygiene Officer. Instead, it is assumed that the appointed CHO will have the proper knowledge and understanding to safely guide their schools (Sigmann, 2018).
How are schools expected to provide a safe environment for their students and staff when they do not know the necessary qualifications for the person who will oversee safety and compliance in their science laboratories?
In an era of standards, college readiness, and accountability, science lab safety is often overlooked.
As an example the Morris Hills Regional District has taken a teacher’s duty and reassigned it from hallway supervision to saving the district time, money, and resources. The CHOs in the district have a strong background in laboratory chemistry and have the understanding to perform the job with excellence. During its journey, the district has become more compliant and safer. The district has set the standard for laboratory safety in New Jersey, helping other schools to develop protocols for Chemical Hygiene Officers in their schools. Administrative staffs are not prepared to support their teachers and students so they can provide a compliant and safe environment for their students.
**Categories:** Articles
---
### [Example Chemical Hygiene Officer Job Description General Responsibilities](https://sciencesafety.com/blog/example-chemical-hygiene-officer-job-description-general-responsibilities/)
**Published:** January 19, 2024
**Author:** admin2025Open
**Content:**
As required by the OSHA Standard regarding Occupational Exposure to Hazardous Chemicals in Laboratories (OSHA’s Laboratory Standard 29 CFR1910.1450). The Chemical Hygiene Officer will work with administrators and other employees to develop and implement appropriate chemical hygiene policies and practices, hazard communication policies and practices, and monitor procurement, use, and disposal of chemicals. The Officer will ensure that all employees who may be exposed to laboratory chemicals are adequately trained in the proper storage, handling, use and disposal of those chemicals. This position has K-12 responsibilities.
Reports To: Superintendent of Schools Performance Responsibilities:
1. Assists with development, and maintains and administers a written Chemical Hygiene Plan detailing standard work practices and policies. Also assists with development of a Hazard Communication plan. These responsibilities include an annual review and update to the Plan(s).
2. Attends safety training seminars for district Chemical Hygiene Officers conducted by qualified professionals on an as-needed basis.
3. Works with Curriculum/Professional Development Administrators and Human Resources to provide initial and periodic training for science teachers in accordance with state regulations pertaining to the use of hazardous chemicals in the science curriculum. Assists in maintaining records related to such training.
4. Ensures the adequacy of personal protective equipment and implements changes as necessary. Makes the district OSHA Safety Committee aware of all accident reports and makes appropriate recommendations to CAS regarding proposed changes in laboratory procedures.
5. Coordinates with the Facilities Department to ensure periodic inspection and maintenance of records of inspection of safety equipment, including but not limited to ventilation equipment, eye wash station, safety showers, fire blankets, and chemical storage equipment.
6. Oversees and monitors worker exposures to hazardous materials on an as-needed basis. This requirement necessitates remaining current on permissible exposure limits by OSHA as detailed in Safety Data Sheets. Ensures that medical consultative services are available to those requesting or needing such services.
7. Works with Content Area Specialists (CAS) and science teachers in conducting regularly scheduled science curriculum hazardous chemical inventories and maintaining an up-to-date inventory log. In addition, ensures that all hazardous chemicals are appropriately labeled and that all Material Safety Data Sheets (MSDS) or Safety Data Sheets (SDS) are available to employees.
8. Supervises the purchase of all laboratory chemicals in conjunction with the Science CAS.
9. Reviews and monitors the disposal of hazardous materials. Maintains records of such disposal.
10. Provides the Superintendent of Schools and Principals with an annual update on all activities pertaining to the district’s Chemical Hygiene Plan.
11. Performs other tasks as required by state/federal regulations pertaining to the use of hazardous chemicals in school science programs.
Safety Requirements
- Follows all applicable safety rules, procedures, and regulations governing the proper use of chemicals and equipment.
- Wears appropriate safety gear.
- Must comply with the school district’s chemical hygiene program and follow MSDS/SDS sheets. Physical and Mental Demands, Work Hazards
- Works in standard office and school science lab environments. Activities include walking or standing, occasional sitting, frequent squatting, stooping, kneeling, and reaching.
- Some exposure to chemicals.
- May be required to lift 30 lbs. Qualifications: Expertise in OSHA law and Chemical Safety. Demonstrated organizational, communication, and interpersonal skills. Ability to effectively present information to administrators, public groups/community, and the Board of Education. Clear written and oral communication skills. Ability to define problems, collect data, establish facts, and draw valid conclusions.
[ Explore the CHO Pathway ](https://sciencesafety.com/chemical-hygiene-officer-certification-training/)
**Categories:** Articles
---
### [New Jersey Lab Safety Mandates for Schools](https://sciencesafety.com/blog/new-jersey-lab-safety-mandates-for-schools/)
**Published:** February 25, 2024
**Author:** admin2025Open
**Content:**
Classroom demonstrations and student laboratory experiments must be handled carefully. Carrying out such activities without shielding and other precautions can have serious consequences: in some instances, students and teachers have found themselves in hospital emergency rooms.
A good school chemical safety management program can prevent or at least contain such accidents. Labs house by far the largest number of chemicals in schools and should have a chemical safety management program, much of which is required by law.
The vital hands-on learning experiences provided by school laboratories cannot be replicated by a lecture or textbook. While these learning spaces are essential, they do require proper precautionary measures in the form of lab safety plans to remain safe. Flammable liquids, corrosive materials, and other potentially hazardous chemicals required for experiments must be stored and handled safely and in accordance with applicable regulations.
The Public Employees Operating Safety and Health (PEOSH) Laboratory Standard includes requirements for Chemical Hygiene Plans that can keep your lab safe and in compliance with state regulations. The problem is, many school districts are unaware that these regulations exist and may apply to their laboratories.
The PEOSH Occupational Exposure to Hazardous Chemicals in Laboratories standard has been adopted from the [U.S.. Department of Labor 29 CFR 1910.1450.](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450 "U.S.. Department of Labor 29 CFR 1910.1450.")
## **Curriculum and Learning Program-Specific Safety**
New Jersey mandates proper ventilation, the use of non-toxic materials, and PPE such as gloves and safety goggles. Schools must follow safety protocols to handle 3D Printing materials and equipment safely. Caution should be taken to follow the [New Jersey Student Learning Standards](https://www.nj.gov/education/standards/).
New Jersey State Safety guidelines should be followed for individual curricula and various safety components, including:
- STEM – Science, Technology, Engineering, Math
- CTE – Career and Technical Education
- Biology Lab Safety Guidelines
- 3D Printing, Art Safety, and Specific Tool Safety
- Chemical Hygiene Plan Guidelines.
- Chemistry Lab Safety Guidelines.
- Field Trip Safety Guidelines.
- Fire Safety Guidelines.
- Hazardous Waste Disposal Guidelines.
- Occupancy Load Regulations.
## **An Effective Laboratory Guide**
The [NIOSH School Chemistry Laboratory Safety Guide](http://www.cdc.gov/niosh/docs/2007-107/) presents information about ordering, using, storing, and maintaining chemicals in the high school laboratory. The guide also provides information about chemical waste, safety and emergency equipment, assessing chemical hazards, common safety symbols and signs, and fundamental resources relating to chemical safety, such as Material Safety Data Sheets and Chemical Hygiene Plans, to help create a safe environment for learning. In addition, checklists are provided for both teachers and students that highlight essential information for working in the laboratory and identify hazards and safe work procedures.
## **Chemical Hygiene Plans should include:**
- Standard operating procedures
- Exposure control measures that include engineering controls, personal protective equipment (PPE), and personal hygiene practices
- Requirements for properly functioning fume hoods and other protective equipment
- Provisions for medical consultation and medical examinations
- A designated chemical hygiene officer
- The creation of a chemical hygiene committee, a hazard identification system, and a recordkeeping procedure
- and align to [OSHA standards](https://www.nj.gov/health/ceohs/documents/ceohs%20content/school%20chemicals%20guide_2.12.20.pdf "OSHA standards").
[This document](https://www.nj.gov/health/workplacehealthandsafety/documents/peosh/labstand.doc "This document") provides a template for employers preparing a Written Chemical Hygiene Plan and includes all required components. Minor modification is necessary to customize the plan to reflect site-specific hazards and employer policies and procedures.
**Categories:** New Jersey, State Safety Mandates
**Tags:** New Jersey, State Safety Mandates
---
### [A Call to Prioritize Safety in STEM and CTE: Addressing Overcrowded Classes and Other Critical Safety Issues](https://sciencesafety.com/blog/a-call-to-prioritize-safety-in-stem-and-cte-addressing-overcrowded-classes-and-other-critical-safety-issues/)
**Published:** February 4, 2024
**Author:** admin2025Open
**Excerpt:** A Call to Prioritize Safety in STEM and CTE for Safer STEM and Safer CTE program Delivery
**Content:**
**Abstract: Authentic hands-on learning experiences are paramount for applying content and practices in science, technology, engineering, and mathematics (STEM) and career and technical (CTE) educa- tion. Such learning experiences are foundational for preparing P-12 students for future post-secondary and workplace opportunities. However, valuable hands-on learning opportunities often involve some level of potential safety hazards and resulting health and safety risks. While progress has been made in some aspects of STEM education and CTE safety, numerous safety issues and barriers remain. This article provides a detailed overview of some of the most pertinent health and safety issues from the literature and recent studies (e.g.., overcrowding and occupancy load). Moreover, this article provides important information for policy makers, state departments of education, teacher preparation programs, school systems, school administrators, curriculum directors, educators, and other stakeholders to make data-informed decisions to improve safety in P-12 STEM education and CTE programs.
[](https://www.mdpi.com/article/10.3390/laboratories1010003?type=check_update&version=2)S.S. A Call to Prioritize Safety in STEM and CTE: Addressing Overcrowded Classes and Other Critical Safety Issues. *Laboratories* **2024**, *1*, 52–58. [https://doi.org/10.3390/](https://www.mdpi.com/2813-8856/1/1/3) [laboratories1010003](https://www.mdpi.com/2813-8856/1/1/3)
## 1. Accident Cases from Schools: Safety Affects Everyone
Safety does not discriminate nor is any instructor, teacher, or visitor immune from potential hazards and resulting health and safety risks inherent in science, technology, engi- neering, and mathematics (STEM) and career and technical education (CTE) instructional spaces. Hence, legal safety standards, better professional safety practices, appropriate and consistent safety policies, properly working engineering controls, adequate safety training, and direct supervision among other safety actions are critical for reducing risk and making STEM and CTE instructional spaces safer. Unfortunately, these facilities and instructional practices can only be made safer and not 100 percent safe. Accidents can still occur to anyone when they least expect it, like the following examples that occurred in the United States.
1. *Science Education Accident*
In December of 2023, a science class experiment that went wrong sent two high school students near Atlanta to the hospital. The two female students suffered chemical burns during a routine lab experiment that involved sulfuric acid and magnesium. The accident was believed to have resulted from a dangerously high concentration of sulfuric acid used in the experiment. This caused the chemical reaction to occur more abruptly than expected. Fortunately, the students were wearing personal protective equipment (PPE) consisting of aprons and safety goggles. Immediately following the incident, students throughout
*Laboratories* **2024**, *1*, 52–58. [https://doi.org/10.3390/laboratories1010003](https://www.mdpi.com/2813-8856/1/1/3)
the school were kept in their classrooms while medical attention was provided to the two injured students. Both of the students were later treated at a hospital and released. This accident prompted the superintendent and the school district to review their laboratory safety protocols with the science department to limit future safety incidents \[[1](#_bookmark0)\]. This case illustrates the importance and requirement of appropriate PPE and emergency procedures. Had the students not been wearing PPE and the school had not isolated the students for immediate medical attention, the severity of the accident could have been much worse.
This accident also reiterates the importance of administrative legal responsibility to ensure that legal safety standards (e.g.., Occupational Safety and Health Administration (OSHA) Laboratory Standard 29 CFR 2910.1450 \[[2](#_bookmark1)\]) and better professional safety practices (e.g.., National Science Teaching Association (NSTA) safety position statements \[[3](#_bookmark2)\]) are being followed. This includes mandated safety training for laboratory teachers and students, teacher review of appropriate safety protocols prior to all laboratory activities, appropriate chemical labels, appropriate chemical use, appropriate chemical storage and disposal, easy to read direction sheets for students, and an appropriate frequency of direct administrative supervision of teachers. These safety practices can help to reduce, or in some cases prevent, horrific accidents and limit loss. While this prompted the review of safety protocols for science classes across the school district, this type of review and other measures like safety training updates and hazardous chemical inventories should be occurring at least annually to comply with federal or state-adopted OSHA standards, along with the daily implementation of better professional safety practices.
1. *Technology and Engineering/CTE Accident*
In November of 2023, an accident occurred from spontaneous combustion in an Indiana high school. The combustion was caused by rags with some type of stain or oil base on them that ignited in a paint booth. The fire investigator ruled the fire accidental and concluded that the fire resulted from the spontaneous combustion of the rags, which then ignited items within the paint booth and the workbench directly next to the paint booth. Smoke filled the room and eventually traveled to the outside hallways where the smoke detectors were activated as designed. Fortunately, the fire and heat damage was contained to these two areas. The superintendent noted that the school district was grateful nobody was harmed and they would use it as a teachable moment to reiterate the importance of safety in school laboratories and the workplace \[[4](#_bookmark3)\].
There are also a number of other lessons to be learned from this case. This example em- phasizes the importance of having properly operating engineering controls in place (paint booths, smoke detectors, etc.). It also highlights the importance of direct administrative supervision to ensure teachers and students follow appropriate clean-up procedures, such as disposing of paint or stain rags in a fire-resistant oily waste can. Following this safer practice may have potentially prevented the fire, since oily waste cans limit oxygen, which fuels combustion. Disposing of the rags in an oily waste can may have also contained the fire from causing additional damage to the paint booth, workbench, and the room. In general, handling oily rags poses a fire hazard due to the potential for spontaneous combustion. National Fire Protection Association (NFPA) 30: Flammable and Combustible Liquids Code \[[5](#_bookmark4)\] and NFPA 1: Fire Code \[[6](#_bookmark5)\] are two relevant legal safety standards and better professional safety practices that may address the proper disposal of oily rags and are required to be enforced by the administration. Some jurisdictions or codes require the daily removal of oily rags from approved disposal containers to minimize the risk of spontaneous combustion. Administrators have the ultimate responsibility to check with the local fire marshal’s office, or the local authority that has jurisdiction, to obtain the most accurate and current information specific to their location. Accidents like this do occur in schools and industries for a number of reasons, but, in many cases, they could have been proactively addressed or prevented to limit costly accidents and losses.
## 2. Background
Engaging students in transdisciplinary STEM instruction that is directly relevant to the world today requires authentic hands-on learning opportunities. Such experiential learning opportunities are the foundation of STEM and CTE courses that help pprepare P-12 students for success in the workforce and postsecondary education \[[7](#_bookmark6)–[12](#_bookmark10)\]. However, these valuable learning opportunities do not come without potential safety hazards and resulting health/safety risks. While there has been progress in some aspects of safety pertaining to hands-on STEM and CTE teaching and learning, some barriers (e.g.., class enrollment size, number of students with a disability in a STEM or CTE course without additional support, and number of course preps) remain after decades of research and calls for improvements \[[13](#_bookmark11)\]. Critical safety concerns like these must be addressed by school system administrators, curriculum directors, educators, and state departments of education due to the significant correlation with accident occurrences and serious legal implications.
## 3. Occupancy Load and Overcrowding: A Major Concern
Studies have continually found that the greatest safety concern reported by STEM and CTE teachers is overcrowding (referred to as occupancy load) \[[7](#_bookmark6),[14](#_bookmark12),[15](#_bookmark13)\]. This is not surpris- ing given that Love and Roy’s \[[14](#_bookmark12)\] recent national study found that 57% of participating educators teaching STEM or CTE courses reported having class enrollments exceeding the research-supported 24-student threshold, while only 26% of those educators were teaching in facilities that met the required net square footage to legally facilitate laboratory-based instruction for more than 24 occupants. When a STEM or CTE instructional area has too many students, there is a lack of individual workspace and/or an increase in the number of students a teacher has to supervise and assist to uphold safer learning conditions for everyone in the instructional space. The occupancy load for each lab activity room/area, which is determined by the size of the room, is specified on the architectural plans, and should be mounted on a sign at each entry door.
The Occupant Load Factor of the NFPA 101 Life Safety Code specifies that all “labs, shops, and other vocational spaces” \[[16](#_bookmark14)\] (p. 101-85) (e.g.., STEM, CTE, and makerspace areas) in schools must provide 50 net square feet per occupant. However, research has found that even when STEM and CTE areas have the net square footage (>1200 net square feet) to facilitate more than 24 occupants, accident rates significantly increase once a stu- dent to instructor ratio of 24:1 is breached \[[15](#_bookmark13),[17](#_bookmark15)–[19](#_bookmark17)\]. Specifically, when class enrollment surpassed 24 students, Stephenson et al. \[[15](#_bookmark13)\] found a significant increase in accidents. Love et al. \[[18](#_bookmark16)\] found the odds of an accident increased by 48% when enrollments in STEM and CTE classes exceeded 24 students per instructor. Moreover, another recent study found that when the enrollment in STEM courses exceeded 24 students per instruc- tor, those courses were eight times more likely to have had an accident occur. Further- more, this study also found when enrollment surpassed 30 students, those courses were 21 times more likely to have had an accident occur \[[17](#_bookmark15)\]. Yet, despite NFPA 101 Life Safety Code occupancy standards, and research findings linking overcrowding and high student- to-teacher ratios to increased accident occurrences, this issue continues due to a range of factors. In some countries, like the United Kingdom, there is a national limit on the maximum number of students (20) that can be placed in a Design and Technology-based STEM course “with one competent, qualified teacher” \[[20](#_bookmark18)\]. Within the United States (U.S..), approximately fifteen states currently have legislation regulating enrollment size in STEM courses, and only eight states have legislation limiting STEM course enrollment to 24 students or less \[[17](#_bookmark15)\]. For example, the Virginia Administrative Code 8VAC20-120-150 on Maximum Class Size limits enrollment in specific CTE and STEM courses to 20 stu- dents \[[21](#_bookmark19)\]. School systems and administrators also need to take into account the abilities of the enrolled students \[[14](#_bookmark12),[18](#_bookmark16),[22](#_bookmark20)–[24](#_bookmark22)\], types of activities to be conducted, and all potential hazards specific to each STEM and CTE course \[[25](#_bookmark23)\]. In some cases, this may warrant a student-to-teacher ratio lower than 24:1 \[[25](#_bookmark23),[26](#_bookmark24)\]. For example, Love and Roy \[[25](#_bookmark23)\] discovered
that enrollments surpassing 20 students per instructor in secondary level construction courses were significantly correlated with accident occurrences.
Non-compliance by school systems and administrators that either knowingly or un- knowingly continue to perpetuate overcrowding and dangerous occupancy load levels create situations that impede safer STEM and CTE learning \[[8](#_bookmark7),[23](#_bookmark21),[26](#_bookmark24)–[31](#_bookmark26)\]. Given current budget challenges and teacher shortages in P-12, this can present some major difficulties for school systems to find other courses for students, build or find the facilities to safely host additional sections of STEM and CTE classes, and find additional certified and safety- trained instructors to keep STEM and CTE class sizes at 24 students or less \[[17](#_bookmark15)\]. However, safety must remain at the forefront of all decisions as school systems and administrators would have shared liability for allowing unsafe class sizes or overcrowding to exist in the event of an accident that is found to be the result of overcrowding or the occupancy load.
## 4. Other Prevalent STEM and CTE Safety Issues
In addition to occupancy load, studies have documented other safety issues that were significantly correlated with accident occurrences in STEM and CTE courses. Engineering controls, such as ventilation systems, patented SawStop table saw safety technology, fire protection equipment (e.g.., fire extinguishers), eyewash stations, master shut-off switches, lockable flammable cabinets, non-skid strips and/or rubber matting on the floor near machines, and safety zones around potentially hazardous machine operator zones and laboratory activity areas, were each significantly correlated with accidents \[[18](#_bookmark16)\]. PPE, such as appropriately sanitized eye protection for all occupants (e.g.., safety glasses with side shields or indirectly vented safety goggles as appropriate meeting the American National Standards Institute/International Safety Equipment Association (ANSI/ISEA) Z87.1 D3 standard), has also proven to be a safety feature lacking in many STEM and CTE courses in the U.S.. \[[14](#_bookmark12)\]. Love et al.’s \[[13](#_bookmark11)\] comparison of national P-12 STEM education safety studies found that 81% of STEM teachers reported having appropriate eye protection for all students within their instructional space in 2002; however, in 2022, that percentage only increased to 83% (it should be 100% to comply with federal and adopted state plan OSHA standards, as well as statutes in many states). This highlights the ongoing need for monitoring and improving safety in P-12 STEM and CTE programs. Additionally, teacher course overload, that is, requiring an instructor to teach more than two distinct courses per semester, has been linked to increased accident occurrences and should be taken into consideration by administrators for safer STEM and CTE instruction \[[18](#_bookmark16)\].
*Safety Training*
Another commonly cited safety issue among STEM and CTE teachers is student mis- behavior, or lack of following safety directions \[[7](#_bookmark6),[14](#_bookmark12),[15](#_bookmark13)\]. Helping teachers to develop the skills and provide the support needed to address this issue is a shared responsibility among teacher preparation programs and school systems. For example, one study discovered that educators who completed coursework covering safety topics and safer pedagogical meth- ods during their undergraduate teacher preparation experience were 83% less likely to have had an accident occur in the STEM courses they taught \[[18](#_bookmark16)\]. Training on safer classroom management strategies provided by school systems has also been shown to help improve safety. For example, studies have discovered that in-service educators who completed train- ing on safer STEM and CTE classroom managements strategies provided by their school system had significantly fewer accident occurrences in their courses \[[19](#_bookmark17),[25](#_bookmark23)\]. However, only 54% of STEM and CTE educators reported receiving safety training or learning about safety topics in their undergraduate coursework, only 32% received safety training when initially hired by their school system, and only 56% received safety training updates within the past five years (these updates should be occurring annually) \[[18](#_bookmark16)\]. Further illustrating the shared safety training responsibilities among teacher preparation programs and school systems, Love et al. \[[18](#_bookmark16)\] revealed that a comprehensive safety training experience (consisting of a combination of pre-service and in-service safety training experiences) helped to reduce the
odds of an accident occurrence by 49%. Employers (school systems) are legally required to provide safety training to their STEM and CTE teachers under federal OSHA standards and most state occupational safety and health plans \[[14](#_bookmark12),[30](#_bookmark25)–[32](#_bookmark27)\]. One way school leaders, school systems, educators, and teacher preparation programs can collaboratively encourage safer decisions and behaviors from students is to emphasize safety instructions that clearly articulate what students need to know on the first day in each STEM or CTE course. Such instructions might include the following: (a) specific directions on how to safely exit the room and exactly where to go when exiting the building, (b) where the emergency cut-offs are for electricity, (c) where and how to correctly use the eyewash station, and (d) other emergency information presented following the “just-in-time” industry model.
## 5. Conclusions
Research results about the significant association between safety factors mentioned in this paper and accident occurrences need to be carefully reviewed and addressed by policy makers, state departments of education, teacher preparation programs, school systems, administrators, school curriculum directors, school counselors, and educators. Ignoring these better professional safety and instructional practices published by reputable STEM and CTE safety scholars in top-tier peer-reviewed journals places stakeholders at risk of potentially being negligent or reckless in the event of an accident. Trying to save money in lieu of safety should never be an option (e.g.., overcrowding to save from hiring another teacher). Making every effort to ensure students leave school without life-altering injuries should be the top priority of all P-12 school systems and school leaders as they provide transdisciplinary STEM learning opportunities that help pprepare students with the skills they will need to solve the problems of the future.
Authentic, hands-on experiential learning experiences are critical for higher order thinking in STEM and CTE courses \[[9](#_bookmark8),[11](#_bookmark9),[17](#_bookmark15),[19](#_bookmark17)\], and this must remain a key component in STEM and CTE curricula. However, these learning experiences must be provided while following data-informed safety practices, such as those discussed in this article. Safety is a shared legal and ethical responsibility among teacher preparations programs, state education departments, school systems, administrators, educators, students, and others directly or indirectly involved in STEM and CTE instruction. In the end, each of these parties could find their name listed in a lawsuit for negligent or reckless behavior \[[12](#_bookmark10),[33](#_bookmark28),[34](#_bookmark29)\] that is not aligned with legal safety standards and better professional safety practices found in the research cited throughout this article.
## 6. Helpful Resources
In addition to the references list, the following open access resources provide excellent information to improve STEM and CTE safety in school systems:
- National Science Teaching Association (NSTA) safety website \[[3](#_bookmark2)\].
- International Technology and Engineering Educators Association (ITEEA) safety web- site \[[35](#_bookmark30)\].
- Association for Career and Technical Education (ACTE) High-quality CTE Facilities, Equipment, Technology and Materials website \[[36](#_bookmark31)\].
- *Your CTE Safety Program: Safe Students, Safe Workers* guide published by the University of California, Berkeley’s Labor Occupational Health Program \[[37](#_bookmark32)\].
- State Department of Education Safety Guides/Documents. These will vary by state. Please contact the STEM education, CTE, or related office at your state’s Department of Education to obtain all applicable documents and resources.
## References
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2. Occupational Safety and Health Administration. Occupational Exposure to Hazardous Chemicals in Laboratories. 29 CFR 2910.1450. Available online: (accessed on 8 December 2023).
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6. National Fire Protection Association. *NFPA 1, Fire Code*, 2024 ed.; National Fire Protection Association: Quincy, MA, USA, 2024.
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*39*, 119–136. \[[CrossRef](https://doi.org/10.5328/cter39.2.119)\]
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2. Love, T.S.; Roy, K.R. *Safer Engineering and CTE Instruction: A National STEM Education Imperative. What the Data Tells Us*; International Technology and Engineering Educators Association: Reston, VA, USA, 2022. Available online: [https://www.iteea.](https://www.iteea.org/Safety) [org/Safety](https://www.iteea.org/Safety) (accessed on 8 December 2023).
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7. Love, T.S.; Threeton, M.D.; Roy, K.R. A safety study on educators of technological and engineering design-based instruction in K-12 STEM related courses. *J. Technol. Educ.* **2024**, *35*, 32–52. \[[CrossRef](https://doi.org/10.21061/jte.632)\]
8. Design and Technology Association. Maximum Number of Pupils Taught within Design and Technology Workshops and Studios. Available online: [https://www.designtechnology.org.uk/for-education/health-and-safety/maximum-number-of-pupils-taught-](https://www.designtechnology.org.uk/for-education/health-and-safety/maximum-number-of-pupils-taught-within-dt-workshops-and-studios/) [within-dt-workshops-and-studios/](https://www.designtechnology.org.uk/for-education/health-and-safety/maximum-number-of-pupils-taught-within-dt-workshops-and-studios/) (accessed on 8 December 2023).
9. Virginia General Assembly. Maximum Class Size. 8VAC20-120-150. 2012. Available online: [https://law.lis.virginia.gov/](https://law.lis.virginia.gov/admincode/title8/agency20/chapter120/section150/) [admincode/title8/agency20/chapter120/section150/](https://law.lis.virginia.gov/admincode/title8/agency20/chapter120/section150/) (accessed on 8 December 2023).
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*Sustainability* **2023**, *15*, 11028. \[[CrossRef](https://doi.org/10.3390/su151411028)\]
- Storm, G. *Managing the Occupational Education Laboratory*; Wadsworth Publishing Company, Inc.: Belmont, CA, USA, 1976.
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- Zirkle, C. An introduction to liability for technology and engineering teachers. *Technol. Eng. Teach.* **2017**, *76*, 40–41.
- Toglia, T.V. Keeping it safe: Safety and liability advice for CTE programs. *Tech Dir.* **2009**, *68*, 17–21.
- International Technology and Engineering Educators Association. Safety in Technology and Engineering Education. Available online: (accessed on 8 December 2023).
- Association for Career and Technical Education. High-Quality CTE Facilities, Equipment, Technology and Materials. Available online: [https://www.acteonline.org/professional-development/high-quality-cte-tools/high-quality-cte-library/facilities-and-](https://www.ctelearn.org/certified-courses/course/HQ107/high-quality-cte:-facilities,-equipment,-technology-and-materials) [equipment/](https://www.ctelearn.org/certified-courses/course/HQ107/high-quality-cte:-facilities,-equipment,-technology-and-materials) (accessed on 8 December 2023).
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**Disclaimer/Publisher’s Note:** The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
Creative Commons License 4.0
1. Tyler S. Love, Department of the Built Environment, University of Maryland Eastern Shore, Baltimore, MD 21230, USA
2. Kenneth R. Roy, Department of Environmental Health & Safety, Glastonbury Public Schools, Glastonbury, CT 06033, USA;
3. Sandra Sturdivant West, Department of Biology, Texas State University, San Marcos, TX 78666, USA;
**Categories:** Articles
---
### [Science Safety Lab Rules for Kids](https://sciencesafety.com/blog/science-safety-lab-rules-for-kids/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
Science experiments are vital for kids. They are useful in understanding the theories and concepts of science that can not be comprehended alone by science text books. But science labs are risky by the very nature of chemicals and lab experiments that are being conducted out there.
Here are 10 safety rules that should be followed in science labs to avoid accidents and injuries in the lab.
1. Kids should not be allowed to touch any chemicals or lab equipment unless they are instructed to do so.
2. Students should never ever work in science lab in the absence of their teachers.
3. Students must follow all the written and verbal instructions when conducting the science experiment. In case they do not follow anything, they must clarify it first.
4. It is very important to be alert and be cautious when in the [science laboratory](http://sciencefirst.com/). Eating, drinking, playing pranks, using mobile phones, or listening to music should be strictly prohibited.
5. Before using any chemicals, read the label carefully. When mixing chemicals or conducting the experiment, keep the test tube containing the chemical away from your face, mouth, and body.
6. Unused chemicals should never be put back in the original bottle. They must be disposed off as per the guidelines given by the lab assistant or science teacher.
7. Students must be made to wear safety goggles, lab coat, and shoes in the science laboratory. Loose clothes, sandals, and open hairs should be a strict NO in school science labs.
8. Examine glassware before using. Do not use chipped or cracked test tubes or beakers.
9. Hot apparatus take time to cool down. Allow time to cool them down and use tongs or heat protective gloves to pick them up.
10. If any accident takes place, do not panic. Inform your teacher immediately and lab assistants for help.
Let your students have a safe learning experience in your school science labs.
**Categories:** Articles
---
### [Safer Science: Strategies to protect at-risk researchers when conducting fieldworkS](https://sciencesafety.com/blog/safer-science-strategies-to-protect-at-risk-researchers-when-conducting-fieldworks/)
**Published:** February 17, 2021
**Author:** admin2025Open
**Content:**
##
## **A Cornell University Webinar on Safer Science**
Join the conversation: **\#SaferScience**
Original Post: [https://cals.cornell.edu/saferscience](https://cals.cornell.edu/saferscience "Safer Science at Cornell University")
As a result of identity prejudice, certain individuals are more vulnerable to conflict and violence when they are performing scientific work in the field. To help create change and best practices, everyone within the scientific community will benefit from learning more about the risks some colleagues face performing fieldwork. Join this live webinar to learn more.
At this event, Amelia-Juliette Demery and Monique Pipkin will present their *Nature Ecology and Evolution* paper titled, “[Safe fieldwork strategies for at-risk individuals, their supervisors and their institutions](https://www.nature.com/articles/s41559-020-01328-5)” ([link to summary story](https://cals.cornell.edu/node/7059)). The paper presentation will be followed by a moderated discussion with inter-disciplinary experts in fieldwork and diversity and inclusion. Participants are encouraged to submit questions upon registration.
## **Safer Science Panelists**
[**Dr. Meredith Hastings**](https://vivo.brown.edu/display/mhasting), Associate Professor of Environment & Society, Brown University
Women’s Network President, PI for AdvanceGeo
- Earth Science Women’s Network: [https://eswnonline.org/welcome/leadership/](https://eswnonline.org/welcome/leadership/ "https://eswnonline.org/welcome/leadership/")
- AdvanceGeo: [https://serc.carleton.edu/advancegeo/index.html](https://serc.carleton.edu/advancegeo/index.html "https://serc.carleton.edu/advancegeo/index.html")
[**Dr. Christopher J Schell**](https://web.archive.org/web/20210620160827/https://faculty.washington.edu/cjschell/wordpress/), Assistant Professor of Urban Ecology, University of Washington Tacoma
Author of *Recreating Wakanda by promoting Black excellence in ecology and evolution*
- Paper: [https://www.nature.com/articles/s41559-020-1266-7](https://www.nature.com/articles/s41559-020-1266-7 "https://www.nature.com/articles/s41559-020-1266-7")
[**Dr. Hendratta Ali**](https://fhsu.edu/geo/faculty-and-staff/Ali/index), Associate Professor of Geosciences, Fort Hays State University
Author of *Ten Steps to protect BIPOC scholars in the field*
- Paper: [https://eos.org/opinions/ten-steps-to-protect-bipoc-scholars-in-the-field](https://eos.org/opinions/ten-steps-to-protect-bipoc-scholars-in-the-field "https://eos.org/opinions/ten-steps-to-protect-bipoc-scholars-in-the-field")
**Sara Souza**, Field Safety Specialist, University of California
- Field Research Safety Center of Excellence: [https://www.ucop.edu/safety-and-loss-prevention/environmental/program-resources/field-research-safety/index.html](https://www.ucop.edu/safety-and-loss-prevention/environmental/program-resources/field-research-safety/index.html "https://www.ucop.edu/safety-and-loss-prevention/environmental/program-resources/field-research-safety/index.html")
## **Safer Science Date & Time**
**February 17, 2021**
1:30 pm – 3:00 pm
At this event, Amelia-Juliette Demery and Monique Pipkin will present their Nature Ecology and Evolution paper titled, “Safe fieldwork strategies for at-risk individuals, their supervisors and their institutions.” The paper presentation will be followed by a moderated discussion with inter-disciplinary experts in fieldwork and diversity and inclusion.
**Categories:** Articles, Webinars
---
## Pages
### [Science Safety Main 2026](https://sciencesafety.com/)
**Published:** September 28, 2025
**Author:** admin2025Open
**Content:**
# REDUCE RISKS, INCREASE SAFETY, PROTECT LEARNERS
With an expansive catalog of over 250 Safer courses, modules, and pathways, Science Safety’s comprehensive digital academy, the Safer Platform, empowers Education and Industry to build a culture of safety with continuous online Safer Science, Safer Lab, Safer STEM, Safer CTE, Safer Arts, and Safer Cyber training.
**Build a culture of continuous safety and start making your organization Safer today!**
[ EXPLORE FREE SAFER MODULES ](/free-science-safety-steam-safety-and-cte-safety-modules/)
[ LEARN HOW TO BUILD A CULTURE OF SAFETY ](/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/)
[ EXPLORE THE FULL SAFER CATALOG ](/marketplace/)
## The Science of being "SAFER"
##### For Education and Industry
## Who We Serve
Hundreds of organizations across education and industry trust Science Safety to help them[ build a culture of safety through proactive and continuous online learning safety modules](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/ "Building a Culture of Safety through Proactive and Continuous Online Learning Safety Modules").
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
## Recognized Leaders in STEAM, CTE and Lab Safety
With decades of safety experience and expertise, our leading content development experts and safety consultants have built the next generation of safety modules and pathways. Build a culture of continuous Safety, Improve safety policies and reduce the potential risk of injuries (and resulting lawsuits) in your organization through verifiable online safety modules and pathways
## Explore Age, Grade and Role Specific Science, STEM, STEAM, CTE, Arts and Lab Safety Modules and Pathways
Built by Educators and Trusted Safety Specialists and designed for busy Professionals (Educators, Administrators, Managers, and Technicians) and student learners. Smaller Modules are combined to make up larger learning pathways, allowing each individual to progress at their own pace within an interactive Professional Development social learning community.
## Safer Science, Safer STEM, Safer STEAM, Safer CTE, Safer Arts, Safer Cyber, Safer Labs
[ EXPLORE THE SAFER CATALOG ](/marketplace/)
## Why Schools and Organizations work with us.
"We needed to create a Chemical Hygiene Officer role at every school within our district, and needed a modular and affordable training solution that allowed us to deploy district wide quickly."
District Leader
"Our schools need to build a culture of safety awareness, so that our teachers and students are well prepared. We needed a comprehensive online platform that was easily accesible and provided our staff, teachers and students with the knowledge they needed."
District Superintendent
"Our school was concerned that our safety manuals were not updated annually, or compliant with OSHA standards and we needed an expert team to review them and provide guidance on modifying them accordingly."
School Chemical Hygiene Officer
"Our school needs just in time learning modules that allow our students to prepare prior to engageing in a STEAM, CTE or Lab activiy.."
Department Chairperson
- Built for Education and Industry
- Safer Science, Safer STEM, Safer CTE
- Safer Arts, Safer Labs, Safer Organizations
- Chemical Hygiene Officer Pathway
- Just in Time Safety Training Modules
- Role based Safety Pathways
- Safety Webinars and Resources
- The Science of Begin Safer
#### Chemical Hygiene Officers
Prepare everyone in your organization for science safety by engaging in online training modules
[ LEARN MORE ](/chemical-hygiene-officer-certification-training/)
#### Lab Supervisors & Techs
Stay compliant by training your staff on topics like safety awareness and facilities, and track their progress.
LEARN MORE
#### School Administrators
Are you a Superintendent, Principal, or another administrator at an organization.
[ LEARN MORE ](/better-steam-cte-for-administrators/)
#### Learners/Students
Prepare students for science safety through engaging online training modules with knowledge checks.
[ LEARN MORE ](/better-lab-safety-for-students/)
#### College Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your certs.
LEARN MORE
#### High School Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your certs.
[ LEARN MORE ](/high-school-educator-safety-training/)
#### Middle School Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your Science Safety certifications.
[ LEARN MORE ](/middle-school-safety-training/)
#### Elementary School Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your certifications
[ LEARN MORE ](/elementary-school-educator-safety-training/)
### Schools & Districts
Stay compliant by training your staff, students, parents, and teachers and track their progress.
LEARN MORE
## Our Foundations
1 Recognized
2 Research-Based
3 Connected
4 Convenient
5 Comprehensive
6 Affordable
7 Collaborative
###### Recognized
### RECOGNIZED LEADERS
IN STEAM, CTE & LAB SAFETY
With decades of safety expertise and experience, our leading safety consultants have built the next generation of Science, STEM Safety (Science, Technology, Engineering. and Math), CTE Safety (Career and Technical Education), Arts Safety, Lab Safety and Cyber Safety modules and pathways.
**We focus on the "Science of being Safer."**
###### Research-Based
### RESEARCH BASED MATERIALS
All safety content is based on protocols and safety standards proposed by local boards of education policy, state and local government laws, rules, and regulations, and professional safety practice associations. All Science Safety Science-related content was reviewed by NSTA’s Chief Safety Compliance Adviser and NSELA’s Safety Compliance Officer.
###### Connected
### ADVANCED
SOCIAL LEARNING COMMUNITY
With hundreds of free resources leveraging decades of safety expertise and experience our credentialed safety advisors have built a leading social learning safety community with access to the next generation of STEAM Safety (Science, Technology, Engineering. Arts, and Math), CTE Safety (Career and Technical Education), Lab Safety and Cyber Safety modules and pathways.
**We focus on the "Science of being Safer."**
###### Convenient
### LEARN AT YOUR OWN PACE
Online, Self-Paced, personalized and presented in modules that can be conveniently completed in short segments throughout your day and on your schedule. Designed for busy professionals because your time is valuable. Improve your overall educational leadership capabilities.
[Learn more](#)
###### Comprehensive
### COMPREHENSIVE ONLINE PLATFORM
With an expansive catalog of over 250 safety courses, modules, and pathways, Science Safety's comprehensive K-20 online digital safety academy empowers schools and organizations with the tools necessary to integrate safety seamlessly into STEAM, CTE, and Lab curricula.
[Learn more](#)
###### Affordable
### COMMUNITY LICENSING
Our Community Licensing packages are affordable and scalable and allow your organization to provide safety learnign capabilities to Educators, Administrators, Technicians, Students and Learners and even parents for one annual price.
[Learn more](#)
###### Collaborative
### COLLABORATIVE CUSTOM APPROACHES
Need something safety specific for your organization? Our team works collaboratively with your school or organization to provide a comprehensive platform along with a suite of specialized safety services. From Document Reviews to custom content development.
## Connect With Us
[ Linkedin ](https://www.linkedin.com/company/sciencesafetyinc) [ X-twitter ](https://twitter.com/saferscience) [ Facebook ](https://www.facebook.com/groups/236994331566624/) [ Youtube ](https://www.youtube.com/watch?v=UtKwB1ItjnU&list=PL5o_Jho1aYxiAcoI9ZAA4u5mOl-EN1PQs) [ Comments ](http://sciencesafety.com)
[ ](tel:8333723372)
##### [ Talk with an Expert 1-833-372-3372 ](tel:8333723372)
---
### [Chemical Hygiene Officer Safety Council](https://sciencesafety.com/chemical-hygiene-officer-safety-council/)
**Published:** May 22, 2024
**Author:** admin2025Open
---
### [My Module Tabs](https://sciencesafety.com/my-modules/)
**Published:** October 7, 2021
**Author:** admin2025Open
**Content:**
All Modules In Progress Completed Not Started All Pathways
Your enrolled pathways will be displayed below.
Complete the prerequisites in each pathway to earn the completion certificate.
Too add modules or pathways [go to the marketplace](https://stg.sciencesafety.com/marketplace/).
---
### [Contact Science Safety](https://sciencesafety.com/contact-science-safety/)
**Published:** May 10, 2020
**Author:** admin2025Open
**Content:**
## CONTACT US
Science Safety helps organizations develop Safer Science, Safer STEM, Safer STEAM, Safer CTE and Safer lab environments.
**Ask Us About our Annual Safer Community Licensing Programs**
## HIT THE BLUE COMMENT BUTTON
**Simply Click on the blue quote in the lower right corner and make a request and we will get back to you as soon as we can..**
## OR GET IN TOUCH DIRECTLY
## [support@sciencesafety.com](mailto:%20support@sciencesafety.com)
## 1-833-372-3372
---
### [CHO](https://sciencesafety.com/cho-chemical-hygiene-officer-certification-training/)
**Published:** February 15, 2026
**Author:** admin2025Open
**Content:**
## CHO Training | Training for Chemical Hygiene Officers
**Master the role of a Chemical Hygiene Officer (CHO)** with the leadership skills and technical expertise required to oversee laboratory safety and mitigate high-stakes institutional risk.
Science Safety comprehensive, self-paced online CHO training pathways provide deep insights into chemical management, emergency response, and the implementation of OSHA-aligned Chemical Hygiene Plans. Whether you are operating in K-12 schools, higher education, or industrial R&D labs, this program equips you to protect personnel and maintain full regulatory compliance.
By the end of the program, you will have the authority to manage chemical safety protocols across any organization.
[Shop](https://sciencesafety.com/marketplace/) > CHO
[](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/)
### [Chemical Hygiene Officer Certification Pathway](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/ "Chemical Hygiene Officer Certification Pathway")
The Chemical Hygiene Officer Certification Pathway, or Certified Chemical Hygiene Officer Pathway (CCHO), developed by a Certified National Registry of…
$399.00 Original price was: $399.00.$199.00Current price is: $199.00.
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### [Chemical Hygiene Plan](https://sciencesafety.com/product/chemical-hygiene-plan/ "Chemical Hygiene Plan")
The Chemical Hygiene Plan is committed to managing chemical safety to maintain a safe environment for all employees and students….
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### [Chemical Hygiene Officer and Environmental Hygiene Officer Responsibilities](https://sciencesafety.com/product/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/ "Chemical Hygiene Officer and Environmental Hygiene Officer Responsibilities")
This module is designed for K-12 and higher education educators as well as industry professionals aiming to become certified Chemical…
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### [Chemical Hygiene Plan Review](https://sciencesafety.com/product/chemical-hygiene-plan-review/ "Chemical Hygiene Plan Review")
Science Safety is able to evaluate your existing training programs across your school district to ensure compliance and make suggestions…
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### [Chemical Hygiene Plan Authoring](https://sciencesafety.com/product/chemical-hygiene-plan-authoring/ "Chemical Hygiene Plan Authoring")
Science Safety specialists can help you create a Chemical Hygiene Plan (CHP) that satisfies OSHA requirements for protecting employees from…
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### [Virtual Chemical Hygiene Officer](https://sciencesafety.com/product/virtual-chemical-hygiene-officer/ "Virtual Chemical Hygiene Officer")
Access our Virtual Chemical Hygiene Officer service to elevate your organization’s safety standards and reduce risks. Our annual subscription offers:…
$3,500.00
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---
### [blocked](https://sciencesafety.com/blocked/)
**Published:** September 29, 2025
**Author:** admin2025Open
**Content:**
# Abcess Denied
Something about your activity seems suspicious. Your access has been denied for 5 minutes. You may have tried to login in too many times.
Blocked at: 12:47:17 PM
You have been blocked from accessing this site for five minutes. Please do not refresh this page or access another site page or your time will be extended for another 5 minutes.
**Access available at: 12:52 pm**
If you believe you have been locked in error then please contact support@sciencesafety.com
---
### [Science Safety Main](https://sciencesafety.com/main/)
**Published:** August 28, 2018
**Author:** admin2025Open
**Content:**
# REDUCE RISKS, INCREASE SAFETY, PROTECT LEARNERS
With an expansive catalog of over 250 Safer courses, modules, and pathways, Science Safety’s comprehensive digital academy, the Safer Platform, empowers Education and Industry to build a culture of safety with continuous online Safer Science, Safer Lab, Safer STEM, Safer CTE, Safer Arts, and Safer Cyber training.
**Build a culture of continuous safety and start making your organization Safer today!**
[ EXPLORE FREE SAFER MODULES ](/free-science-safety-steam-safety-and-cte-safety-modules/)
[ LEARN HOW TO BUILD A CULTURE OF SAFETY ](/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/)
[ EXPLORE THE FULL SAFER CATALOG ](/marketplace/)
## The Science of being "SAFER"
##### For Education and Industry
## Who We Serve
Hundreds of organizations across education and industry trust Science Safety to help them[ build a culture of safety through proactive and continuous online learning safety modules](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/ "Building a Culture of Safety through Proactive and Continuous Online Learning Safety Modules").
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
![#image_title]()
## Recognized Leaders in STEAM, CTE and Lab Safety
With decades of safety experience and expertise, our leading content development experts and safety consultants have built the next generation of safety modules and pathways. Build a culture of continuous Safety, Improve safety policies and reduce the potential risk of injuries (and resulting lawsuits) in your organization through verifiable online safety modules and pathways
## Explore Age, Grade and Role Specific Science, STEM, STEAM, CTE, Arts and Lab Safety Modules and Pathways
Built by Educators and Trusted Safety Specialists and designed for busy Professionals (Educators, Administrators, Managers, and Technicians) and student learners. Smaller Modules are combined to make up larger learning pathways, allowing each individual to progress at their own pace within an interactive Professional Development social learning community.
## Safer Science, Safer STEM, Safer STEAM, Safer CTE, Safer Arts, Safer Cyber, Safer Labs
[ EXPLORE THE SAFER CATALOG ](/marketplace/)
## Why Schools and Organizations work with us.
"We needed to create a Chemical Hygiene Officer role at every school within our district, and needed a modular and affordable training solution that allowed us to deploy district wide quickly."
District Leader
"Our schools need to build a culture of safety awareness, so that our teachers and students are well prepared. We needed a comprehensive online platform that was easily accesible and provided our staff, teachers and students with the knowledge they needed."
District Superintendent
"Our school was concerned that our safety manuals were not updated annually, or compliant with OSHA standards and we needed an expert team to review them and provide guidance on modifying them accordingly."
School Chemical Hygiene Officer
"Our school needs just in time learning modules that allow our students to prepare prior to engageing in a STEAM, CTE or Lab activiy.."
Department Chairperson
- Built for Education and Industry
- Safer Science, Safer STEM, Safer CTE
- Safer Arts, Safer Labs, Safer Organizations
- Chemical Hygiene Officer Pathway
- Just in Time Safety Training Modules
- Role based Safety Pathways
- Safety Webinars and Resources
- The Science of Begin Safer
#### Chemical Hygiene Officers
Prepare everyone in your organization for science safety by engaging in online training modules
[ LEARN MORE ](/chemical-hygiene-officer-certification-training/)
#### Lab Supervisors & Techs
Stay compliant by training your staff on topics like safety awareness and facilities, and track their progress.
LEARN MORE
#### School Administrators
Are you a Superintendent, Principal, or another administrator at an organization.
[ LEARN MORE ](/better-steam-cte-for-administrators/)
#### Learners/Students
Prepare students for science safety through engaging online training modules with knowledge checks.
[ LEARN MORE ](/better-lab-safety-for-students/)
#### College Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your certs.
LEARN MORE
#### High School Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your certs.
[ LEARN MORE ](/high-school-educator-safety-training/)
#### Middle School Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your Science Safety certifications.
[ LEARN MORE ](/middle-school-safety-training/)
#### Elementary School Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your certifications
[ LEARN MORE ](/elementary-school-educator-safety-training/)
### Schools & Districts
Stay compliant by training your staff, students, parents, and teachers and track their progress.
LEARN MORE
## Our Foundations
1 Recognized
2 Research-Based
3 Connected
4 Convenient
5 Comprehensive
6 Affordable
7 Collaborative
###### Recognized
### RECOGNIZED LEADERS
IN STEAM, CTE & LAB SAFETY
With decades of safety expertise and experience, our leading safety consultants have built the next generation of Science, STEM Safety (Science, Technology, Engineering. and Math), CTE Safety (Career and Technical Education), Arts Safety, Lab Safety and Cyber Safety modules and pathways.
**We focus on the "Science of being Safer."**
###### Research-Based
### RESEARCH BASED MATERIALS
All safety content is based on protocols and safety standards proposed by local boards of education policy, state and local government laws, rules, and regulations, and professional safety practice associations. All Science Safety Science-related content was reviewed by NSTA’s Chief Safety Compliance Adviser and NSELA’s Safety Compliance Officer.
###### Connected
### ADVANCED
SOCIAL LEARNING COMMUNITY
With hundreds of free resources leveraging decades of safety expertise and experience our credentialed safety advisors have built a leading social learning safety community with access to the next generation of STEAM Safety (Science, Technology, Engineering. Arts, and Math), CTE Safety (Career and Technical Education), Lab Safety and Cyber Safety modules and pathways.
**We focus on the "Science of being Safer."**
###### Convenient
### LEARN AT YOUR OWN PACE
Online, Self-Paced, personalized and presented in modules that can be conveniently completed in short segments throughout your day and on your schedule. Designed for busy professionals because your time is valuable. Improve your overall educational leadership capabilities.
[Learn more](#)
###### Comprehensive
### COMPREHENSIVE ONLINE PLATFORM
With an expansive catalog of over 250 safety courses, modules, and pathways, Science Safety's comprehensive K-20 online digital safety academy empowers schools and organizations with the tools necessary to integrate safety seamlessly into STEAM, CTE, and Lab curricula.
[Learn more](#)
###### Affordable
### COMMUNITY LICENSING
Our Community Licensing packages are affordable and scalable and allow your organization to provide safety learnign capabilities to Educators, Administrators, Technicians, Students and Learners and even parents for one annual price.
[Learn more](#)
###### Collaborative
### COLLABORATIVE CUSTOM APPROACHES
Need something safety specific for your organization? Our team works collaboratively with your school or organization to provide a comprehensive platform along with a suite of specialized safety services. From Document Reviews to custom content development.
## Connect With Us
[ Linkedin ](https://www.linkedin.com/company/sciencesafetyinc) [ X-twitter ](https://twitter.com/saferscience) [ Facebook ](https://www.facebook.com/groups/236994331566624/) [ Youtube ](https://www.youtube.com/watch?v=UtKwB1ItjnU&list=PL5o_Jho1aYxiAcoI9ZAA4u5mOl-EN1PQs) [ Comments ](http://sciencesafety.com)
[ ](tel:8333723372)
##### [ Talk with an Expert 1-833-372-3372 ](tel:8333723372)
---
### [Lab Safety Certification Courses](https://sciencesafety.com/lab-safety-certification-courses/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## Lab Safety | Safer Labs
Lab Safety Modules and pathways.
[Shop](https://sciencesafety.com/marketplace/) > Lab Safety Certification Courses
[](https://sciencesafety.com/product/9th-grade-science-lab-safety-reduce-risks/)
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### [Basic Science Safety Training For Teachers and Staff](https://sciencesafety.com/product/basic-science-safety-training-for-teachers-and-staff/ "Basic Science Safety Training For Teachers and Staff")
This online training pathway is designed for districts and schools seeking to train teachers and staff on science and STEAM…
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### [Biology Lab Equipment](https://sciencesafety.com/product/biology-lab-equipment/ "Biology Lab Equipment")
This online module covers the basic safety protocols related to laboratory equipment that are used to produce valid results in…
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### [C-14 Certificate of Fitness (NYC)](https://sciencesafety.com/product/c-14-certificate-of-fitness-nyc/ "C-14 Certificate of Fitness (NYC)")
All teachers who use laboratories in NYC K-12 schools require a Certificate of Fitness. This online pathway provides all teachers…
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### [Certificate of Fitness D-14 and Certificate of Fitness D-15](https://sciencesafety.com/product/certificate-of-fitness-d-14-and-certificate-of-fitness-d-15/ "Certificate of Fitness D-14 and Certificate of Fitness D-15")
This online course qualifies individuals for meeting the requirements of the Certificate of Fitness D-14 and Certificate of Fitness D-15….
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### [Chemical Inventory Management and Chemical Inventory Safety](https://sciencesafety.com/product/chemical-inventory-management-and-chemical-inventory-safety/ "Chemical Inventory Management and Chemical Inventory Safety")
In this online module, you will learn about chemical inventory management and safety, a process that encompasses identification, management, and…
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This online module on chemical storage will provide teachers and staff with an overview of basic procedures and policies necessary…
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This online module provides teachers and staff with an overview of basic chemical storage procedures and policies to ensure the…
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In this online module, you will learn about Chemistry Lab Accidents and concrete steps to prevent lab emergencies that carry…
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---
### [Lab Technician Safety Courses](https://sciencesafety.com/lab-technician-safety-courses/)
**Published:** May 13, 2024
**Author:** admin2025Open
**Content:**
## Lab Technicians
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### [Lab Safety Awareness for High School & Middle School Administrators](https://sciencesafety.com/product/lab-safety-awareness-for-high-school-and-middle-school-administrators/ "Lab Safety Awareness for High School & Middle School Administrators")
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### [Laboratory Inspections](https://sciencesafety.com/product/laboratory-inspections/ "Laboratory Inspections")
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### [Laboratory Specialists](https://sciencesafety.com/product/science-laboratory-specialists/ "Laboratory Specialists")
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### [Sanitizing Equipment](https://sciencesafety.com/product/sanitizing-equipment/ "Sanitizing Equipment")
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### [Universal Design and Lab Safety](https://sciencesafety.com/product/universal-design-and-lab-safety/ "Universal Design and Lab Safety")
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### [Ventilation and Chemistry Labs Safety](https://sciencesafety.com/product/ventilation-and-chemistry-labs-safety/ "Ventilation and Chemistry Labs Safety")
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### [Ventilation Strategies](https://sciencesafety.com/product/ventilation-strategies/ "Ventilation Strategies")
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### [Virtual Chemical Hygiene Officer](https://sciencesafety.com/product/virtual-chemical-hygiene-officer/ "Virtual Chemical Hygiene Officer")
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---
### [Science Department Heads](https://sciencesafety.com/science-department-heads/)
**Published:** September 5, 2025
**Author:** admin2025Open
**Content:**
## Science Department Heads
Science Safety and Lab Safety learning modules are critical for organizations experimenting or working with chemicals, materials, and other potentially hazardous substances.
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### [Aerospace and Safety](https://sciencesafety.com/product/aerospace-and-safety/ "Aerospace and Safety")
In this online module on aerospace and safety, teachers will learn about rockets, and the caution required when using compressed…
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This online module covers the basic safety protocols related to laboratory equipment that are used to produce valid results in…
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### [Chemical Spills](https://sciencesafety.com/product/chemical-spills-and-safety/ "Chemical Spills")
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### [Chemistry Lab Accidents](https://sciencesafety.com/product/chemistry-lab-accidents/ "Chemistry Lab Accidents")
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### [Chemistry Lab Safety for Students](https://sciencesafety.com/product/chemistry-lab-safety-students/ "Chemistry Lab Safety for Students")
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### [Chemistry Safety for Educators Pathway](https://sciencesafety.com/product/chemistry-educators-safety-pathway/ "Chemistry Safety for Educators Pathway")
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### [Duty of Care](https://sciencesafety.com/product/duty-of-care/ "Duty of Care")
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### [Evaluating Risk in the Science Classroom](https://sciencesafety.com/product/evaluating-risk-in-the-science-classroom/ "Evaluating Risk in the Science Classroom")
In this online module, you will be evaluating risk, thinking about the relative hazards for any class of compounds you…
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### [Eye Protection](https://sciencesafety.com/product/eye-protection-in-k-12-sciences-classes/ "Eye Protection")
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### [Fire Safety in the Science Lab](https://sciencesafety.com/product/fire-safety-in-the-science-lab/ "Fire Safety in the Science Lab")
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### [Forensics and Biotechnology Safety](https://sciencesafety.com/product/forensics-and-biotechnology-safety/ "Forensics and Biotechnology Safety")
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### [General Safety Protocols for High School Science Educators](https://sciencesafety.com/product/general-safety-protocols-for-high-school-science-educators/ "General Safety Protocols for High School Science Educators")
This pathway provides High School science educators with an overview of basic procedures and policies necessary to support safety in…
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In this online Global Harmonized System Training (GHS) module, you will learn about the GHS and how chemical hazards are…
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### [Green Chemistry](https://sciencesafety.com/product/green-chemistry/ "Green Chemistry")
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### [Heat Sources](https://sciencesafety.com/product/heat-sources/ "Heat Sources")
This online module will discuss the use of heating sources in the laboratory and how these heat sources are the…
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### [High School Science Safety Awareness for Department Chairs](https://sciencesafety.com/product/secondary-science-department-chair-high-school-2/ "High School Science Safety Awareness for Department Chairs")
This online pathway is for high school science department chairs who want to develop a safety culture in their science…
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---
### [Science Safety Certification Courses](https://sciencesafety.com/science-safety-certification-courses/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## SCIENCE SAFETY
SAFER SCIENCE
Science Safety and Lab Safety learning modules are critical for organizations experimenting or working with chemicals, materials, and other potentially hazardous substances.
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### [AP Biology Safety for Educators](https://sciencesafety.com/product/ap-biology-and-safety/ "AP Biology Safety for Educators")
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### [Basic Science Safety Training For Teachers and Staff](https://sciencesafety.com/product/basic-science-safety-training-for-teachers-and-staff/ "Basic Science Safety Training For Teachers and Staff")
This online training pathway is designed for districts and schools seeking to train teachers and staff on science and STEAM…
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In this online module, you will develop a deeper understanding of safety issues and protocols related to biological waste, including…
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This online module covers the basic safety protocols related to laboratory equipment that are used to produce valid results in…
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This online module will teach you how to evaluate and safely handle chemical spills in your laboratory….
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### [Chemistry Lab Accidents](https://sciencesafety.com/product/chemistry-lab-accidents/ "Chemistry Lab Accidents")
In this online module, you will learn about Chemistry Lab Accidents and concrete steps to prevent lab emergencies that carry…
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This online module provides high school chemistry lab safety for students with an overview of basic procedures and policies necessary…
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---
### [Science Supervisors](https://sciencesafety.com/science-supervisors/)
**Published:** September 5, 2025
**Author:** admin2025Open
**Content:**
## Science Supervisors
Science Safety and Lab Safety learning modules are critical for organizations experimenting or working with chemicals, materials, and other potentially hazardous substances.
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### [Evaluating Risk in the Science Classroom](https://sciencesafety.com/product/evaluating-risk-in-the-science-classroom/ "Evaluating Risk in the Science Classroom")
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### [Eye Protection](https://sciencesafety.com/product/eye-protection-in-k-12-sciences-classes/ "Eye Protection")
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### [Fire Safety in the Science Lab](https://sciencesafety.com/product/fire-safety-in-the-science-lab/ "Fire Safety in the Science Lab")
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### [Forensics and Biotechnology Safety](https://sciencesafety.com/product/forensics-and-biotechnology-safety/ "Forensics and Biotechnology Safety")
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---
### [STEAM Certification Courses](https://sciencesafety.com/steam-certification-courses/)
**Published:** December 7, 2021
**Author:** admin2025Open
**Content:**
## Safer STEAM
Safer Science Technology Engineering Arts and math.
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### [Bloodborne Pathogens](https://sciencesafety.com/product/bloodborne-pathogens/ "Bloodborne Pathogens")
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### [Building a Culture of Safety with Online Learning](https://sciencesafety.com/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/ "Building a Culture of Safety with Online Learning")
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### [Chemical Demonstration Videos](https://sciencesafety.com/product/chemistry-demonstration-videos-and-safety/ "Chemical Demonstration Videos")
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### [Chemical Hazards and Safety](https://sciencesafety.com/product/chemical-hazards-and-safety/ "Chemical Hazards and Safety")
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### [Chemical Hygiene Officer and Environmental Hygiene Officer Responsibilities](https://sciencesafety.com/product/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/ "Chemical Hygiene Officer and Environmental Hygiene Officer Responsibilities")
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### [Chemical Inventory Management and Chemical Inventory Safety](https://sciencesafety.com/product/chemical-inventory-management-and-chemical-inventory-safety/ "Chemical Inventory Management and Chemical Inventory Safety")
In this online module, you will learn about chemical inventory management and safety, a process that encompasses identification, management, and…
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### [Chemical Storage](https://sciencesafety.com/product/chemical-storage-and-safety/ "Chemical Storage")
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### [Art Safety Certification Courses](https://sciencesafety.com/art-safety-certification-courses/)
**Published:** May 10, 2020
**Author:** admin2025Open
**Content:**
## Art Safety
With Cybersecurity Safety Modules and Safer Cyber training your school or organization can minimize exposure to cyberattacks.
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### [Ceramic Safety](https://sciencesafety.com/product/ceramic-safety/ "Ceramic Safety")
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### [Hazard Waste Management and the Visual Arts](https://sciencesafety.com/product/hazard-waste-management-and-the-visual-arts/ "Hazard Waste Management and the Visual Arts")
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### [Health and Safety Programs and the Visual Arts](https://sciencesafety.com/product/health-and-safety-programs-and-the-visual-arts/ "Health and Safety Programs and the Visual Arts")
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### [Visual Arts Safety For Educators](https://sciencesafety.com/product/visual-arts-safety-for-educators-pathway/ "Visual Arts Safety For Educators")
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### [Visual Arts Safety For Students Pathway](https://sciencesafety.com/product/visual-arts-safety-for-students-2/ "Visual Arts Safety For Students Pathway")
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---
### [CTE Safety Certification Courses](https://sciencesafety.com/cte-safety-certification-courses/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## Safer CTE
Safety modules and pathways for Career and Technical education and training.
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### [Bandsaw Safety](https://sciencesafety.com/product/bandsaw-safety/ "Bandsaw Safety")
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This online pathway for CTE department chairs, will provide a comprehensive understanding of the hazards that exist in the metal…
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### [CTE Safety Student Safety Training (Senior High Schools)](https://sciencesafety.com/product/cte-safety-student-safety-training-senior-high-schools-2/ "CTE Safety Student Safety Training (Senior High Schools)")
This online pathway is designed to help CTE high school students better understand the various best practices that support safer…
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### [CTE Student Safety for Woodshop – Construction Lab Pathway](https://sciencesafety.com/product/cte-student-safety-for-woodshop-construction-lab-pathway/ "CTE Student Safety for Woodshop - Construction Lab Pathway")
In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer…
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### [CTE Student Safety Metal Shop Pathway](https://sciencesafety.com/product/cte-student-safety-metal-shop-pathway/ "CTE Student Safety Metal Shop Pathway")
In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer…
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### [Cutters and Cutter Safety](https://sciencesafety.com/product/cutters-and-cutter-safety/ "Cutters and Cutter Safety")
In this online module, educators will learn about cutter tools and cutter safety and how to use them more safely….
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### [Drill Press](https://sciencesafety.com/product/drill-press-safety/ "Drill Press")
In this online module, you will learn about drill press safety, related risks, and best practices when using the press…
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### [General Woodshop Safety](https://sciencesafety.com/product/general-woodshop-safety/ "General Woodshop Safety")
There are safety concerns in the wood shop resulting from the equipment, tools, and raw materials used, as well as…
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### [General Workshop Safety Pathway](https://sciencesafety.com/product/general-workshop-safety/ "General Workshop Safety Pathway")
This online pathway is designed to provide middle and high school educators with a thorough understanding of the various safety…
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### [Ground Fault Circuit Interrupter Safety – GFCI Safety](https://sciencesafety.com/product/ground-fault-circuit-interrupter-safety-gfci-safety/ "Ground Fault Circuit Interrupter Safety - GFCI Safety")
In this online module on Ground Fault Circuit Interrupter Safety, you will learn how a ground fault circuit interrupter (GFCI)…
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### [Hand Tools and Safety](https://sciencesafety.com/product/hand-tools-and-safety/ "Hand Tools and Safety")
In this online module, you will learn about the different types of hand tools, how to use and select them,…
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### [Hazards Working Around Machines](https://sciencesafety.com/product/hazards-working-around-machines/ "Hazards Working Around Machines")
In this online module you will learn about hazards associated with working near or on machinery and how hazards vary…
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### [Hearing Protection](https://sciencesafety.com/product/hearing-protection/ "Hearing Protection")
There’s a lot you can do to protect your hearing when you’re using loud tools. You’re already wearing eye protection…
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### [Hot Glue Guns](https://sciencesafety.com/product/hot-glue-guns/ "Hot Glue Guns")
The use of glue guns is common in schools and many homes. These are not simple tools since they are…
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### [Jointers and Planers](https://sciencesafety.com/product/jointers-and-planers/ "Jointers and Planers")
In this online CTE module, you will learn about safety issues related to jointers and planers and how to communicate…
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### [Laser Cutters](https://sciencesafety.com/product/laser-cutters/ "Laser Cutters")
In this online module, you will learn about how to do laser cutting as a teaching tool safely. Laser cutting…
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### [Machine Guarding](https://sciencesafety.com/product/machine-guarding/ "Machine Guarding")
In this online module, you will explore the science of safety regarding equipment guarding as it applies to employees under…
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### [Metal Cut Off Saw](https://sciencesafety.com/product/metal-cut-off-saw/ "Metal Cut Off Saw")
In this online CTE module, you will learn about safety issues related to metal cut off saws….
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### [Metal Drilling](https://sciencesafety.com/product/metal-drilling/ "Metal Drilling")
In this online CTE module, you will learn about safety issues related to metal drilling….
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### [Metalworking and Foundry Safety](https://sciencesafety.com/product/metalworking-and-foundry-safety/ "Metalworking and Foundry Safety")
Metalworking has real-world applications in every aspect of our community. In this online module, you will develop an understanding of…
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### [Metalworking Safety for Educators](https://sciencesafety.com/product/metalworking-safety-pathway/ "Metalworking Safety for Educators")
This online pathway is designed to help educators thoroughly understand safety concerns and issues related to metalworking. Metalworking is the…
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### [MIG Welding](https://sciencesafety.com/product/mig-welding/ "MIG Welding")
In this online CTE module, you will learn about safety issues related to MIG welding….
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### [Miter Saws](https://sciencesafety.com/product/miter-saws/ "Miter Saws")
In this online CTE module, you will learn about safety issues related to miter saws….
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### [Plasma Cutting](https://sciencesafety.com/product/plasma-cutting/ "Plasma Cutting")
In this online module, you will develop an awareness of plasma cutting technology and its safety applications in the school…
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### [Portable Grinders](https://sciencesafety.com/product/portable-grinders/ "Portable Grinders")
In this online module, you will explore safety practices associated with portable grinders, abrasive disks, or cutting wheels and the…
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### [Power Tool Safety](https://sciencesafety.com/product/power-tool-safety/ "Power Tool Safety")
In this online module, you will learn about power tool safety and risks that can occur both in the lab…
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### [Powered Hand Drills](https://sciencesafety.com/product/powered-hand-drills/ "Powered Hand Drills")
In this online module, you will learn about safety issues related to powered hand tools….
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### [PPE and Welding](https://sciencesafety.com/product/ppe-and-welding/ "PPE and Welding")
Welding has inherent risks and associated hazards resulting from the use of tools, equipment, metals, and the possible fumes created. …
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### [Pre-Service CTE High School Teachers Pathway](https://sciencesafety.com/product/pre-service-teachers-and-safety-pathway/ "Pre-Service CTE High School Teachers Pathway")
This online pathway is for CTE pre-service high school educators and provides a thorough understanding of the various best practices…
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### [Pre-Service CTE Safety for Educators](https://sciencesafety.com/product/cte-pre-service-safety-educators-pathway/ "Pre-Service CTE Safety for Educators")
This online learning certificate pathway package is for CTE pre-service educators with a thorough understanding of the various best practices…
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### [Push Sticks](https://sciencesafety.com/product/push-sticks/ "Push Sticks")
In this module, you will learn about safety issues related to push sticks….
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### [Radial Arm Saws](https://sciencesafety.com/product/radial-arm-saws/ "Radial Arm Saws")
In this online module, you will learn about safety issues related to radial arm saws….
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### [Remote CTE Teaching](https://sciencesafety.com/product/remote-cte-teaching/ "Remote CTE Teaching")
This online module focuses on the CTE transition to remote teaching models. You will learn about the challenges teachers face…
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### [Remote CTE Teaching Pathway](https://sciencesafety.com/product/remote-cte-teaching-pathway-2/ "Remote CTE Teaching Pathway")
This online pathway is designed to provide a thorough understanding of the various best practices that support safer remote CTE…
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### [Rocks and Minerals Safety](https://sciencesafety.com/product/rocks-and-minerals-safety/ "Rocks and Minerals Safety")
Rocks and minerals are found in most schools and are used to illustrate the various geologic processes for students exploring…
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### [Sanders](https://sciencesafety.com/product/sanders/ "Sanders")
In this online module, you will explore sanders, their associated hazards, and strategies to minimize those concerns through a combination…
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### [School Administration and CTE Safety Pathway](https://sciencesafety.com/product/school-administration-and-cte-safety-pathway/ "School Administration and CTE Safety Pathway")
This online pathway is designed to give school administration a thorough understanding of the best practices supporting CTE safety for…
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### [Shapers and Shaper Safety](https://sciencesafety.com/product/shapers-and-shaper-safety/ "Shapers and Shaper Safety")
In this module, you will explore shapers, the associated hazards, and strategies to minimize those concerns through a combination of…
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### [Table Saws](https://sciencesafety.com/product/table-saws/ "Table Saws")
In this module, you will explore table saws, the associated hazards, and strategies to minimize those concerns through a combination…
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### [Welding Fumes and Gases Safety](https://sciencesafety.com/product/welding-fumes-and-gases-safety/ "Welding Fumes and Gases Safety")
In this module, you will explore welding fumes and gases, the associated hazards, risks, and strategies to minimize those concerns…
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### [Welding Safety](https://sciencesafety.com/product/welding-safety/ "Welding Safety")
In this module, you will explore welding technology, the associated hazards, risks, and strategies to minimize those concerns through a…
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### [Welding Ventilation](https://sciencesafety.com/product/welding-ventilation-safety/ "Welding Ventilation")
In this module, you will explore welding ventilation, the associated hazards, risks, and strategies to minimize those concerns through a…
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### [WHMIS 2015 Training For Workers](https://sciencesafety.com/product/whmis-2015-training-for-workers/ "WHMIS 2015 Training For Workers")
This online module for WHMIS 2015 training for workers is designed to help you pprepare to participate in a safer…
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### [Wood Dust](https://sciencesafety.com/product/wood-dust-safety/ "Wood Dust")
In this online module, you will explore wood dust risks, the associated hazards, and strategies to minimize those concerns through…
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### [Wood Turning Lathes](https://sciencesafety.com/product/wood-turning-lathes/ "Wood Turning Lathes")
In this online module, you will explore wood turning lathes risks, the associated hazards, and strategies to minimize those concerns…
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### [Woodshop Safety for Educators Pathway](https://sciencesafety.com/product/woodshop-construction-lab-safety-pathway-cte/ "Woodshop Safety for Educators Pathway")
For Woodshop/Construction Lab teachers who want to learn how to develop a safety awareness culture around their programs. This online…
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---
### [Teachers](https://sciencesafety.com/teachers/)
**Published:** September 5, 2025
**Author:** admin2025Open
**Content:**
## Teachers
With Cybersecurity Safety Modules and Safer Cyber training your school or organization can minimize exposure to cyberattacks.
---
### [Facility Directors](https://sciencesafety.com/facility-directors/)
**Published:** September 5, 2025
**Author:** admin2025Open
**Content:**
## Facility Directors
With Cybersecurity Safety Modules and Safer Cyber training your school or organization can minimize exposure to cyberattacks.
---
### [Middle School Safety Training](https://sciencesafety.com/middle-school-safety-training/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## MIDDLE SCHOOL STEAM, CTE & LAB SAFETY PATHWAYS
To reduce their liability and protect students, Middle School Educators, Staff, and Students must know the safety measures related to curricula, activities, tools, and materials and how they relate to the schools’ Duty of Care to build safety awareness and provide safe environments in schools, for science, technology, engineering, arts, and math (STEAM Safety), career and technical education (CTE Safety), and Lab Safety.
Educators must be aware how safety measures relate to Duty of Care to reduce their personal liability.
Educators are the key to building safety awareness and providing safe environments in schools.
Science Safety is helping make schools safer by providing safety training to thousands of educators.
### About Middle School Educator Pathways
Online training pathways for Middle School Educators are designed to take educators of all levels—from newcomer to experienced —and equip them with the knowledge and skills they need to make their classrooms and schools safer.
##### Whats included?
- 100% Online Training
- Aligned to Best Practices
- Aligned to Compliance/Legal
- Multiple Modules with Micro-Credentials
- Professional Certificates
- Verifiable Completion Certificate
- Community Engagement and Support
## [Access and Equity Safety for Educators](https://sciencesafety.com/product/access-and-equity-pathway/)
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
Online | 7 Modules | 3.5 Hours to Complete | 7 Microcredentials | 1 Professional Certificate
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## [Biology Safety for Educators](https://sciencesafety.com/product/biology-teacher-safety-pathway/)
Provides biology educators with an overview of basic procedures and policies necessary to support safety in their classrooms. In this pathway we investigate common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
Online | 15 Modules | 7 Hours to Complete | 15 Microcredentials | 1 Professional Certificate
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## [Chemical Hygiene Officer Safety](https://sciencesafety.com/product/chemical-hygiene-officer-environmental-hygiene-officer-pathway/)
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## [Chemistry Safety for Educators](https://sciencesafety.com/product/chemistry-educators-safety-pathway/)
This pathway package includes an overview of basic procedures and policies necessary to support safety in their classrooms with special attention to common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
Online | 32 Modules | 17.5 Hours to Complete | 32 Microcredentials | 1 Professional Certificate
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## [Compliance and Regulatory Safety Awareness for Educators](https://sciencesafety.com/product/annual-safety-training-mandatory-compliance-and-regulatory-awareness-pathway/)
For all educators and administrators in the school district who want to learn about common annual safety training mandatory compliance and regulatory topics.
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## [CTE Safety Awareness for Department Chairs](https://sciencesafety.com/product/cte-safety-for-department-chairs)
For middle and high school CTE Department Chairs who want to build a safety culture in their school and classroom, focusing on the safer professional practices for CTE equipment, apparatus, instruments and their intended usage.
Online | 36 Modules | 18 Hours to Complete | 36 Microcredentials | 1 Professional Certificate
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## [CTE Safety for Middle and High School Educators](https://sciencesafety.com/product/cte-safety-awareness-pathway/)
For middle and high school CTE educators who want to learn how to provide a comprehensive understanding of the hazards that exist in the metal and wood shops/construction labs, as well as in the STEM fab labs.
Online | 36 Modules | 18 Hours to Complete | 36 Microcredentials | 1 Professional Certificate
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Provides educators who teach Earth Sciences with an overview of basic procedures and policies necessary to support safety in their classrooms. In this Pathway we will investigate topics related to lab safety with attention to specific equipment.
Online | 7 Modules | 5 Hours to Complete | 7 Microcredentials | 1 Professional Certificate
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## [Environmental Hygiene Officer Safety](https://sciencesafety.com/product/environmental-hygiene-officer-safety-pathway/)
For Environmental Health Officers who are required to provide technical guidance in developing and implementing the provisions of the Chemical Hygiene Plan for their school or school district.
Online | 22 Modules | 10.5 Hours to Complete | 22 Microcredentials | 1 Professional Certificate
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## [Fire Safety for Educators](https://sciencesafety.com/product/fire-safety-for-k-12-pathway/)
Provides K-12 general science educators with an overview of basic procedures and policies necessary to support safety in their classrooms, with focus on prevention.
Online | 6 Modules | 4 Hours to Complete | 6 Microcredentials | 1 Professional Certificate
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## [GHS Certification Training for Educators](https://sciencesafety.com/product/ghs-certification-training-for-k-12-teachers-pathway/)
For K-12 Educators to learn about the Globally Harmonized System of Classification (GHS) and how hazards are classified and communicated through the use of labels and safety data sheets.
Online | 5 Modules | 1 Hour to Complete | 5 Microcredentials | 1 Professional Certificate
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## [Health and Safety For Educators](https://sciencesafety.com/product/health-and-safety-pathway/)
For K-12 Educators and Administrators to develop a deeper understanding of health and safety risks in their schools.
Online | 10 Modules | 6 Hours to Complete | 10 Microcredentials | 1 Professional Certificate
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## [Makerspaces Safety for Middle School Educators](https://sciencesafety.com/product/makerspaces-for-middle-school-educators-pathway/)
For Middle School educators who engage with makerspaces. This training is a careful review of the processes, development of safety procedures, and use of exposure control devices are important to ensure a safer makerspaces.
Online | 33 Modules | 16 Hours to Complete | 33 Microcredentials | 1 Professional Certificate
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## [Metalworking Safety for Educators](https://sciencesafety.com/product/metalworking-safety-pathway/)
This pathway is designed to provide a thorough understanding of the various safety concerns and issues that exist in Metalworking.
Online | 17 Modules | 14 Hours to Complete | 17 Microcredentials | 1 Professional Certificate
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## [Science & STEM Safety for New Middle School Educators](https://sciencesafety.com/product/science-stem-safety-for-new-middle-school-educators/)
For new Middle School educators to develop a deeper understanding of general safety and specific topics, such labs and makerspaces.
Online | 19 Modules | 12 Hours to Complete | 19 Microcredentials | 1 Professional Certificate
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## [Visual Arts Safety for Educators](https://sciencesafety.com/product/visual-arts-safety-for-educators-pathway/)
For Visual Arts educators to develop a deeper understanding of how to clean up materials, paints/solvents, metal shavings or process rinse waters may fall into the hazardous waste management category. Painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
Online | 11 Modules | 2.5 Hours to Complete | 11 Microcredentials | 1 Professional Certificate
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## [Woodshop Safety for Educators](https://sciencesafety.com/product/woodshop-construction-lab-safety-pathway-cte/)
For Woodshop/Construction Lab educators who want to learn how to develop a safety awareness culture around their programs. This pathway was designed with an intimate understanding of the safety concerns and hazards that exist within typical wood shops in secondary schools.
Online | 11 Modules | 6 Hours to Complete | 11 Microcredentials | 1 Professional Certificate
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---
### [High School Safety Training](https://sciencesafety.com/high-school-educator-safety-training/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## HIGH SCHOOL STEAM, CTE & LAB SAFETY PATHWAYS
To reduce their liability, and protect students High School Educators, Staff and Students must know the safety measures related to curricula, activities, tools, and materials and how they relate to the schools Duty of Care, in order to build safety awareness and provide safe environments in schools, for science, technology, engineering, arts, and math (STEAM Safety), career and technical education (CTE Safety), and Lab Safety. **Learn Your Responsibility and Explore the Free Duty of Care Module for FREE**
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### About High School Educator Pathways
Online training pathways for High School Educators are designed to take educators of all levels—from newcomer to experienced —and equip them with the knowledge and skills they need to make their classrooms and schools safer.
##### Whats included?
- 100% Online Training
- Aligned to Best Practices
- Aligned to Compliance/Legal
- Multiple Modules with Micro-Credentials
- Professional Certificates
- Verifiable Completion Certificate
- Community Engagement and Support
## [Access and Equity Safety for Educators](https://sciencesafety.com/product/access-and-equity-pathway/)
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
Online | 7 Modules | 3.5 Hours to Complete | 7 Microcredentials | 1 Professional Certificate
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## [AP Biology Safety for Educators](https://sciencesafety.com/product/ap-biology-and-safety)
Provides AP Biology educators with an overview of basic procedures and policies necessary to support safety in their classrooms. In this pathway we investigate common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
Online | 15 Modules | 7 Hours to Complete | 15 Microcredentials | 1 Professional Certificate
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## [AP Chemistry Safety for Educators](https://sciencesafety.com/product/ap-chemistry-safety-for-educators)
This pathway includes an overview of basic procedures and policies necessary to support safety in their classrooms with special attention to common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
Online | 32 Modules | 17.5 Hours to Complete | 32 Microcredentials | 1 Professional Certificate
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## [Biology Safety for Educators](https://sciencesafety.com/product/biology-teacher-safety-pathway/)
Provides biology educators with an overview of basic procedures and policies necessary to support safety in their classrooms. In this pathway we investigate common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
Online | 15 Modules | 7 Hours to Complete | 15 Microcredentials | 1 Professional Certificate
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For Chemical Hygiene Officers who are required to provide technical guidance in developing and implementing the provisions of the Chemical Hygiene Plan for their school or school district.
Online | 22 Modules | 10.5 Hours to Complete | 22 Microcredentials | 1 Professional Certificate
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## [Chemistry Safety for Educators](https://sciencesafety.com/product/chemistry-educators-safety-pathway/)
This pathway package includes an overview of basic procedures and policies necessary to support safety in their classrooms with special attention to common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
Online | 32 Modules | 17.5 Hours to Complete | 32 Microcredentials | 1 Professional Certificate
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For all educators and administrators in the school district who want to learn about common annual safety training mandatory compliance and regulatory topics.
Online | 17 Modules | 17 Hours to Complete | 17 Microcredentials | 1 Professional Certificate
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## [CTE Safety Awareness for Department Chairs](https://sciencesafety.com/product/cte-safety-for-department-chairs)
For middle and high school CTE Department Chairs who want to build a safety culture in their school and classroom, focusing on the safer professional practices for CTE equipment, apparatus, instruments and their intended usage.
Online | 36 Modules | 18 Hours to Complete | 36 Microcredentials | 1 Professional Certificate
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For middle and high school CTE educators who want to learn how to provide a comprehensive understanding of the hazards that exist in the metal and wood shops/construction labs, as well as in the STEM fab labs.
Online | 36 Modules | 18 Hours to Complete | 36 Microcredentials | 1 Professional Certificate
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Provides educators who teach Earth Sciences with an overview of basic procedures and policies necessary to support safety in their classrooms. In this Pathway we will investigate topics related to lab safety with attention to specific equipment.
Online | 7 Modules | 5 Hours to Complete | 7 Microcredentials | 1 Professional Certificate
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## [Environmental Hygiene Officer Safety](https://sciencesafety.com/product/environmental-hygiene-officer-safety-pathway/)
For Environmental Health Officers who are required to provide technical guidance in developing and implementing the provisions of the Chemical Hygiene Plan for their school or school district.
Online | 22 Modules | 10.5 Hours to Complete | 22 Microcredentials | 1 Professional Certificate
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## [Fire Safety for Educators](https://sciencesafety.com/product/fire-safety-for-k-12-pathway/)
Provides K-12 general science educators with an overview of basic procedures and policies necessary to support safety in their classrooms, with focus on prevention.
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Provides 9th and 10th grade general science educators with an overview of basic procedures and policies necessary to support safety in their classrooms
Online | 13 Modules | 5 Hours to Complete | 13 Microcredentials | 1 Professional Certificate
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Provides High School science educators with an overview of basic procedures and policies necessary to support safety in their classrooms
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## [GHS Certification Training for Educators](https://sciencesafety.com/product/ghs-certification-training-for-k-12-teachers-pathway/)
For K-12 Educators to learn about the Globally Harmonized System of Classification (GHS) and how hazards are classified and communicated through the use of labels and safety data sheets.
Online | 5 Modules | 1 Hour to Complete | 5 Microcredentials | 1 Professional Certificate
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## [Health and Safety For Educators](https://sciencesafety.com/product/health-and-safety-pathway/)
For K-12 Educators and Administrators to develop a deeper understanding of health and safety risks in their schools.
Online | 10 Modules | 6 Hours to Complete | 10 Microcredentials | 1 Professional Certificate
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For High School educators who engage with makerspaces. This training is a careful review of the processes, development of safety procedures, and use of exposure control devices are important to ensure a safer makerspaces.
Online | 33 Modules | 16 Hours to Complete | 33 Microcredentials | 1 Professional Certificate
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## [Metalworking Safety for Educators](https://sciencesafety.com/product/metalworking-safety-pathway/)
This pathway is designed to provide a thorough understanding of the various safety concerns and issues that exist in Metalworking.
Online | 17 Modules | 14 Hours to Complete | 17 Microcredentials | 1 Professional Certificate
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## [Science & STEM Safety for New High School Educators](https://sciencesafety.com/product/new-high-school-science-and-stem-teachers-pathway/)
For new High School educators to develop a deeper understanding of general safety and specific topics, such labs and makerspaces.
Online | 19 Modules | 12 Hours to Complete | 19 Microcredentials | 1 Professional Certificate
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## [Visual Arts Safety for Educators](https://sciencesafety.com/product/visual-arts-safety-for-educators-pathway/)
For Visual Arts educators to develop a deeper understanding of how to clean up materials, paints/solvents, metal shavings or process rinse waters may fall into the hazardous waste management category. Painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
Online | 11 Modules | 2.5 Hours to Complete | 11 Microcredentials | 1 Professional Certificate
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## [Woodshop Safety for Educators](https://sciencesafety.com/product/woodshop-construction-lab-safety-pathway-cte/)
For Woodshop/Construction Lab educators who want to learn how to develop a safety awareness culture around their programs. This pathway was designed with an intimate understanding of the safety concerns and hazards that exist within typical wood shops in secondary schools.
Online | 11 Modules | 6 Hours to Complete | 11 Microcredentials | 1 Professional Certificate
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---
### [Dashboard](https://sciencesafety.com/my-dashboard/)
**Published:** October 7, 2021
**Author:** admin2025Open
**Content:**
[wpterms id="25120"]
If you received an enrollment code from your school, or district, click below to go to the code enrollment page.
[ I have an enrollment code ](https://sciencesafety.com/enrollment-code/)
You are not logged in.
[ View all of My Modules ](/my-modules/)
You are not logged in.
[Explore Forums](https://sciencesafety.com/forums)
[ 
## Shop
Discover Modules and Pathways.
](https://sciencesafety.com/marketplace/)
[ 
## Forums
Participate in discussions.
](/forums/)
[ 
## Groups
Engage with the community.
](/groups/)
---
### [Register Validate](https://sciencesafety.com/register-validate/)
**Published:** September 22, 2025
**Author:** admin2025Open
**Content:**
# Your almost there!
---
### [Free Science Safety, STEAM Safety, and CTE Safety Modules](https://sciencesafety.com/free-science-safety-steam-safety-and-cte-safety-modules/)
**Published:** May 13, 2024
**Author:** admin2025Open
**Content:**
## FREE SAFER MODULES
Enjoy free safety modules for Safer Science, Safer Stem, Safer Arts, Safer Cyber and Safer Labs. Free offerings are seasonal allowing your school or organization to get started with critical safety modules.
**Start making your school or organization Safer with free Safer modules.**
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### [3D Printing](https://sciencesafety.com/product/3d-printing/ "3D Printing")
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### [Building a Culture of Safety with Online Learning](https://sciencesafety.com/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/ "Building a Culture of Safety with Online Learning")
This module is designed to help schools and organizations build a robust culture of safety by leveraging proactive and continuous…
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### [Certificate of Fitness D-14 and Certificate of Fitness D-15](https://sciencesafety.com/product/certificate-of-fitness-d-14-and-certificate-of-fitness-d-15/ "Certificate of Fitness D-14 and Certificate of Fitness D-15")
This online course qualifies individuals for meeting the requirements of the Certificate of Fitness D-14 and Certificate of Fitness D-15….
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### [Chemical Handling and Waste Management Safety](https://sciencesafety.com/product/chemical-handling-and-waste-management-safety/ "Chemical Handling and Waste Management Safety")
In this online module, you will learn about chemical handling and waste management safety and how to minimize waste, handle…
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### [Chemistry Lab Accidents](https://sciencesafety.com/product/chemistry-lab-accidents/ "Chemistry Lab Accidents")
In this online module, you will learn about Chemistry Lab Accidents and concrete steps to prevent lab emergencies that carry…
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### [Class Size and Safety](https://sciencesafety.com/product/class-size-and-safety/ "Class Size and Safety")
This online module covers how class size affects safety in science labs. To maintain a safer working environment in a…
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### [Cyberbullying](https://sciencesafety.com/product/cyberbullying/ "Cyberbullying")
This online module helps you develop a deeper understanding of cyberbullying and describes how schools may take action, either as…
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### [Cybersecurity and Schools: Best Practices](https://sciencesafety.com/product/cybersecurity-and-schools-best-practices/ "Cybersecurity and Schools: Best Practices")
This online module on cybersecurity and schools will discuss best practices for safeguarding schools against various cyber threats and cyberattacks….
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### [Duty of Care](https://sciencesafety.com/product/duty-of-care/ "Duty of Care")
In this online module, we explore how school staff and school or district leaders (supervisors/administrators) are required to actively anticipate…
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### [Get Started with Science Safety](https://sciencesafety.com/product/getting-started-with-science-safety/ "Get Started with Science Safety")
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### [Hacked Emails](https://sciencesafety.com/product/hacked-emails/ "Hacked Emails")
This online module will discuss how to protect yourself from having your emails hacked, signs that you’ve opened hacked emails,…
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### [Hazard Waste Management and the Visual Arts](https://sciencesafety.com/product/hazard-waste-management-and-the-visual-arts/ "Hazard Waste Management and the Visual Arts")
In this online module, you will learn about risks and safety issues related to Hazard Waste Management and the Visual…
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### [Hot Glue Guns](https://sciencesafety.com/product/hot-glue-guns/ "Hot Glue Guns")
The use of glue guns is common in schools and many homes. These are not simple tools since they are…
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### [Lab Safety Awareness for High School and Middle School Educators Pathway](https://sciencesafety.com/product/lab-safety-awareness-for-high-school-and-middle-school-educators/ "Lab Safety Awareness for High School and Middle School Educators Pathway")
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### [Malware Safety](https://sciencesafety.com/product/malware-safety/ "Malware Safety")
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### [Methanol Safety](https://sciencesafety.com/product/methanol-safety/ "Methanol Safety")
In this online module, you will learn about safety issues related to Methanol, a toxic alcohol that is used industrially…
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### [Microscopes and Microscope Safety](https://sciencesafety.com/product/microscopes-and-microscope-safety/ "Microscopes and Microscope Safety")
In this online module, you will learn about the proper use of microscopes and how they should be reviewed with…
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### [Password Security](https://sciencesafety.com/product/password-security/ "Password Security")
In this online module, you will learn how password security is the first defense against unauthorized access to your computer…
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### [Personal Protective Equipment (PPE)](https://sciencesafety.com/product/personal-protective-equipment-ppe/ "Personal Protective Equipment (PPE)")
This online module will teach you how to protect yourself and your students with proper Personal Protective Equipment (PPE). Commonly…
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### [Phishing Attacks](https://sciencesafety.com/product/phishing-attacks/ "Phishing Attacks")
In this online module, you will learn about phishing attacks, which occur when attackers send scam emails (or text messages)…
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### [Public Wifi Security](https://sciencesafety.com/product/public-wifi-security/ "Public Wifi Security")
In this online learning module, you will learn about Public Wi-Fi security; if the network isn’t secure, and you log…
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### [Ransomware – Malware in Schools](https://sciencesafety.com/product/ransomware-malware-in-schools/ "Ransomware - Malware in Schools")
In this online module, you will learn about ransomware, a type of malware that holds victims’ data for ransom. Ransomware…
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### [Rocks and Minerals Safety](https://sciencesafety.com/product/rocks-and-minerals-safety/ "Rocks and Minerals Safety")
Rocks and minerals are found in most schools and are used to illustrate the various geologic processes for students exploring…
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### [School Administrator Safety Awareness](https://sciencesafety.com/product/school-administrator-safety-awareness-2/ "School Administrator Safety Awareness")
This online pathway is for school administrators who want to create and foster a culture of safety awareness across their…
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[](https://sciencesafety.com/product/school-cyber-attacks/)
### [School Cyber Attacks](https://sciencesafety.com/product/school-cyber-attacks/ "School Cyber Attacks")
This online module will discuss school cyber attacks on K-12 teachers and students. You will learn how schools can be…
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[](https://sciencesafety.com/product/science-stem-from-home/)
### [Science & STEM From Home](https://sciencesafety.com/product/science-stem-from-home/ "Science & STEM From Home")
This online module will discuss the common building blocks in science & stem that can help your students achieve curricular…
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### [Social Engineering](https://sciencesafety.com/product/social-engineering/ "Social Engineering")
Recognizing that human beings are often the weakest link in cybersecurity, particularly through social engineering, is imperative. This online module…
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### [Social Media Guidelines: 13 and Older](https://sciencesafety.com/product/social-media-guidelines-13-and-older/ "Social Media Guidelines: 13 and Older")
This online module will provide social media guidelines for ages 13 and older, including posting online responsibly….
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### [Solar Eclipses](https://sciencesafety.com/product/solar-eclipses/ "Solar Eclipses")
Light from the sun, even during eclipses of the sun, is harmful when viewed directly. In this module you learn…
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### [Students with Additional Needs: An Introduction](https://sciencesafety.com/product/students-with-additional-needs-an-introduction/ "Students with Additional Needs: An Introduction")
This online module will introduce you to working with students with additional needs. Not all students come to class with…
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### [Temperature Rising – Perimeter Institute](https://sciencesafety.com/product/temperature-rising-perimeter-institute-classroom-resource/ "Temperature Rising - Perimeter Institute")
Temperature Rising is an inquiry-based elementary school educational resource. Students investigate heat using handmade Mini-Research Stations. After designing and conducting…
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### [Video Conferencing](https://sciencesafety.com/product/video-conferencing/ "Video Conferencing")
In this new world of video conferencing, it’s more important than ever that we use good cyber safety practices during…
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---
### [Free Occupancy Load Calculator Tool - Safer Science - Safer Stem](https://sciencesafety.com/free-occupancy-load-calculator-tool/)
**Published:** December 10, 2024
**Author:** admin2025Open
**Content:**
## Free Occupancy Load Calculator Tool
Calculating occupant load can be thought of in three steps:
- Determine the size of the room
- Select an occupant load factor
- Apply the occupant load factor to the space
## Lab Occupant Load Calculator
Use this calculator to determine the occupant load for your lab space based on [NFPA Guidelines](https://www.nfpa.org/news-blogs-and-articles/blogs/2020/04/06/how-to-calculate-occupant-load). The occupant load helps determine the number and width of exits required for safe evacuation.
**Steps:**
1. Enter the length and width of the lab in feet.
2. Select the appropriate occupant load factor based on the type of lab use.
3. Click "Calculate" to get the occupant load.
Lab Floor Area X =
Enter either both length and width, or only the floor area. If only floor area is entered, length and width will be calculated assuming a square shape.
Occupant Load Factor (sq ft per person) 20 sq ft/person - Classroom (Net) 50 sq ft/person - Traditional Science Laboratory (Net) 60 sq ft/person - Combination Lecture/Laboratory Instructional Site (Net) This factor applies to classrooms designed for standard instructional use.
Calculate Occupant Load
## Form Letter for Occupancy Concerns
**Here’s a form letter you can adapt for principals or managers regarding the number of students or learners in labs, keeping it concise and professional:**
———-
This letter addresses the current student-to-lab capacity ratio and its implications for \[School or Organization Name\]’s science programs. We’ve observed that \[Number\] students/Learners are currently enrolled in lab-based courses, while our lab facilities have a capacity of \[Number\].
This discrepancy presents challenges for \[Specific challenges, e.g., equitable access, safe learning environments, effective instruction\].
We propose exploring solutions such as \[Suggest solutions, e.g., staggered lab schedules, increased lab equipment, or alternative learning formats\]. We would appreciate the opportunity to discuss these matters further and collaborate on strategies to optimize lab utilization and ensure a positive learning experience for all students.
———-
Key Considerations for your letter:
- **Tailor to Your School or Organization:** Replace the bracketed information with specifics about your school’s situation.
- **Be Specific:** Clearly articulate the problem and the potential solutions.
- **Maintain a Professional Tone:** Use respectful language and focus on the student experience.
- **Offer Collaboration:** Express willingness to work with the principal to find solutions.
- **Consider the Context:** Think about the school’s or organization’s resources, policies, and priorities when proposing solutions.
---
### [Webinars](https://sciencesafety.com/webinars/)
**Published:** November 16, 2023
**Author:** admin2025Open
**Content:**
## Science Safety | Safer Webinars
Search
Search
[](https://sciencesafety.com/blog/school-closing-reminders-for-science-steam-programs/)Webinars
## [ School Closing Reminders for Science & STEAM Programs ](https://sciencesafety.com/blog/school-closing-reminders-for-science-steam-programs/)
Science Safety presents “School Closing Reminders for Science & STEAM Programs.” This webinar is designed to help you pprepare for the holiday break.
[ Read More » ](https://sciencesafety.com/blog/school-closing-reminders-for-science-steam-programs/)
[](https://sciencesafety.com/blog/potential-chemical-hazards-in-the-science-department/)Webinars
## [ Potential Chemical Hazards in the Science Department ](https://sciencesafety.com/blog/potential-chemical-hazards-in-the-science-department/)
Science Safety presents “Potential Chemical Hazards in the Science Department.” This webinar focuses on responsible chemical management practices in Science.
[ Read More » ](https://sciencesafety.com/blog/potential-chemical-hazards-in-the-science-department/)
[](https://sciencesafety.com/blog/new-teachers-are-recognized-risks-in-the-school/)Webinars
## [ Safer Strategies for New STEM Teachers ](https://sciencesafety.com/blog/new-teachers-are-recognized-risks-in-the-school/)
Science Safety presents “Recognizing the Risks of New Teachers in Schools.” This webinar provides insights into risk management practices for new teachers.
[ Read More » ](https://sciencesafety.com/blog/new-teachers-are-recognized-risks-in-the-school/)
[](https://sciencesafety.com/blog/science-steam-safety-protocols-for-a-safer-school-year/)Webinars
## [ Science & STEAM Safety Protocols for a Safer School Year ](https://sciencesafety.com/blog/science-steam-safety-protocols-for-a-safer-school-year/)
Science Safety presents “Science & STEAM Safety Protocols for a Safer School Year.” This webinar aims to help schools identify potential safety risks and pprepare teachers for a safer start to the new year.
[ Read More » ](https://sciencesafety.com/blog/science-steam-safety-protocols-for-a-safer-school-year/)
[](https://sciencesafety.com/blog/school-year-end-closing-recommendations/)Webinars
## [ School Year-End Closing Recommendations ](https://sciencesafety.com/blog/school-year-end-closing-recommendations/)
Science Safety presents “School Year-End Closing Recommendations.” This webinar aims to assist teachers in preparing their labs for end-of-year closure.
[ Read More » ](https://sciencesafety.com/blog/school-year-end-closing-recommendations/)
[](https://sciencesafety.com/blog/how-to-conduct-annual-safety-inspections-in-science-stem-and-cte-laboratories/)Webinars
## [ How to Conduct Annual Safety Inspections in Science, STEM, and CTE Laboratories ](https://sciencesafety.com/blog/how-to-conduct-annual-safety-inspections-in-science-stem-and-cte-laboratories/)
Science Safety presents “How to Conduct Annual Safety Inspections in Science, STEM, and CTE Laboratories.” This webinar covers regulatory compliance standards.
[ Read More » ](https://sciencesafety.com/blog/how-to-conduct-annual-safety-inspections-in-science-stem-and-cte-laboratories/)
[](https://sciencesafety.com/blog/conducting-a-science-instructional-space-annual-inspection/)Webinars
## [ Conducting a Science Instructional Space Annual Inspection ](https://sciencesafety.com/blog/conducting-a-science-instructional-space-annual-inspection/)
Science Safety presents “Conducting a Science Instructional Space Annual Inspection.” A special webinar discussing how to pprepare for inspections.
[ Read More » ](https://sciencesafety.com/blog/conducting-a-science-instructional-space-annual-inspection/)
[](https://sciencesafety.com/blog/december-safety-considerations-for-k12-schools/)Webinars
## [ December Safety Considerations for K12 Schools ](https://sciencesafety.com/blog/december-safety-considerations-for-k12-schools/)
Science Safety presents “Safety Considerations for K-12 Schools for the Science & STEM Departments.” This webinar focuses on preparing for the holiday break.
[ Read More » ](https://sciencesafety.com/blog/december-safety-considerations-for-k12-schools/)
[](https://sciencesafety.com/blog/programming-needs-for-students-with-additional-needs/)Webinars
## [ Programming Needs for Students with Additional Needs ](https://sciencesafety.com/blog/programming-needs-for-students-with-additional-needs/)
Science Safety presents “Science, STEAM, and CTE Programming Needs for Students with Additional Needs.” This webinar will provide practical classroom and planning strategies to use with these exceptional students to ensure that they have an equitable and accessible experience.
[ Read More » ](https://sciencesafety.com/blog/programming-needs-for-students-with-additional-needs/)
[](https://sciencesafety.com/blog/legal-liability-concerns-for-k12-districts/)Webinars
## [ Legal Liability Concerns for K12 Districts ](https://sciencesafety.com/blog/legal-liability-concerns-for-k12-districts/)
Science Safety presents “Legal Liability Concerns for School Principals, Administrators, and District Officers.” This webinar focuses on the legal liability.
[ Read More » ](https://sciencesafety.com/blog/legal-liability-concerns-for-k12-districts/)
[](https://sciencesafety.com/blog/holistic-approach-to-science-safety-awareness/)Webinars
## [ Holistic Approach to Science Safety Awareness ](https://sciencesafety.com/blog/holistic-approach-to-science-safety-awareness/)
Science Safety presents “Holistic Approach to Science Safety Awareness.” Learn various strategies to keep your students and staff safer.
[ Read More » ](https://sciencesafety.com/blog/holistic-approach-to-science-safety-awareness/)
[](https://sciencesafety.com/blog/most-common-sources-of-accidents-in-the-k12-laboratory/)Webinars
## [ Most Common Sources of Accidents in the K12 Laboratory ](https://sciencesafety.com/blog/most-common-sources-of-accidents-in-the-k12-laboratory/)
Science Safety presents “Most Common Sources of Accidents in the K12 Laboratory and How to Prevent Them.” Join us as we review various prevention strategies.
[ Read More » ](https://sciencesafety.com/blog/most-common-sources-of-accidents-in-the-k12-laboratory/)
« PreviousPage1[Page2](https://sciencesafety.com/webinars/2/?doing_wp_cron)[Next »](https://sciencesafety.com/webinars/2/)
---
### [Blog](https://sciencesafety.com/blog/)
**Published:** November 15, 2020
**Author:** admin2025Open
**Content:**
## Science Safety | Safer Articles
Search
Search
[](https://sciencesafety.com/blog/back-to-school-safety-start-the-year-strong/)Articles
## [ Back-to-School Safety: Start the Year Strong ](https://sciencesafety.com/blog/back-to-school-safety-start-the-year-strong/)
Back-to-school safety starts with preparation and consistent routines in the science lab, online, on the bus, and throughout the school day.
[ Read More » ](https://sciencesafety.com/blog/back-to-school-safety-start-the-year-strong/)
[](https://sciencesafety.com/blog/school-lab-safety-reopening-after-summer-break/)Articles
## [ School Lab Safety: Reopening After Summer Break ](https://sciencesafety.com/blog/school-lab-safety-reopening-after-summer-break/)
School lab safety begins before students return. Inspect chemicals, emergency equipment, utilities, and procedures before reopening the laboratory.
[ Read More » ](https://sciencesafety.com/blog/school-lab-safety-reopening-after-summer-break/)
[](https://sciencesafety.com/blog/cybersecurity-in-k-12-schools-preventing-data-breaches/)Articles
## [ Cybersecurity in K–12 Schools: Preventing Data Breaches ](https://sciencesafety.com/blog/cybersecurity-in-k-12-schools-preventing-data-breaches/)
Cybersecurity in K–12 schools is essential to prevent phishing, ransomware, school data breaches, and cyberbullying while protecting student and staff data.
[ Read More » ](https://sciencesafety.com/blog/cybersecurity-in-k-12-schools-preventing-data-breaches/)
[](https://sciencesafety.com/blog/closing-the-lab-safe-summer-shutdown-checklist/)Articles
## [ Closing the Lab: Safe Summer Shutdown Checklist ](https://sciencesafety.com/blog/closing-the-lab-safe-summer-shutdown-checklist/)
Closing the lab for the summer shutdown is one of the most critical science lab safety responsibilities of the year. A proper lab shutdown is
[ Read More » ](https://sciencesafety.com/blog/closing-the-lab-safe-summer-shutdown-checklist/)
[](https://sciencesafety.com/blog/ppe-in-science-labs-why-it-matters-every-day/)Articles
## [ PPE in Science Labs: Why It Matters Every Day ](https://sciencesafety.com/blog/ppe-in-science-labs-why-it-matters-every-day/)
Personal Protective Equipment (PPE) in science labs is not just a compliance requirement. It is a frontline defense that protects students, instructors, technicians, and researchers
[ Read More » ](https://sciencesafety.com/blog/ppe-in-science-labs-why-it-matters-every-day/)
[](https://sciencesafety.com/blog/the-science-safety-risk-management-framework-ssrmf/)Articles
## [ The Science Safety Risk Management Framework (SSRMF) ](https://sciencesafety.com/blog/the-science-safety-risk-management-framework-ssrmf/)
The Science Safety Risk Management Framework helps schools manage lab hazards, improve compliance and create safer science, STEAM, and CTE learning environments
[ Read More » ](https://sciencesafety.com/blog/the-science-safety-risk-management-framework-ssrmf/)
[](https://sciencesafety.com/blog/occupancy-load-overcrowding-in-school-labs/)Articles
## [ Occupancy Load Overcrowding in School Labs ](https://sciencesafety.com/blog/occupancy-load-overcrowding-in-school-labs/)
Occupancy load overcrowding in a science lab is not just a scheduling problem. It is a safety problem. Unlike traditional classrooms, science labs contain gas
[ Read More » ](https://sciencesafety.com/blog/occupancy-load-overcrowding-in-school-labs/)
[](https://sciencesafety.com/blog/cte-safety-month-building-safer-career-pathways/)Articles
## [ CTE Safety Month: Building Safer Career Pathways ](https://sciencesafety.com/blog/cte-safety-month-building-safer-career-pathways/)
Celebrate Career Technical Education (CTE) Safety Month with safer labs, industry-aligned safety pathways, and certifications for hands-on student learning.
[ Read More » ](https://sciencesafety.com/blog/cte-safety-month-building-safer-career-pathways/)
[](https://sciencesafety.com/blog/cybersecurity-in-schools-protect-student-data/)Articles
## [ Cybersecurity in Schools: Protect Student Data ](https://sciencesafety.com/blog/cybersecurity-in-schools-protect-student-data/)
Cybersecurity in schools is vital as attackers target student data with malware, phishing, and ransomware. Strong protection keeps learners safe.
[ Read More » ](https://sciencesafety.com/blog/cybersecurity-in-schools-protect-student-data/)
[](https://sciencesafety.com/blog/safer-stem-for-new-teachers/)Articles
## [ Safer STEM for New Teachers ](https://sciencesafety.com/blog/safer-stem-for-new-teachers/)
This article discusses how adopting Safer STEM strategies can minimize risk, boost confidence, and empower new teachers to create safer lab environments.
[ Read More » ](https://sciencesafety.com/blog/safer-stem-for-new-teachers/)
[](https://sciencesafety.com/blog/national-stem-steam-day-why-it-matters/)Articles
## [ National STEM/STEAM Day: Why It Matters ](https://sciencesafety.com/blog/national-stem-steam-day-why-it-matters/)
National STEM/STEAM Day celebrates curiosity, creativity, and safe hands-on learning—empowering every student, especially girls, to explore and thrive in STEM.
[ Read More » ](https://sciencesafety.com/blog/national-stem-steam-day-why-it-matters/)
[](https://sciencesafety.com/blog/safer-stem-building-a-culture-of-confidence-in-every-science-classroom/)Articles
## [ Safer STEM: Building a Culture of Confidence in Every Science Classroom ](https://sciencesafety.com/blog/safer-stem-building-a-culture-of-confidence-in-every-science-classroom/)
Science Safety’s Safer STEM platform delivers free, expert-designed modules that empower teachers and students to master safety practices.
[ Read More » ](https://sciencesafety.com/blog/safer-stem-building-a-culture-of-confidence-in-every-science-classroom/)
Load More
---
### [Elementary School Safety Training](https://sciencesafety.com/elementary-school-educator-safety-training/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## ELEMENTARY SCHOOL STEAM, CTE & LAB SAFETY PATHWAYS
To reduce their liability, and protect students Elementary School Educators, Staff and Students must know the safety measures related to curricula, activities, tools, and materials and how they relate to the schools Duty of Care. **Learn Your Responsibility and Explore the Free Duty of Care Module for FREE**
[ Explore Duty of Care ](https://sciencesafety.com/product/duty-of-care/)
Educators must be aware how safety measures relate to Duty of Care to reduce their personal liability.
Educators are the key to building safety awareness and providing safe environments in schools.
Science Safety is helping make schools safer by providing safety training to thousands of educators.
### About Elementary School Educator Pathways
Online training pathways for Elementary School Educators are designed to take educators of all levels—from newcomer to experienced —and equip them with the knowledge and skills they need to make their classrooms and schools safer.
##### Whats included?
- 100% Online Training
- Aligned to Best Practices
- Aligned to Compliance/Legal
- Multiple Modules with Micro-Credentials
- Professional Certificates
- Verifiable Completion Certificate
- Community Engagement and Support
## [Access and Equity Safety for Educators](https://sciencesafety.com/product/access-and-equity-pathway/)
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
Online | 7 Modules | 3.5 Hours to Complete | 7 Microcredentials | 1 Professional Certificate
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## [Compliance and Regulatory Safety Awareness for Educators](https://sciencesafety.com/product/annual-safety-training-mandatory-compliance-and-regulatory-awareness-pathway/)
For all educators and administrators in the school district who want to learn about common annual safety training mandatory compliance and regulatory topics.
Online | 17 Modules | 17 Hours to Complete | 17 Microcredentials | 1 Professional Certificate
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## [Earth, Space, and Environmental Safety for Educators](https://sciencesafety.com/product/earth-space-and-environmental-education-safety-pathway/)
Provides educators who teach Earth Sciences with an overview of basic procedures and policies necessary to support safety in their classrooms. In this Pathway we will investigate topics related to lab safety with attention to specific equipment.
Online | 7 Modules | 5 Hours to Complete | 7 Microcredentials | 1 Professional Certificate
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## [Fire Safety for Educators](https://sciencesafety.com/product/fire-safety-for-k-12-pathway/)
Provides K-12 general science educators with an overview of basic procedures and policies necessary to support safety in their classrooms, with focus on prevention.
Online | 6 Modules | 4 Hours to Complete | 6 Microcredentials | 1 Professional Certificate
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## [General Science Safety for Elementary School Educators](https://sciencesafety.com/product/general-science-safety-for-elementary-school-educators/)
For K-12 Educators to learn about the Globally Harmonized System of Classification (GHS) and how hazards are classified and communicated through the use of labels and safety data sheets.
Online | 5 Modules | 1 Hour to Complete | 5 Microcredentials | 1 Professional Certificate
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## [GHS Certification Training for Educators](https://sciencesafety.com/product/ghs-certification-training-for-k-12-teachers-pathway/)
For K-12 Educators to learn about the Globally Harmonized System of Classification (GHS) and how hazards are classified and communicated through the use of labels and safety data sheets.
Online | 5 Modules | 1 Hour to Complete | 5 Microcredentials | 1 Professional Certificate
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## [Health and Safety For Educators](https://sciencesafety.com/product/health-and-safety-pathway/)
For K-12 Educators and Administrators to develop a deeper understanding of health and safety risks in their schools.
Online | 10 Modules | 6 Hours to Complete | 10 Microcredentials | 1 Professional Certificate
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## [Makerspaces Safety for Elementary School Educators](https://sciencesafety.com/product/makerspaces-for-elementary-school-teachers-pathway/)
For Elementary School educators who engage with makerspaces. This training is a careful review of the processes, development of safety procedures, and use of exposure control devices are important to ensure a safer makerspaces.
Online | 33 Modules | 16 Hours to Complete | 33 Microcredentials | 1 Professional Certificate
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## [Science & STEM Safety for Elementary School Educators](https://sciencesafety.com/product/core-science-stem-safety-for-pk-6-pathway)
For Elementary School educators to develop a deeper understanding of general safety and specific topics, such labs and makerspaces.
Online | 19 Modules | 12 Hours to Complete | 19 Microcredentials | 1 Professional Certificate
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## [Science & STEM Safety for New Elementary School Educators](https://sciencesafety.com/product/science-stem-safety-for-new-teachers-in-pk-6-pathway/)
For new Elementary School educators to develop a deeper understanding of general safety and specific topics, such labs and makerspaces.
Online | 19 Modules | 12 Hours to Complete | 19 Microcredentials | 1 Professional Certificate
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## [Visual Arts Safety for Educators](https://sciencesafety.com/product/visual-arts-safety-for-educators-pathway/)
For Visual Arts educators to develop a deeper understanding of how to clean up materials, paints/solvents, metal shavings or process rinse waters may fall into the hazardous waste management category. Painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
Online | 11 Modules | 2.5 Hours to Complete | 11 Microcredentials | 1 Professional Certificate
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[ EXPLORE ALL THE MODULES ](/marketplace/)
---
### [Chemical Hygiene Officer Certification Training](https://sciencesafety.com/chemical-hygiene-officer-certification-training/)
**Published:** May 10, 2020
**Author:** admin2025Open
**Content:**
## CERTIFIED CHEMICAL HYGIENE OFFICER (CCHO) TRAINING PATHWAY
Developed by a Certified National Registry of Certified Chemists (NRCC) CHO and reviewed by the NRCC, the CCHO Pathway trains individuals to be effective Chemical Hygiene Officers. It qualifies you in the development and implementation of the provisions of the Chemical Hygiene Plan required by the OSHA 1910.1450 Laboratory Standard. It is also a prep course for the NRCC CHO exam.
**Earn 22 Module Micro-Credentials and 1 CCHO Pathway Completion Certificate and waive an NRCC requirement.**
[ Explore the Chemical Hygiene Officer Pathway ](/product/chemical-hygiene-officer-pathway/)
Every organization that has a lab or manages chemicals, or hazardous materials, requires a Chemical Hygiene Officer.
John DoeCEO
Schools in New York and California are mandated to have a On-Site school based Chemical Hygiene Officer and non-compliance means a significant fine.
We are helping make Industry and Education safer by providing Certified Chemical Hygiene Officer (CCHO) training to thousands of individuals.
Did you know that in schools where a Chemical Hygiene Officer has not been appointed, by default, the superintendent of schools assumes the role and responsibility?
Several large school districts are assigning the Chemical Hygiene Officer role to an individual at the building level to improve safety compliance.
### About the Certified Chemical Hygiene Officer Program
This online training program is for individuals in Industry and Education who want to obtain a professional certification as a Chemical Hygiene Officer (CHO) or Environmental Hygiene Officer (EHO). **This is the only online prep Chemical Hygiene Officer Pathway recognized by the NRCC board and NRCC will grant a waiver of the one-year experience requirement for the NRCC CHO certification,** for individuals who obtain a completion certificate for the Science Safety CHO Pathway.
## What is Included in the Certified Chemical Hygiene Officer Training?
- 100% Online Self-Paced Training
- 22 Modules with Micro-Credentials
- 160 Lessons, 25 Videos, 22 Quizzes
- Certified Chemical Hygiene Officer Pathway Completion Certificate
- Approx. Time to Complete: 10.5 hours
### Earn Multiple Certificates through the Certified Chemical Hygiene Officer Training
- Chemical Handling and Waste Management
- Chemical Hazards
- Chemical Hygiene Plan and Accountability
- Chemical Inventory
- Chemical Spills
- Chemical Storage
- Chemistry Lab Accidents
- Duty of Care
- Eyewash Stations and Showers
- Fire Safety in the Lab
- GHS Labeling, SDS, and Hazard Communication
- Hazard Control
- Laboratory Inspections
- Lab Safety Awareness
- Mercury
- Methanol
- Personal Protection Equipment
- Right to Understand Laws
- Laboratory Unit Design and Equipment
- Safety Data Sheets
- Science Safety Risk Management Framework
- Ventilation Strategies
### A Reminder to Superintendents
If there is no designated Chemical Hygiene Officer at a school, then that responsibility automatically defaults to the superintendent of schools regardless of their education, experience, or understanding of chemical hygiene protocols.
[ LEARN MORE ](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/)
## Who is Certified Chemical Hygiene Officer Training For?
- Chemical Hygiene Officers
- Environmental, Health & Safety Professionals
- School Administrators
- Risk Managers/ Operations Managers
- Business Officers
- Lab Managers / Supervisors / Workers
- Researchers
- Safety/Security Directors
- Science, Art & Technology Educators
## Every School is Required by OSHA to Have a CHO.
The OSHA Laboratory Standard requires that a school district have a Chemical Hygiene Plan and a Chemical Hygiene
Officer and highly recommends that a person at each school be designated as a School Chemical Hygiene Officer .
## Ask Yourself
1. Does your organization have a lab or have chemicals onsite?
2. Is there a current Chemical Hygiene Plan in your organization or district?
3. Who is the legally designated Chemical Hygiene Officer?
4. How accountable do you feel for your district’s chemical health and safety?
5. Would having site-based Chemical Hygiene Officers add an additional layer of safety to the schools and overall risk management program in your district?
## Frequently Asked Questions
Do Schools Require a Chemical Hygiene Officer?
School districts, private and independent schools, and post-secondary institutions with formal academic laboratories or having chemicals on-site **are required under OSHA CFR 29 1910.1450 to have a designated Chemical Hygiene Officer (CHO)** as a legal requirement.
What if my School doesn't have a Chemical Hygiene Officer?
If there is NOT a designated CHO at your school, then the **legal responsibility defaults to the most executive role in the organization, such as a Superintendent or President,** regardless of their experience, education or understanding of the legal safety standards involved with responsible chemical management. Certain states, like California, require that ALL schools with formal academic laboratories have an onsite Chemical Hygiene Officer (CHO).
What format is the Chemical Hygiene Pathway in?
The Chemical Hygiene Pathway is a bundle of 22 modules that, when completed, provide you with a full Chemical Hygiene Officer Pathway Completion Certificate. The Pathway is Self-Paced and built for busy professionals and educators.
Can I receive a Stipend from My School for the Chemical Hygiene Officer Role?
Some school districts and schools do provide stipends to individuals who also serve as Chemical Hygiene Officers. According to the National Council on Teaching Quality, [stipends](https://www.nctq.org/dmsView/Appendix_F_Certificated_Stipend_Salary_2018-19) range from ~$900 to ~$1500.
What is the Average Salary for a Full Time Chemical Hygiene Officer?
According to Salary.com, the base salary for a Chemical Hygiene Officer ranges from $58,026 to $75,855, with an average base salary of $67,793.
Is the Chemical Hygiene Officer Certification Recognized?
Yes it is. Science Safety partnered with the National Registry of Certified Chemists which began a registry of certified Chemical Hygiene Officers in 1997. The Science Safety Certified CHO Pathway was reviewed by NRCC and designed specifically to grant a waiver of the one-year experience requirement for NRCC CHO certification.
Does your Chemical Hygiene Officer Pathway include an Exam?
No, it does not. The Science Safety Chemical Hygiene Officer Pathway is the only recognized online prep course for the National Registry of Certified Chemists exam. The NRCC exam is administered by the National Registry of Certified Chemists. Passing the exam is required to be listed in their Nationally Recognized Registry.
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---
### [Mission and Values](https://sciencesafety.com/mission-and-values/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
# MISSION AND VALUES
In the pursuit of making schools and organizations safer by facilitating and providing knowledge between education and industry.
##### Our Mission
## Committed to Safety Excellence
Science Safety Inc. focuses on providing holistic and comprehensive Science, STEM, STEAM, CTE, and Lab safety risk management solutions. We are dedicated to providing the most comprehensive, immersive, and preventative safety programs possible. We believe passionately in providing critical safety knowledge, when, where, and how organizations and individuals need it. Everything we do – reduces risk and elevates the safety and success of our clients and the communities they serve.
## Our Core Values Define Our Work
#### Accountability
We work diligently to ensure that our safety courses provide the most current professional standards and regulatory compliance from leading authorities on safety, health, hygiene, and laboratory best-practices. Science Safety is the choice for your science, STEAM, CTE and Lab safety training needs!
#### Commitment
We are committed to making our science safety training solution a long-term component of your overall science programs, as well as a valuable part of ongoing professional learning. We are 100% dedicated and will do what it takes to make your organization safer and more successful.
#### Trust
We value the confidence that you put into our safety and training programs. Our unyielding integrity to providing the best-in-class training services censures that your learners, who receive the necessary preventative and fundamental safety knowledge. Science Safety can be your trusted science partner!
#### Care
We go the extra mile to make sure that the content provided is in an easy-to-navigate and understandable format by using trusted sources and outside independent specialists who advise us. Our candid customer feedback conversations are integrated into the overall program design making our solutions more robust.
---
### [STEM SAFETY | SAFER STEM](https://sciencesafety.com/stem-safety-safer-stem/)
**Published:** October 8, 2021
**Author:** admin2025Open
**Content:**
## STEM SAFETY SAFER STEM
Safer STEM safety modules by Science Safety protects learners, reduces liability, enhances compliance and helps build a culture of safety to protect and safeguard learners and educators.
**Start making your STEM programs safer with Safer STEM modules.**
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### [Chemical Hygiene Officer Certification Pathway](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/ "Chemical Hygiene Officer Certification Pathway")
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---
### [Science Safety Services](https://sciencesafety.com/science-safety-services/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
# SAFER SERVICES
Leveraging a worldwide pool of expert industry veterans and a volunteer safety counsel our team provides safety training, services and solutions customized for your school or organization to align with your immediate needs, the increasing level of regulatory compliance, and duty of care obligations as they relate to your various stakeholders.
**We are looking to extend our Safety Counsel and our pool of Safer Experts.**
[ Contact Us ](/contact-steam-safety/)
[ Join our Team of Safer Experts ](/contact-steam-safety/)
### SAFETY AWARENESS WEBINARS
Webinar content can be delivered as recognized professional development activities for participants and can include: Science and STEM teachers from elementary or secondary levels; Foundational safety training for teachers, as well as discipline-specific for secondary level teachers
### MANAGEMENT/MAINTENANCE OF SAFETY MANUALS
Science Safety specialists will help you create and review your science safety manuals, ensuring that they are up to date and adhere to local, state, and federal regulations. We are able to evaluate your existing safety related documents across your school district to ensure compliance.
### Safety Risk Management Planning
The Science Safety team has been involved with assisting numerous school districts with their near-term and longer-term planning. Through a comprehensive exploration of existing resources and documentation, our team can work with your team to perform a gap analysis and co-create an SSRMF plan, and related schedule, to create consistency and help your school or school district achieve compliance.
### Safety Training Program REVIEWS AND UPDATES
We are able to evaluate your existing training programs across your school district to ensure compliance.
### FACILITY AND LAB Safety Inspections
We provide onsite and virtual services related to training, inspections, and other related safety services.
### ACCESS TO INDUSTRY EXPERTS
Access to our team of world-class science and safety experts who can deliver customized webinars to fit the needs of schools and districts. Provide access to world-class science and safety experts who can provide safety planning, compliance strategy, document reviews, strategic webinars, and guidance as required, proactively and creatively.
### Custom Safety Training Sessions
Science Safety can come to your school or set up a webinar on a convenient date. We can even completely customize a safety workshop that’s just right for you.
### PD Professional Certifications Providers
Ensure your school remains in compliance and meets local, state, and federal regulatory requirements by getting credentialed by one of our accreditation partners.
### School Safety Insurers
Our school insurance partners can tailor liability and property insurance products and services to address those risks so schools can focus on what matters most. We are able to deliver lower premiums when schools participate in our school safety programs.
---
### [Science Safety Risk Management Framework](https://sciencesafety.com/science-risk-management/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## SAFER RISK FRAMEWORK
Our Safer Risk Framework is based on federal and state safety standards and informed by the safety industry and education, better professional safety standards. It was thoughtfully designed by safety specialists and endorsed by science safety leaders and associations (e.g.,., fire safety, education, science, state supervisors, legal specialists, and insurance industry specialists).,
Our Safer Risk Framework provides organizations with the ability to manage and mitigate program delivery hazards and risks, making organizations and schools safer. We help organizations anticipate potential hazards and resulting risks in their programs and implement strategies to minimize those hazards and risks while delivering robust programs. As specialists in safety risk management, Science Safety uses a formal, cohesive, holistic process for Safer Science, Safer STEM, Safer CTE, Safer Arts, Safer Cyber and Safer labs.
## The Safer Risk Framework
## Based on Federal & State Standards
### Address the following issues:
- Schools and organizations carry unseen hazards/risks/liability in delivering programs.
- Most accidents are preventable with proper safety awareness and accepted better practices.
- Schools and organizations are required to have ongoing safety training to meet regulatory compliance.
- Many new and/or inexperienced teachers do not have adequate safety training.
- Some Schools and organizations facilities are unsafe, lacking appropriate engineering controls, occupancy load issues, etc.
- By implementing ongoing safety programs Schools and organizations can become compliant and create a culture of safety awareness.
**What We Provide:**1. Digital Software Solutions.
2. Professional development pathways, modules and programs.
3. Expert Services.
Schools and organizations can become certified on the Safer Risk Framework and certified at different levels, at the individual participant level, safety contracts/acknowledgement forms level, lab, and facility level, site level, district level or even the highest achievement, at the platinum level which provides your school with documented validation across safety regulatory and compliance requirements.
---
### [The Safer Platform](https://sciencesafety.com/science-and-lab-safety-courses/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
# THE SAFER PLATFORM
FROM SCIENCE SAFETY
A comprehensive digital safety platform that provides just in time pathways and modules that empower schools, organizations and industry with the knowledge and tools necessary to build a culture of safety ensuring safer learning and lab environments.
[ VERIFY A CERTIFICATE ](https://sciencesafety.com/verify-certificate/)
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## Safer Pathways and Modules Are Designed To Be Age, Stage, And Role Specific.
100% online safety modules and pathways allow learners to earn verifiable certificates on any device, at any time of day, anywhere.
Modules and Pathways modules are role-based, subject matter-specific, and grade-level appropriate. They engage users in interactive content while assessing and verifying their knowledge. With hundreds of safety modules scalable to organizations with tens of thousands of users, individuals learn about safety concerns, potential hazards, safety protocols, and legal procedures.
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##### Safer Science, Safer STEM, Safer CTE, Safer Arts, Safer Cyber and Safer Lab Training
**Modules** are quick just in time materials that provide learners with micro-credentials and prepare them quickly for a specific topic of safety awareness.
**Pathways** string together modules to make up a serial learning structure that a user can complete over time, specifically for an organizational role, grade level or subject matter concentration.
Programs are larger learning structures composed of a multitude of modules and pathways specific to your organization.
##### Safety Modules and Pathways are Role-Based, Subject Matter, and Grade Level Specific
- **Subject Matter:** Hundreds of safety courses and learning items to choose from, covering Science, STEM, CTE, Arts, Cyber and Lab technology, equipment, materials, and chemicals, safety awareness and hazards, processes and procedures.
- **Role Based for:** Staff, Technicians, College Instructors, High School, Middle & Elementary Teachers, Chemical Hygiene Officers, Students, and more.
- **Grade Level and Audience Specific:** Administrators, Industry Staff, Graduates, Undergraduates, Students 6-12, Elementary Students
[  ](https://sciencesafety.com/verify-certificate/)
##### Verifiable Micro-Credentials and Certificates
Learners earn official micro-credentials and certificates for the completion of science safety and lab safety courses, pathways and modules after having passed knowledge checks. Each certificate and credential can be verified using its unique and official Cert# on the Science Safety website. Allowing you and your organization to validate a certificate proving that the learner participated in the learning.
This gives your organization peace of mind knowing that your technicians, staff, instructors, teachers, and students have completed the necessary safety learning material.
### Build a culture of safety by offering Safer Science, Safer STEM, Safer CTE, Safer Arts, Safer Cyber and Safer Lab Safety training anytime, anywhere, on any device.
Laboratory and classroom safety protocols are based on safety standards proposed by local boards of education policy, state and/or local government laws, rules, and regulations and professional safety practice associations (e.g.,. National Science Teaching Association (NSTA), National Science Education Leadership Association (NSELA), American Chemical Society (ACS), Occupational Safety and Health Administration (OSHA) as well as others.
---
### [Who We Serve](https://sciencesafety.com/who-we-serve/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## End Users By Role
### Schools & Districts
Stay compliant by training your staff, students, parents, and teachers and track their progress.
[ FOR SCHOOL DISTRICTS ](/science-safety-for-schools/)
#### Administrators
Are you a Superintendent, Principal, or another administrator at an organization.
[ FOR ADMINISTRATORS ](/science-safety-for-administrators/)
#### Chemical Hygiene Officers
Prepare everyone in your organization for science safety by engaging in online training modules
[ FOR HYGIENE OFFICERS ](https://sciencesafety.com/chemical-hygiene-officer-certification-training/)
#### Chemical Hygiene Officers
Prepare everyone in your organization for science safety by engaging in online training modules
[ FOR HYGIENE OFFICERS ](https://sciencesafety.com/chemical-hygiene-officer-certification-training/)
#### Educators
Get ahead of the Science, STEM, CTE, Lab safety career curve and obtain your Science Safety certifications.
[ FOR EDUCATORS ](/safety-training-for-teachers/)
#### Lab Supervisors & Techs
Stay compliant by training your staff on topics like safety awareness and facilities, and track their progress.
[ FOR LAB STAFF ](/lab-supervisors-and-technicians/)
#### Students
Prepare students for science safety through engaging online training modules with knowledge checks.
[ FOR STUDENTS ](/for-students/)
#### Students
Prepare students for science safety through engaging online training modules with knowledge checks.
[ FOR STUDENTS ](/for-students/)
---
### [Science Safety Volunteers](https://sciencesafety.com/science-safety-volunteers/)
**Published:** September 5, 2025
**Author:** admin2025Open
---
### [AI Partners](https://sciencesafety.com/ai-partners/)
**Published:** September 5, 2025
**Author:** admin2025Open
---
### [AI Image Safety Analysis](https://sciencesafety.com/ai-image-safety-analysis/)
**Published:** September 5, 2025
**Author:** admin2025Open
---
### [AI Document Analysis](https://sciencesafety.com/ai-document-analysis/)
**Published:** September 5, 2025
**Author:** admin2025Open
---
### [Safety Inspection Assistant](https://sciencesafety.com/safety-inspection-assistant/)
**Published:** September 5, 2025
**Author:** admin2025Open
---
### [Annual Safety Training](https://sciencesafety.com/annual-safety-training/)
**Published:** May 10, 2021
**Author:** admin2025Open
**Content:**
## ANNUAL
SAFETY TRAINING
Engage in annual safety training for your school or organization and make sure you are meeting state and local regulations for safety.
[Shop](https://sciencesafety.com/marketplace/) > Annual Safety Training
[](https://sciencesafety.com/product/active-shooter-situations/)
### [Active Shooter Situations](https://sciencesafety.com/product/active-shooter-situations/ "Active Shooter Situations")
In this online module, PK-12 educators will learn proactive responses to active shooter situations that will protect themselves and others….
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### [Allergens and Allergies in Schools](https://sciencesafety.com/product/allergens/ "Allergens and Allergies in Schools")
In this online module, educators will learn about common allergens and allergies in schools and how they affect the body….
$20.00
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### [Anaphylaxis](https://sciencesafety.com/product/anaphylaxis/ "Anaphylaxis")
In this online module, PK-12 educators will learn about Anaphylaxis, a serious and potentially life-threatening allergic reaction….
$20.00
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### [Automated External Defibrillators](https://sciencesafety.com/product/automated-external-defibrillators/ "Automated External Defibrillators")
In this online module, PK-12 educators will develop a deeper understanding of Automated External Defibrillators, with a focus on how…
$20.00
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### [BBP – Blood Borne Pathogen – Diseases](https://sciencesafety.com/product/bbp-blood-borne-pathogen-diseases/ "BBP - Blood Borne Pathogen - Diseases")
BBP – Blood Borne Pathogen – Diseases – In this online module, you will develop a deeper understanding of BBP…
$10.00
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### [Behavioral Threat Assessment and Management – BTAM](https://sciencesafety.com/product/behavioral-threat-assessment-and-management-btam/ "Behavioral Threat Assessment and Management - BTAM")
This online module will review behavioral threat assessment and management, or BTAM, designed to identify, assess, and manage potentially dangerous…
$15.00
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### [Bloodborne Pathogens](https://sciencesafety.com/product/bloodborne-pathogens/ "Bloodborne Pathogens")
In this online module, you will develop a deeper understanding of bloodborne pathogens and how infectious microorganisms in human blood…
$20.00
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[](https://sciencesafety.com/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/)
### [Building a Culture of Safety with Online Learning](https://sciencesafety.com/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/ "Building a Culture of Safety with Online Learning")
This module is designed to help schools and organizations build a robust culture of safety by leveraging proactive and continuous…
$0.00
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[](https://sciencesafety.com/product/concussion-safety/)
### [Concussion Safety Training](https://sciencesafety.com/product/concussion-safety/ "Concussion Safety Training")
This online module will focus on concussion safety training for classroom teachers, school administrators, paraprofessionals, teacher’s aides, and other staff….
$20.00
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[](https://sciencesafety.com/product/cyberbullying/)
### [Cyberbullying](https://sciencesafety.com/product/cyberbullying/ "Cyberbullying")
This online module helps you develop a deeper understanding of cyberbullying and describes how schools may take action, either as…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/duty-of-care/)
### [Duty of Care](https://sciencesafety.com/product/duty-of-care/ "Duty of Care")
In this online module, we explore how school staff and school or district leaders (supervisors/administrators) are required to actively anticipate…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/earthquake-preparedness-and-science-classes/)
### [Earthquake Preparedness](https://sciencesafety.com/product/earthquake-preparedness-and-science-classes/ "Earthquake Preparedness")
In this online module you will learn about earthquake safety measures and response plans in science classes that are intended…
$20.00
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[](https://sciencesafety.com/product/emergency-lockdown-drills/)
### [Emergency Lockdown Drills](https://sciencesafety.com/product/emergency-lockdown-drills/ "Emergency Lockdown Drills")
In this online module, you will learn about specific drills designed to pprepare students and staff to achieve maximum safety…
$20.00
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[](https://sciencesafety.com/product/school-field-trips-and-safety/)
### [Field Trips](https://sciencesafety.com/product/school-field-trips-and-safety/ "Field Trips")
In this online module, you will learn how well-organized field trips with carefully planned activities can greatly enhance the safety…
$10.00
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[](https://sciencesafety.com/product/first-aid/)
### [First Aid](https://sciencesafety.com/product/first-aid/ "First Aid")
First aid is the first and immediate assistance given to any person suffering from either a minor or serious illness…
$15.00
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[](https://sciencesafety.com/product/identifying-child-abuse/)
### [Identifying Child Abuse](https://sciencesafety.com/product/identifying-child-abuse/ "Identifying Child Abuse")
In this online module, you will learn ways to identify child abuse, which may mean looking for physical or behavioral…
$20.00
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[](https://sciencesafety.com/product/incident-reports/)
### [Incident Reports](https://sciencesafety.com/product/incident-reports/ "Incident Reports")
In this online module, you will learn about incident reports and how they are prepared to document incidents of harm,…
$20.00
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[](https://sciencesafety.com/product/ladder-safety/)
### [Ladder Safety](https://sciencesafety.com/product/ladder-safety/ "Ladder Safety")
In this online module, you will learn about ladder safety best practices and how to use ladders safely….
$20.00
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[](https://sciencesafety.com/product/playground-safety/)
### [Playground Safety](https://sciencesafety.com/product/playground-safety/ "Playground Safety")
A playground should be where children can play and have fun, not where serious injuries occur. In this online module,…
$15.00
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[](https://sciencesafety.com/product/preventing-school-violence/)
### [Preventing School Violence](https://sciencesafety.com/product/preventing-school-violence/ "Preventing School Violence")
In this online module you will learn about school violence is violence and how it disrupts learning and has a…
$20.00
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[](https://sciencesafety.com/product/risk-management-for-steam-programs/)
### [Risk Management for STEAM Programs](https://sciencesafety.com/product/risk-management-for-steam-programs/ "Risk Management for STEAM Programs")
In this online module, we will discuss best practices when it comes to risk management for STEAM programs….
$99.00
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[](https://sciencesafety.com/product/school-bus-safety/)
### [School Bus Safety](https://sciencesafety.com/product/school-bus-safety/ "School Bus Safety")
According to the National Highway Transportation Safety Administration, school buses are one of the safest forms of transportation. In this…
$25.00
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[](https://sciencesafety.com/product/slips-trips-falls/)
### [Slips, Trips, & Falls](https://sciencesafety.com/product/slips-trips-falls/ "Slips, Trips, & Falls")
Slips, trips, and falls cause nearly 700 fatalities per year and many more injurious accident in the workplace according to…
$20.00
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[](https://sciencesafety.com/product/suicide-prevention/)
### [Suicide Prevention](https://sciencesafety.com/product/suicide-prevention/ "Suicide Prevention")
School personnel have a legal and ethical responsibility to recognize and respond to suicidal thinking and behavior. In this module…
$20.00
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[](https://sciencesafety.com/product/tornado-safety/)
### [Tornado Safety](https://sciencesafety.com/product/tornado-safety/ "Tornado Safety")
In this module PK-12 educators and administrators will learn about the destruction of tornados, the importance of planning, and how…
$20.00
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---
### [Science and Lab Safety Podcasts](https://sciencesafety.com/science-and-lab-safety-podcasts/)
**Published:** June 21, 2025
**Author:** admin2025Open
**Content:**
# Science Safety Podcasts
Science Safety Industry experts will be engaging the industry in thoughtful conversations for a holistic approach to Science, STEAM, CTE, and Lab Safety risk management and training; In the lab and In the classroom. If you would like to be part of the program please provide your information below.
[ ](tel:8333723372)
##### [ Talk with an Expert ](tel:8333723372)
**[833-372-3372](tel:8333723372)**
See how your organization is doing.
[ TAKE THE SCIENCE SAFETY ASSESSMENT ](https://wordpress-876809-5326348.cloudwaysapps.com/science-safety-needs-assessment/)
[ Facebook ](https://www.facebook.com/groups/236994331566624/) [ Twitter ](https://x.com/saferscience) [ Linkedin ](https://www.linkedin.com/company/7559369)
[ CONTACT US ](https://wordpress-876809-5326348.cloudwaysapps.com/contact-us/)
---
### [Lab Supervisors and Technicians](https://sciencesafety.com/lab-supervisors-and-technicians/)
**Published:** June 21, 2025
**Author:** admin2025Open
---
### [Science Safety Needs Assessment](https://sciencesafety.com/science-safety-needs-assessment/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
# Science Safety Needs Assessment
This submission form is for those that want to provide more detail about what they need. Or you can submit a [quick contact form](https://sciencesafety.com/contact-us/ "Contact Us").
---
### [Certificate of Fitness D 14 and Certificate of Fitness D 15](https://sciencesafety.com/certificate-of-fitness-d-14-and-certificate-of-fitness-d-15/)
**Published:** June 21, 2025
**Author:** admin2025Open
**Content:**
# Certificate of Fitness D-14
Certificate of Fitness D-15
NYCDOE Course
## EARN YOUR FDNY CERTIFICATE OF FITNESS THROUGH A SCIENCE SAFETY NYCDOE ENDORSED COURSE
Authorized training provider for the Certificate of Fitness D-14 and Certificate of Fitness D-15 in collaboration with the New York City Department of Education.
This course qualifies individuals for meeting the requirements of the Certificate of Fitness D-14 and Certificate of Fitness D-15. Developed in collaboration with the New York City Department of Education (NYC DOE) and Science Safety industry consultants, and reviewed by NSTA’s Chief Compliance Safety Advisor and NSELA’s Safety Compliance Officer.
## **Certificate of Fitness D-14**
Supervise The Storage and Handling of Chemicals in the NYC K-12 School Labs. All teachers who use laboratories in NYC K-12 schools require a Certificate of Fitness to Supervise the Handling and Use of Chemicals in NYC K-12 School Laboratories (D-14). [NYC Certificate of Fitness D-14 Reference Page](https://www.nyc.gov/site/fdny/business/all-certifications/cof-d14.page "NYC Certificate of Fitness D-14 Reference Page")
## **Certificate of Fitness D-15**
Supervise the Handling and Use of Chemicals in NYC K-12 School Labs. All laboratory specialists who store and handle chemicals in NYC K-12 Schools require a Certificate of Fitness for School Laboratories (D-15). [NYC Certificate of Fitness D-15 Reference Page](https://www.nyc.gov/site/fdny/business/all-certifications/cof-d15.page "NYC Certificate of Fitness D-15 Reference Page")
Includes FDNY sections:
- Fire Code: Chapter 27 Section 2701-2703 & 2706
- Fire Department Rule Chapter/Section: §113-09, 2706-01, 4702-01, 4827-01(g)(1)&(2)
- National Fire Protection Association Codes and Standards: 45, 2004 and 2015 editions (not including Chapter 5)
- Information included in the FDNY Study Material: D-15
All teachers who use laboratories in NYC K-12 schools require a Certificate of Fitness. NYC DOE and FDNY recognize this certificate as fulfilling training requirements necessary to apply for the Certificate of Fitness D-14 and Certificate of Fitness D-15.
- 1 Pathway: D-14 and D-15 Certificates of Fitness
- 1 Pathway Completion Certificate
- 93 Lessons
- 11 Modules
- 9 Videos
- 11 Quizzes
- Approximate Time to Complete: 8 hours
Once completed the Science Safety course completion certificate can be uploaded at the [Certificate of Fitness D-14 Application Page](https://nyc-business.nyc.gov/nycbusiness/description/cof-d14/apply "Certificate of Fitness D-14 Application Page") and the [Certificate of Fitness D-15 Application Page](https://nyc-business.nyc.gov/nycbusiness/description/cof-d15 "Certificate of Fitness D-15 Application Page")
**STEP 1**
Go to [https://sciencesafety.com/register](https://sciencesafety.com/register/) and create your Science Safety Account. You must use your NYCDOE @schools.nyc.gov email address.
**STEP 2**
Enter the Registration Code:
**NYCDOE-COF-2022**
**STEP 3**
Click on the conversation bubble in the lower right corner of this site.
or contact if you need assistance.
---
### [All Courses](https://sciencesafety.com/all-courses/)
**Published:** October 8, 2021
**Author:** admin2025Open
**Content:**
Search
AlphabeticalNewly Created
All CategoriesAutismRemote LearningSocial MediaHealthInternational BaccalaureateBiologyGeneral SciencePerimeter InstituteChemistryFire SafetyStudentsStudent CoursesSTEMNatural DisastersUniversal DesignElementary SchoolTornado SafetyElectricityMental HealthEarth ScienceEmergency ManagementWoodshopAdministratorsAstronomyLab SafetyMetalworkingPathway CertPhysicsProtocolsDyslexiaHigh SchoolClassroom ManagementVisual ImpairmentSafety AwarenessELLDigital CitizenshipCovidCTEArt SafetyCustodiansEye ProtectionVisual ArtsMiddle SchoolLasersSELResponsibilitiesStudents With Additional NeedsAnnual Safety TrainingMethanolCybersecurity
All InstructorsSean Ryanadmin2025Open
[ ](#) [ ](#)
- [Not Enrolled
 ](https://sciencesafety.com/courses/3d-printers/ "3D Printers")
10 Lessons
## [3D Printers](https://sciencesafety.com/courses/3d-printers/ "3D Printers")
Protect you and your students against the hazards of 3D printing.
- [Not Enrolled
 ](https://sciencesafety.com/courses/9-10-pathway-cert/ "9 – 10 Pathway Cert")
1 Lesson
## [9 – 10 Pathway Cert](https://sciencesafety.com/courses/9-10-pathway-cert/ "9 – 10 Pathway Cert")
- [Not Enrolled
 ](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
1 Lesson
## [Access and Equity Safety for Educators Pathway Cert](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- [Not Enrolled
 ](https://sciencesafety.com/courses/active-shooter-situations/ "Active Shooter Situations")
22 Lessons
## [Active Shooter Situations](https://sciencesafety.com/courses/active-shooter-situations/ "Active Shooter Situations")
Proactive responses to a shooting will enable you to save your life.
- [Not Enrolled
 ](https://sciencesafety.com/courses/aerospace/ "Aerospace")
7 Lessons
## [Aerospace](https://sciencesafety.com/courses/aerospace/ "Aerospace")
Rockets that use compressed air and/or water pressure must be used with caution.
- [Not Enrolled
 ](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/ "Aerospace for CVUHSD Students")
7 Lessons
## [Aerospace for CVUHSD Students](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/ "Aerospace for CVUHSD Students")
Rockets powered by compressed air, water pressure, or a combination of both must be used with caution. This module was developed specifically for CVUHSD.
- [Not Enrolled
 ](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/ "Allergens and Allergies in Schools")
16 Lessons
## [Allergens and Allergies in Schools](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/ "Allergens and Allergies in Schools")
An allergic reaction begins when an allergen enters the body.
- [Not Enrolled
 ](https://sciencesafety.com/courses/anaphylaxis/ "Anaphylaxis")
12 Lessons
## [Anaphylaxis](https://sciencesafety.com/courses/anaphylaxis/ "Anaphylaxis")
Anaphylaxis is a serious and potentially life-threatening allergic reaction.
- [Not Enrolled
 ](https://sciencesafety.com/courses/animals-in-schools/ "Animals in Schools")
9 Lessons
## [Animals in Schools](https://sciencesafety.com/courses/animals-in-schools/ "Animals in Schools")
If you plan to have an animal in your classroom, whether it’s a class pet or for a hands-on learning experience, be aware of the potential hazards and resulting risks and how to prevent illness.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ap-biology/ "AP Biology")
21 Lessons
## [AP Biology](https://sciencesafety.com/courses/ap-biology/ "AP Biology")
Accidents do happen in a biology lab. Some chemicals have the potential for high risk and severe damage.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ap-biology-safety-for-educators/ "AP Biology Safety for Educators")
1 Lesson
## [AP Biology Safety for Educators](https://sciencesafety.com/courses/ap-biology-safety-for-educators/ "AP Biology Safety for Educators")
Accidents do happen in a biology lab. In this pathway, AP Biology teachers will develop a deeper understanding of safety issues, protocols, and best practices.
- [Not Enrolled
 ](https://sciencesafety.com/courses/astronomy/ "Astronomy")
8 Lessons
## [Astronomy](https://sciencesafety.com/courses/astronomy/ "Astronomy")
Astronomy activities can present unique hazards, particularly when lasers, open flames, and solar observations are involved. Recognizing these risks and implementing appropriate safety precautions are critical to ensuring a safe learning environment while studying the universe.
- [Not Enrolled
 ](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/ "Astronomy for CVUHSD Students")
8 Lessons
## [Astronomy for CVUHSD Students](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/ "Astronomy for CVUHSD Students")
Astronomy activities may involve hazards associated with lasers, open flames, and solar observations. Recognizing these risks and following appropriate safety precautions are essential to maintaining a safe learning environment while exploring the universe. This module was developed specifically for CVUHSD.
- [Not Enrolled
 ](https://sciencesafety.com/courses/automated-external-defibrillators/ "Automated External Defibrillators")
18 Lessons
## [Automated External Defibrillators](https://sciencesafety.com/courses/automated-external-defibrillators/ "Automated External Defibrillators")
Diagnose the life-threatening cardiac arrhythmias of ventricular fibrillation and pulseless ventricular tachycardia.
- [Not Enrolled
 ](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
15 Lessons
## [Bandsaws and Bandsaw Safety](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
Bandsaws are very popular pieces of woodworking equipment commonly found in the woodworking shop.
- [Not Enrolled
 ](https://sciencesafety.com/courses/basic-science-safety-training-for-teachers-and-staff-pat/ "Basic Science Safety Training For Teachers and Staff Pathway Cert")
1 Lesson
## [Basic Science Safety Training For Teachers and Staff Pathway Cert](https://sciencesafety.com/courses/basic-science-safety-training-for-teachers-and-staff-pat/ "Basic Science Safety Training For Teachers and Staff Pathway Cert")
This online training pathway is designed for districts and schools seeking to train teachers and staff on science and STEAM safety. The pathway covers essential topics such as lab safety protocols, proper equipment handling, and emergency procedures. By completing this program, educators and staff members will be able to create a safer and more secure learning environment for their students.
- 100% Online
- 1 Pathway
- 24 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Risk Management Framework for STEAM Programs; SEL, Science, and STEM, Fires and Fire Extinguishers; Incident Reports; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Heat Sources; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Sanitizing Equipment; Classroom Management Best Practices; Personal Protective Equipment; Glassware Safety; First Aid; Chemical Hazards; Lab Safety Awareness; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 8 hours
- [Not Enrolled
 ](https://sciencesafety.com/courses/bbp-diseases/ "BBP Diseases")
4 Lessons
## [BBP Diseases](https://sciencesafety.com/courses/bbp-diseases/ "BBP Diseases")
BBP diseases include hepatitis B (HBV), hepatitis C (HCV) and human immunodeficiency virus (HIV).
- [Not Enrolled
 ](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/ "Behavioral Threat Assessment and Management – BTAM")
16 Lessons
## [Behavioral Threat Assessment and Management – BTAM](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/ "Behavioral Threat Assessment and Management – BTAM")
BTAM is designed to identify, assess, and manage potentially dangerous or violent situations.
- [Not Enrolled
 ](https://sciencesafety.com/courses/biological-waste/ "Biological Waste")
7 Lessons
## [Biological Waste](https://sciencesafety.com/courses/biological-waste/ "Biological Waste")
Any material that contains or has been contaminated by a biohazardous agent.
- [Not Enrolled
 ](https://sciencesafety.com/courses/biology-lab-equipment/ "Biology Lab Equipment")
7 Lessons
## [Biology Lab Equipment](https://sciencesafety.com/courses/biology-lab-equipment/ "Biology Lab Equipment")
Covers the basic laboratory equipment to produce valid results in a molecular biology laboratory.
- [Not Enrolled
 ](https://sciencesafety.com/courses/3d-printers/ "3D Printers")
10 Lessons
## [3D Printers](https://sciencesafety.com/courses/3d-printers/ "3D Printers")
Protect you and your students against the hazards of 3D printing.
- [Not Enrolled
 ](https://sciencesafety.com/courses/9-10-pathway-cert/ "9 – 10 Pathway Cert")
1 Lesson
## [9 – 10 Pathway Cert](https://sciencesafety.com/courses/9-10-pathway-cert/ "9 – 10 Pathway Cert")
- [Not Enrolled
 ](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
1 Lesson
## [Access and Equity Safety for Educators Pathway Cert](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- [Not Enrolled
 ](https://sciencesafety.com/courses/active-shooter-situations/ "Active Shooter Situations")
22 Lessons
## [Active Shooter Situations](https://sciencesafety.com/courses/active-shooter-situations/ "Active Shooter Situations")
Proactive responses to a shooting will enable you to save your life.
- [Not Enrolled
 ](https://sciencesafety.com/courses/aerospace/ "Aerospace")
7 Lessons
## [Aerospace](https://sciencesafety.com/courses/aerospace/ "Aerospace")
Rockets that use compressed air and/or water pressure must be used with caution.
- [Not Enrolled
 ](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/ "Aerospace for CVUHSD Students")
7 Lessons
## [Aerospace for CVUHSD Students](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/ "Aerospace for CVUHSD Students")
Rockets powered by compressed air, water pressure, or a combination of both must be used with caution. This module was developed specifically for CVUHSD.
- [Not Enrolled
 ](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/ "Allergens and Allergies in Schools")
16 Lessons
## [Allergens and Allergies in Schools](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/ "Allergens and Allergies in Schools")
An allergic reaction begins when an allergen enters the body.
- [Not Enrolled
 ](https://sciencesafety.com/courses/anaphylaxis/ "Anaphylaxis")
12 Lessons
## [Anaphylaxis](https://sciencesafety.com/courses/anaphylaxis/ "Anaphylaxis")
Anaphylaxis is a serious and potentially life-threatening allergic reaction.
- [Not Enrolled
 ](https://sciencesafety.com/courses/animals-in-schools/ "Animals in Schools")
9 Lessons
## [Animals in Schools](https://sciencesafety.com/courses/animals-in-schools/ "Animals in Schools")
If you plan to have an animal in your classroom, whether it’s a class pet or for a hands-on learning experience, be aware of the potential hazards and resulting risks and how to prevent illness.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ap-biology/ "AP Biology")
21 Lessons
## [AP Biology](https://sciencesafety.com/courses/ap-biology/ "AP Biology")
Accidents do happen in a biology lab. Some chemicals have the potential for high risk and severe damage.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ap-biology-safety-for-educators/ "AP Biology Safety for Educators")
1 Lesson
## [AP Biology Safety for Educators](https://sciencesafety.com/courses/ap-biology-safety-for-educators/ "AP Biology Safety for Educators")
Accidents do happen in a biology lab. In this pathway, AP Biology teachers will develop a deeper understanding of safety issues, protocols, and best practices.
- [Not Enrolled
 ](https://sciencesafety.com/courses/astronomy/ "Astronomy")
8 Lessons
## [Astronomy](https://sciencesafety.com/courses/astronomy/ "Astronomy")
Astronomy activities can present unique hazards, particularly when lasers, open flames, and solar observations are involved. Recognizing these risks and implementing appropriate safety precautions are critical to ensuring a safe learning environment while studying the universe.
- [Not Enrolled
 ](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/ "Astronomy for CVUHSD Students")
8 Lessons
## [Astronomy for CVUHSD Students](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/ "Astronomy for CVUHSD Students")
Astronomy activities may involve hazards associated with lasers, open flames, and solar observations. Recognizing these risks and following appropriate safety precautions are essential to maintaining a safe learning environment while exploring the universe. This module was developed specifically for CVUHSD.
- [Not Enrolled
 ](https://sciencesafety.com/courses/automated-external-defibrillators/ "Automated External Defibrillators")
18 Lessons
## [Automated External Defibrillators](https://sciencesafety.com/courses/automated-external-defibrillators/ "Automated External Defibrillators")
Diagnose the life-threatening cardiac arrhythmias of ventricular fibrillation and pulseless ventricular tachycardia.
- [Not Enrolled
 ](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
15 Lessons
## [Bandsaws and Bandsaw Safety](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
Bandsaws are very popular pieces of woodworking equipment commonly found in the woodworking shop.
- [Not Enrolled
 ](https://sciencesafety.com/courses/basic-science-safety-training-for-teachers-and-staff-pat/ "Basic Science Safety Training For Teachers and Staff Pathway Cert")
1 Lesson
## [Basic Science Safety Training For Teachers and Staff Pathway Cert](https://sciencesafety.com/courses/basic-science-safety-training-for-teachers-and-staff-pat/ "Basic Science Safety Training For Teachers and Staff Pathway Cert")
This online training pathway is designed for districts and schools seeking to train teachers and staff on science and STEAM safety. The pathway covers essential topics such as lab safety protocols, proper equipment handling, and emergency procedures. By completing this program, educators and staff members will be able to create a safer and more secure learning environment for their students.
- 100% Online
- 1 Pathway
- 24 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Risk Management Framework for STEAM Programs; SEL, Science, and STEM, Fires and Fire Extinguishers; Incident Reports; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Heat Sources; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Sanitizing Equipment; Classroom Management Best Practices; Personal Protective Equipment; Glassware Safety; First Aid; Chemical Hazards; Lab Safety Awareness; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 8 hours
- [Not Enrolled
 ](https://sciencesafety.com/courses/bbp-diseases/ "BBP Diseases")
4 Lessons
## [BBP Diseases](https://sciencesafety.com/courses/bbp-diseases/ "BBP Diseases")
BBP diseases include hepatitis B (HBV), hepatitis C (HCV) and human immunodeficiency virus (HIV).
- [Not Enrolled
 ](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/ "Behavioral Threat Assessment and Management – BTAM")
16 Lessons
## [Behavioral Threat Assessment and Management – BTAM](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/ "Behavioral Threat Assessment and Management – BTAM")
BTAM is designed to identify, assess, and manage potentially dangerous or violent situations.
- [Not Enrolled
 ](https://sciencesafety.com/courses/biological-waste/ "Biological Waste")
7 Lessons
## [Biological Waste](https://sciencesafety.com/courses/biological-waste/ "Biological Waste")
Any material that contains or has been contaminated by a biohazardous agent.
- [Not Enrolled
 ](https://sciencesafety.com/courses/biology-lab-equipment/ "Biology Lab Equipment")
7 Lessons
## [Biology Lab Equipment](https://sciencesafety.com/courses/biology-lab-equipment/ "Biology Lab Equipment")
Covers the basic laboratory equipment to produce valid results in a molecular biology laboratory.
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---
### [Science Safety Expert Witness](https://sciencesafety.com/lab-safety-expert-witnesses/)
**Published:** June 21, 2025
**Author:** admin2025Open
**Content:**
# Science Safety Expert Witnesses
## A Trusted Provider of Expert Witness Services
For over a decade, Science Safety has been a leading expert services provider of highly credentialed Science, STEM, CTE, and Lab Safety expert witness services to attorney offices, insurance companies, and public organizations. Science Safety Inc. is the only company that focuses on Science, STEM, CTE, and Lab safety risk management, engaging with recognized industry-trusted safety authorities and leaders from NSTA and NSELA.
## Why Expert Witnesses Matter
Expert witnesses are critical in every phase of legal proceedings. If your case involves specialized issues, you need a credible and accomplished expert witness by your side so that judges and jury members will trust that opinion. Unlike other witnesses who can only testify about what they have seen, felt, heard, smelled, touched, etc., expert witnesses can draw conclusions and give their opinions as part of their testimony.
## Our Expert Witness Services
A Science Safety expert witness is a person with extensive experience and knowledge of Science, STEM, CTE, and Lab Safety. Our expert witnesses apply their expertise to give a professional opinion to the court on specific matters in dispute. They clarify, explain, and provide opinions on complex safety matters and will take technical jargon, legal, professional standards, severely complicated situations, and explain them in a way that the jurors and others can easily understand.
## Our Expert Witness Capabilities
Science Safety witness experts can provide provide the following services:
- Assess merits of the case
- Case reviews
- Deposition participation
- Trial testimony
- Expert witness safety brief/statement development
- Risk and hazard analysis
- Insight into an organization’s “duty of care” obligations
- Research-related activities
- Frequent communications
Please contact us to schedule a time to discuss how our expert witnesses might support your case. Science Safety will ensure that you have the most qualified and appropriate expert witness for your case. All discussions will be confidential.
[ CONTACT US ](https://wordpress-876809-5326348.cloudwaysapps.com/2-exclusive-science-safety-webinars-2022/)
## Apply to Become an Expert Safety Witness
If you would like to be considered as a Science Safety Expert Witness, then please complete the form below and we will contact you after reviewing your profile to better understand your experience, credentials and thought leadership in the areas of Science, STEM and CTE programs. All submissions will be confidential.
---
### [Science Safety for Administrators](https://sciencesafety.com/science-safety-for-administrators/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Science Safety for Administrators
## Experience The Difference
1. Discover the latest in science safety, STEM tools, and strategies.
2. Access high-quality courses and resources.
3. Meet professional development requirements.
### 100% Online training
Provide a consistent platform for asynchronous science & STEM safety training in order to elevate the level of safety awareness.
### Subject & Grade-Level Specific Training
Deliver subject-specific and grade-level appropriate science & STEM safety training to ensure that the teaching and learning environments are as safe as possible.
### Compliance
Assessment of all participants on a reliable LMS to ensure that completion rates are aligned with on-going learning for educators.
### High Quality Courses and Resources
New resources are continuously added to ensure that trainings are up to date and meet safety needs.
## Core Science Safety Modules
Our core science safety modules focus on the most relevant science and STEM safety concerns in K-12 schools. Each module contains a combination of the related legal safety standards, better professional safety practices necessary preventative measures and emergency situation training. We offer an elementary, middle, and secondary school version as well as a STEM /Tool Safety course.
Here is a listing of some of the content modules covered:
1\. Prevention
2\. Duty of Care
3\. Student Lab Contracts/Safety Acknowledgement Forms
4\. Hazard Identification
5\. Fire Safety
6\. Chemical Labelling
7\. Lab Inspections
## Interested in Getting Started?
We provide professional development and learning to ensure school safety for onsite and remote learners.
[ Get Started ](https://wordpress-876809-5326348.cloudwaysapps.com/contact-us/)
---
### [Science Safety for Schools](https://sciencesafety.com/science-safety-for-schools/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# School District
Safety Training
## About School District Safety Training Program
Founded in educators Science Safety provides asynchronous, school district-wide science and STEM safety training to teachers, staff, administrators, students, and parents. To support compliance, Science Safety provides measurable data that demonstrates measurable outcomes.
## Science Safety Programs Offer
### TuRNKEY SOLUTIONS FOR School-Wide training
Provide a consistent platform for asynchronous science & STEM safety training across your entire school system in order to elevate the level of safety awareness.
### Subject & Grade-Level Specific Training
Deliver subject-specific and grade-level appropriate science & STEM safety training to ensure that the teaching and learning environments are as safe as possible.
### Safety Compliance
Assessment of all participants on a reliable LMS to ensure that completion rates are aligned with on-going learning for educators and students.
### Up to Date Offerings From Trusted Sources
New resources curated from OSHA, CDC, NSTA, NSELA, and other trusted organizations are continuously added to ensure that trainings are up to date and meet safety needs.
## Core Science & STEM Safety Modules. 100% online.
Science Safety education and compliance modules focus on the most relevant science and STEM safety concerns in K-12 schools. Each module contains a combination of the related legal safety standards, better professional safety practices, necessary preventative measures and emergency situation training. We offer an elementary, middle, and secondary school version as well as a STEM /Tool Safety course.
Here is a listing of some of the content modules covered:
1\. Prevention
2\. Duty of Care
3\. Student Lab Contracts/Safety Acknowledgement Forms
4\. Hazard Identification
5\. Fire Safety
6\. Chemical Labelling
7\. Lab Inspections
## Ask about Science Safety custom district solutions
Providing custom safety and professional development and learning to ensure full school safety for onsite and remote learners.
[ Contact Us ](https://wordpress-876809-5326348.cloudwaysapps.com/contact-us/)
---
### [NYCDOE](https://sciencesafety.com/nycdoe/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Science Safety and the NYC DOE
Partnership for NYC School Safety
Science and STEM educators who handle hazardous chemicals and use them while in the laboratory when providing hands-on activities with their students **must obtain an FDNY Certificate of Fitness**. You can earn an FDNY Certificate of Fitness by completing an FDNY and NYCDOE recognized course that was created by Science Safety and reviewed by science safety specialist, Dr. Ken Roy.
### About Science Safety
As specialists in safety risk management, Science Safety provides K-12 schools with a formal, cohesive, holistic process for Science & STEM safety. Our Safety Risk Management process provides schools with the ability to manage and mitigate program delivery hazards and risks, making schools safer. We help schools anticipate potential hazards and resulting risks in their programs and implement strategies to minimize those hazards and risks while delivering robust Science & STEM programs.
## Get Certified on D-14 & D-15 and earn a Certificate of Fitness Safety.
First, register with our “learn” site. Then use the enrollment code **NYCDOE-COF-2022** to access the D-14 & D-15 Certificates of Fitness Safety course.
**You must register with a “schools.nyc.gov” email domain or your enrollment will be denied.**
[ GO TO LEARN SCIENCE SAFETY ](https://sciencesafety.com/register/)
---
### [Industry Partners](https://sciencesafety.com/industry-partners/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
# COMMITTED TO EDUCATION AND INDUSTRY PARTNERSHIPS
We are building relationships with organizations that see the Importance of STEAM, CTE and Lab Safety. When we partner with an organization we collaborate to provide resources to help them meet their mission and goals.
Become a Partner
[  ](https://sciencesafety.com/american-chemistry-society/)
[ LEARN MORE ](/aact/)
## [American Association of Chemistry Teachers](https://sciencesafety.com/american-chemistry-society/)
AACT members can receive access to select STEM Labs and OSHA Laboratory Standard Chemical Hygiene Officer online safety training modules at no cost. The modules provided by Science Safety are an online companion to the recently ITEEA published and available for FREE download book titled, “Safer Engineering and CTE Instruction: A National STEM Education Imperative” by Drs. Tyler S. Love and Kenneth Russell Roy. [Learn More](https://sciencesafety.com/aact)
[  ](https://sciencesafety.com/esc-region-19-allied-states-cooperative)
[ LEARN MORE ](/esc-region-19-allied-states-cooperative/)
## [Allied States Cooperative - ESC 19](https://sciencesafety.com/american-chemistry-society/)
The ESC-Region 19 Purchasing (Allied States Cooperative) is a national governmental purchasing cooperative which competitively bids and awards contracts to local, regional, and national vendors in compliance with local, state, and federal procurement laws and regulations. Science Safety is an awarded vendor with ESC Region 19 Allied States Cooperative: RFP #22-7438 Consulting, Contracted Service, Staff Development & Related (Supplemental). To contact us for procurement please email .
[  ](https://sciencesafety.com/for-boces-members)
[ LEARN MORE ](/for-boces-members)
## [BOCES of New York State](https://sciencesafety.com/for-boces-members)
In 1948, the New York State legislature created Boards of Cooperative Educational Services (BOCES) to provide shared educational programs and services to school districts within the state. Today there are [37 BOCES](https://www.boces.org/contact-a-boces/) that are partnering with nearly all of the state’s school districts to help meet students’ evolving educational needs through cost-effective and relevant programs. For BOCES members please contact for the BOCES enrollment code.
[  ](https://sciencesafety.com/cosss/)
[ LEARN MORE ](/cosss/)
## [Council of State Science Supervisors](https://sciencesafety.com/cosss/)
CSSS is the only professional science organization whose members have direct accountability to the government agencies given the constitutional authority for education. Within their own jurisdictions, each of these supervisors plays a key role in directing efforts at improving school science and to ensure excellence and equity in science education.
[ LEARN MORE ](/chemical-hygiene-officer-certification-training/)
## NRCC | National Registry of Certified Chemists
Various states recognize NRCC certification as a component of the licensure process for certain laboratory personnel at the Laboratory Technologist level. The Registry is a 501(c)(3) nonprofit organization incorporated in the District of Columbia. Its sponsors include major chemical and industrial hygiene organizations in the United States. NRCC has Reviewed and Endorsed the Chemical Hygiene Officer prep pathway.
[ LEARN MORE ](/nycdoe/)
## New York City Department of Education
The New York City Department of Education is the department of the government of New York City that manages the city’s public school system. The City School District of the City of New York is the largest school system in the United States, with over 1.1 million students taught in more than 1,800 separate schools. As a NYCDOE member please contact for the enrollment code.
[  ](https://sciencesafety.com/nsela)
[ LEARN MORE ](/nsela/)
## National Science Education Leadership Association
NSELA members can receive access to select STEM Labs and OSHA Laboratory Standard Chemical Hygiene Officer online safety training modules at no cost. The modules provided by Science Safety are an online companion to the recently ITEEA published and available for FREE download book.
---
### [For Students](https://sciencesafety.com/for-students/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Science STEAM, CTE and Lab Safety For Students
## Six Reasons to try Science Safety for Your Students
- Help students prepare for science courses.
- Reduce accidents in the lab or classroom.
- Ensure no harm comes to them.
- Issue student and parent safety contracts.
- Meet state school safety requirements.
- Reduce overall school liability.
## What We Offer
### 100% Online training
Accessible on any device
### Subject & Grade-Level Specific
Elementary, middle and secondary school safety awareness training for students.
### Rewards Based
Students receive certificates and badges
### Student Safety Contracts
Reduce your schools liability
## Core Science Safety Modules. 100% Online.
Our core science safety modules focus on the most relevant science and STEM safety concerns in K-12 schools. Each module contains a combination of the related legal safety standards, best practices, better professional safety practices, necessary preventative measures, and emergency situation training.
[ ](tel:8333723372)
##### [ Call Today ](tel:8333723372)
**[833-372-3372](tel:8333723372)**
[ CONTACT US ](https://wordpress-876809-5326348.cloudwaysapps.com/contact-us/)
[ Facebook ](https://www.facebook.com/groups/236994331566624/) [ Twitter ](https://x.com/saferscience) [ Linkedin ](https://www.linkedin.com/company/7559369)
---
### [For Milken Educators](https://sciencesafety.com/for-milken-educators/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Milken Educators and Science Safety
A Partnership for School Safety
“Educators have the most important job in this country: to prepare students to reach their potential and move on successfully to the next stage of learning and life,” said [Lowell Milken](https://www.milkeneducatorawards.org/about/lowell-milken/), founder of the Milken Educator Awards and chairman and co-founder of the Milken Family Foundation. “In today’s challenging world, the guidance and support of talented educators to shape our nation’s future are all the more significant. The Milken Educator Awards say in a very public way that exemplary educators should be recognized and celebrated.”
Milken Educators can receive access to select STEM Labs and OSHA Laboratory Standard Chemical Hygiene Officer online safety training modules at no cost. The modules provided by Science Safety are an online companion to the recently ITEEA published and available for FREE download book titled, “Safer Engineering and CTE Instruction: A National STEM Education Imperative” by Drs. Tyler S. Love and Kenneth Russell Roy. This book, which presents practical recommendations based on a recent national safety study is also being provided free of charge to Milken Educators in PDF format.
## To Access the STEM Labs & OSHA Laboratory Standard Chemical Hygiene Officer Modules
To access the free online safety training modules for 6 months click the button below and enter the code
**MILKEN-STEMLABS-2022**
These modules have a value of $450.
[ GO TO SCIENCE SAFETY ](https://sciencesafety.com/register/)
---
### [Safety Training for educators and Teachers](https://sciencesafety.com/safety-training-for-teachers/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Science Safety Training for Educators
##### Science Safety Matters to Teachers
As a professional educator you have many obligations and accountabilities associated with your role, from curricular expectations to student engagement to mitigating unfinished learning across the K12 grade level spectrum.
Safety is another criterion that needs to be integrated into your daily lesson planning, practice and procedures especially when it involves Science, STEM, and CTE due to the inherent risks that are associated with these hands-on programs.
As a teacher, you know the advantage of having students involved in a tactile, inquiry-based project as these opportunities stimulate your students along their individual trajectories into post-secondary and the workplace as valuable contributing members of our community. Your influence as a teacher is decades long for your students.
##### Holistic Safety Program Benefits
Science Safety understands the benefits of a holistic safety program for school districts that encompasses aspects of risk management, curricular programming, and communication provided in a safer teaching and learning environment based on safer, legal, professional standards. Science Safety has developed our [Science Safety Risk Management Program (SSRMP)](https://wordpress-876809-5326348.cloudwaysapps.com/science-safety-risk-management-process/) which is the gold standard for school district ecosystems involving students, teachers, principals, administrators, and staff involved with helping students succeed in their academic careers.
The professionals and industry leaders at Science Safety have created an overview of what an ideal safety program for Science, STEM and CTE should involve in order to protect workers, students, and their families.
##### Duty of Care Obligations
As a teacher, you have responsibility to provide a safe environment for the students in your charge, which are covered under the ‘Duty of Care’ obligations. There are multiple aspects of this duty that apply to you as a Science, STEM, or CTE teacher based on the tools, instruments, chemicals, equipment, apparatus and materials that are used in these program areas. There is an inherent risk associated with these programs based on access to these items, the procedures in place, the tools and equipment used to meet the curricular framework, and the safety training and experience of both the teacher and the students.
Safety is a primary concern for all educators in the classroom, laboratory, on field trips and sporting events off-site and other school-based activities, and the teacher, as the adult in the room, is the person with a high level of accountability and responsibility and yet some teachers are lacking in safety training and awareness.
Science Safety can help you provide comprehensive, hands-on, inquiry-based safer programs across the Science, STEM and CTE programs in your school.
[ GET STARTED ](https://wordpress-876809-5326348.cloudwaysapps.com/contact-us/)
##### Self-Paced Learning Pathways
We have developed Learning Pathways and individual learning modules on topics that are relevant, current and important for teachers. Science Safety has architected some general safety and compliance training pathways, as well as specific grade and subject area programs for teachers based on the most current, safer, legal and professional standards.
These modular pathways have carefully selected mixture of print, animation, video, and scenario-based learning examples connected to valid assessment and evaluation with micro-credentials, certificate validations, and the best-in-class 24/7 accessible learning on our stable, reliable learning management system.
##### Increase Safety Awareness
Here is what we can offer you as a classroom teacher to help raise your level of safety awareness and comprehension and meet your Duty of Care obligations including:
- current, compliant, and verifiable online and on-demand science and lab safety training and certifications;
- an online safety contracts management system;
- an enterprise safety reporting system;
- access to industry experts to maintain and update your safety documentation
## Safety Training for Teachers
### 100% Online training
Provide a consistent platform for asynchronous science & STEM safety training in order to elevate the level of safety awareness.
### Subject & Grade-Level Specific Training
Deliver subject-specific and grade-level appropriate science & STEM safety training to ensure that the teaching and learning environments are as safe as possible.
### Compliance
Assessment of all participants on a reliable LMS to ensure that completion rates are aligned with on-going learning for educators.
### High Quality Courses and Resources
New resources are continuously added to ensure that trainings are up to date and meet safety needs.
## Interested in Getting Started?
We provide professional development and learning to ensure school safety for onsite and remote learners.
[ Get Started ](https://wordpress-876809-5326348.cloudwaysapps.com/contact-us/)
---
### [Workshops](https://sciencesafety.com/workshops/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Workshops
In-person and online workshops are led by trained, recognized experts from Science Safety.
- Topics typically covered include legal safety standards, duty of care, school-wide safety awareness, better professional safety practices, and safety inspection.
- Workshops can target classroom teachers, principals, and specific grade/subject areas.
- ½ day-to full-day sessions are customized to local jurisdictional regulations and aligned to Chemical Hygiene Plans or equivalent safety programs.
### Workshop Offerings
[ ](https://sciencesafety.com/marketplace/)
### [ Online Workshops ](https://sciencesafety.com/marketplace/)
Science Safety online workshops for educators can be customized to meet the needs of educator and district needs.
[ CLICK HERE TO PURCHASE ](https://sciencesafety.com/product-category/workshops/)
[ ](https://sciencesafety.com/product/chemical-hygiene-plan-review/)
### [ Onsite Workshops ](https://sciencesafety.com/product/chemical-hygiene-plan-review/)
Each workshop is aligned to the local state and municipal guidelines using legal standards and accepted professional safety practices.
[ CLICK HERE TO PURCHASE ](https://sciencesafety.com/product-category/workshops/)
---
### [ESC Region 19 Allied States Cooperative](https://sciencesafety.com/esc-region-19-allied-states-cooperative/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# ESC Region 19 Allied States Cooperative Vendor Prepares K-12 Teachers to Teach Science & STEM Safely
### Science Safety and ASC
Science Safety is an awarded vendor with the Texas Education Service Center (ESC) – Region 19 Allied States Cooperative (ASC) (RFP 22-7438) in the area of Staff Development.
### About Science Safety
As specialists in safety risk management, Science Safety provides K-12 schools, teachers, and staff with a formal, cohesive, holistic process for Science & STEM safety. Our Safety Risk Management process and certifications provide schools with the ability to manage and mitigate the hazards and risks associated with the delivery of STEM and Science programs.
## Did You Know?
Science/STEM teacher and student safety training are legally mandatory under Texas legal safety standards and better professional safety practices. School administrative supervision is key in assuring that appropriate and timely safety compliance training is done for teachers and students before students are actively engaged in hands-on laboratory instruction. Teachers also have a critical supervisory role in making sure student behavior reflects appropriate safety protocols learned when working in the laboratory, relative to use of laboratory engineering controls, administrative safety operation procedures/work protocols and use of personal protective equipment.
## Its all about keeping students safe.
Texas K-12 School Science/STEM laboratory safety protocols apply to both students and teachers as employees. Safety protocols are based on legal safety standards (e.g…,,,. local board of education policy, Texas state and/or local government laws, rules, and regulations (e.g…,,,., Texas Chapter 502 Hazard Communication Act, NFPA, ICC) and better professional safety practices (e.g…,,,., National Science Teaching Association (NSTA), National Science Education Leadership Association (NSELA), American Chemical Society (ACS)).
School administrators have a legal responsibility to make sure the legal standards and professional safety practices are followed in their school to help keep students and teachers out of harm’s way and school employees out of legal entanglement, should a safety incident occur in the laboratory.
## Explore
Are you an administrator, staff, or teacher looking for safety training to meet state requirements? Register with a Texas-based school email address and use code
TX-ASC-2022 after registration to obtain access to the “**Lab Fire and Explosive Accidents**” example safety module, as well as view the full Science & STEM safety catalog.
[ REGISTER ON LEARN SCIENCE SAFETY ](https://sciencesafety.com/register/)
##### Or Call Today
(833) 372-3372
[ Facebook ](https://www.facebook.com/groups/236994331566624/) [ Twitter ](https://x.com/saferscience) [ Linkedin ](https://www.linkedin.com/company/7559369)
---
### [COSSS](https://sciencesafety.com/cosss/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Council of State Science Supervisors
A Partnership For School Safety
Council of State Science Supervisors (CSSS) members can receive access to select STEM Labs and OSHA Laboratory Standard Chemical Hygiene Officer online safety training modules at no cost. The modules provided by Science Safety are an online companion to the recently ITEEA published and available for FREE download book titled, “Safer Engineering and CTE Instruction: A National STEM Education Imperative” by Drs. Tyler S. Love and Kenneth Russell Roy. This book, which presents practical recommendations based on a recent national safety study is also being provided free of charge to CSSS members in PDF format.
### About the book: “Safer Engineering and CTE Instruction: A National STEM Education Imperative”
This new publication is an essential read for Science, Technology Education/Engineering and STEM Administrators, supervisors and instructors. It reviews findings from a recent national study relative to status of safety compliance as applied to hands-on STEM and CTE course activities. In addition to reviewing the specifics of the research project, the book describes important findings and specific recommendations on how to successfully address the urgent safety needs of instructors and students relative to providing safer STEM/CTE, along with Science and Technology Education/Engineering teaching/learning activities. If your community or school system is looking to design or modify your educational program to engage students in safer hands-on laboratory activities, then this user-friendly book is a must read, in addition to the companion Science Safety training modules! **[CLICK HERE](https://www.iteea.org/SafetyReport.aspx)** to download the book.
### Free Science & STEM Safety Resource and OER Library
Science Safety is committed to provide all stakeholders with the information and skills required to participate in the safe delivery and consumption of science and STEM programs, elevating safety awareness in your schools, and creating a fundamental culture of safety that can mitigate the unforeseen risks and liabilities for schools. We are proud to highlight the resources, OERs, and tools developed by trusted organizations around all things safety for educators, families, policymakers, and researchers. Click on the button below to access to our library of free resources for elementary, middle school, high school educators, administrators, and staff.
[ GO TO SCIENCE SAFETY ](https://sciencesafety.com/register/)
## To Access the STEM Labs & OSHA Laboratory Standard Chemical Hygiene Officer Modules
To access the free online safety training modules for 6 months click the button below and enter the code
**COSSS-STEM-LABS-2022**
These modules have a value of $450.
[ GO TO SCIENCE SAFETY ](https://sciencesafety.com/register/)
---
### [nsela](https://sciencesafety.com/nsela/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# NSELA and Science Safety
A Partnership For School Safety
NSELA members can receive access to select STEM Labs and OSHA Laboratory Standard Chemical Hygiene Officer online safety training modules at no cost. The modules provided by Science Safety are an online companion to the recently ITEEA published and available for FREE download book titled, “Safer Engineering and CTE Instruction: A National STEM Education Imperative” by Drs. Tyler S. Love and Kenneth Russell Roy. This book, which presents practical recommendations based on a recent national safety study is also being provided free of charge to NSELA members in PDF format.
### About the book: “Safer Engineering and CTE Instruction: A National STEM Education Imperative”
This new publication is an essential read for Science, Technology Education/Engineering and STEM Administrators, supervisors and instructors. It reviews findings from a recent national study relative to status of safety compliance as applied to hands-on STEM and CTE course activities. In addition to reviewing the specifics of the research project, the book describes important findings and specific recommendations on how to successfully address the urgent safety needs of instructors and students relative to providing safer STEM/CTE, along with Science and Technology Education/Engineering teaching/learning activities. If your community or school system is looking to design or modify your educational program to engage students in safer hands-on laboratory activities, then this user-friendly book is a must read, in addition to the companion Science Safety training modules! **[CLICK HERE](https://www.iteea.org/SafetyReport.aspx)** to download the book.
## To Access the STEM Labs & OSHA Laboratory Standard Chemical Hygiene Officer Modules
To access the free online safety training modules for 6 months click the button below and enter the code
**NSELA-STEM-LABS-2022**
These modules have a value of $450.
[ GO TO SCIENCE SAFETY ](https://sciencesafety.com/register/)
---
### [For BOCES Members](https://sciencesafety.com/for-boces-members/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# BOCES and Science Safety
A Partnership For School Safety
BOCES members are receiving access to the Chemical Hygiene Officer / Environmental Hygiene Officer online safety training certificate pathway for free as an online companion to the Safer, Professionally-accepted Best Practices in Science and STEM webinar led by Dr. Ken Roy, a well known and respected school safety specialist.
### About Science Safety
As specialists in safety risk management, Science Safety provides K-12 schools with a formal, cohesive, holistic process for Science & STEM safety. Our Safety Risk Management process provides schools with the ability to manage and mitigate program delivery hazards and risks, making schools safer. We help schools anticipate potential hazards and resulting risks in their programs and implement strategies to minimize those hazards and risks while delivering robust Science & STEM programs.
## Access the CHO/EHO Safety Online Pathway
To access the Chemical Hygiene Officer / Environmental Hygiene Officer Safety pathway read the onboarding guide. This pathway has a retail value of $199.
[ GO TO ONBOARDING GUIDE ](https://wordpress-876809-5326348.cloudwaysapps.com/onboarding-with-code/)
---
### [AACT](https://sciencesafety.com/aact/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# AACT and Science Safety
A Partnership for Science Safety
AACT members can receive access to select STEM Labs and OSHA Laboratory Standard Chemical Hygiene Officer online safety training modules at no cost.
The modules provided by Science Safety are an online companion to “Safer Engineering and CTE Instruction: A National STEM Education Imperative” by Drs. Tyler S. Love and Kenneth Russell Roy. Free of charge to AACT members in PDF format.
### About the book: “Safer Engineering and CTE Instruction: A National STEM Education Imperative”
This publication is an essential read for Science, Technology Education/Engineering and STEM Administrators, supervisors and instructors. It reviews findings from a national study relative to status of safety compliance as applied to hands-on STEM and CTE course activities.
The book describes important findings and specific recommendations on how to successfully address the urgent safety needs of instructors and students relative to providing Safer Science, Safer STEM, Safer CTE and Safer Labs instruction.
[ DOWNLOAD THE E-BOOK ](https://wordpress-876809-5326348.cloudwaysapps.com/wp-content/uploads/2022/10/Safer-Engineering-and-CTE-Instruction-A-National-STEM-Education-Imperative.pdf)
## To Access the STEM Labs Modules
To access the Safer Science, Safer STEM, Safer CTE, Safer Labs free online safety training modules for 6 months click the button below and enter the code enrollment code on the user dashboard.
**AACT-STEM-LABS-2022**
These modules have a value of $450.
[ REGISTER ](https://sciencesafety.com/register/)
---
### [American Chemistry Society](https://sciencesafety.com/american-chemistry-society/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# ASC and Science Safety
A Partnership For Science Safety
ACS members can receive access to select STEM Labs and OSHA Laboratory Standard Chemical Hygiene Officer online safety training modules at no cost. The modules provided by Science Safety are an online companion to the recently ITEEA published and available for FREE download book titled, “Safer Engineering and CTE Instruction: A National STEM Education Imperative” by Drs. Tyler S. Love and Kenneth Russell Roy. This book, which presents practical recommendations based on a recent national safety study is also being provided free of charge to ACS members in PDF format.
### About the book: “Safer Engineering and CTE Instruction: A National STEM Education Imperative”
This new publication is an essential read for Science, Technology Education/Engineering and STEM Administrators, supervisors and instructors. It reviews findings from a recent national study relative to status of safety compliance as applied to hands-on STEM and CTE course activities. In addition to reviewing the specifics of the research project, the book describes important findings and specific recommendations on how to successfully address the urgent safety needs of instructors and students relative to providing safer STEM/CTE, along with Science and Technology Education/Engineering teaching/learning activities. If your community or school system is looking to design or modify your educational program to engage students in safer hands-on laboratory activities, then this user-friendly book is a must read, in addition to the companion Science Safety training modules! **[CLICK HERE](https://www.iteea.org/SafetyReport.aspx)** to download the book.
## To Access the STEM Labs & OSHA Laboratory Standard Chemical Hygiene Officer Modules
To access the free online safety training modules for 6 months click the button below and enter the code
**ACS-STEM-LABS-2022**
These modules have a value of $450.
[ GO TO SCIENCE SAFETY ](https://sciencesafety.com/register/)
---
### [Chemical Hygiene Officer Training](https://sciencesafety.com/chemical-hygiene-officer-training/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Certified Chemical Hygiene Officer (CCHO)
Training Pathway
Did you know that in schools where a Chemical Hygiene Officer has not been appointed, by default, the superintendent of schools assumes the role and responsibility?
Several large school districts are assigning the Chemical Hygiene Officer role to an individual at the building level to improve safety compliance.
Science Safety is helping make schools safer by providing Certified Chemical Hygiene Officer (CCHO) training to thousands of educators.
### About the Certified Chemical Hygiene Officer Program
This online training program is for Chemical Hygiene Officers (CHOs) and Environmental Hygiene Officers (EHOs) that are looking to obtain a professional certification for the position. Participants will earn micro-credentials along the way and full certification at the end of the pathway. This pathway also includes technical guidance in the development and implementation of provisions of Chemical Hygiene Plans, a requirement for all schools by the OSHA 1910.1450 Laboratory Standard.
## What is Included in the Certified Chemical Hygiene Officer Training?
- 100% Online Training
- 22 Modules with Micro-Credentials
- 160 Lessons, 25 Videos, 22 Quizzes
- 1 Certificate Exam
- Certified Chemical Hygiene Officer Certificate
- Approx. Time to Complete: 10.5 hours
### Earn Multiple Certificates through the Certified Chemical Hygiene Officer Training
- Chemical Handling and Waste Management
- Chemical Hazards
- Chemical Hygiene Plan and Accountability
- Chemical Inventory
- Chemical Spills
- Chemical Storage
- Chemistry Lab Accidents
- Duty of Care
- Eyewash Stations and Showers
- Fire Safety in the Lab
- GHS Labeling, SDS, and Hazard Communication
- Hazard Control
- Laboratory Inspections
- Lab Safety Awareness
- Mercury
- Methanol
- Personal Protection Equipment
- Right to Understand Laws
- Laboratory Unit Design and Equipment
- Safety Data Sheets
- Science Safety Risk Management Framework
- Ventilation Strategies
### A Reminder to Superintendents
If there is no designated Chemical Hygiene Officer at a school, then that responsibility automatically defaults to the superintendent of schools regardless of their education, experience, or understanding of chemical hygiene protocols.
[ LEARN MORE ](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/)
## Who is Certified Chemical Hygiene Officer Training For?
- Chemical Hygiene Officers
- Environmental, Health & Safety Professionals
- School Administrators
- Risk Managers/ Operations Managers
- Business Officers
- Lab Managers / Supervisors / Workers
- Researchers
- Safety/Security Directors
- Science, Art & Technology Educators
## Advantages of a Site-Based Certified Chemical Hygiene Officer
All schools should consider having a site-based CHO. Having a knowledgeable person available to immediately remedy any possible situation involving hazardous chemicals to reduce the impacts to the school community is an advantage.
Areas under the OSHA Hazard Communication standard, like art, technology education & engineering, agri-science, maintenance, etc., would especially benefit from having a site-based chemical hygiene officer, even if only in a consultant role.
[Read more](https://edcircuit.com/benefits-of-having-a-chemical-hygiene-officer-in-all-schools/)
## Ask Yourself
1. Is there a current Chemical Hygiene Plan in your district?
2. Who is the designated Chemical Hygiene Officer?
3. How accountable do you feel for your district’s chemical health and safety?
4. Would having site-based Chemical Hygiene Officers add an additional layer of safety to the schools and overall risk management program in your district?
---
### [Online Lab Safety Agreements](https://sciencesafety.com/online-lab-safety-agreements/)
**Published:** June 20, 2025
**Author:** admin2025Open
**Content:**
# Lab Safety Agreements
##### Online Lab Safety Agreements
## Make it Convenient
Ensure that your organization remains safe and compliant and meets local and national regulatory requirements by managing online lab safety agreements for every participant. E-Signatures allow individuals to conveniently sign a safety agreement prior to participating in a science, STEAM, CTE or lab event.
##### Reminders & Tracking
## Lab Safety Agreements - Make it Easy
Our modern online lab safety agreement management system makes it easy to deliver, manage, and report on safety agreements. Automated reminders go out until the agreements are signed. Use our online platform to ensure that students and parents have signed lab safety agreements and students can participate in labs.
##### Templates and Forms
## Make it Yours
Choose from a selection of modern, interactive, mobile-ready online lab safety agreements. Our lab safety agreements are organized by topic and by grade. Customize our pre-built lab safety agreements for your various roles using the Science Safety Safety Contract Builder. Select a template, update it, publish, and email it for electronic signature.
## Lab Safety Agreements
### Increase Efficiency
Automate processes so that teachers have to continuously send out reminders.
### Lower Risk
Ensure that students have the knowledge they need to stay safe when doing labs.
### Ensure Compliance
Meet requirements for mandates and be able to quickly download reports.
## Interested in Getting Started?
We also provide customized pathways, courses, and modules, and update your safety documentation, to meet the unique safety needs of your organization or school.
[ GET STARTED ](https://wordpress-876809-5326348.cloudwaysapps.com/contact-us/)
---
### [How to Purchase with a Purchase Order](https://sciencesafety.com/how-to-purchase-with-a-purchase-order/)
**Published:** March 24, 2025
**Author:** admin2025Open
---
### [All Modules](https://sciencesafety.com/my-modules-2025/)
**Published:** March 18, 2025
**Author:** admin2025Open
**Content:**
- All Modules
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---
### [Load Occupancy Calculator](https://sciencesafety.com/load-occupancy-calculator/)
**Published:** August 27, 2024
**Author:** admin2025Open
**Content:**
## Lab Occupant Load Calculator
Use this calculator to determine the occupant load for your lab space based on [NFPA Guidelines](https://www.nfpa.org/news-blogs-and-articles/blogs/2020/04/06/how-to-calculate-occupant-load). The occupant load helps determine the number and width of exits required for safe evacuation.
**Steps:**
1. Enter the length and width of the lab in feet.
2. Select the appropriate occupant load factor based on the type of lab use.
3. Click "Calculate" to get the occupant load.
Lab Floor Area X =
Enter either both length and width, or only the floor area. If only floor area is entered, length and width will be calculated assuming a square shape.
Occupant Load Factor (sq ft per person) 20 sq ft/person - Classroom (Net) 50 sq ft/person - Traditional Science Laboratory (Net) 60 sq ft/person - Combination Lecture/Laboratory Instructional Site (Net) This factor applies to classrooms designed for standard instructional use.
Calculate Occupant Load
---
### [Newsletter](https://sciencesafety.com/newsletter/)
**Published:** January 27, 2025
**Author:** admin2025Open
**Content:**
\[newsletter\]
---
### [Verify Certificate](https://sciencesafety.com/verify-certificate/)
**Published:** October 22, 2024
**Author:** admin2025Open
**Content:**
Search Certificate by ID
Search
---
### [Verify Certificate Old](https://sciencesafety.com/verify-certificate-old/)
**Published:** June 7, 2022
**Author:** admin2025Open
**Content:**
## VERIFY A CERTIFICATE
Check the validity of a learners certificate by entering the unique ID of the certificate.
Search Certificate by ID Search
---
### [Better Lab Safety for Students](https://sciencesafety.com/better-lab-safety-for-students/)
**Published:** May 13, 2020
**Author:** admin2025Open
**Content:**
# STUDENT SAFETY
SAFER STUDENTS
Research-based Science, STEM, CTE, Arts, Cyber and Lab Safety modules for student learners, age, grade, subject, and role-specific, and provided in a modular fashion, so the material is easy for students to consume. Safer modules are based on legal safety standards, sound professional safety practices, and the activities, tools, and materials used in the classroom.
**Build a Culture and Community of Safety.
A Safer Tomorrow begins Today.**
#### Modules
Search
AlphabeticalNewly Created
All CategoriesCTEStudents With Additional NeedsStudentsDigital CitizenshipCybersecurityStudent Courses
All InstructorsSean Ryanadmin2025Open
[ ](#) [ ](#)
- [Not Enrolled
 ](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
15 Lessons
## [Bandsaws and Bandsaw Safety](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
Bandsaws are very popular pieces of woodworking equipment commonly found in the woodworking shop.
- [Not Enrolled
 ](https://sciencesafety.com/courses/biology-safety-for-international-baccalaureate-ib-students/ "Biology Safety For International Baccalaureate (IB) Students")
36 Lessons
## [Biology Safety For International Baccalaureate (IB) Students](https://sciencesafety.com/courses/biology-safety-for-international-baccalaureate-ib-students/ "Biology Safety For International Baccalaureate (IB) Students")
IB Biology students need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/ "Chemistry Lab Safety For Students")
8 Lessons
## [Chemistry Lab Safety For Students](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/ "Chemistry Lab Safety For Students")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ib-chemistry-for-students/ "Chemistry Safety For International Baccalaureate Students")
50 Lessons
## [Chemistry Safety For International Baccalaureate Students](https://sciencesafety.com/courses/ib-chemistry-for-students/ "Chemistry Safety For International Baccalaureate Students")
IB Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/clamps/ "Clamps and Clamp Safety")
3 Lessons
## [Clamps and Clamp Safety](https://sciencesafety.com/courses/clamps/ "Clamps and Clamp Safety")
General safety tips to know when using clamps with emphasis on what to avoid to be safer.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cte-access-and-equity/ "CTE Access and Equity")
8 Lessons
## [CTE Access and Equity](https://sciencesafety.com/courses/cte-access-and-equity/ "CTE Access and Equity")
Learn about access and equity in remote, blended and socially-distanced learning best practices.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cutters-and-cutter-safety/ "Cutters and Cutter Safety")
11 Lessons
## [Cutters and Cutter Safety](https://sciencesafety.com/courses/cutters-and-cutter-safety/ "Cutters and Cutter Safety")
About 30% of workplace injuries involve lacerations, and 70% occur on the hands or fingers.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/ "Cybersecurity and Schools: Best Practices")
5 Lessons
## [Cybersecurity and Schools: Best Practices](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/ "Cybersecurity and Schools: Best Practices")
Schools face a growing number of cybersecurity threats that can impact students, staff, and learning environments. In this module, you will learn best practices for protecting devices, data, and systems, as well as how students and schools can work together to stay safe online.
- [Not Enrolled
 ](https://sciencesafety.com/courses/digital-citizenship/ "Digital Citizenship: Middle Level Course")
23 Lessons
## [Digital Citizenship: Middle Level Course](https://sciencesafety.com/courses/digital-citizenship/ "Digital Citizenship: Middle Level Course")
Technology has become an important part of people’s lives, from when we get up to when we fall asleep.
- [Not Enrolled
 ](https://sciencesafety.com/courses/drill-press/ "Drill Press and Drill Press Safety")
12 Lessons
## [Drill Press and Drill Press Safety](https://sciencesafety.com/courses/drill-press/ "Drill Press and Drill Press Safety")
Drill presses can be dangerous if not used properly.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ethics-and-empathy/ "Ethics and Empathy")
8 Lessons
## [Ethics and Empathy](https://sciencesafety.com/courses/ethics-and-empathy/ "Ethics and Empathy")
Ethics are the moral principles that govern people’s behavior and the way they conduct life’s activities.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students/ "General Science Safety For Secondary Students")
32 Lessons
## [General Science Safety For Secondary Students](https://sciencesafety.com/courses/general-science-safety-for-secondary-students/ "General Science Safety For Secondary Students")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-aaa-rmd/ "General Science Safety For Secondary Students (AAA-RMD)")
24 Lessons
## [General Science Safety For Secondary Students (AAA-RMD)](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-aaa-rmd/ "General Science Safety For Secondary Students (AAA-RMD)")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-ahl-rmd/ "General Science Safety For Secondary Students (AHL-RMD)")
25 Lessons
## [General Science Safety For Secondary Students (AHL-RMD)](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-ahl-rmd/ "General Science Safety For Secondary Students (AHL-RMD)")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-at-cvuhsd/ "General Science Safety For Secondary Students at CVUHSD")
32 Lessons
## [General Science Safety For Secondary Students at CVUHSD](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-at-cvuhsd/ "General Science Safety For Secondary Students at CVUHSD")
This online module introduces general science safety principles for high school students working in a laboratory environment. This is a custom module optimized for CVUHSD.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-woodshop-safety/ "General Woodshop Safety")
4 Lessons
## [General Woodshop Safety](https://sciencesafety.com/courses/general-woodshop-safety/ "General Woodshop Safety")
There are safety concerns in the wood shop resulting from the equipment, tools, and raw materials used, as well as from the occupants in the room. This module will assist in providing some safety awareness when in the wood shop.
- [Free
 ](https://sciencesafety.com/courses/glowforge-printer-safety/ "Glowforge Printer Safety")
13 Lessons
## [Glowforge Printer Safety](https://sciencesafety.com/courses/glowforge-printer-safety/ "Glowforge Printer Safety")
Glowforge Printers as 3D laser printer that cut, engrave, and score hundreds of materials. It takes the power of a factory and makes it safer K-12 students, for creation classrooms.
- [Not Enrolled
 ](https://sciencesafety.com/courses/hacked-emails/ "Hacked Emails")
3 Lessons
## [Hacked Emails](https://sciencesafety.com/courses/hacked-emails/ "Hacked Emails")
How to protect yourself from getting emails hacked, signs that you've been hacked, and what to do if you are hacked.
- [Not Enrolled
 ](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
15 Lessons
## [Bandsaws and Bandsaw Safety](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
Bandsaws are very popular pieces of woodworking equipment commonly found in the woodworking shop.
- [Not Enrolled
 ](https://sciencesafety.com/courses/biology-safety-for-international-baccalaureate-ib-students/ "Biology Safety For International Baccalaureate (IB) Students")
36 Lessons
## [Biology Safety For International Baccalaureate (IB) Students](https://sciencesafety.com/courses/biology-safety-for-international-baccalaureate-ib-students/ "Biology Safety For International Baccalaureate (IB) Students")
IB Biology students need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/ "Chemistry Lab Safety For Students")
8 Lessons
## [Chemistry Lab Safety For Students](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/ "Chemistry Lab Safety For Students")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ib-chemistry-for-students/ "Chemistry Safety For International Baccalaureate Students")
50 Lessons
## [Chemistry Safety For International Baccalaureate Students](https://sciencesafety.com/courses/ib-chemistry-for-students/ "Chemistry Safety For International Baccalaureate Students")
IB Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/clamps/ "Clamps and Clamp Safety")
3 Lessons
## [Clamps and Clamp Safety](https://sciencesafety.com/courses/clamps/ "Clamps and Clamp Safety")
General safety tips to know when using clamps with emphasis on what to avoid to be safer.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cte-access-and-equity/ "CTE Access and Equity")
8 Lessons
## [CTE Access and Equity](https://sciencesafety.com/courses/cte-access-and-equity/ "CTE Access and Equity")
Learn about access and equity in remote, blended and socially-distanced learning best practices.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cutters-and-cutter-safety/ "Cutters and Cutter Safety")
11 Lessons
## [Cutters and Cutter Safety](https://sciencesafety.com/courses/cutters-and-cutter-safety/ "Cutters and Cutter Safety")
About 30% of workplace injuries involve lacerations, and 70% occur on the hands or fingers.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/ "Cybersecurity and Schools: Best Practices")
5 Lessons
## [Cybersecurity and Schools: Best Practices](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/ "Cybersecurity and Schools: Best Practices")
Schools face a growing number of cybersecurity threats that can impact students, staff, and learning environments. In this module, you will learn best practices for protecting devices, data, and systems, as well as how students and schools can work together to stay safe online.
- [Not Enrolled
 ](https://sciencesafety.com/courses/digital-citizenship/ "Digital Citizenship: Middle Level Course")
23 Lessons
## [Digital Citizenship: Middle Level Course](https://sciencesafety.com/courses/digital-citizenship/ "Digital Citizenship: Middle Level Course")
Technology has become an important part of people’s lives, from when we get up to when we fall asleep.
- [Not Enrolled
 ](https://sciencesafety.com/courses/drill-press/ "Drill Press and Drill Press Safety")
12 Lessons
## [Drill Press and Drill Press Safety](https://sciencesafety.com/courses/drill-press/ "Drill Press and Drill Press Safety")
Drill presses can be dangerous if not used properly.
- [Not Enrolled
 ](https://sciencesafety.com/courses/ethics-and-empathy/ "Ethics and Empathy")
8 Lessons
## [Ethics and Empathy](https://sciencesafety.com/courses/ethics-and-empathy/ "Ethics and Empathy")
Ethics are the moral principles that govern people’s behavior and the way they conduct life’s activities.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students/ "General Science Safety For Secondary Students")
32 Lessons
## [General Science Safety For Secondary Students](https://sciencesafety.com/courses/general-science-safety-for-secondary-students/ "General Science Safety For Secondary Students")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-aaa-rmd/ "General Science Safety For Secondary Students (AAA-RMD)")
24 Lessons
## [General Science Safety For Secondary Students (AAA-RMD)](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-aaa-rmd/ "General Science Safety For Secondary Students (AAA-RMD)")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-ahl-rmd/ "General Science Safety For Secondary Students (AHL-RMD)")
25 Lessons
## [General Science Safety For Secondary Students (AHL-RMD)](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-ahl-rmd/ "General Science Safety For Secondary Students (AHL-RMD)")
Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-at-cvuhsd/ "General Science Safety For Secondary Students at CVUHSD")
32 Lessons
## [General Science Safety For Secondary Students at CVUHSD](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-at-cvuhsd/ "General Science Safety For Secondary Students at CVUHSD")
This online module introduces general science safety principles for high school students working in a laboratory environment. This is a custom module optimized for CVUHSD.
- [Not Enrolled
 ](https://sciencesafety.com/courses/general-woodshop-safety/ "General Woodshop Safety")
4 Lessons
## [General Woodshop Safety](https://sciencesafety.com/courses/general-woodshop-safety/ "General Woodshop Safety")
There are safety concerns in the wood shop resulting from the equipment, tools, and raw materials used, as well as from the occupants in the room. This module will assist in providing some safety awareness when in the wood shop.
- [Free
 ](https://sciencesafety.com/courses/glowforge-printer-safety/ "Glowforge Printer Safety")
13 Lessons
## [Glowforge Printer Safety](https://sciencesafety.com/courses/glowforge-printer-safety/ "Glowforge Printer Safety")
Glowforge Printers as 3D laser printer that cut, engrave, and score hundreds of materials. It takes the power of a factory and makes it safer K-12 students, for creation classrooms.
- [Not Enrolled
 ](https://sciencesafety.com/courses/hacked-emails/ "Hacked Emails")
3 Lessons
## [Hacked Emails](https://sciencesafety.com/courses/hacked-emails/ "Hacked Emails")
How to protect yourself from getting emails hacked, signs that you've been hacked, and what to do if you are hacked.
Page 1[Page 2](https://sciencesafety.com/wp-cron.php/page/2/?doing_wp_cron)[Page 3](https://sciencesafety.com/wp-cron.php/page/3/?doing_wp_cron)[Page 4](https://sciencesafety.com/wp-cron.php/page/4/?doing_wp_cron)[Next »](https://sciencesafety.com/wp-cron.php/page/2/?doing_wp_cron)
---
### [Safer Program Enablement](https://sciencesafety.com/safer-program-enablement/)
**Published:** October 10, 2024
**Author:** admin2025Open
---
### [Safer AI](https://sciencesafety.com/artificial-intelligence-for-safety/)
**Published:** October 9, 2024
**Author:** admin2025Open
---
### [Industry Science Safety Training](https://sciencesafety.com/industry-science-safety-training/)
**Published:** October 9, 2024
**Author:** admin2025Open
---
### [Higher Education Science Safety Training](https://sciencesafety.com/higher-education-science-safety-training/)
**Published:** October 9, 2024
**Author:** admin2025Open
---
### [My Transcript](https://sciencesafety.com/my-transcript/)
**Published:** December 6, 2021
**Author:** admin2025Open
**Content:**
Log in to view information
---
### [Cyber Safety Certification Courses](https://sciencesafety.com/cyber-safety-certification-courses/)
**Published:** May 10, 2024
**Author:** admin2025Open
**Content:**
## Cybersecurity Safety Modules | Safer Cyber
With Cybersecurity Safety Modules and Safer Cyber training your school or organization can minimize exposure to cyberattacks.
[Shop](https://sciencesafety.com/marketplace/) > Cyber Safety Certification Courses
[](https://sciencesafety.com/product/cyberbullying/)
### [Cyberbullying](https://sciencesafety.com/product/cyberbullying/ "Cyberbullying")
This online module helps you develop a deeper understanding of cyberbullying and describes how schools may take action, either as…
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### [Cybersecurity & Digital Citizenship Pathway for High School Students](https://sciencesafety.com/product/cybersecurity-digital-citizenship-pathway-for-high-school-students/ "Cybersecurity & Digital Citizenship Pathway for High School Students")
This online pathway for cybersecurity and digital citizenship is tailored for high school students to learn the best practices. In…
$199.00 Original price was: $199.00.$99.00Current price is: $99.00.
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### [Cybersecurity & Digital Citizenship Pathway for Middle School Students](https://sciencesafety.com/product/cybersecurity-digital-citizenship-pathway-for-middle-school-students/ "Cybersecurity & Digital Citizenship Pathway for Middle School Students")
This online pathway on cybersecurity and digital citizenship is designed for middle school students. In a supportive environment, learners will…
$199.00 Original price was: $199.00.$99.00Current price is: $99.00.
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### [Cybersecurity and Schools: Best Practices](https://sciencesafety.com/product/cybersecurity-and-schools-best-practices/ "Cybersecurity and Schools: Best Practices")
This online module on cybersecurity and schools will discuss best practices for safeguarding schools against various cyber threats and cyberattacks….
$10.00 Original price was: $10.00.$0.00Current price is: $0.00.
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### [Digital Citizenship For High School Students Pathway](https://sciencesafety.com/product/digital-citizenship-for-high-school-students-pathway/ "Digital Citizenship For High School Students Pathway")
In this online pathway, high school students will develop a deeper understanding of what it means to be digital citizens, participate…
$199.00 Original price was: $199.00.$99.00Current price is: $99.00.
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[](https://sciencesafety.com/product/hacked-emails/)
### [Hacked Emails](https://sciencesafety.com/product/hacked-emails/ "Hacked Emails")
This online module will discuss how to protect yourself from having your emails hacked, signs that you’ve opened hacked emails,…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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### [Malware Safety](https://sciencesafety.com/product/malware-safety/ "Malware Safety")
In this online module, we discuss how ransomware is a type of malware that cybercriminals use to extort money from…
$10.00 Original price was: $10.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/password-security/)
### [Password Security](https://sciencesafety.com/product/password-security/ "Password Security")
In this online module, you will learn how password security is the first defense against unauthorized access to your computer…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/phishing-attacks/)
### [Phishing Attacks](https://sciencesafety.com/product/phishing-attacks/ "Phishing Attacks")
In this online module, you will learn about phishing attacks, which occur when attackers send scam emails (or text messages)…
$10.00 Original price was: $10.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/public-wifi-security/)
### [Public Wifi Security](https://sciencesafety.com/product/public-wifi-security/ "Public Wifi Security")
In this online learning module, you will learn about Public Wi-Fi security; if the network isn’t secure, and you log…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/ransomware-malware-in-schools/)
### [Ransomware – Malware in Schools](https://sciencesafety.com/product/ransomware-malware-in-schools/ "Ransomware - Malware in Schools")
In this online module, you will learn about ransomware, a type of malware that holds victims’ data for ransom. Ransomware…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/school-cyber-attacks/)
### [School Cyber Attacks](https://sciencesafety.com/product/school-cyber-attacks/ "School Cyber Attacks")
This online module will discuss school cyber attacks on K-12 teachers and students. You will learn how schools can be…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/social-engineering/)
### [Social Engineering](https://sciencesafety.com/product/social-engineering/ "Social Engineering")
Recognizing that human beings are often the weakest link in cybersecurity, particularly through social engineering, is imperative. This online module…
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/social-media-guidelines-13-and-older/)
### [Social Media Guidelines: 13 and Older](https://sciencesafety.com/product/social-media-guidelines-13-and-older/ "Social Media Guidelines: 13 and Older")
This online module will provide social media guidelines for ages 13 and older, including posting online responsibly….
$20.00 Original price was: $20.00.$0.00Current price is: $0.00.
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[](https://sciencesafety.com/product/video-conferencing/)
### [Video Conferencing](https://sciencesafety.com/product/video-conferencing/ "Video Conferencing")
In this new world of video conferencing, it’s more important than ever that we use good cyber safety practices during…
$15.00 Original price was: $15.00.$0.00Current price is: $0.00.
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---
### [Better Steam & CTE for Administrators](https://sciencesafety.com/better-steam-cte-for-administrators/)
**Published:** May 15, 2024
**Author:** admin2025Open
**Content:**
## K-20 ADMINISTRATORS
Most school administrators are unaware of their legal obligations under the Duty of Care and OSHA, NFPA, ANSI/ISEA, NIOSH, and CDC safety regulations and compliance. Engage in administrator-specific safety pathways and modules, and quickly get up to speed to reduce your individual legal liability.
**Start Protecting Your School and Your Learners Today.**
[ Explore Duty of Care ](https://sciencesafety.com/courses/duty-of-care/)
AlphabeticalNewly Created
All InstructorsSean Ryanadmin2025Open
[ ](#) [ ](#)
- [Not Enrolled
 ](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
1 Lesson
## [Access and Equity Safety for Educators Pathway Cert](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cte-safety-for-administrators/ "CTE Safety for Administrators Pathway")
1 Lesson
## [CTE Safety for Administrators Pathway](https://sciencesafety.com/courses/cte-safety-for-administrators/ "CTE Safety for Administrators Pathway")
This online learning certificate pathway package is for School Administrators who want to develop a deeper understanding of how to promote safety awareness across their CTE programs.
- 100% Online
- 1 Pathway
- 18 Modules with the following associated Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Dyslexia; Welding Ventilation; PPE and Welding; General Woodshop Safety; Table Saws; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Sanders; Students with Autism Spectrum Disorder; Duty of Care; Rights to Understand Laws; Personal Protective Equipment.
- Approx. Time to Complete: 10 hrs.
- [Not Enrolled
 ](https://sciencesafety.com/courses/lab-safety-awareness-for-high-school-and-middle-school-administrators-pathway/ "Lab Safety Awareness for High School and Middle School Administrators Pathway Cert")
1 Lesson
## [Lab Safety Awareness for High School and Middle School Administrators Pathway Cert](https://sciencesafety.com/courses/lab-safety-awareness-for-high-school-and-middle-school-administrators-pathway/ "Lab Safety Awareness for High School and Middle School Administrators Pathway Cert")
This pathway is designed to help high school and middle school principals and vice principals develop a safety culture around chemistry lab activities in their…
- [Not Enrolled
 ](https://sciencesafety.com/courses/science-steam-safety-awareness-for-middle-school-administrators/ "Science & STEAM Safety Awareness for Middle School Administrators Pathway")
1 Lesson
## [Science & STEAM Safety Awareness for Middle School Administrators Pathway](https://sciencesafety.com/courses/science-steam-safety-awareness-for-middle-school-administrators/ "Science & STEAM Safety Awareness for Middle School Administrators Pathway")
In this pathway middle school administrators will develop a deeper understanding of how to develop safety awareness across their schools.
- [Not Enrolled
 ](https://sciencesafety.com/courses/science-stem-safety-awareness-for-middle-school-administrators/ "Science & STEM Safety Awareness for Middle School Administrators Pathway")
1 Lesson
## [Science & STEM Safety Awareness for Middle School Administrators Pathway](https://sciencesafety.com/courses/science-stem-safety-awareness-for-middle-school-administrators/ "Science & STEM Safety Awareness for Middle School Administrators Pathway")
This science & STEM pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity…
- [Not Enrolled
 ](https://sciencesafety.com/courses/science-stem-safety-for-elementary-school-administrators/ "Science & STEM Safety for Elementary School Administrators Pathway")
1 Lesson
## [Science & STEM Safety for Elementary School Administrators Pathway](https://sciencesafety.com/courses/science-stem-safety-for-elementary-school-administrators/ "Science & STEM Safety for Elementary School Administrators Pathway")
For Elementary School science and STEM administrators who want to build a safety culture in their school and classroom. This pathway focuses on the safer…
- [Not Enrolled
 ](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
1 Lesson
## [Access and Equity Safety for Educators Pathway Cert](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/ "Access and Equity Safety for Educators Pathway Cert")
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- [Not Enrolled
 ](https://sciencesafety.com/courses/cte-safety-for-administrators/ "CTE Safety for Administrators Pathway")
1 Lesson
## [CTE Safety for Administrators Pathway](https://sciencesafety.com/courses/cte-safety-for-administrators/ "CTE Safety for Administrators Pathway")
This online learning certificate pathway package is for School Administrators who want to develop a deeper understanding of how to promote safety awareness across their CTE programs.
- 100% Online
- 1 Pathway
- 18 Modules with the following associated Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Dyslexia; Welding Ventilation; PPE and Welding; General Woodshop Safety; Table Saws; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Sanders; Students with Autism Spectrum Disorder; Duty of Care; Rights to Understand Laws; Personal Protective Equipment.
- Approx. Time to Complete: 10 hrs.
- [Not Enrolled
 ](https://sciencesafety.com/courses/lab-safety-awareness-for-high-school-and-middle-school-administrators-pathway/ "Lab Safety Awareness for High School and Middle School Administrators Pathway Cert")
1 Lesson
## [Lab Safety Awareness for High School and Middle School Administrators Pathway Cert](https://sciencesafety.com/courses/lab-safety-awareness-for-high-school-and-middle-school-administrators-pathway/ "Lab Safety Awareness for High School and Middle School Administrators Pathway Cert")
This pathway is designed to help high school and middle school principals and vice principals develop a safety culture around chemistry lab activities in their…
- [Not Enrolled
 ](https://sciencesafety.com/courses/science-steam-safety-awareness-for-middle-school-administrators/ "Science & STEAM Safety Awareness for Middle School Administrators Pathway")
1 Lesson
## [Science & STEAM Safety Awareness for Middle School Administrators Pathway](https://sciencesafety.com/courses/science-steam-safety-awareness-for-middle-school-administrators/ "Science & STEAM Safety Awareness for Middle School Administrators Pathway")
In this pathway middle school administrators will develop a deeper understanding of how to develop safety awareness across their schools.
- [Not Enrolled
 ](https://sciencesafety.com/courses/science-stem-safety-awareness-for-middle-school-administrators/ "Science & STEM Safety Awareness for Middle School Administrators Pathway")
1 Lesson
## [Science & STEM Safety Awareness for Middle School Administrators Pathway](https://sciencesafety.com/courses/science-stem-safety-awareness-for-middle-school-administrators/ "Science & STEM Safety Awareness for Middle School Administrators Pathway")
This science & STEM pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity…
- [Not Enrolled
 ](https://sciencesafety.com/courses/science-stem-safety-for-elementary-school-administrators/ "Science & STEM Safety for Elementary School Administrators Pathway")
1 Lesson
## [Science & STEM Safety for Elementary School Administrators Pathway](https://sciencesafety.com/courses/science-stem-safety-for-elementary-school-administrators/ "Science & STEM Safety for Elementary School Administrators Pathway")
For Elementary School science and STEM administrators who want to build a safety culture in their school and classroom. This pathway focuses on the safer…
[ Explore the entire Catalog ](https://sciencesafety.com/marketplace/)
---
### [Support Options](https://sciencesafety.com/support/)
**Published:** June 6, 2022
**Author:** admin2025Open
**Content:**
Support Home My Tickets Create Ticket
Welcome to support home
You have a variety of options to engage us.
1. 1. Engage us through the Discussion icon
2. Create and submit a ticket on the tickets tab
3. Track your ticket progress in the “My Tickets” tab.
**Registration Codes**
Need to enter a registration code to get access to a module course or pathway?
[Enter your enrollment code here](https://learn.cybur.org/enrollment-code/).
Can’t find your code, please contact your provider.
---
### [Enrollment Code](https://sciencesafety.com/enrollment-code/)
**Published:** May 24, 2022
**Author:** admin2025Open
**Content:**
**Enrollment Code**
**Have you received an enrollment code to access a specific group, module, pathway, or course?**
Enter the code you received below to enroll.
\[ldgr-group-code-registration-form\]
**Accessing your Content**
Was your enrollment code accepted after submitting the above?
If so, head to the [My Learning](https://sciencesafety.com/my-modules/) to access your content.
Need assistance? Head over to [Help and Support](https://sciencesafety.com/support/).
---
### [Moderation](https://sciencesafety.com/moderation/)
**Published:** June 13, 2024
**Author:** admin2025Open
---
### [Science Safety Searchable Catalog](https://sciencesafety.com/science-safety-searchable-catalog/)
**Published:** May 31, 2024
**Author:** admin2025Open
**Content:**
\[product\_table\]
---
### [Manage Subscription](https://sciencesafety.com/manage-subscription/)
**Published:** May 29, 2024
**Author:** admin2025Open
**Content:**
[mailpoet_manage_subscription]
---
### [ProductX Template](https://sciencesafety.com/productx-template/)
**Published:** May 22, 2024
**Author:** admin2025Open
---
### [View Certificate Verification](https://sciencesafety.com/view-certificate-verification/)
**Published:** May 15, 2024
**Author:** admin2025Open
---
### [College and University Safety](https://sciencesafety.com/college-and-university-safety/)
**Published:** May 13, 2020
**Author:** admin2025Open
---
### [STEAM SAFETY Satisfied Customers](https://sciencesafety.com/steam-safety-satisfied-customers/)
**Published:** May 13, 2024
**Author:** admin2025Open
---
### [Environmental Health and Safety (EHS)](https://sciencesafety.com/environmental-health-and-safety-ehs/)
**Published:** May 13, 2024
**Author:** admin2025Open
---
### [Industrial Safety](https://sciencesafety.com/industrial-safety/)
**Published:** May 13, 2024
**Author:** admin2025Open
---
### [Safety Acknowledgements](https://sciencesafety.com/safety-acknowledgement-forms/)
**Published:** March 29, 2022
**Author:** admin2025Open
**Content:**
- [Science and STEM Safety Acknowledgement Form](https://sciencesafety.com/chemistry-student-safety-contract/ "Chemistry Student Safety Contract")
---
### [Safety Contracts - Student View](https://sciencesafety.com/safety-contracts-student-view/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
\[wpc-ss-ssuuid\]
\[wpc-ss-student-view\]
---
### [Admin Reports](https://sciencesafety.com/admin-reports/)
**Published:** March 19, 2024
**Author:** admin2025Open
**Content:**
\[wpc-ss-admin-report\]
---
### [Teacher Reports](https://sciencesafety.com/teacher-reports/)
**Published:** March 19, 2024
**Author:** admin2025Open
**Content:**
\[wpc-ss-teacher-report\]
---
### [View Codes](https://sciencesafety.com/view-codes/)
**Published:** March 19, 2024
**Author:** admin2025Open
**Content:**
\[wpc-ss-view-codes\]
---
### [Create Codes](https://sciencesafety.com/create-codes/)
**Published:** March 19, 2024
**Author:** admin2025Open
**Content:**
\[wpc-ss-create-codes\]
---
### [Module-List](https://sciencesafety.com/module-list/)
**Published:** February 26, 2024
**Author:** admin2025Open
**Content:**
Module Categories Select Module CategoriesNatural Disasters (1)Universal Design (1)Mental Health (2)Biology (11)Tornado Safety (1)Electricity (1)Chemistry (23)Emergency Management (3)Woodshop (3)STEM (11)Lab Safety (9)Metalworking (5)Elementary School (42)Protocols (1)Dyslexia (1)Earth Science (2)Classroom Management (1)Visual Impairment (1)Astronomy (4)ELL (1)Digital Citizenship (2)Physics (6)CTE (35)Art Safety (12)High School (82)Eye Protection (1)Visual Arts (11)Safety Awareness (15)Lasers (2)SEL (1)Covid (5)Students With Additional Needs (6)Annual Safety Training (7)Custodians (3)Methanol (1)Cybersecurity (10)Middle School (61)Remote Learning (11)Social Media (1)Responsibilities (1)Health (4)International Baccalaureate (3)Autism (2)General Science (5)Perimeter Institute (1)Fire Safety (4)Students (5)Student Courses (11)
Not Enrolled
[  ](https://sciencesafety.com/courses/3d-printers/ "3D Printers")
10 Lessons
## [3D Printers](https://sciencesafety.com/courses/3d-printers/)
Protect you and your students against the hazards of 3D printing.
[See more...](https://sciencesafety.com/courses/3d-printers/)
Not Enrolled
[  ](https://sciencesafety.com/courses/active-shooter-situations/ "Active Shooter Situations")
22 Lessons
## [Active Shooter Situations](https://sciencesafety.com/courses/active-shooter-situations/)
Proactive responses to a shooting will enable you to save your life.
[See more...](https://sciencesafety.com/courses/active-shooter-situations/)
Not Enrolled
[  ](https://sciencesafety.com/courses/aerospace/ "Aerospace")
7 Lessons
## [Aerospace](https://sciencesafety.com/courses/aerospace/)
Rockets that use compressed air and/or water pressure must be used with caution.
[See more...](https://sciencesafety.com/courses/aerospace/)
Not Enrolled
[  ](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/ "Aerospace for CVUHSD Students")
7 Lessons
## [Aerospace for CVUHSD Students](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/)
Rockets that use compressed air and/or water pressure must be used with caution.
[See more...](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/)
Not Enrolled
[  ](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/ "Allergens and Allergies in Schools")
16 Lessons
## [Allergens and Allergies in Schools](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/)
An allergic reaction begins when an allergen enters the body.
[See more...](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/)
Not Enrolled
[  ](https://sciencesafety.com/courses/anaphylaxis/ "Anaphylaxis")
12 Lessons
## [Anaphylaxis](https://sciencesafety.com/courses/anaphylaxis/)
Anaphylaxis is a serious and potentially life-threatening allergic reaction.
[See more...](https://sciencesafety.com/courses/anaphylaxis/)
Not Enrolled
[  ](https://sciencesafety.com/courses/animals-in-schools/ "Animals in Schools")
9 Lessons
## [Animals in Schools](https://sciencesafety.com/courses/animals-in-schools/)
If you plan to have an animal in your classroom be aware of the potential hazards and risks and learn how to prevent illness.
[See more...](https://sciencesafety.com/courses/animals-in-schools/)
Not Enrolled
[  ](https://sciencesafety.com/courses/ap-biology/ "AP Biology")
21 Lessons
## [AP Biology](https://sciencesafety.com/courses/ap-biology/)
Accidents do happen in a biology lab. Some chemicals have the potential for high risk and severe damage.
[See more...](https://sciencesafety.com/courses/ap-biology/)
Not Enrolled
[  ](https://sciencesafety.com/courses/astronomy/ "Astronomy")
8 Lessons
## [Astronomy](https://sciencesafety.com/courses/astronomy/)
Laser, flame and solar safety are critical components of learning.
[See more...](https://sciencesafety.com/courses/astronomy/)
Not Enrolled
[  ](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/ "Astronomy for CVUHSD Students")
8 Lessons
## [Astronomy for CVUHSD Students](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/)
Laser, flame and solar safety are critical components of learning.
[See more...](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/)
Not Enrolled
[  ](https://sciencesafety.com/courses/automated-external-defibrillators/ "Automated External Defibrillators")
18 Lessons
## [Automated External Defibrillators](https://sciencesafety.com/courses/automated-external-defibrillators/)
Diagnose the life-threatening cardiac arrhythmias of ventricular fibrillation and pulseless ventricular tachycardia.
[See more...](https://sciencesafety.com/courses/automated-external-defibrillators/)
Not Enrolled
[  ](https://sciencesafety.com/courses/band-saws/ "Bandsaws and Bandsaw Safety")
15 Lessons
## [Bandsaws and Bandsaw Safety](https://sciencesafety.com/courses/band-saws/)
Bandsaws are very popular pieces of woodworking equipment commonly found in the woodworking shop at the school.
[See more...](https://sciencesafety.com/courses/band-saws/)
123→
---
### [School Purchasing](https://sciencesafety.com/school-purchasing/)
**Published:** February 23, 2024
**Author:** admin2025Open
---
### [My Progress](https://sciencesafety.com/achievements/)
**Published:** October 8, 2021
**Author:** admin2025Open
**Content:**
Individual Modules are part of several different Learning Pathways. Check the pathways below and complete all the modules within the pathway to receive the full pathway completion certification.
---
### [Terms of Use 2023](https://sciencesafety.com/terms-of-use-agreement/)
**Published:** September 10, 2018
**Author:** admin2025Open
**Content:**
## Terms and Conditions of Service
## Last Updated: 01/10/2023
The following Terms of Service (“Terms”) govern access to and use of the Science Safety website (https://sciencesafety.com/) (“Website”) and any content contained within or linked to the Website (the “Service”), or any live or recorded webinar, video, sound, text, graphics, or other materials sent, received, stored or otherwise appearing in the Service (collectively referred to as “Content”).
Please read these Terms of Service (the “Agreement”) carefully. Your use of the Site (as defined below) constitutes your consent to this Agreement. This Agreement is between you and Science Safety Inc. (“Company” or “we” or “us”) concerning your use of (including any access to) the Science Safety site currently located at https://sciencesafety.com/ (together with any materials and services available therein, and successor site(s) thereto, the “Site”). This Agreement hereby incorporates by this reference any additional terms and conditions posted by Company through the Site, or otherwise made available to you by Company.
Basic Description of the Service
Science Safety Inc., a learning organization that provides Users access to various tools and courses that promote education and training on science safety issues and concepts. Users participating in Live Webinars agree to permit Science Safety Inc. to offer access to recordings of these Live Webinars to other Users.
By using the Site, you affirm that you are of legal age to enter into this Agreement. If you are an individual accessing or using the Site on behalf of, or for the benefit of, any corporation, partnership or other entity with which you are associated (an “Organization”), then you are agreeing to this Agreement on behalf of yourself and such Organization, and you represent and warrant that you have the legal authority to bind such Organization to this Agreement. References to “you” and “your” in this Agreement will refer to both the individual using the Site and to any such Organization.
Science Safety engages industry safety specialists curate and create some of the best safety reference information on the web.
However please note that:
- These materials may contain content which have been provided by third parties and are being distributed for your convenience only.
- Advice, graphics, images, 3rd party content and materials, and information contained in this online site is presented for general educational and information purposes and to increase overall safety awareness.
- It is not intended to be legal, medical or other expert advice or services, and should not be used in place of consultation with appropriate professionals or local laws.
- The information contained in this site should not be considered exhaustive and the user should seek the advice of appropriate professionals.
- We urge you to consult federal, state, and local public health guidelines for the most up-to-date information on safety practices and protocols specific to your jurisdiction.
**Limitation of Liability**
In no event shall Science Safety Inc. and its officers and employees be liable for any liability, loss, injury or risk (including, without limitation, incidental and consequential damages, personal injury/wrongful death, lost profits or damages) which is incurred or suffered as a direct or indirect result of the use of any of the material, advice, guidance or services on this site, whether based on warranty, contract, tort, or any other legal theory and whether or not Science Safety Inc. or any of its trustees, officers or employees is advised of the possibility of such damages.
**Disclaimer of Warranties**
To the fullest extent permitted under applicable law: (a) the Site and any Products and Third Party Materials are made available to you on an “As Is,” “Where Is” and “Where Available” basis, without any warranties of any kind, whether express, implied or statutory; and (b) Company disclaims all warranties with respect to the Site and any Products and Third Party Materials, including the warranties of merchantability, fitness for a particular purpose, non-infringement and title. All disclaimers of any kind (including in this section and elsewhere in this Agreement) are made for the benefit of both Company and its affiliates and their respective shareholders, directors, officers, employees, affiliates, agents, representatives, licensors, suppliers and service providers (collectively, the “Affiliated Entities”), and their respective successors and assigns.
**In****indemnity** To the fullest extent permitted under applicable law, you agree to defend, indemnify and hold harmless Company and the Affiliated Entities, and their respective successors and assigns, from and against all claims, liabilities, damages, judgments, awards, losses, costs, expenses and fees (including attorneys’ fees) arising out of or relating to (a) your use of, or activities in connection with, the Site (including all Submissions); and (b) any violation or alleged violation of this Agreement by you.
Payment Policy: Payment must be made in full, only through Stripe, prior to the start of the Course. Users must accept all terms and conditions set forth herein prior to processing of payment.
Refund Policy: Users receive no refunds after completing a purchase of the Course.
Login Agreement: Access to the Course is limited to the single user (“User”) who purchased the Course and agreed to the Terms set forth the herein. The login to the Course assigned to the User may only be used by the User and is linked to the User’s email address submitted by the User when purchasing the Course. Any unauthorized access results in immediate termination of User access. User’s legal name is required in the appropriate field.
Non-transferrable: The User may not transfer or share access to the Course with any other individual, organization or entity. The Course access is non-transferrable. In the event access to the Course has been transferred, the User’s access will be deactivated, and no refunds will be paid.
Copyright Infringement and Intellectual Property: All Science Safety Inc. courses are copyrighted. Any unauthorized duplication is not allowed. All Intellectual Property Rights in the Services are, and remain, the intellectual property of Science Safety, including adaptations or customizations.
Privacy
To prevent unauthorized access, maintain data accuracy and ensure the appropriate use of information Science Safety Inc. gathers about Users (“Information”), Science Safety Inc. has taken commercially reasonable steps to protect the “Information”. Because no method of transmission over the Internet, or method of electronic storage, is 100% secure, Science Safety does not guarantee 100% protection of the Information.
Services Usage Fees
Users may access free Services or paid Services. Users may upgrade from a Free Service to a Paid Service through purchases on the Science Safety Inc. website. Science Safety reserves the right to change the Services and the payment structure at any time without prior notice.
Users must make all payments for Services through Stripe. Stripe processes and stores all credit card data. All Users agree to comply with Stripe terms and conditions. By agreeing to these terms, Users agree to be bound by the Stripe Services Agreement which Stripe may modify from time to time. As a condition of Science Safety Inc. enabling payment processing services through Stripe, Users agree to provide Science Safety Inc. accurate and complete information about Users and Users’ businesses, and Users authorize Science Safety Inc. to share all transaction information related to Users use of the payment processing services provided by Stripe. In the event the system does not process a User’s payment, the User will not receive access to the Content or Service.
Security and Use of Services
In the live webinar version of the Service, communication to and among participants is recorded. Without expectation of compensation or other remuneration, now or in the future, participants/users give consent to and permit Science Safety Inc. and its affiliates and agents, to use webinar recordings and/or any interview statements from users in its publications, advertising or other media activities (including the Internet). This user consent includes, but is not limited to:
1. Permission to interview, film, photograph, tape, or otherwise make a video reproduction of participants/users and/or record participants/users voices;
2. Permission to use participant/user first name and last initial; and
3. Permission to use quotes from the webinar, interview(s) (or excerpts of such quotes), the film, photograph(s), tape(s) or reproduction(s) of participants/users, and/or recording of participant/user voice, in part or in whole, in its publications, in newspapers, magazines and other print media, on television, radio and electronic media (including the Internet), in theatrical media and/or in mailings for educational and awareness.
This consent is given in perpetuity and does not require prior approval by customers, users, or students.
Restrictions on Content and Use of the Service
Science Safety Inc. reserves the right at all times (but does not have an obligation) to remove or refuse to distribute any Content on the Service and to terminate access if duly obligated. Science Safety also reserves the right to access, read, preserve, and disclose any information as Science Safety reasonably believes is necessary to (i) satisfy any applicable law, regulation, legal process or governmental request, (ii) enforce the Terms, including investigation of potential violations hereof, (iii) detect, prevent, or otherwise address fraud, security or technical issues, (iv) respond to User support requests, or (v) protect our rights, property or safety, our Users and the public.
The Service is for legitimate individual use only. Science Safety may at its option, terminate the Science Safety relationship with Users, or suspend Users’ access to the Service immediately if it is deemed by Science Safety Inc. at its sole discretion that Users are using Users’ subscription contrary to these Terms. Science Safety Inc. will attempt to provide Users with notice of improper usage before suspension or termination of Users’ subscription and may, if appropriate, offer Users an alternative service.
Science Safety Inc. reserves the right to report illegal activity to appropriate authorities.
Dispute Resolution
All disputes arising out of or related to these Terms shall be resolved through mediation conducted in Wyoming in accordance with its commercial rules. In no event shall the demand for arbitration be made more than thirty (30) days after the claim or cause of action arises. Any arbitration shall be conducted in accordance with the Commercial Rules of the American Arbitration Association then in effect, to include right of discovery. The party losing at arbitration shall be responsible for all arbitration costs, including attorney fees, for both parties. In no event shall arbitrator award exemplary or punitive damages to either party. Arbitration shall take place in Wyoming.
SCIENCE SAFETY INC, TO THE FULLEST EXTENT PERMITTED BY LAW, DISCLAIMS ALL WARRANTIES, EITHER EXPRESS OR IMPLIED, STATUTORY OR OTHERWISE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT OF THIRD PARTIES’ RIGHTS AND FITNESS FOR PARTICULAR PURPOSE.
**CANCELLATION/REFUND POLICY** All purchases of online learning courses are final. Access to the online learning courses and materials is immediate upon purchasing; therefore no refunds or exchanges will be provided. Prices subject to change without notice.
---
### [Science Safety Special Offers](https://sciencesafety.com/science-safety-special-offers/)
**Published:** December 6, 2023
**Author:** admin2025Open
---
### [Request a Quote](https://sciencesafety.com/request-quote/)
**Published:** March 14, 2023
**Author:** admin2025Open
**Content:**
\[yith\_ywraq\_request\_quote\]
---
### [Join Webinar](https://sciencesafety.com/join-webinar/)
**Published:** November 16, 2023
**Author:** admin2025Open
**Content:**
There’s More Inside
Jump into our FREE section of On-Demand webinar replays and short video snippets. Our typical Online webinars are 45-minute interactive video conference sessions led by a Science Safety Industry safety specialist. Join the community today to access all the webinars.
[ Join the Community ](https://sciencesafety.com/register/)
Webinar Topics and videos include:
- Most Common Sources of Accidents in the K-12 Laboratory and How to Prevent Them.
- How to Conduct Annual Safety Inspections in Science, STEM, and CTE Laboratories.
- Holistic Approach to Science Safety Awareness
- School Year-End Closing Recommendations
- Conducting a Science Instructional Space Annual Inspection
- Legal Liability Concerns for School Principals, Administrators, and School District Officers
- Science, STEAM, and CTE Programming Needs for Students with Additional Needs
- December Safety Considerations for K-12 Schools for the Science & STEM Departments
\* New Topics Frequently added, Live Webinar Schedules subject to change
---
### [Pathway Progress: Woodshop Safety Pathway](https://sciencesafety.com/woodshop-safety-pathway/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”15483″\]
---
### [Pathway Progress: Students With Additional Needs Pathway](https://sciencesafety.com/students-with-additional-needs-pathway/)
**Published:** February 9, 2022
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”15614″\]
---
### [Pathway Progress: Science Department Chair (High School)](https://sciencesafety.com/science-department-chair-high-school/)
**Published:** September 14, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11153″\]
---
### [Pathway Progress: School Administrator Safety Awareness Pathway](https://sciencesafety.com/school-administrator-safety-awareness-pathway/)
**Published:** September 11, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11039″\]
---
### [Pathway Progress: School Administration (Principal & VP)](https://sciencesafety.com/school-administration-principal-vp/)
**Published:** September 14, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11188″\]
---
### [Pathway Progress: Remote Science & STEM Safety](https://sciencesafety.com/remote-science-stem-safety/)
**Published:** September 13, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11138″\]
---
### [Pathway Progress: Pre-Service Teacher Pathway](https://sciencesafety.com/pre-service-teacher-pathway/)
**Published:** September 20, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11281″\]
---
### [Pathway Progress: Middle School STEM Safety](https://sciencesafety.com/middle-school-stem-safety/)
**Published:** September 7, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”10771″\]
---
### [Pathway Progress: Metalworking Safety Pathway](https://sciencesafety.com/metalworking-safety-pathway/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”15521″\]
---
### [Pathway Progress: Fire Safety Pathway](https://sciencesafety.com/fire-safety-pathway/)
**Published:** February 7, 2022
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”15409″\]
---
### [Pathway Progress: Covid Science and STEM Classroom Pathway](https://sciencesafety.com/covid-science-classroom-pathway/)
**Published:** September 9, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”10965″\]
---
### [Pathway Progress: Chemistry Educator Safety Pathway](https://sciencesafety.com/chemistry-educator-safety-pathway/)
**Published:** September 7, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”10804″\]
---
### [Pathway Progress: Chemical Hygiene Officer Pathway](https://sciencesafety.com/chemical-hygiene-officer-pathway/)
**Published:** September 11, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11033″\]
---
### [Pathway Progress: Biology Educator Safety Pathway](https://sciencesafety.com/biology-educator-safety-pathway/)
**Published:** September 11, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11047″\]
---
### [Pathway Progress: Elementary School STEM Safety Pathway](https://sciencesafety.com/elementary-school-stem-safety-pathway/)
**Published:** September 10, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_progress\_map id=”11006″\]
---
### [Submit a Support Ticket](https://sciencesafety.com/submit-ticket/)
**Published:** June 6, 2022
**Author:** admin2025Open
---
### [Register](https://sciencesafety.com/register/)
**Published:** September 28, 2021
**Author:** admin2025Open
---
### [Community](https://sciencesafety.com/community/)
**Published:** November 15, 2023
**Author:** admin2025Open
---
### [My Support Tickets](https://sciencesafety.com/my-tickets/)
**Published:** June 6, 2022
**Author:** admin2025Open
---
### [AB 1584 Compliance Statement](https://sciencesafety.com/ab-1584-compliance-statement/)
**Published:** October 29, 2021
**Author:** admin2025Open
**Content:**
Pursuant to California AB 1584, as codified in Section 49073.1 of the California Education Code, Science Safety represents and warrants as follows:
1. Ownership of Student Records: Any and all Student Records provided to Science Safety, or to which Science Safety has been granted access, are and shall remain the sole property of the School District or educational agency (collectively, “School District”) that provided or granted access to such records.
2. Student-Generated Content: The Science Safety System does not collect or store any Student-Generated content. In the event the System is updated to incorporate such a feature, Science Safety shall amend this Statement to describe the means by which students may retain possession and control of student-generated content.
3. Third Party Access and Use: Science Safety prevents third parties working directly or contracted with us from accessing or utilizing any student record under Science Safety’s control (internal network). Science Safety will not use any information in a student record for any purpose other than those required or specifically permitted by the Science Safety Terms and Conditions and Privacy Policy Statement.
4. Parent and Student Review Procedures: Science Safety does not store any personally identifiable information in regards to Student Records except for course access purchases where the purchaser inputted the student’s name during the purchasing check out procedure or inputted student name and email by the student’s teacher. Science Safety maintains a user login record of course access in its secure server with limited employee access. This information is available for review upon request.
5. Security and Confidentiality of Student Records: Science Safety has a secure server with limited employee access.
The Science Safety internal network is a private network accessible by employees only (by a user name and login password). It is a VPN (Virtual Private Network). The VPN is an SSL (Secured Socket Layer) encrypted network.
The Science Safety general website is “https” (Hyper Text Transfer Protocol Secure) encrypted. The ‘S’ at the end of HTTPS stands for ‘Secure’. It means all communications between your browser and the website are encrypted.
6. Unauthorized Disclosure: In the unlikely event any Student Records are inadvertently compromised via an outside data breach or for any other reason, Science Safety shall notify the School District that owns such records immediately upon the discovery of such inadvertent disclosure. The School District may in turn notify affected parents, legal guardians, or eligible students as the School District deems appropriate.
7. Any and all Student Records provided to Science Safety, or to which Science Safety has been granted access, are and shall remain the sole property of the School District or educational agency (collectively, “School District”) that provided or granted access to such records. Schools have the right to review, have deleted and/or refuse to permit further collection or use of the student’s information upon request.
Post-Contract Data Deletion: Science Safety hereby certifies that, upon the termination of a service contract with a School District, it shall isolate and permanently delete any and all Student Records belonging to such School District that may remain on the System, unless the School District or applicable regulations require the retention of such data, in which case the records shall be deleted upon the expiration of the retention period.
8. FERPA Compliance: Science Safety offers School Districts interfacing with Science Safety Systems the means to comply with their obligations under the Federal Educational Rights and Privacy Act.
9. Prohibition Against Targeted Advertising: Science Safety will never use any student-identifiable information in direct targeted advertising for any product or service. Furthermore, Science Safety does not sell, trade, or rent any element of personally identifiable information to any third party.
*Last updated on October 29th, 2021*
---
### [Confirm Subscription](https://sciencesafety.com/confirm-subscription/)
**Published:** February 24, 2020
**Author:** admin2025Open
**Content:**
Thank you!
---
### [Completion Reports](https://sciencesafety.com/badge-completion-reports/)
**Published:** September 7, 2021
**Author:** admin2025Open
**Content:**
\[gamipress\_frontend\_reports\_achievements type=”Badges”\]
---
### [Chemistry Student Safety Contract](https://sciencesafety.com/chemistry-student-safety-contract/)
**Published:** March 21, 2022
**Author:** admin2025Open
**Content:**
Sorry. You must be logged in to view this form.
---
### [Assertion Page](https://sciencesafety.com/assertion-page/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
This page will display assertion json only.
---
### [Badge Page](https://sciencesafety.com/badge-page/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
This page will display badge json only.
---
### [Chemical Lab Safety Inspection](https://sciencesafety.com/chemical-lab-safety-inspection/)
**Published:** August 30, 2021
**Author:** admin2025Open
**Content:**
\[ARForms id=103\]
---
### [Biology Student Acknowledgement Form](https://sciencesafety.com/biology-student-acknowledgement-form/)
**Published:** March 23, 2022
**Author:** admin2025Open
---
### [Chemistry Safety Acknowledgement Form](https://sciencesafety.com/chemistry-safety-acknowledgement-form/)
**Published:** April 27, 2022
**Author:** admin2025Open
**Content:**
\[gravityview id=’15807′\]
---
### [Activate](https://sciencesafety.com/activate/)
**Published:** October 19, 2020
**Author:** admin2025Open
---
### [Achievements](https://sciencesafety.com/achievements-2/)
**Published:** February 11, 2022
**Author:** admin2025Open
---
### [YouTube Video Privacy Statement](https://sciencesafety.com/youtube-video-privacy-statement/)
**Published:** October 29, 2021
**Author:** admin2025Open
**Content:**
## Science Safety Website
The Science Safety website displays YouTube videos in Privacy-enhanced mode. Briefly, the privacy-enhanced mode is Google’s way to provide YouTube videos in a GDPR (General Data Protection Regulation) compliant way, without sending data-collecting cookies. From Google:
*“Privacy-enhanced mode allows you to embed YouTube videos without using cookies to track viewing behavior. This means that viewing activity isn’t collected to personalize the viewing experience. Instead, video recommendations are contextual and related to the currently played video. Videos playing in a privacy-enhanced mode embedded player won’t influence the viewer’s browsing experience on YouTube.”*
In regards to Student Privacy, the Privacy-enhanced mode also prevents data-collecting cookies from collecting any personally identifiable student information.
## Software & Curriculum
Science Safety will mark as “Made for Kids” all videos served by YouTube that are embedded or linked to within software and curriculum products that are served to students. The “Made for Kids” marking allows the videos to comply with the various on-line student privacy laws.
---
### [Terms of Use](https://sciencesafety.com/terms-of-use/)
**Published:** September 10, 2018
**Author:** admin2025Open
**Content:**
## Contents
**TERMS AND CONDITIONS**
## General Terms and Conditions
The following Terms of Service (“Terms”) govern access to and use of the Science Safety website (https://sciencesafety.com/) (“Website”) and any content contained within or linked to the Website (the “Service”), or any live or recorded webinar, video, sound, text, graphics, or other materials sent, received, stored or otherwise appearing in the Service (collectively referred to as “Content”).
**Basic Description of the Service**
Science Safety Inc., a learning organization that provides Users access to various tools and courses that promote science safety.
Users participating in Live Webinars agree to permit Science Safety Inc. to offer access to recordings of these Live Webinars to other Users.
**Privacy**
To prevent unauthorized access, maintain data accuracy and ensure the appropriate use of information Science Safety Inc. gathers about Users (“Information”), Science Safety Inc. has taken commercially reasonable steps to protect the “Information”. Because no method of transmission over the Internet, or method of electronic storage, is 100% secure, Science Safety does not guarantee 100% protection of the Information.
**Services Usage Fees**
Users may access free Services or paid Services. Users may upgrade from a Free Service to a Paid Service through purchases on the Science Safety Inc. website. Science Safety reserves the right to change the Services and the payment structure at any time without prior notice.
Users must make all payments for Services through Stripe. Stripe processes and stores all credit card data. All Users agree to comply with Stripe terms and conditions. By agreeing to these terms, Users agree to be bound by the Stripe Services Agreement which Stripe may modify from time to time. As a condition of Science Safety Inc. enabling payment processing services through Stripe, Users agree to provide Science Safety Inc. accurate and complete information about Users and Users’ businesses, and Users authorize Science Safety Inc. to share all transaction information related to Users use of the payment processing services provided by Stripe. In the event the system does not process a User’s payment, the User will not receive access to the Content or Service.
**Security and Use of Services**
In the live webinar version of the Service, communication to and among participants is recorded. Without expectation of compensation or other remuneration, now or in the future, participants/users give consent to and permit Science Safety Inc. and its affiliates and agents, to use webinar recordings and/or any interview statements from users in its publications, advertising or other media activities (including the Internet). This user consent includes, but is not limited to:
(a) Permission to interview, film, photograph, tape, or otherwise make a video reproduction of participants/users and/or record participants/users voices;
(b) Permission to use participant/user first name and last initial; and
(c) Permission to use quotes from the webinar, interview(s) (or excerpts of such quotes), the film, photograph(s), tape(s) or reproduction(s) of participants/users, and/or recording of participant/user voice, in part or in whole, in its publications, in newspapers, magazines and other print media, on television, radio and electronic media (including the Internet), in theatrical media and/or in mailings for educational and awareness.
This consent is given in perpetuity, and does not require prior approval by customer, users, or students.
**Restrictions on Content and Use of the Service**
Science Safety Inc. reserves the right at all times (but does not have an obligation) to remove or refuse to distribute any Content on the Service and to terminate access if duly obligated. Science Safety also reserves the right to access, read, preserve, and disclose any information as Science Safety reasonably believes is necessary to (i) satisfy any applicable law, regulation, legal process or governmental request, (ii) enforce the Terms, including investigation of potential violations hereof, (iii) detect, prevent, or otherwise address fraud, security or technical issues, (iv) respond to User support requests, or (v) protect our rights, property or safety, our Users and the public.
The Service is for legitimate individual use only. Science Safety may at its option, terminate the Science Safety relationship with Users, or suspend Users’ access to the Service immediately if it is deemed by Science Safety Inc. at its sole discretion that Users are using Users’ subscription contrary to these Terms. Science Safety Inc. will attempt to provide Users with notice of improper usage before suspension or termination of Users’ subscription and may, if appropriate, offer Users an alternative service.
Science Safety Inc. reserves the right to report illegal activity to appropriate authorities.
**Dispute Resolution**
All disputes arising out of or related to these Terms shall be resolved through mediation conducted in Wyoming in accordance with its commercial rules. In no event shall the demand for arbitration be made more than thirty (30) days after the claim or cause of action arises. Any arbitration shall be conducted in accordance with the Commercial Rules of the American Arbitration Association then in effect, to include right of discovery. The party losing at arbitration shall be responsible for all arbitration costs, including attorney fees, for both parties. In no event shall arbitrator award exemplary or punitive damages to either party. Arbitration shall take place in Wyoming.
**Limited Liability**
For the User to obtain the benefit of the services offered by Science Safety on its websites and various venues, the User agrees to limit Science Safety Inc.’s liability arising from the User’s professional acts, errors or omissions such that the total liability of Science Safety shall not exceed Science Safety Inc.’s total fees for the services paid by the User to Science Safety Inc. for the services rendered by Science Safety Inc.
**Entire Agreement**
These Terms are the entire and exclusive agreement between Science Safety Inc. and Users regarding the Services.
Science Safety Inc. retains the right to create limits on use and access at its sole discretion at any time without prior notice to Users.
Section II: Science Safety Online Course Terms and Conditions
Payment Policy: Payment must be made in full, only through Stripe, prior to the start of the Course. Users must accept all terms and conditions set forth herein prior to processing of payment.
Refund Policy: Users receive no refunds after completing a purchase of the Course.
Login Agreement: Access to the Course is limited to the single user (“User”) who purchased the Course and agreed to the Terms set forth the herein. The login to the Course assigned to the User may only be used by the User and is linked to the User’s email address submitted by the User when purchasing the Course. Any unauthorized access results in immediate termination of User access. User’s legal name is required in the appropriate field.
Non-transferrable: The User may not transfer or share access to the Course with any other individual, organization or entity. The Course access is non-transferrable. In the event access to the Course has been transferred, the User’s access will be deactivated, and no refunds will be paid.
Copyright Infringement and Intellectual Property: All Science Safety Inc. courses are copyrighted. Any unauthorized duplication is not allowed. All Intellectual Property Rights in the Services are, and remain, the intellectual property of Science Safety, including adaptations or customizations.
---
### [Videos](https://sciencesafety.com/videos/)
**Published:** October 6, 2021
**Author:** admin2025Open
---
### [West High School Student Acknowledgement Form](https://sciencesafety.com/west-high-school-student-acknowledgement-form/)
**Published:** December 26, 2021
**Author:** admin2025Open
**Content:**
\[uo\_groupleader\_restrict\_content user\_groups=”12939”\]
\[ARForms id=102\]
\[/uo\_groupleader\_restrict\_content\]
---
### [West High School Student Acknowledgement Submissions](https://sciencesafety.com/west-high-school-student-acknowledgement-submissions/)
**Published:** December 26, 2021
**Author:** admin2025Open
**Content:**
\[uo\_groupleader\_restrict\_content user\_groups=”12939”\]
\[ARFView id=102\]
\[/uo\_groupleader\_restrict\_content\]
---
### [test code 16245](https://sciencesafety.com/test-code-16245/)
**Published:** April 15, 2022
**Author:** admin2025Open
**Content:**
\[gravityview id=’16245′\]
---
### [test communities](https://sciencesafety.com/test-communities/)
**Published:** June 7, 2022
**Author:** admin2025Open
**Content:**
### Groups
[ All Groups ](https://sciencesafety.com/groups/)
- [](https://sciencesafety.com/groups/spring-isd/)
[Spring ISD](https://sciencesafety.com/groups/spring-isd/)
- [](https://sciencesafety.com/groups/boces/)
[BOCES](https://sciencesafety.com/groups/boces/)
- [](https://sciencesafety.com/groups/teaching-science-and-stem-online-safely/)
[Teaching Science and STEM Online Safely](https://sciencesafety.com/groups/teaching-science-and-stem-online-safely/)
- [](https://sciencesafety.com/groups/nsela/)
[NSELA](https://sciencesafety.com/groups/nsela/)
- [](https://sciencesafety.com/groups/perimeter-institute/)
[Perimeter Institute](https://sciencesafety.com/groups/perimeter-institute/)
- [](https://sciencesafety.com/groups/dubuque-community-schools/)
[Dubuque Community Schools](https://sciencesafety.com/groups/dubuque-community-schools/)
- [](https://sciencesafety.com/groups/nyc-doe/)
[NYC DOE](https://sciencesafety.com/groups/nyc-doe/)
- [](https://sciencesafety.com/groups/national-science-teachers-association/)
[National Science Teachers Association](https://sciencesafety.com/groups/national-science-teachers-association/)
- [](https://sciencesafety.com/groups/allied-states-cooperative/)
[Allied States Cooperative](https://sciencesafety.com/groups/allied-states-cooperative/)
- [](https://sciencesafety.com/groups/nyc-doe/)
[NYC DOE](https://sciencesafety.com/groups/nyc-doe/)
- [](https://sciencesafety.com/groups/boces/)
[BOCES](https://sciencesafety.com/groups/boces/)
- [](https://sciencesafety.com/groups/spring-isd/)
[Spring ISD](https://sciencesafety.com/groups/spring-isd/)
- [](https://sciencesafety.com/groups/dubuque-community-schools/)
[Dubuque Community Schools](https://sciencesafety.com/groups/dubuque-community-schools/)
- [](https://sciencesafety.com/groups/teaching-science-and-stem-online-safely/)
[Teaching Science and STEM Online Safely](https://sciencesafety.com/groups/teaching-science-and-stem-online-safely/)
- [](https://sciencesafety.com/groups/nsela/)
[NSELA](https://sciencesafety.com/groups/nsela/)
- [](https://sciencesafety.com/groups/american-chemical-society/)
[American Chemical Society](https://sciencesafety.com/groups/american-chemical-society/)
- [](https://sciencesafety.com/groups/american-association-of-chemistry-teachers/)
[American Association of Chemistry Teachers](https://sciencesafety.com/groups/american-association-of-chemistry-teachers/)
- [](https://sciencesafety.com/groups/allied-states-cooperative/)
[Allied States Cooperative](https://sciencesafety.com/groups/allied-states-cooperative/)
- [](https://sciencesafety.com/groups/dubuque-community-schools/)
[Dubuque Community Schools](https://sciencesafety.com/groups/dubuque-community-schools/)
- [](https://sciencesafety.com/groups/perimeter-institute/)
[Perimeter Institute](https://sciencesafety.com/groups/perimeter-institute/)
- [](https://sciencesafety.com/groups/national-science-teachers-association/)
[National Science Teachers Association](https://sciencesafety.com/groups/national-science-teachers-association/)
- [](https://sciencesafety.com/groups/allied-states-cooperative/)
[Allied States Cooperative](https://sciencesafety.com/groups/allied-states-cooperative/)
- [](https://sciencesafety.com/groups/american-association-of-chemistry-teachers/)
[American Association of Chemistry Teachers](https://sciencesafety.com/groups/american-association-of-chemistry-teachers/)
- [](https://sciencesafety.com/groups/american-chemical-society/)
[American Chemical Society](https://sciencesafety.com/groups/american-chemical-society/)
- [](https://sciencesafety.com/groups/nsela/)
[NSELA](https://sciencesafety.com/groups/nsela/)
- [](https://sciencesafety.com/groups/teaching-science-and-stem-online-safely/)
[Teaching Science and STEM Online Safely](https://sciencesafety.com/groups/teaching-science-and-stem-online-safely/)
- [](https://sciencesafety.com/groups/boces/)
[BOCES](https://sciencesafety.com/groups/boces/)
---
### [Wishlist](https://sciencesafety.com/wishlist/)
**Published:** November 28, 2023
**Author:** admin2025Open
**Content:**
\[wopb\_wishlist\]
---
### [Student Safety Contract](https://sciencesafety.com/student-safety-contract/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Content:**
\[wp\_e\_signature\_sad doc=”1″\]
---
### [Student Safety Contract](https://sciencesafety.com/student-safety-contract-2/)
**Published:** August 20, 2021
**Author:** admin2025Open
**Content:**
\[wp\_e\_signature\_sad doc=”6″\]
---
### [Student Privacy Statement](https://sciencesafety.com/student-privacy-statement/)
**Published:** October 29, 2021
**Author:** admin2025Open
**Content:**
Science Safety scientific is fully compliant with California’s Student Online Personal Information Protection Act (“SOPIPA”), the Family Educational Rights and Privacy Act (“FERPA”), Children’s Online Privacy Protection Act (COPPA), and California Assembly Bill (‘AB’) 1584 found in California Education Code section 49073.1.
## How do we comply?
Except for two rare exceptions (see directly below), Science Safety does not track, collect or store any personal information about any student on the Science Safety marketing website or in any of our systems/databases. Our marketing website does not collect any personal identifiable information from students, nor does it include any advertising.
## Exceptions
Science Safety maintains a user login record of student access to its LMS which is on a secure server with limited employee access. This information is available for review upon request.
In regards to software application crashes, the software will request that the user send a crash report to Science Safety. The crash reporting is optional. If the user elects to send the report, it is sent to Science Safety via email. The email will contain the email address of the sender.
Regarding any personal data associated with the two limited exceptions, the data is fully secured and never shared.
## 3rd Party Access/3rd Party Service Providers
Science Safety prevents 3rd parties from accessing or utilizing any Student Record under Science Safety’s control (internal network) except for the following:
- Data Base consultants under contract/NDA.
- Outside Auditors such as ISO 9001 under strict supervision.
Science Safety utilizes 3rd party services such as Google Apps, Google Play, etc. However, these providers have no access to Science Safety’s secure network, and users provide information at their own discretion (account setup, etc.). Science Safety urges parents who purchase products through these sites not to disclose their student’s personal identifiable information.
## School Rights/Parents Rights
Any and all Student Records provided to Science Safety, or to which Science Safety has been granted access, are and shall remain the sole property of the School District or educational agency (collectively, ‘School District’) that provided or granted access to such records.
Parent and Student Review Procedures: As stated above, Science Safety does not store any personally identifiable information in regards to Student Records except for online purchases where the purchaser inputted the student’s name during the purchasing check out procedure and in the Science Safety LMS. This log information is available for review upon request. Furthermore, any future applications that have access or use of student data will be available for review upon request.
Schools have the right to review, have deleted and/or refuse to permit further collection or use of the student’s information upon request.
Science Safety will allow for inspection, review and amendment or changes to student data via an authorized written request from a school addressed to the Science Safety Privacy Officer. Contact information is noted below under the Questions/Complaints section.
## Data Security
Science Safety’s general practices related to data security and integrity including any breach of data;
I.E. Security and Confidentiality of Customer information:
Science Safety has a secure server with limited employee access.
The Science Safety internal network is a private network accessible by employees only (by a user name and login password). It is a VPN (Virtual Private Network). The VPN is an SSL (Secured Socket Layer) encrypted network.
The Science Safety general website is ‘https’ (Hyper Text Transfer Protocol Secure) encrypted. The ‘S’ at the end of HTTPS stands for ‘Secure’. It means all communications between your browser and the website are encrypted.
Education/Employee Training:
Science Safety provides data privacy and security training to all company employees responsible in whole or in part for design, production, development, monetization and operations of their products and employees who are directly or peripherally involved in collection, use, storage, disclosure or other handling of student identifiable data. Training is required to be conducted a minimum of one time per year.
Unauthorized Disclosure/Data Breach:
In the unlikely event any Student Records are inadvertently compromised via an outside data breach or for any other reason, Science Safety shall notify the School District that owns such records immediately upon the discovery of such inadvertent disclosure. The School District may in turn notify affected parents, legal guardians, or eligible students as the School District deems appropriate.
Other Security Measures:
Science Safety conducts background checks on all employees who have access to student data.
*Last Updated on October 29th, 2021*
---
### [Forums](https://sciencesafety.com/forums/)
**Published:** March 8, 2021
**Author:** admin2025Open
---
### [Entries](https://sciencesafety.com/entries/)
**Published:** August 30, 2021
**Author:** admin2025Open
**Content:**
\[ARFView id=102\]
---
### [E-Signature-Document](https://sciencesafety.com/e-signature-document/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Content:**
\[wp\_e\_signature\]
---
### [Disclaimer](https://sciencesafety.com/disclaimer/)
**Published:** September 20, 2021
**Author:** admin2025Open
**Content:**
Science Safety provides these safety resources to improve laboratory safety and give science teachers and school administrators safety information to make prudent decisions based on legal safety standards and better professional safety practices.
Science Safety does not assume liability for the accuracy of the information contained within these resources nor does Science Safety imply that methodologies and suggestions outlined are the only applicable ones.
These materials contain content which have been provided by third parties and are being distributed for your convenience only. We make no representations about the accuracy of these materials and urge you to consult federal, state, and local public health guidelines for the most up-to-date information on safety practices and protocols in your jurisdiction. Advice, graphics, images and information contained in this online site is presented for general educational and information purposes and to increase overall safety awareness. It is not intended to be legal, medical or other expert advice or services, and should not be used in place of consultation with appropriate professionals. The information contained in this site should not be considered exhaustive and the user should seek the advice of appropriate professionals. In no event shall Science Safety Inc. and its officers and employees be liable for any liability, loss, injury or risk (including, without limitation, incidental and consequential damages, personal injury/wrongful death, lost profits or damages) which is incurred or suffered as a direct or indirect result of the use of any of the material, advice, guidance or services on this site, whether based on warranty, contract, tort, or any other legal theory and whether or not Science Safety Inc. or any of its trustees, officers or employees is advised of the possibility of such damages. SCIENCE SAFETY INC, TO THE FULLEST EXTENT PERMITTED BY LAW, DISCLAIMS ALL WARRANTIES, EITHER EXPRESS OR IMPLIED, STATUTORY OR OTHERWISE, INCLUDING BUT NOT LIMITED TO THE IMPLIED WARRANTIES OF MERCHANTABILITY, NON-INFRINGEMENT OF THIRD PARTIES’ RIGHTS AND FITNESS FOR PARTICULAR PURPOSE.
Mention of products/companies and any links to items or websites is not intended to reflect endorsement. These resources DO NOT SUPERSEDE SCHOOL, SCHOOL SYSTEMS, LOCAL, STATE OR FEDERAL LAWS, REGULATIONS, CODES, AND PROFESSIONAL STANDARDS/PRACTICES. Ultimately it is the responsibility of science teachers and school administrators to use appropriate legal standards and better professional practices under duty of care to make the science studies and STEM program as safe as possible.
---
### [Documents](https://sciencesafety.com/documents-2/)
**Published:** October 6, 2021
**Author:** admin2025Open
---
### [Document Search](https://sciencesafety.com/document-search/)
**Published:** March 8, 2023
**Author:** admin2025Open
---
### [Safety Lab Checklist](https://sciencesafety.com/safety-lab-checklist/)
**Published:** August 20, 2021
**Author:** admin2025Open
**Content:**
\[wp\_e\_signature\_sad doc=”5″\]
---
### [Search](https://sciencesafety.com/search/)
**Published:** February 7, 2022
**Author:** admin2025Open
**Content:**
SearchSearch
Search
---
### [Reset Password](https://sciencesafety.com/reset-password/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
\[profilepress-password-reset id=”1″\]
---
### [Safety Contracts - Teacher View](https://sciencesafety.com/safety-contracts-teacher-view/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
\[wpc-ss-ssuuid\]
\[wpc-ss-teacher-view\]
---
### [Safety Acknowledgement Forms](https://sciencesafety.com/safety-acknowledgement-forms-2/)
**Published:** January 13, 2023
**Author:** admin2025Open
**Content:**
Science and STEM Student Safety Acknowledgement Form
---
### [Resource Library](https://sciencesafety.com/document-library/)
**Published:** March 8, 2023
**Author:** admin2025Open
**Content:**
[Click Here](https://sciencesafety.com/resource-submission/) to submit a resource. All submissions will be held until Science Safety experts review the materials
[doc_library]
---
### [Resource Submission](https://sciencesafety.com/resource-submission/)
**Published:** March 16, 2023
**Author:** admin2025Open
**Content:**
\[dlp\_submission\_form\]
---
### [Privacy Policy](https://sciencesafety.com/privacy-policy/)
**Published:** August 28, 2018
**Author:** admin2025Open
**Content:**
# Privacy Policy Statement
At Science Safety, customers always come first. We recognize that building a long-term business relationship with you is dependent on our ability to create and maintain a foundation of trust. This is why we have a firm commitment to respecting as well as protecting your privacy.
We’ve structured our websites so that, in general, you can visit Science Safety online, without identifying yourself or revealing any personal information. Website visitors that are 18 years of age or older may choose to provide their personal information (name, address, e-mail address, phone number, etc.) with the assurance that it will only be used to support your customer experience with Science Safety. Science Safety offers educational products and services to educational professionals and institutions. Science Safety products and services are not intended for direct purchase by individuals under the age of 18. As such, we do not market our products and services to individuals under 18 years of age, nor do we seek or collect any information from them.
## What Information We Collect
We collect only the minimal amount of information needed to deliver our products and services.
On some Science Safety websites, you can order products or services, make requests, and register to receive materials. The types of personal information collected on these pages include name, e-mail address, contact and billing information, transaction information, and/or credit card information.
In order for us to tailor subsequent communications to you and continuously improve our products and services (including registration), we may also ask you to provide us with information regarding your personal or professional interests, demographics, experience with our products, and contact preferences. Data collected online may be combined with the information you provide when registering Science Safety products. Personal information can be updated each time you place an order or obtain a quote from the online Science Safety store.
We also use website logging/analysis software to track how Science Safety visitors navigate through the site. This site log allows Science Safety to determine which Science Safety website pages are the most popular. The log contains no personal information, only a listing of website addresses visited by Science Safety customers in general.
## How We Use the Information
Science Safety uses your information to better understand your needs and to provide you with better service. Specifically, we use your information to help you complete a transaction, to communicate back to you, to update you on services and benefits, and to personalize our websites based on your needs. Credit card numbers are used only for payment processing and are not retained for other purposes.
From time to time, we may also use your information to contact you for market research or to provide you with marketing information we think would be of particular interest. At a minimum, we will always give you the opportunity to opt-out of receiving such contact.
## Whom We Share the Information With
Science Safety will not sell, rent, or lease your personal information to others. Unless you tell us otherwise or law prevents us, we will only share the personal data you provide online with other Science Safety entities and/or business partners who are acting on our behalf for the uses described above. Such Science Safety entities and/or business partners are governed by our privacy policies with respect to the use of this data and are bound by the appropriate confidentiality agreements.
## Links to Third Party Web Sites
Links to third party websites are provided solely as a convenience to you. If you use these links, you will leave the Science Safety site. Science Safety has not reviewed all these third-party sites, does not control and is not responsible for any of these sites, their content or their privacy policies. Thus, Science Safety does not endorse or make any representations about them, or any information, software or other products or materials found there, or any results that may be obtained from using them. If you decide to access any of the third-party sites linked to this site, you do this entirely at your own risk.
## General Data Handling Policy
In the event of a Science Safety sale or merger:
In the event that all or a portion of Science Safety or its assets are acquired by or merged with a 3rd party, personal information that we have collected from users would be one of the assets transferred to or acquired by that 3rd party. This Privacy Policy will continue to apply to your information, and any acquirer would only be able to handle your personal information as per this policy (unless you give consent to a new policy). We will provide you with notice of an acquisition within thirty (30) days following the completion of such a transaction, by posting on our homepage, or by email to your email address that you provided to us. If you do not consent to the use of your personal information by such a successor company, you may request its deletion.
In the event of Science Safety going out of business:
In the unlikely event that Science Safety goes out of business, or files for bankruptcy, we will protect your personal information, and will not sell it to any 3rd party.
## Control of Data/Data Retention
How Long Does Science Safety Keep Information? Science Safety will store the data for three years or per the user’s license/contract requirement or delete the account upon user request.
Science Safety will only use personally identifiable information for the delivery and functioning of the product or service in the manner for which it is intended for use by the school. Information is sometimes used for marketing purposes, such as keeping a customer up to date regarding the latest products and offerings. A customer may opt-out from the Science Safety Mailing List at any time.
Minimization of Data Collection
Science Safety minimizes the use of student identifiable data. If future products/contracts require additional use of identifiable data for these students, it will be designed to operate with minimal collection of such data. That is, only such data which is reasonably needed to provide the intended service to the school.
Data Usage: Advertising and Marketing
At no time will Science Safety share or otherwise transfer any student’s personally identifiable information or directory information to a 3rd party for advertising or marketing purposes.
Data Usage: Internal Operations
Science Safety may use aggregated anonymized data and de-identified metadata for internal operations purposes such as improving the functioning of its product, developing new products, marketing research to validate and improve the product, or integrating the products of 3rd parties to provide new functionality.
School Rights/Parents Rights
Any and all Student Records provided to Science Safety, or to which Science Safety has been granted access, are and shall remain the sole property of the School District or educational agency (collectively, ‘School District’) that provided or granted access to such records.
Schools have the right to review, have deleted and/or refuse to permit further collection or use of the student’s information upon request.
Science Safety will allow for inspection, review and amendment or changes to student data via an authorized written request from a school addressed to the Science Safety Privacy Officer. Contact information is noted below under the Questions/Complaints section.
## Data Security
Science Safety’s general practices related to data security and integrity including any breach of data;
I.E. Security and Confidentiality of Customer information:
Science Safety has a secure server with limited employee access.
The Science Safety internal network is a private network accessible by employees only (by a user name and login password). It is a VPN (Virtual Private Network). The VPN is an SSL (Secured Socket Layer) encrypted network.
The Science Safety general website is ‘https’ (Hyper Text Transfer Protocol Secure) encrypted. The ‘S’ at the end of HTTPS stands for ‘Secure’. It means all communications between your browser and the website are encrypted.
Education/Employee Training:
Science Safety provides data privacy and security training to all company employees responsible in whole or in part for design, production, development, monetization and operations of their products and employees who are directly or peripherally involved in collection, use, storage, disclosure or other handling of student identifiable data. Training is required to be conducted a minimum of one time per year.
Unauthorized Disclosure/Data Breach:
In the unlikely event any Student Records are inadvertently compromised via an outside data breach or for any other reason, Science Safety shall notify the School District that owns such records immediately upon the discovery of such inadvertent disclosure. The School District may in turn notify affected parents, legal guardians, or eligible students as the School District deems appropriate.
Other Security Measures:
Science Safety conducts background checks on all employees who have access to student data.
## Changes to this Privacy Policy
Science Safety reserves the right to amend, alter, or otherwise change this Privacy Policy at our sole and absolute discretion. We will post a notice (revision date) of the new Policy from the privacy policy link on our website.
Privacy Policy Notifications
Customers will be notified in advance of material changes to privacy policies, including practices around new or additional data collection, or practices that may lessen the previously noted protections around student data privacy.
Questions/Complaints
If you have any questions about our online privacy policy, please contact us. We respect your rights and privacy, and will be happy to answer any questions or concerns you might have. You may direct any such questions by writing to Science Safety Privacy Officer, 7345 164th Ave NE, Redmond, WA 98052, by calling 833-372-3372, or by sending E-mail to: info@Science Safety.com.
*Last updated on October 29th, 2021*
---
### [Privacy Policy Statement](https://sciencesafety.com/privacy-policy-statement/)
**Published:** October 29, 2021
**Author:** admin2025Open
**Content:**
At Science Safety, customers always come first. We recognize that building a long-term business relationship with you is dependent on our ability to create and maintain a foundation of trust. This is why we have a firm commitment to respecting as well as protecting your privacy.
We’ve structured our websites so that, in general, you can visit Science Safety online, without identifying yourself or revealing any personal information. Website visitors that are 18 years of age or older may choose to provide their personal information (name, address, e-mail address, phone number, etc.) with the assurance that it will only be used to support your customer experience with Science Safety. Science Safety offers educational products and services to educational professionals and institutions. Science Safety products and services are not intended for direct purchase by individuals under the age of 18. As such, we do not market our products and services to individuals under 18 years of age, nor do we seek or collect any information from them.
What Information We Collect
We collect only the minimal amount of information needed to deliver our products and services. On some Science Safety websites, you can order products or services, make requests, and register to receive materials. The types of personal information collected on these pages include name, e-mail address, contact and billing information, transaction information, and/or credit card information.
In order for us to tailor subsequent communications to you and continuously improve our products and services (including registration), we may also ask you to provide us with information regarding your personal or professional interests, demographics, experience with our products, and contact preferences. Data collected online may be combined with the information you provide when registering Science Safety products. Personal information can be updated each time you place an order or obtain a quote from the online Science Safety store.
We also use website logging/analysis software to track how Science Safety visitors navigate through the site. This site log allows Science Safety to determine which Science Safety website pages are the most popular. The log contains no personal information, only a listing of website addresses visited by Science Safety customers in general.
How We Use the Information
Science Safety uses your information to better understand your needs and to provide you with better service. Specifically, we use your information to help you complete a transaction, to communicate back to you, to update you on services and benefits, and to personalize our websites based on your needs. Credit card numbers are used only for payment processing and are not retained for other purposes.
From time to time, we may also use your information to contact you for market research or to provide you with marketing information we think would be of particular interest. At a minimum, we will always give you the opportunity to opt-out of receiving such contact.
Whom We Share the Information With
Science Safety will not sell, rent, or lease your personal information to others. Unless you tell us otherwise or law prevents us, we will only share the personal data you provide online with other Science Safety entities and/or business partners who are acting on our behalf for the uses described above. Such Science Safety entities and/or business partners are governed by our privacy policies with respect to the use of this data and are bound by the appropriate confidentiality agreements.
### **Links to Third Party Web Sites**
Links to third party websites are provided solely as a convenience to you. If you use these links, you will leave the Science Safety site. Science Safety has not reviewed all these third-party sites, does not control and is not responsible for any of these sites, their content or their privacy policies. Thus, Science Safety does not endorse or make any representations about them, or any information, software or other products or materials found there, or any results that may be obtained from using them. If you decide to access any of the third-party sites linked to this site, you do this entirely at your own risk.
### **General Data Handling Policy**
In the event of a Science Safety sale or merger:
In the event that all or a portion of Science Safety or its assets are acquired by or merged with a 3rd party, personal information that we have collected from users would be one of the assets transferred to or acquired by that 3rd party. This Privacy Policy will continue to apply to your information, and any acquirer would only be able to handle your personal information as per this policy (unless you give consent to a new policy). We will provide you with notice of an acquisition within thirty (30) days following the completion of such a transaction, by posting on our homepage, or by email to your email address that you provided to us. If you do not consent to the use of your personal information by such a successor company, you may request its deletion.
In the event of Science Safety going out of business:
In the unlikely event that Science Safety goes out of business, or files for bankruptcy, we will protect your personal information, and will not sell it to any 3rd party.
### **Control of Data/Data Retention**
How Long Does Science Safety Keep Information? Science Safety will store the data for three years or per the user’s license/contract requirement or delete the account upon user request.
Science Safety will only use personally identifiable information for the delivery and functioning of the product or service in the manner for which it is intended for use by the school. Information is sometimes used for marketing purposes, such as keeping a customer up to date regarding the latest products and offerings. A customer may opt-out from the Science Safety Mailing List at any time.
### **Minimization of Data Collection**
Science Safety minimizes the use of student identifiable data. If future products/contracts require additional use of identifiable data for these students, it will be designed to operate with minimal collection of such data. That is, only such data which is reasonably needed to provide the intended service to the school.
### **Data Usage: Advertising and Marketing**
At no time will Science Safety share or otherwise transfer any student’s personally identifiable information or directory information to a 3rd party for advertising or marketing purposes.
### **Data Usage: Internal Operations**
Science Safety may use aggregated anonymized data and de-identified metadata for internal operations purposes such as improving the functioning of its product, developing new products, marketing research to validate and improve the product, or integrating the products of 3rd parties to provide new functionality.
School Rights/Parents Rights
Any and all Student Records provided to Science Safety, or to which Science Safety has been granted access, are and shall remain the sole property of the School District or educational agency (collectively, ‘School District’) that provided or granted access to such records.
Schools have the right to review, have deleted and/or refuse to permit further collection or use of the student’s information upon request.
Science Safety will allow for inspection, review and amendment or changes to student data via an authorized written request from a school addressed to the Science Safety Privacy Officer. Contact information is noted below under the Questions/Complaints section.
### **Data Security**
Science Safety’s general practices related to data security and integrity including any breach of data;
I.E. Security and Confidentiality of Customer information:
Science Safety has a secure server with limited employee access.
The Science Safety internal network is a private network accessible by employees only (by a user name and login password). It is a VPN (Virtual Private Network). The VPN is an SSL (Secured Socket Layer) encrypted network.
The Science Safety general website is ‘https’ (Hyper Text Transfer Protocol Secure) encrypted. The ‘S’ at the end of HTTPS stands for ‘Secure’. It means all communications between your browser and the website are encrypted.
Education/Employee Training:
Science Safety provides data privacy and security training to all company employees responsible in whole or in part for design, production, development, monetization and operations of their products and employees who are directly or peripherally involved in collection, use, storage, disclosure or other handling of student identifiable data. Training is required to be conducted a minimum of one time per year.
Unauthorized Disclosure/Data Breach:
In the unlikely event any Student Records are inadvertently compromised via an outside data breach or for any other reason, Science Safety shall notify the School District that owns such records immediately upon the discovery of such inadvertent disclosure. The School District may in turn notify affected parents, legal guardians, or eligible students as the School District deems appropriate.
Other Security Measures:
Science Safety conducts background checks on all employees who have access to student data.
### **Changes to this Privacy Policy**
Science Safety reserves the right to amend, alter, or otherwise change this Privacy Policy at our sole and absolute discretion. We will post a notice (revision date) of the new Policy from the privacy policy link on our website.
### **Privacy Policy Notifications**
Customers will be notified in advance of material changes to privacy policies, including practices around new or additional data collection, or practices that may lessen the previously noted protections around student data privacy.
Questions/Complaints
If you have any questions about our online privacy policy, please contact us. We respect your rights and privacy, and will be happy to answer any questions or concerns you might have. You may direct any such questions by writing to Science Safety Privacy Officer, 7345 164th Ave NE i145 – 1283, Redmond, WA 98052, by calling 833-372-3372, or by sending E-mail to: info@sciencesafety.com.
*Last updated on January 1st, 202*3
---
### [Registration Code](https://sciencesafety.com/registration-code/)
**Published:** December 4, 2021
**Author:** admin2025Open
**Content:**
Have you received a registration code for a group, module, pathway, or course?
Enter the code below and you will be registered.
---
### [Physics Student Safety Acknowledgement Form](https://sciencesafety.com/physics-student-safety-acknowledgement-form/)
**Published:** March 23, 2022
**Author:** admin2025Open
---
### [Prep Area and Chemical Storage Area Inspection Report](https://sciencesafety.com/prep-area-and-chemical-storage-area-inspection-report/)
**Published:** March 25, 2022
**Author:** admin2025Open
---
### [Prep Area Inspection Reports View](https://sciencesafety.com/prep-area-inspection-reports-view/)
**Published:** April 15, 2022
**Author:** admin2025Open
**Content:**
\[gravityview id=’16247′\]
---
### [News Feed](https://sciencesafety.com/news-feed/)
**Published:** October 21, 2020
**Author:** admin2025Open
---
### [Photos](https://sciencesafety.com/photos/)
**Published:** March 8, 2021
**Author:** admin2025Open
---
### [Parent Lab Safety Contract](https://sciencesafety.com/parent-lab-safety-contract/)
**Published:** August 20, 2021
**Author:** admin2025Open
**Content:**
\[wp\_e\_signature\_sad doc=”4″\]
---
### [No Access](https://sciencesafety.com/no-access/)
**Published:** February 22, 2022
**Author:** admin2025Open
---
### [My Progress](https://sciencesafety.com/my-progress/)
**Published:** October 19, 2020
**Author:** admin2025Open
---
### [Marketplace](https://sciencesafety.com/marketplace/)
**Published:** March 23, 2020
**Author:** admin2025Open
---
### [Members](https://sciencesafety.com/members/)
**Published:** October 19, 2020
**Author:** admin2025Open
---
### [My Favorites](https://sciencesafety.com/my-favorites/)
**Published:** October 12, 2021
**Author:** admin2025Open
**Content:**
You must be logged in to see your favorites.
---
### [Lab Inspections](https://sciencesafety.com/lab-inspections/)
**Published:** August 30, 2021
**Author:** admin2025Open
**Content:**
\[ARFView id=103\]
---
### [How Science Safety Uses Cookies](https://sciencesafety.com/how-science-safety-uses-cookies/)
**Published:** October 29, 2021
**Author:** admin2025Open
**Content:**
Cookies help us analyze web traffic by allowing us to see how the Science Safety website is used. They also enable our web applications to respond to you as an individual, based on your preferences and needs. The cookies we use fall into two categories:
Essential Cookies (Strictly Necessary): These cookies support the overall functionality of the Science Safety website. As such, some features on our website may not work properly when these cookies are denied.
Functionality Cookies: These cookies are from third-party integrations within the Science Safety website, as well as cookies used for internal marketing. Declining these cookies will limit your access to website features, such as the Live Help Chat feature, which relies on cookies for verification. Accepting these cookies does not give us access to your computer or any personal information about you, other than the data you choose to share with us.
A few Science Safety websites use cookies to track unique IDs as part of the customer web navigation. This cookie, by itself, only tells us that a previous Science Safety visitor has returned. If you deny the cookie, you can still use the site anonymously. Certain Science Safety websites use cookies to provide an automated log-in process for previously registered customers. This ensures that you will be accurately identified and linked with your registration data.
Overall, cookies help us give you a better, more personalized website to use. Science Safety wants to be sure you understand that accepting a cookie in no way gives us access to your computer or any personal information about you, other than the data you chose to share with us. This practice is strictly enforced to ensure we are collecting only the most necessary information. Science Safety strives to continuously improve the Science Safety web experience and personal data privacy policy and practices.
You may set your web browser to notify you of cookie placement requests or decline cookies completely. You can delete the files that contains cookies; those files are stored as part of your internet browser. Note that some areas within the website will not function correctly if you disable cookies.
---
### [Group Quiz Report](https://sciencesafety.com/group-quiz-report/)
**Published:** September 16, 2020
**Author:** admin2025Open
**Content:**
\[uo\_groups\_quiz\_report\]
---
### [Groups](https://sciencesafety.com/groups/)
**Published:** March 8, 2021
**Author:** admin2025Open
---
### [Groups Dashboard](https://sciencesafety.com/groups-dashboard/)
**Published:** December 2, 2021
**Author:** admin2025Open
**Content:**
\[wdm\_group\_users\]
---
### [Group Reporting](https://sciencesafety.com/group-reporting/)
**Published:** December 7, 2021
**Author:** admin2025Open
**Content:**
\[tincanny\]
---
### [Group Progress Report](https://sciencesafety.com/group-progress-report/)
**Published:** September 16, 2020
**Author:** admin2025Open
**Content:**
\[uo\_groups\_manage\_progress\]
---
### [Group Management](https://sciencesafety.com/group-management/)
**Published:** September 16, 2020
**Author:** admin2025Open
**Content:**
\[uo\_groups download\_keys\_button=”show” key\_options=”show”\]
---
### [Group Management Buy Courses](https://sciencesafety.com/group-management-buy-courses/)
**Published:** September 16, 2020
**Author:** admin2025Open
**Content:**
\[uo\_groups\_buy\_courses\]
---
### [Group Essay Report](https://sciencesafety.com/essay-management-page/)
**Published:** September 16, 2020
**Author:** admin2025Open
**Content:**
\[uo\_groups\_essays\]
---
### [Group Course Report](https://sciencesafety.com/group-management-report/)
**Published:** September 16, 2020
**Author:** admin2025Open
**Content:**
\[uo\_groups\_course\_report\]
---
### [Group Assignment Report](https://sciencesafety.com/assignment-management-page/)
**Published:** September 16, 2020
**Author:** admin2025Open
**Content:**
\[uo\_groups\_assignments\]
---
### [GDPR Privacy Statement Addendum](https://sciencesafety.com/gdpr-privacy-statement-addendum/)
**Published:** October 29, 2021
**Author:** admin2025Open
**Content:**
The General Data Protection Regulation (GDPR) is a legal framework that sets guidelines for the collection and processing of personal information of individuals within the European Union (EU). It came into force on May 25, 2018. The Science Safety general Privacy Statement already covers most of the requirements of the GDPR. The following information is in regard to the significant GDPR requirements that are not included in the general Science Safety Privacy Policy Statement.
*\*\*Note: Numerous Articles of the GDPR are referenced below. For more information, go to the Europa GDPR website for the specific details of the Articles.*
### Name and location of the controller
Controller in terms of GDPR is:
Science Safety
7345 164th Ave NE, Redmond, WA 98052 USA
Ph. # 833-372-3372
### Name and residence of the data protection officer
Also known as the “Science Safety Privacy Officer”. If you have any questions about this privacy declaration, you can contact our data protection officer:
Science Safety
7345 164th Ave NE, Redmond, WA 98052 USA
Ph. # 833-372-3372
Attention: Privacy Officer
E-mail to: info@sciencesafety.com
### Scope of processing personal data
We only process personal data of our users in so far as this is necessary for the provision of a functional website as well as our content and services. The processing of personal data of our users takes place only with the consent of the user.
### Basis for the processing of personal data
There are six lawful bases for processing personal data under the GDPR:
1. Consent: The data subject has freely given consent for their information to be processed for a specific purpose.
1. The data subject (EU customer) has given consent to the processing of his or her personal data for one or more specific purposes.
2. The controller (Science Safety) can demonstrate that the data subject has consented to processing of his or her personal data.
2. Contract: Processing is necessary due to the fulfillment of a contract.
3. Legal Obligation: Processing is necessary to comply with the law.
4. Vital Interest: Processing is necessary to save or protect an individual’s life.
5. Public Tasks: Processing is necessary to perform a public interest in official functions. (Primarily applies to governmental agencies/entities.)
6. Legitimate Interests: Processing is necessary to the legitimate interests of an organization or a third-party affiliate.
### Contact by e-mail or contact form
When you contact us via email or contact form, we will store and use your personal data to process your request and possible further queries. Any more use of the data only takes place if you consent to it or if this is legally permissible without your consent.
### Your rights (Per Chapter 3 of the GDPR; Rights of the data subject).
Per the GDPR, you have the following rights in regard to your personal data:
A. Right of access
You have the right to obtain from Science Safety as to whether or not personal data concerning you is being processed, and, where that is the case, access to the personal data and the following information:
(a) the purposes of the processing;
(b) the categories of personal data concerned;
(c) the recipients or categories of recipient to whom the personal data have been or will be disclosed, in particular recipients in third countries or international organizations;
(d) where possible, the envisaged period for which the personal data will be stored, or, if not possible, the criteria used to determine that period;
(e) the existence of the right to request from the controller rectification or erasure of personal data or restriction of processing of personal data concerning the data subject or to object to such processing;
(f) the right to lodge a complaint with a supervisory authority;
(g) where the personal data are not collected from the data subject, any available information as to their source;
(h) the existence of automated decision-making, including profiling, referred to in Article 22(1) and (4)GDPR and, at least in those cases, meaningful information about the logic involved, as well as the significance and the envisaged consequences of such processing for the data subject.
B) Right to rectification
You have the right to obtain from the controller without undue delay the rectification of inaccurate personal data concerning you. Taking into account the purposes of the processing, you have the right to have incomplete personal data completed, including by means of providing a supplementary statement.
C) Right to erasure (right to be forgotten)
1\. You have the right to obtain the erasure of personal data concerning you without undue delay and the controller shall have the obligation to erase personal data without undue delay where one of the following grounds applies:
(a) the personal data are no longer necessary in relation to the purposes for which they were collected or otherwise processed;
(b) the data subject withdraws consent on which the processing is based according to point (a) of Article 6(1), or point (a) of Article 9(2) GDPR, and where there is no other legal ground for the processing;
(c) the data subject objects to the processing pursuant to Article 21(1)GDPR and there are no overriding legitimate grounds for the processing, or the data subject objects to the processing pursuant to Article 21(2) GDPR;
(d) the personal data have been unlawfully processed;
(e) the personal data have to be erased for compliance with a legal obligation in Union or Member State law to which the controller is subject;
(f) the personal data have been collected in relation to the offer of information society services referred to in Article 8(1) of the GDPR.
2\. Where the controller has made the personal data public and is obliged pursuant to paragraph 1 to erase the personal data, the controller, taking account of available technology and the cost of implementation, shall take reasonable steps, including technical measures, to inform controllers which are processing the personal data that the data subject has requested the erasure by such controllers of any links to, or copy or replication of, those personal data.
3\. Paragraphs I. and II. shall not apply to the extent that processing is necessary:
(a) for exercising the right of freedom of expression and information;
(b) for compliance with a legal obligation which requires processing by Union or Member State law to which the controller is subject or for the performance of a task carried out in the public interest or in the exercise of official authority vested in the controller;
(c) for reasons of public interest in the area of public health in accordance with points (h) and (i) of Article 9(2) as well as Article 9(3);
(d) for archiving purposes in the public interest, scientific or historical research purposes or statistical purposes in accordance with Article 89(1) in so far as the right referred to in paragraph 1 is likely to render impossible or seriously impair the achievement of the objectives of that processing;
(e) for the establishment, exercise or defense of legal claims.
D) Right to restriction of processing
1\. You have the right to obtain from the controller restriction of processing where one of the following applies:
(a) the accuracy of the personal data is contested by the data subject, for a period enabling the controller to verify the accuracy of the personal data;
(b) the processing is unlawful and the data subject opposes the erasure of the personal data and requests the restriction of their use instead;
(c) the controller no longer needs the personal data for the purposes of the processing, but they are required by the data subject for the establishment, exercise or defense of legal claims;
(d) the data subject has objected to processing pursuant to Article 21(1) GDPR pending the verification whether the legitimate grounds of the controller override those of the data subject.
2\. Where processing has been restricted under paragraph 1, such personal data shall, with the exception of storage, only be processed with the data subject’s consent or for the establishment, exercise or defense of legal claims or for the protection of the rights of another natural or legal person or for reasons of important public interest of the Union or of a Member State.
3\. A data subject who has obtained restriction of processing pursuant to paragraph 1 shall be informed by the controller before the restriction of processing is lifted.
E) Right of notification
The controller shall communicate any rectification or erasure of personal data or restriction of processing carried out in accordance with Article 16, Article 17(1) and Article 18 GDPR to each recipient to whom the personal data have been disclosed, unless this proves impossible or involves disproportionate effort. The controller shall inform the data subject about those recipients if the data subject requests it.
F) Right to data portability
1\. You have the right to receive the personal data concerning you, which you have provided to a controller, in a structured, commonly used and machine-readable format and have the right to transmit those data to another controller without hindrance from the controller to which the personal data have been provided, where:
(a) the processing is based on consent pursuant to point (a) of Article 6(1) or point (a) of Article 9(2) or on a contract pursuant to point (b) of Article 6(1); and
(b) the processing is carried out by automated means.
2\. In exercising his or her right to data portability, the data subject shall have the right to have the personal data transmitted directly from one controller to another, where technically feasible.
3\. The exercise of the right referred to in paragraph 1 of this Article shall be without prejudice to Article 17. That right shall not apply to processing necessary for the performance of a task carried out in the public interest or in the exercise of official authority vested in the controller.
4\. The right referred to in paragraph 1 shall not adversely affect the rights and freedoms of others.
G) Right to object
1\. You have the right to object, on grounds relating to your particular situation, at any time to processing of personal data concerning you which is based on point (e) or (f) of Article 6(1) GDPR, including profiling based on those provisions. The controller shall no longer process the personal data unless the controller demonstrates compelling legitimate grounds for the processing which override the interests, rights and freedoms of the data subject or for the establishment, exercise or defense of legal claims.
2\. Where personal data are processed for direct marketing purposes, the data subject shall have the right to object at any time to processing of personal data concerning him or her for such marketing, which includes profiling to the extent that it is related to such direct marketing.
3\. Where the data subject objects to processing for direct marketing purposes, the personal data shall no longer be processed for such purposes.
4\. At the latest at the time of the first communication with the data subject, the right referred to in paragraphs 1 and 2 shall be explicitly brought to the attention of the data subject and shall be presented clearly and separately from any other information.
5\. In the context of the use of information society services, and notwithstanding Directive 2002/58/EC, the data subject may exercise his or her right to object by automated means using technical specifications.
6\. Where personal data are processed for scientific or historical research purposes or statistical purposes pursuant to Article 89(1), the data subject, on grounds relating to his or her particular situation, shall have the right to object to processing of personal data concerning him or her, unless the processing is necessary for the performance of a task carried out for reasons of public interest.
H) This Privacy Policy is Subject to change
Science Safety reserves the right to modify this privacy statement at any time to ensure that it complies with all current legal requirements or to implement changes to our services in the privacy statement
*Last updated on October 29th, 2021*
---
## Forums
### [Teaching Science and STEM Online Safely](https://sciencesafety.com/forums/forum/teaching-science-and-stem-online-safely/)
**Published:** April 20, 2022
**Author:** Unknown Member
---
## Discussions
### [How to Process a Science Safety Order](https://sciencesafety.com/groups/accelerated-learning-inc/forum/discussion/how-to-process-a-science-safety-order/)
**Published:** June 13, 2024
**Author:** admin2025Open
**Content:**
Coming soon!
---
### [List of Preview Products to Share with Customers](https://sciencesafety.com/groups/accelerated-learning-inc/forum/discussion/list-of-preview-products-to-share-with-customers/)
**Published:** June 13, 2024
**Author:** admin2025Open
**Content:**
Currently, anything listed on the Free Module Shop page is available to offer to your customers for a preview. Be sure to track the interaction and lead communication in the ALI salesforce instance to get credit for the request and have it processed accordingly.
https://sciencesafety.com/free-science-safety-steam-safety-and-cte-safety-modules/
---
### [Key Points From This Module](https://sciencesafety.com/forums/discussion/key-points-from-this-module/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
Create your own key points from this module. Personalize this by including strategies that you would like to try, or have already experienced success with. Start with 6 points and add more if you would like.
---
### [How Were You Acknowledged and Celebrated?](https://sciencesafety.com/forums/discussion/how-were-you-acknowledged-and-celebrated/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
Once again, think about your favorite times in school. How were you acknowledged and celebrated? Who was involved? What happened? If you were not acknowledged or celebrated, how would you have liked to have been acknowledged? In your post, list as many details as possible. Use key words about how this made you feel.
---
### [Your On-going Unit Plan](https://sciencesafety.com/forums/discussion/your-on-going-unit-plan/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
What have you learned so far that is impactful to your professional approach? How will you integrate this into your planning? Also, please share a pic or short video of your habitat creation!
Consider your chosen focus area, as well as your on-going unit plan. In your unit plan, include the following specific details.
- Identify strategic checkpoints with learners.
- Identify key areas to include prompts for intrinsic motivation.
- Identify key areas for student self-assessment opportunities.
- Identify key areas for peer assessment opportunities.
- Identify key areas for formative assessment opportunities.
- Identify key areas for summative assessment opportunities
---
### [How Motivation and Assessment Are Connected](https://sciencesafety.com/forums/discussion/how-motivation-and-assessment-are-connected/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
What do you know, and what do you want to know, about Motivation and Assessment. Consider how these topics in Education are connected (or not) in your post.
---
### [Resources to Support Distance Education](https://sciencesafety.com/forums/discussion/resources-to-support-distance-education/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
Specific resources provided to you throughout this module. Choose three specific resources or activities that you can use in your focus area. Share the resources with the group and describe how each resource will fit into your focus area, and any adaptations needed for the resource to make it your own.
---
### [Distance Education and Student Learning](https://sciencesafety.com/forums/discussion/distance-education-and-student-learning/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
Do you agree or disagree with this statement? Please explain why you answered as you did. Students learn less in a Distance Education format, as compared to a traditional classroom setting.
---
### [Scheduling and Distance Learning](https://sciencesafety.com/forums/discussion/scheduling-and-distance-learning/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
Consider your chosen focus area. What is a typical in-person schedule? What is an ideal schedule for you and your distance learners? For each scenario and schedule, include information about your role as teacher as well technology options that will help support your format.
---
### [When you were a student, what was the role of your teacher?](https://sciencesafety.com/forums/discussion/when-you-were-a-student-what-was-the-role-of-your-teacher/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
When you were a student, what was the role of your teacher? Today, what is your role as a teacher? Post about the similarities and/or differences between the role of teachers across time. Include key words or descriptors that come to mind. You may also want to include ideal beliefs about the role of teachers, and how these beliefs fit into the representation.
---
### [Relationships: Professional Application](https://sciencesafety.com/forums/discussion/relationships-professional-application/)
**Published:** April 24, 2022
**Author:** Unknown Member
**Content:**
Choose a grade and content area to focus on throughout this course. You may want to choose a grade and context that you will be teaching in the near future, or you may want to choose a grade and context that is new and challenging to you.
For each category, identify two ways that you will purposefully foster relationship in your chosen focus area.
- Relationship Focus
- Connect Learners with Peers
- Connect Learners with Teacher
- Connect Learners with Content
- Connect Learners with Self
- Connect Yourself as Teacher to Colleagues
- Connect Yourself as Teacher with Content
- Connect Yourself as Teacher with Self
---
### [Your Favorite School Experiences](https://sciencesafety.com/forums/discussion/your-favorite-school-experiences/)
**Published:** April 20, 2022
**Author:** Unknown Member
**Content:**
Think about your favorite school experiences. Who was involved? What happened? Click reply and list as many details as possible.
---
## Products
### [Chemistry Lab Safety for Students](https://sciencesafety.com/product/chemistry-lab-safety-students/)
**Published:** April 22, 2022
**Author:** Unknown Member
**Excerpt:** This online module provides high school chemistry lab safety for students with an overview of basic procedures and policies necessary to ensure the safe operation of their chemistry laboratories. In this module, learners will investigate common safety protocols and best practices.
- 100% Online
- 1 Module
- Topics include: Chemical Hazards; Chemistry Lab Accidents; Chemical Spills; Global Harmonized System, Hazard Identification, Lab Experiments; Lab Safety Awareness; Personal Protective Equipment, Risk Assessment, Safety Data Sheets.
- 1 Certificate
- Approximate Time to Complete: 40 min
**Product categories:** Lab Safety, Role: High School Students, Chemistry, Science
**Product tags:** Module
---
### [Chemical Hygiene Officer Certification Pathway](https://sciencesafety.com/product/chemical-hygiene-officer-pathway/)
**Published:** April 21, 2022
**Author:** Unknown Member
**Excerpt:** The Chemical Hygiene Officer Certification Pathway, or Certified Chemical Hygiene Officer Pathway (CCHO), developed by a Certified National Registry of Certified Chemists (NRCC) CHO and reviewed by the NRCC, the CCHO Pathway is designed to train individuals on how to be an effective Chemical Hygiene Officer (CHO).
Did you Know?
California and New York require every school to have a Chemical Hygiene Officer (CHO) to ensure safer learning environments. In fact, schools in 22 states governed by OSHA are required to have a Chemical Hygiene Officer.
We are offering a special offer to help New York and California CHOs meet their OSHA requirements. Contact us to learn more.
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**Content:**
**Description** The Chemical Hygiene Officer Certification Pathway, or Certified Chemical Hygiene Officer Pathway (CCHO), was developed by a Certified National Registry of Certified Chemists (NRCC) CHO and reviewed by the National Registry of Certified Chemists (NRCC). The pathway is designed to train individuals and educators within organizations to be effective Chemical Hygiene Officers (CHO).
In partnership with NRCC, this endorsed course consists of 1 year of experience toward the official registration qualifications.
**Content:** 160 Lessons, 25 Videos, 22 Quizzes
**Certificates Earned:** 22 Modules and 1 CCHO Pathway
**Course Mode**: Online, Self-paced
**Approx. Time to Complete:** 12 hours
**What You Will Learn.** You will gain the knowledge and skills to identify and manage chemical hazards, handle and store chemicals safely, dispose of chemical waste properly, respond to chemical spills, use personal protection equipment, and conduct laboratory inspections. You will also learn how to develop and implement a chemical hygiene plan (CHP) that complies with the OSHA Laboratory Standard.
**Intended Audience**: This pathway was developed for aspiring Chemical Hygiene Officers (CHOs) and Environmental Hygiene Officers (EHOs), Health & Safety Professionals, School Administrators, Risk Managers/ Operations Managers, Business Officers, Lab Managers / Supervisors / Workers, Researchers, Safety/Security Directors, Science, Art & Technology Educators, and recommended for individuals acting as the Chemical Hygiene Officer in research and teaching laboratories, principal investigators, laboratory safety officers, instructors, and supervisors.
The online Chemical Hygiene Officer Pathway provides participants with access to 22 individual modules that, when fully completed, provide the individual with a CCHO Certificate and a micro-credential for each module completed along the way.
**Including:** Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Duty of Care; Eyewash Stations and Showers; Fire Safety in the Lab; GHS Labeling, SDS, and Hazard Communication; Hazard Control; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Right to Understand Laws; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Science Safety Risk Management Framework; Ventilation.
**NRCC Chemical Hygiene Officer Exam** The National Registry of Certified Chemists (NRCC) further validates a professional’s knowledge of chemical, physical, biological, industrial hygiene, environmental, or health and safety sciences. In addition to earning a Science Safety Certificate, this pathway prepares individuals to pass the NRCC CHO exam and be listed in the NRCC National Registry.
**Product categories:** Chemical Hygiene Officer, All Pathways, Role: CHO/EHO, Role: High School Educators, Chemistry
**Product tags:** chemical hygiene officer, CHO, NRCC, Pathway
---
### [Certificate of Fitness D-14 and Certificate of Fitness D-15](https://sciencesafety.com/product/certificate-of-fitness-d-14-and-certificate-of-fitness-d-15/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online course qualifies individuals for meeting the requirements of the Certificate of Fitness D-14 and Certificate of Fitness D-15. Developed in collaboration with the New York City Department of Education (NYC DOE) and Science Safety industry consultants, and reviewed by NSTA's Chief Compliance Safety Advisor and NSELA's Safety Compliance Officer.
Certificate of Fitness D-14: Supervise The Storage and Handling of Chemicals in the NYC K-12 School Labs. All teachers who use laboratories in NYC K-12 schools require a Certificate of Fitness to Supervise the Handling and Use of Chemicals in NYC K-12 School Laboratories (D-14).
Certificate of Fitness D-15: Supervise the Handling and Use of Chemicals in NYC K-12 School Labs. All laboratory specialists who store and handle chemicals in NYC K-12 Schools require a Certificate of Fitness for School Laboratories (D-15).
Includes FDNY sections:
- Fire Code: Chapter 27 Section 2701-2703 & 2706
- Fire Department Rule Chapter/Section: §113-09, 2706-01, 4702-01, 4827-01(g)(1)&(2)
- National Fire Protection Association Codes and Standards: 45, 2004 and 2015 editions (not including Chapter 5)
- Information included in the FDNY Study Material: D-15
All teachers who use laboratories in NYC K-12 schools require a Certificate of Fitness. NYC DOE and FDNY recognize this certificate as fulfilling training requirements necessary to apply for the Certificate of Fitness D-14 and Certificate of Fitness D-15.
- 1 Pathway: D-14 and D-15 Certificates of Fitness
- 1 Pathway Completion Certificate
- 93 Lessons
- 11 Modules
- 9 Videos
- 11 Quizzes
- Approximate Time to Complete: 8 hours
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East HS Science Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** NYCDOE, All Free Items, All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Chemistry
**Product tags:** Certificate of Fitness D-15, Certificate of Fitness D-14, Pathway
---
### [Intro to Chemistry Lab Safety For Students](https://sciencesafety.com/product/intro-to-chemistry-lab-safety-for-students/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online module on Chemistry Lab Safety for Students is designed to teach basic safety principles to students planning to work in a chemistry laboratory.
**Product categories:** Students, Lab Safety, Chemistry, Science
**Product tags:** Student Module, NO MODULES, Chemistry, High School
---
### [Ground Fault Circuit Interrupter Safety - GFCI Safety](https://sciencesafety.com/product/ground-fault-circuit-interrupter-safety-gfci-safety/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** In this online module on Ground Fault Circuit Interrupter Safety, you will learn how a ground fault circuit interrupter (GFCI) can help prevent electrocution. If a person's body starts to receive a shock, the GFCI senses this and cuts off the power before he/she can get injured. GFCIs are generally installed where electrical circuits may accidentally come into contact with water.
**Product categories:** Students, CTE Safety
---
### [Virtual Chemical Hygiene Officer](https://sciencesafety.com/product/virtual-chemical-hygiene-officer/)
**Published:** May 22, 2024
**Author:** admin2025Open
**Excerpt:** Access our Virtual Chemical Hygiene Officer service to elevate your organization's safety standards and reduce risks.
Our annual subscription offers:
- 25 hours of on-demand support from a Chemical Hygiene Officer Safety Council member, guiding your team to reduce risks and liabilities, become OSHA-compliant, and protect learners.
- Up to 4 users can access our Chemical Hygiene Officer Pathway for self-paced online training, earning 22 Module Micro-Credentials and 1 CCHO Pathway Completion Certificate. This pprepares them for the NRCC CHO Exam, empowering your team with the necessary knowledge and skills.
Our Virtual Chemical Hygiene Officer will collaborate with your organization's leadership and on-site Chemical Hygiene Officer to meet safety regulations. We'll audit your safety policies, documents, and facilities, providing valuable feedback to address any issues. Additionally, we'll review chemical inventories, safety procedures, equipment, and engineering controls, offering recommendations for improvement.
We provide insights and recommendations to ensure compliance with OSHA safety standards, as well as guidance on Personal Protective Equipment (PPE) usage, chemical storage, handling, procurement, and disposal. Furthermore, we'll help establish a comprehensive safety roadmap with scheduled training and physical safety inspections at both school and district levels.
Elevate your safety standards and protect your team with our Virtual Chemical Hygiene Officer annual service.
**Product categories:** Chemical Hygiene Officer, Lab Safety, Role: CHO/EHO
---
### [Cybersecurity and Schools: Best Practices](https://sciencesafety.com/product/cybersecurity-and-schools-best-practices/)
**Published:** February 24, 2024
**Author:** admin2025Open
**Excerpt:** This online module on cybersecurity and schools will discuss best practices for safeguarding schools against various cyber threats and cyberattacks.
**Product categories:** All Free Items, All Modules, Cybersecurity, For Schools
**Product tags:** Cybersecurity
---
### [Social Media Guidelines: 13 and Older](https://sciencesafety.com/product/social-media-guidelines-13-and-older/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online module will provide social media guidelines for ages 13 and older, including posting online responsibly.
**Product categories:** All Free Items, Cybersecurity, Digital Citizenship, Role: High School Students, Role: Middle School Students
---
### [Hacked Emails](https://sciencesafety.com/product/hacked-emails/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online module will discuss how to protect yourself from having your emails hacked, signs that you've opened hacked emails, and what to do if you are hacked.
**Product categories:** All Free Items, Cybersecurity, Digital Citizenship, Administrators, New Teachers, Role: High School Educators, Role: High School Students, Role: Middle School Educators, Role: Middle School Students
---
### [Social Engineering](https://sciencesafety.com/product/social-engineering/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** Recognizing that human beings are often the weakest link in cybersecurity, particularly through social engineering, is imperative. This online module will provide students and teachers with the essential best practices to avoid falling victim to cyber-attacks.
**Product categories:** All Free Items, Cybersecurity, Digital Citizenship, Role: High School Adminstrators, Administrators, New Teachers, Role: High School Educators, Role: High School Students, Role: Middle School Educators, Role: Middle School Students
---
### [Password Security](https://sciencesafety.com/product/password-security/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** In this online module, you will learn how password security is the first defense against unauthorized access to your computer and personal information.
**Product categories:** All Free Items, All Modules, Cybersecurity, Digital Citizenship
---
### [Public Wifi Security](https://sciencesafety.com/product/public-wifi-security/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** In this online learning module, you will learn about Public Wi-Fi security; if the network isn’t secure, and you log into an unencrypted site — or a site that uses encryption only on the sign-in page — other users on the network can see what you see and send.
**Product categories:** All Free Items, Cybersecurity, Digital Citizenship
---
### [Ransomware - Malware in Schools](https://sciencesafety.com/product/ransomware-malware-in-schools/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** In this online module, you will learn about ransomware, a type of malware that holds victims' data for ransom. Ransomware attacks are the most common cyber attack.
**Product categories:** All Free Items, All Modules, Cybersecurity, Digital Citizenship, New Teachers, Role: Middle School Students
---
### [Phishing Attacks](https://sciencesafety.com/product/phishing-attacks/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** In this online module, you will learn about phishing attacks, which occur when attackers send scam emails (or text messages) containing links to malicious websites.
**Product categories:** All Free Items, Cybersecurity, Digital Citizenship
---
### [School Cyber Attacks](https://sciencesafety.com/product/school-cyber-attacks/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online module will discuss school cyber attacks on K-12 teachers and students. You will learn how schools can be tempting targets for such attacks.
**Product categories:** All Free Items, Cybersecurity, Digital Citizenship, Administrators, New Teachers, Role: High School Educators, Role: Middle School Educators
---
### [Global Harmonized System Training (GHS)](https://sciencesafety.com/product/global-harmonized-system-training-ghs/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online Global Harmonized System Training (GHS) module, you will learn about the GHS and how chemical hazards are classified and communicated through the use of labels and safety data sheets (SDS) to improve awareness and understanding of the products being handled.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Chemistry, Science
**Product tags:** Chemistry, High School, Lab Safety, Middle School, Module, Safety Awareness
---
### [Concussion Safety Training](https://sciencesafety.com/product/concussion-safety/)
**Published:** February 24, 2024
**Author:** admin2025Open
**Excerpt:** This online module will focus on concussion safety training for classroom teachers, school administrators, paraprofessionals, teacher’s aides, and other staff.
**Product categories:** Annual Safety Training, Students
**Product tags:** Health, Annual Safety Training
---
### [Science & STEM Safety for Elementary School Educators](https://sciencesafety.com/product/science-stem-safety-for-elementary-school-educators/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** For elementary school science and STEM educators who want to build a safety culture in their school and classroom. This online pathway focuses on the safer professional practices related to science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 25 Modules with the following associated Professional Certificates: 3D Printers; Animals in Schools; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; Fire Safety in the Lab; GHS, Labeling, SDS, Hazard Communications; Hand Tools; Heat Source; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Law; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies
- Approx. time to complete: 7 hrs
**Product categories:** All Pathways, All Special Offers, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Pathway
---
### [Teaching Science & STEM Online Safely](https://sciencesafety.com/product/teaching-science-stem-online-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This Teaching Science & STEM Online Pathway helps educators implement remote teaching models. We discuss the challenges teachers face and the successes that teachers have experienced in developing their remote lessons and learning experiences.
- 10 Professional Certificates
- 100% Online
- 10 Modules with the following Professional Certificates: Remote Science Activities; Remote Instruction Guides and Safety Forms; Pre-Planning Remote Activities; Virtual Activity Selection; Teaching Science Remotely: Best Practices; Safety Concerns When Teaching Remotely; Remote Safety & Emergency Situations; Teaching Science and STEM Online Safety; Remote Instruction.
- 1 Pathway: Teaching Science & STEM Online
- Approximate Time to Complete: 5 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Remote Teaching
**Product tags:** Pathway
---
### [General Science Safety for Elementary School Educators](https://sciencesafety.com/product/general-science-safety-for-elementary-school-educators/)
**Published:** June 28, 2023
**Author:** Sean Ryan
**Excerpt:** General Science Safety for Elementary School educators who want to build a safety culture in their school and classroom. This online pathway focuses on the safer professional practices for Elementary School science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 32 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Evaluating Risk; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Personal Protective Equipment; Power Tools; Remote Instruction Guides and Safety Forms; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Student Safety Rules and Forms; Students with Autism; Students with Dyslexia; Students with Visual Impairments; Students who are Deaf or Hard of Hearing; Ventilation Strategies.
- Approx. time to complete: 7 hrs
**Product categories:** All Pathways, All Special Offers, Role: Elementary School Educators
**Product tags:** Pathway
---
### [Lab Fires and Explosions](https://sciencesafety.com/product/lab-fires-and-explosions/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Preventing lab fires and explosions in laboratories is not very common. However, these tragic events still occur and injure staff and students. These accidents result from poor practices, lack of training, lack of chemical understanding, and the mishandling of chemicals or equipment in the laboratory. In this online module, we will discuss best practices when it comes to preventing lab fires and explosions in laboratories
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Biology, Chemistry, Fire Safety
**Product tags:** Module
---
### [Behavioral Threat Assessment and Management - BTAM](https://sciencesafety.com/product/behavioral-threat-assessment-and-management-btam/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online module will review behavioral threat assessment and management, or BTAM, designed to identify, assess, and manage potentially dangerous or violent situations.
- 16 Lessons
- 1 Module Certificate
**Product categories:** Annual Safety Training, Safety Awareness
---
### [Safety Data Sheets](https://sciencesafety.com/product/safety-data-sheets/)
**Published:** May 10, 2022
**Author:** Unknown Member
**Excerpt:** This online module describes Safety Data Sheets and their uses. Safety Data Sheets must be presented in a consistent, user-friendly, 16-section format.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Chemistry, Science
**Product tags:** Module
---
### [Full Day Onsite Safety Workshop for 6 Hours (up to 20)](https://sciencesafety.com/product/full-day-onsite-safety-workshop-for-6-hours-up-to-20/)
**Published:** June 22, 2023
**Author:** Unknown Member
**Excerpt:** Full Day Onsite Safety Workshop is up to 6 hours for less than 20 participants.
Each workshop is customizable for K-12 educators and administrators and aligned to local, state, and municipal guidelines using legal standards and accepted professional safety practices.
Contact us if you have questions or require additional seats.
**Product categories:** All Webinars and Workshops
**Product tags:** Workshop
---
### [Ceramic Safety](https://sciencesafety.com/product/ceramic-safety/)
**Published:** February 24, 2024
**Author:** admin2025Open
**Excerpt:** This online module will review ceramic safety, which involves mixing powder and water to make clay or glazes. When they dry out, dust is produced. Everything in ceramics involves some form of powder and water. These are mixed to make clay or glazes – when they dry out, dust results. Often the dusts involved are very fine and once in the air they are not always visible, which makes it much easier to inhale them accidentally.
**Product categories:** Art Safety, Visual Arts
**Product tags:** Visual Arts, CTE, Art Safety
---
### [Digital Citizenship: Middle Level Course](https://sciencesafety.com/product/digital-citizenship-middle-level-course/)
**Published:** February 24, 2024
**Author:** admin2025Open
**Excerpt:** Technology is now integral to our daily lives from morning to night. This online module is a part of the middle-level digital citizenship course.
**Product categories:** Role: Middle School Students
**Product tags:** Digital Citizenship, Middle School
---
### [Ethics and Empathy](https://sciencesafety.com/product/ethics-and-empathy/)
**Published:** February 24, 2024
**Author:** admin2025Open
**Excerpt:** This online module will discuss ethics and empathy as the moral principles that govern people’s behavior and conduct.
**Product categories:** Digital Citizenship
**Product tags:** Digital Citizenship
---
### [Eye Wash Stations and Showers - Lab Safety](https://sciencesafety.com/product/eye-wash-stations-and-showers-lab-safety/)
**Published:** February 24, 2024
**Author:** admin2025Open
**Excerpt:** This online module will cover the proper usage of emergency equipment for lab safety, including Eye wash stations, showers, and Deluge Showers.
**Product categories:** All Modules, Students, Lab Safety, Chemistry
**Product tags:** Physics, Biology, Chemistry
---
### [Recognizing Disturbing Behaviors](https://sciencesafety.com/product/recognizing-disturbing-behaviors/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** Identifying signs of potentially harmful behavior in students can be difficult, but this online module aims to help you recognize and respond appropriately.
**Product categories:** Safety Awareness
---
### [Printing and Printmaking Safety](https://sciencesafety.com/product/printing-and-printmaking-safety/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** Printing and Printmaking Safety: This online module explores the safety concerns of printing and print-making activities and strategies to reduce risks.
**Product categories:** Art Safety, Visual Arts
---
### [Photography Safety](https://sciencesafety.com/product/photography-safety/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online module will discuss the photography safety hazards associated with the chemicals and processes used in photographic development.
**Product categories:** Art Safety, Visual Arts
---
### [Painting and Solvents Use and Safety](https://sciencesafety.com/product/painting-and-solvents-use-and-safety/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** In this module, you'll learn to use paint and solvents safely. Exposure to their vapors can harm eyes and mucous membranes, and exposure to organic substances (toluene, n-hexane, methylalcohol, etc.) may damage the nervous system.
**Product categories:** Art Safety, Visual Arts
---
### [BBP - Blood Borne Pathogen - Diseases](https://sciencesafety.com/product/bbp-blood-borne-pathogen-diseases/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** BBP - Blood Borne Pathogen - Diseases - In this online module, you will develop a deeper understanding of BBP diseases, including hepatitis B (HBV), hepatitis C (HCV), and human immunodeficiency virus (HIV).
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health, Mandatory Training
**Product tags:** Module
---
### [Chemical Inventory Management and Chemical Inventory Safety](https://sciencesafety.com/product/chemical-inventory-management-and-chemical-inventory-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about chemical inventory management and safety, a process that encompasses identification, management, and risk reduction through all stages of chemical purchasing, storage, distribution, use, and disposal. You will also learn how to manage your chemical inventory safely and securely.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Chemistry
**Product tags:** Module
---
### [Chemical Spills](https://sciencesafety.com/product/chemical-spills-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module will teach you how to evaluate and safely handle chemical spills in your laboratory.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Chemistry, Science
**Product tags:** Module
---
### [Chemical Storage and Safety](https://sciencesafety.com/product/chemical-storage/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online module provides teachers and staff with an overview of basic chemical storage procedures and policies to ensure the safe operation of science laboratories.
**Product categories:** Lab Safety, Role: Middle School Administrators, Administrators, Role: High School Educators, Role: Middle School Educators, Chemistry
**Product tags:** Chemistry, High School, Middle School
---
### [Chemistry Lab Accidents](https://sciencesafety.com/product/chemistry-lab-accidents/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about Chemistry Lab Accidents and concrete steps to prevent lab emergencies that carry a high risk of injury, such as spills and fires.
**Product categories:** All Free Items, All Modules, Lab Safety, Safety Awareness, All Special Offers, Role: High School Educators, Chemistry, Science
**Product tags:** Module
---
### [Classroom Management Best Practices](https://sciencesafety.com/product/classroom-management-best-practices/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module addresses evidence-based strategies and best practices for science and STEM classroom management.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Module
---
### [Evaluating Risk in the Science Classroom](https://sciencesafety.com/product/evaluating-risk-in-the-science-classroom/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will be evaluating risk, thinking about the relative hazards for any class of compounds you work with, determining appropriate procedures, choosing protective equipment, and safely performing experiments based on the recognition and evaluation of hazards.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Science
**Product tags:** Module
---
### [Glassware Safety](https://sciencesafety.com/product/glassware-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Glassware safety as glassware is one of the most commonly used kinds of equipment in science laboratories. In this online module, you will develop a deeper understanding of lab safety rules when using and handling glassware to avoid accidents and injury.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Jewelry Making and Small Metals Safety](https://sciencesafety.com/product/jewelry-making-and-small-metals-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module will explore the safety of jewelry making and working with small metals. Creating jewelry or working with small metals may not seem like an unsafe activity. However, there are some safety concerns to be mindful of when working in this area.
**Product categories:** All Modules, Art Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Visual Arts
**Product tags:** Module
---
### [GHS Labeling, Safety Data Sheets, Hazard Communication](https://sciencesafety.com/product/ghs-labeling-safety-data-sheets-hazard-communication/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online GHS Labeling, Safety Data Sheets, Hazard Communication module you will learn how to properly label chemical bottles and containers using the GHS protocols and how to read a safety data sheet (SDS). This understanding is a safety requirement for labeling chemicals to identify known hazards and hazard information.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Chemistry, Science
**Product tags:** GHS Labeling, Module, Safety Data Sheets
---
### [Metalworking and Foundry Safety](https://sciencesafety.com/product/metalworking-and-foundry-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Metalworking has real-world applications in every aspect of our community. In this online module, you will develop an understanding of the safety concerns involving the use of metalworking and foundry tools, equipment, and raw materials.
**Product categories:** All Modules, Art Safety, Role: High School Educators, Role: Middle School Educators, CTE Safety, Visual Arts
**Product tags:** Module
---
### [Rockets and Rocket Safety](https://sciencesafety.com/product/rockets-and-rocket-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about rockets and rocket safety. In some school districts, rockets containing combustible chemicals are considered illegal and dangerous and should not be used by students or staff. Rocket safety is critical to enjoying rockets in your curriculum.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Physics, Science, STEM Safety
**Product tags:** Module
---
### [Sculpture Safety](https://sciencesafety.com/product/sculpture-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, educators will learn about risks and best practices related to sculpture safety.
**Product categories:** All Modules, Art Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Visual Arts
**Product tags:** Module
---
### [STEM Labs and STEM Lab Safety](https://sciencesafety.com/product/stem-labs-and-stem-lab-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Like science labs, STEM (science, technology, engineering, and math) Labs require safety and security measures, with an emphasis on safety training, personal protective equipment (PPE), standard operating procedures, engineering controls, and supervision. While hand and power tools can be found in STEM labs, many students and teachers use these tools without receiving proper safety training. In this module, you will learn about the hazards, risks, and better practices related to STEM Labs.
**Product categories:** Lab Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, STEM Safety
---
### [Chemistry Safety For International Baccalaureate Students](https://sciencesafety.com/product/chemistry-safety-for-international-baccalaureate-students/)
**Published:** February 24, 2024
**Author:** admin2025Open
**Excerpt:** In this module International Baccalaureate Students planning to work in a chemistry laboratory will learn chemistry safety principles before beginning.
**Product categories:** All Modules, Lab Safety, Role: High School Students
**Product tags:** Chemistry, High School, International Baccalaureate, Student Courses
---
### [CTE Safety for Middle and High School Educators](https://sciencesafety.com/product/cte-safety-awareness-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed for secondary CTE educators and will provide a comprehensive understanding of the hazards that exist in the metal and wood shops/construction labs, as well as in the STEM fab labs that exist.
- 100% Online
- 1 Pathway
- 36 Modules with the following associated Professional Certificates: Bandsaws; Ceramics; Clamps; Design and Architecture and Model Making; Drawing Materials and Pastels; Drill Press; General Woodshop Safety; Hazard Control; Hazardous Waste Management and Visual Arts; Health and Safety Programs and the Visual Arts; Hearing Protection; Jewelry Making and Small Metals; Jointers and Planers; Machine Guarding; Metal Cut Off Saw; Metal Drilling; Metalworking and Foundry; MIG Welding; Miter Saws; Painting and Solvents Use; Photography; Plasma Cutting; Portable Grinders; PPE and Welding; Printing and Printmaking; Push Sticks; Radial Arm Saws; Sanders; Sculpture; Shapers; Table Saws; Welding; Welding Fumes and Gases; Welding Ventilation; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 18 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Pathway
---
### [Lab Safety Awareness for High School and Middle School Educators Pathway](https://sciencesafety.com/product/lab-safety-awareness-for-high-school-and-middle-school-educators/)
**Published:** June 23, 2023
**Author:** Sean Ryan
**Excerpt:** For Middle and High School science and STEM educators who want to build a safety culture in their school and classroom. This online pathway focuses on the safer professional practices for Middle School science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 25 Modules with the following associated Professional Certificates: AP Biology; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Class Size and Safety; Duty of Care; Evaluating Risk; Eye Protection; Fire Safety in the Lab; First Aid; GHS, Labeling, SDS, Hazard Communications; Lab Experiments; Lab Safety Awareness; Mercury; Personal Protective Equipment; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Student Safety Rules and Forms; Students with Additional Needs: An Introduction; Universal Design.
- Approx. time to complete: 8.5 hrs
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East Elementary Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Free Items, All Pathways, Role: Middle School Administrators, All Special Offers, Role: High School Educators, Role: Middle School Educators
**Product tags:** Pathway
---
### [General Science Safety For Secondary Students (AHL-RMD)](https://sciencesafety.com/product/general-science-safety-for-secondary-students-ahl-rmd/)
**Published:** August 4, 2026
**Author:** admin2025Open
**Excerpt:** Students planning to work in a chemistry laboratory must learn basic safety principles before beginning. This online module will introduce general science safety principles for high school students working in a laboratory environment. This is a custom product optimized for CVUHSD that adds Hazards lessons and removes the Microscopes & Dissection Safety lessons from the module.
**Product categories:** Custom, All Modules, Students, Role: High School Students, Role: Middle School Students
**Product tags:** custom, General Science, High School, Safety Awareness, Student Courses, Students
---
### [General Science Safety For Secondary Students at CVUHSD](https://sciencesafety.com/product/general-science-safety-for-secondary-students-at-cvuhsd/)
**Published:** August 20, 2026
**Author:** Sean Ryan
**Excerpt:** Students planning to work in a chemistry laboratory must learn basic safety principles before starting. This online module introduces general science safety principles for high school students working in a laboratory environment. This is a custom module optimized for CVUHSD.
**Product categories:** All Modules, Students, Role: High School Students, Role: Middle School Students
**Product tags:** Safety Awareness, General Science, High School, Student Courses, Students
---
### [General Science Safety For Secondary Students (AAA-RMD)](https://sciencesafety.com/product/general-science-safety-for-secondary-students-aaa-rmd/)
**Published:** August 4, 2026
**Author:** admin2025Open
**Excerpt:** Students planning to work in a chemistry laboratory must learn basic safety principles before beginning. This online module will introduce general science safety principles for high school students working in a laboratory environment. This is a custom module optimized for CVUHSD that adds Aerospace & Astronomy Modules and removes the Microscopes & Dissection Safety lessons from the module.
**Product categories:** Custom, All Modules, Students, Role: High School Students, Role: Middle School Students
**Product tags:** custom, General Science, High School, Safety Awareness, Student Courses, Students
---
### [Compliance and Regulatory Safety Awareness for Educators](https://sciencesafety.com/product/annual-safety-training-mandatory-compliance-and-regulatory-awareness-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** Certain annual safety training requirements must be successfully completed for ALL PK-12 educators and administrators in the school district. This online pathway will discuss compliance and regulatory safety awareness for all PK-12 educators and school district administrators, which must be completed.
- 100% Online
- 1 Pathway
- 17 Modules with the following associated Professional Certificates: Active Shooter Situations; Bullying; Concussion Safety; Cyberbullying; Earthquake Preparedness; Emergency Lockdown Drills; Field Trips; Identifying Child Abuse; Incident Reports; Ladder Safety; Playground Safety; Preventing School Violence; Right to Understand Laws; School Bus Safety; Slips, Trips, and Falls; Suicide Prevention; Tornado Safety.
- Approx. Time to Complete: 10 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Pathway
---
### [Physics Safety for Educators](https://sciencesafety.com/product/physics-safety-for-educators/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** This online module provides physics educators with practical guidance for identifying hazards, assessing risks, and implementing safer practices in physics classrooms and laboratories.
Participants will examine safety considerations related to electricity, light and optical radiation, lasers, masses and projectiles, magnetism, rotating equipment, tools, and pressurized and vacuum systems. The module also addresses selected equipment used to demonstrate electrostatics, electromagnetism, and modern physics concepts.
**Product categories:** Role: High School Educators, Role: Elementary School Educators, Physics
---
### [Earthquake Preparedness](https://sciencesafety.com/product/earthquake-preparedness-and-science-classes/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module you will learn about earthquake safety measures and response plans in science classes that are intended to augment the school’s general emergency/disaster plans.
**Product categories:** All Modules, Annual Safety Training, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Access and Equity Safety for Educators](https://sciencesafety.com/product/access-and-equity-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
**Content:**
**On Sale Until November 1st**
This online pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- 100% Online
- 1 Pathway
- 7 Modules aligned with the following Professional Certificates: ELL Students; Students with Additional Needs: An Introduction; Students who are Deaf and Hard of Hearing; Students with Autism Spectrum Disorder; Students with Dyslexia; Students with Visual Impairments; Universal Design.
- Approximate Time to Complete: 3.5 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Pathway
---
### [Chemical Hygiene Plan Authoring](https://sciencesafety.com/product/chemical-hygiene-plan-authoring/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** Science Safety specialists can help you create a Chemical Hygiene Plan (CHP) that satisfies OSHA requirements for protecting employees from health hazards associated with hazardous chemicals in the laboratory and capable of keeping exposures below OSHA Permissible Exposure Limits. The CHP will be designed to supplement department and laboratory specific safety manuals and procedures that already address chemical safety in laboratories.
**Product categories:** Chemical Hygiene Officer, All Safety Doc Services, Chemistry
**Product tags:** Document Service
---
### [Ventilation Strategies](https://sciencesafety.com/product/ventilation-strategies/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module you will learn that proper ventilation is a key prevention strategy for maintaining healthy environments and, along with other preventive actions, can reduce the likelihood of spreading disease.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health
**Product tags:** Module
---
### [C-14 Certificate of Fitness (NYC)](https://sciencesafety.com/product/c-14-certificate-of-fitness-nyc/)
**Published:** January 30, 2023
**Author:** Unknown Member
**Excerpt:** All teachers who use laboratories in NYC K-12 schools require a Certificate of Fitness. This online pathway provides all teachers who use laboratories in NYC K-12 schools with a C-14 Certificate of Fitness (NYC), which is currently required for labs.
- 77 Lessons
- 10 Modules
- 1 Micro-credential
- 9 Videos
- 8 Quizzes
- 1 Certificate
- 1 Pathway: C-14 Certificate of Fitness
- Approximate Time to Complete: 4 hours
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East HS Science Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** NYCDOE, All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Chemistry, Fire Safety
**Product tags:** Pathway
---
### [Chemical Hygiene Officer and Environmental Hygiene Officer Responsibilities](https://sciencesafety.com/product/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:**
**Product categories:** Chemical Hygiene Officer, All Modules, Role: CHO/EHO, Role: Middle School Educators, Chemistry
**Product tags:** Module
---
### [CTE Student Safety Metal Shop Pathway](https://sciencesafety.com/product/cte-student-safety-metal-shop-pathway/)
**Published:** April 24, 2024
**Author:** Sean Ryan
**Excerpt:** In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer operating procedures for the various tools and equipment that could be used in the welding or metal shop. Metalworking is the process of shaping and reshaping metals to create useful objects, parts, assemblies, and large-scale structures. Students will learn about safer practices related to metalworking.
- 100% Online
- 1 Pathway
- 19 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Jewelry Making and Small Metals; Welding Ventilation; MIG Welding; PPE and Welding; Welding Fumes and Gases; Metal Cut Off Saw; Hearing Protection; Fires and Fire Extinguishers; Power Tool Safety; Drill Press and Drill Press Safety; Metal Drilling; Slips, Trips and Falls; Gloves; Eye Protection; First Aid; Student Safety Rules and Forms; Ladder Safety; Cutters and Cutter Safety.
- Approx. Time to Complete: 9 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Students, CTE Safety
**Product tags:** Pathway
---
### [CTE Student Safety for Woodshop - Construction Lab Pathway](https://sciencesafety.com/product/cte-student-safety-for-woodshop-construction-lab-pathway/)
**Published:** April 24, 2024
**Author:** Sean Ryan
**Excerpt:** In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer operating procedures for the various tools and equipment that could be used in construction or the woodshop.
- 100% Online
- 1 Pathway
- 32 Modules with the following Professional Certificates: General Woodshop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hot Glue Guns; Hearing Protection; Portable Grinders; Radial Arm Saws; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills. Drill Press and Drill Press Safety; Clamps and Clamp Safety; Ladder Safety; Gloves; Eye Protection; Hand Tools; Masks; Personal Protective Equipment; First Aid; Student Safety Rules and Forms;
- Approx. Time to Complete: 12 hours
**Product categories:** All Pathways, Lab Safety, All Special Offers, Role: High School Students, CTE Safety
**Product tags:** Pathway
---
### [Students with Visual Impairments](https://sciencesafety.com/product/students-with-visual-impairments/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Explore strategies to support students with Visual Impairments that have been successful for other educators in science and STEM.
**Product categories:** All Modules, Art Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Role: Students W/Add'l Needs, Science, STEM Safety
**Product tags:** Module
---
### [Students with Additional Needs Safety Awareness Pathway](https://sciencesafety.com/product/students-with-additional-needs-safety-awareness-pathway/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is specifically designed to provide insight and examples of how to provide equitable access to education for all students, including those with additional needs.
- 100% Online
- 1 Pathway
- 16 Modules with the following associated Professional Certificates: Concussion Safety; Ethics and Empathy; Students with Additional Needs: An Introduction; Students Who Are Deaf or Hard of Hearing; Students With Visual Impairments; Students With Dyslexia; Students with Additional Needs: Course; Allergens and Allergies in Schools; Bullying; Identifying Child Abuse; Students With Autism Spectrum Disorder; Duty of Care; Live Animals in the Classroom; Classroom Management Best Practices; Classroom Plants; First Aid.
- Approx. Time to Complete: 10 hours.
**Product categories:** All Pathways, Safety Awareness, Art Safety, Role: High School Adminstrators, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Role: Students W/Add'l Needs
**Product tags:** Pathway
---
### [3D Printing](https://sciencesafety.com/product/3d-printing/)
**Published:** December 7, 2021
**Author:** admin2025Open
**Excerpt:** In this online module, K-12 educators will learn how to protect their students, as well as themselves, against the hazards of 3D printing.
**Product categories:** All Free Items, All Modules, Art Safety, All Special Offers, STEM Safety
**Product tags:** Module
---
### [Health and Safety Programs and the Visual Arts](https://sciencesafety.com/product/health-and-safety-programs-and-the-visual-arts/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about risks and safety related issues related to Health and Safety Programs and the Visual Arts
**Product categories:** All Modules, Art Safety, Visual Arts
**Product tags:** Module
---
### [Visual Arts Safety For Students Pathway](https://sciencesafety.com/product/visual-arts-safety-for-students-2/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** If you teach students in an art classroom program that “produces” something, in other words a piece of artwork such as a painting, sculpture, jewelry etc students should understand that clean up materials, paints/solvents, metal shavings or process rinse waters may fall into the hazardous waste management category. In this pathway you will learn about risks, hazards, and safer practices in painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
**Product categories:** Art Safety, Role: High School Students, Role: Middle School Students, Role: Elementary School Students, Visual Arts
**Product tags:** Module
---
### [Visual Arts Safety For Educators](https://sciencesafety.com/product/visual-arts-safety-for-educators-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** If your visual arts program “produces” something, in other words a piece of artwork such as a painting, sculpture, jewelry etc. you should understand that clean up materials, paints/solvents, metal shavings or process rinse waters may fall into the hazardous waste management category. Painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
- 11 Professional Certificates
- 100% Online
- 11 Modules with the following associated Professional Certificates: Metal Working and Foundry Safety; Sculpture Safety; Drawing Materials Safety; Design and Architecture and Model Making; Printing and Print Making Safety; Photography Safety; Jewelry Making and Small Metals Safety; Ceramics Safety; Painting and Solvents Use and Safety; Health and Safety Programs and the Visual Arts; Hazardous Waste Management and Visual Arts
- 1 Pathway: Visual Arts Safety For Educators
- Approx. Time to Complete: 2.5 hrs.
**Product categories:** All Pathways, Art Safety, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Visual Arts
**Product tags:** Pathway
---
### [Visual Arts Safety For Students](https://sciencesafety.com/product/visual-arts-safety-for-students/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** If you teach students in an art classroom program that “produces” something, in other words, a piece of artwork such as a painting, sculpture, jewelry, etc., students should understand that clean-up materials, paints/solvents, metal shavings, or process rinse waters may fall into the hazardous waste management category.
In this online pathway, students will learn about risks, hazards, and safer practices in painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios, and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
- 100% Online
- 1 Pathway
- 11 Modules with the following Professional Certificates: Hazardous Waste Management and Visual Arts; Health and Safety Programs and Visual Arts; Painting and Solvents Use and Safety; Ceramics Safety; Jewelry Making and Small Metals Safety; Printing and Print Making Safety; Photography Safety; Design and Architecture and Model Making; Drawing Materials Safety; Sculpture Safety; Metalworking and Foundry Safety
- Approx. Time to Complete: 9 hours
**Product categories:** All Pathways, Art Safety, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Visual Arts
**Product tags:** Pathway
---
### [Hazard Control and Safety](https://sciencesafety.com/product/hazard-control-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about hazard control programs and how they consist of all the steps necessary to protect workers from exposure to a substance or system, the training, and the procedures required to monitor worker exposure and their health to hazards such as chemicals, materials or substance, or other types of hazards such as noise and vibration.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Chemistry
**Product tags:** Module
---
### [Environmental Hygiene Officer Safety Pathway](https://sciencesafety.com/product/environmental-hygiene-officer-safety-pathway/)
**Published:** June 21, 2023
**Author:** Sean Ryan
**Excerpt:** This training enables Environmental Hygiene Officers (EHOs) to be qualified to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan required by the OSHA 1910.1450 Laboratory Standard.
It was developed for Chemical Hygiene Officers, Environmental, Health & Safety Professionals, School Administrators, Risk Managers/ Operations Managers, Business Officers, Lab Managers / Supervisors / Workers, Researchers, Safety/Security Directors, Science, Art & Technology Educators.
- 100% Online
- 1 Pathway
- 22 Modules aligned to the following professional certificates:
Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Duty of Care; Eyewash Stations and Showers; Fire Safety in the Lab; GHS Labeling, SDS, and Hazard Communication; Hazard Control; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Right to Understand Laws; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Science Safety Risk Management Framework; Ventilation.
- 160 Lessons, 25 Videos, 22 Quizzes
- Approx. Time to Complete: 10.5 hours
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East HS Science Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, Lab Safety, All Special Offers, Role: CHO/EHO, Role: High School Educators, Chemistry
**Product tags:** Pathway
---
### [Building a Culture of Safety with Online Learning](https://sciencesafety.com/product/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/)
**Published:** September 12, 2024
**Author:** Sean Ryan
**Excerpt:** This module is designed to help schools and organizations build a robust culture of safety by leveraging proactive and continuous online learning safety modules. By focusing on engagement, verification, and scalability, this course aims to equip administrators, superintendents, principals, educators, and lab managers with the necessary tools and strategies to implement effective online safety training programs.
- Understand the importance of a safety culture in educational and organizational settings.
- Learn how to design engaging online safety training modules.
- Implement verification methods to ensure comprehension and compliance.
- Scale safety training programs to accommodate growing organizations.
- Identify and mitigate potential safety risks in online learning environments.
- Foster continuous improvement through feedback and data analysis.
- Promote a proactive approach to safety training
**Content:**
This module is designed to help schools and organizations build a robust culture of safety by leveraging proactive and continuous online learning safety modules. By focusing on engagement, verification, and scalability, this course aims to equip administrators, superintendents, principals, educators, and lab managers with the necessary tools and strategies to implement effective online safety training programs.
- Understand the importance of a safety culture in educational and organizational settings.
- Learn how to design engaging online safety training modules.
- Implement verification methods to ensure comprehension and compliance.
- Scale safety training programs to accommodate growing organizations.
- Identify and mitigate potential safety risks in online learning environments.
- Foster continuous improvement through feedback and data analysis.
- Promote a proactive approach to safety training
**Product categories:** All Free Items, Annual Safety Training
---
### [Solar Eclipses](https://sciencesafety.com/product/solar-eclipses/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Light from the sun, even during eclipses of the sun, is harmful when viewed directly. In this module you learn how students can observe the daytime sky and eclipses in a safer manner.
**Product categories:** All Free Items, All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Temperature Rising - Perimeter Institute](https://sciencesafety.com/product/temperature-rising-perimeter-institute-classroom-resource/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Excerpt:** Temperature Rising is an inquiry-based elementary school educational resource. Students investigate heat using handmade Mini-Research Stations. After designing and conducting experiments, students can justify their own conclusions about climate change. Math topics include exploring parts per million and analyzing data. This digital resource is designed to excite learning in Science, Technology, Engineering, and Math (STEM) with an emphasis on 21st century skills including creativity, collaboration, problem solving, and perseverance.
**Product categories:** All Free Items, STEM Safety
---
### [Science & STEM From Home](https://sciencesafety.com/product/science-stem-from-home/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** This online module will discuss the common building blocks in science & stem that can help your students achieve curricular goals in a distance education model.
**Product categories:** Remote Learning, All Free Items
---
### [Students with Additional Needs: An Introduction](https://sciencesafety.com/product/students-with-additional-needs-an-introduction/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** This online module will introduce you to working with students with additional needs. Not all students come to class with the same level of experience.
**Product categories:** All Free Items, All Modules, Students
---
### [Cyberbullying](https://sciencesafety.com/product/cyberbullying/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module helps you develop a deeper understanding of cyberbullying and describes how schools may take action, either as required by law or with local or school policies that allow them to discipline or take other action.
**Product categories:** All Free Items, All Modules, Cybersecurity, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [School Administrator Safety Awareness](https://sciencesafety.com/product/school-administrator-safety-awareness-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is for school administrators who want to create and foster a culture of safety awareness across their schools.
- 100% Online
- 1 Pathway
- 25 Modules with the following associated Professional Certificates: Science Safety Risk Management Framework; Ethics and Empathy; Behavioral Threat Assessment Management - BTAM; Recognizing Disturbing Behaviors; Hazard Control and Safety; Hearing Protection; Allergens and Allergies in Schools; Preventing School Violence; Cyberbullying; Bullying; Emergency Lockdown Drills; Duty of Care; Gloves; Class Size and Safety; Eye Protection; Safety Operating Procedures; Classroom Plants; Animals in Schools; Personal Protective Equipment; Laboratory Inspections; Chemical Hazards; Chemical Hygiene Plan and Accountability; Fire Safety in the Science Lab; Evaluating Risk in the Science Classroom.
- Approx. Time to Complete: 10 hrs.
**Product categories:** All Free Items, All Pathways, Safety Awareness, All Special Offers, Administrators
**Product tags:** Pathway
---
### [Malware Safety](https://sciencesafety.com/product/malware-safety/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** In this online module, we discuss how ransomware is a type of malware that cybercriminals use to extort money from their victims.
**Product categories:** All Free Items, Cybersecurity, Digital Citizenship
---
### [Video Conferencing](https://sciencesafety.com/product/video-conferencing/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** In this new world of video conferencing, it’s more important than ever that we use good cyber safety practices during every meeting we attend.
**Product categories:** All Free Items, All Modules, Cybersecurity, Digital Citizenship
---
### [Ladder Safety](https://sciencesafety.com/product/ladder-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about ladder safety best practices and how to use ladders safely.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [General Science Safety for Grade 9-10 Educators](https://sciencesafety.com/product/general-science-teachers-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway provides 9th and 10th grade general science educators with an overview of basic procedures and policies necessary to support safety in their classrooms.
- 1 Pathway
- 100% Online
- 14 Modules with the following associated Professional Certificates: Safety Data Sheets; Earth Science; Hazard Control Safety; Methanol Safety; Global Harmonized System Training; Duty of Care; Microscopes and Microscope Safety; Heat Sources; Astronomy; Aerospace; Personal Protective Equipment; Glassware Safety; Chemical Hazards; Chemical Spills
- Approx. time to complete: 5 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Science
**Product tags:** Pathway
---
### [Astronomy and Safety](https://sciencesafety.com/product/astronomy-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module helps Astronomy teachers better understand safety issues and protocols related to lasers, flames, and solar eclipse viewing.
**Product categories:** All Modules
**Product tags:** Module
---
### [GHS Certification Training for K-12 Educators](https://sciencesafety.com/product/ghs-certification-training-for-k-12-teachers-pathway/)
**Published:** April 22, 2022
**Author:** Unknown Member
**Excerpt:** GHS stands for the Globally Harmonized System of Classification and Labeling of Chemicals. GHS defines and classifies the hazards of chemical products and communicates health and safety information on labels and safety data sheets using easily understood pictograms and prescribed language. In this online pathway, educators will learn about the GHS and how hazards are classified and communicated through the use of labels and safety data sheets.
- 5 Professional Certificates
- 100% Online
- 5 Modules with the following Professional Certificates: Hazard Control and Safety; Global Harmonized System Training; Chemical Storage; GHS Labeling, Safety Data Sheets
- 1 Pathway: GHS Certification Training for K-12 Educators
- Approx. Time to Complete: 1 hr.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Pathway
---
### [Flex Safety Modules: Science, STEM, CTE, Cyber, Arts Safety for Students](https://sciencesafety.com/product/flex-safety-pathways-science-stem-cte-cyber-arts-safety-for-students/)
**Published:** February 20, 2025
**Author:** admin2025Open
**Excerpt:** Flex Safety Modules for Students is your all-in-one solution for assigning and enrolling Science, STEM, CTE, Cyber, and Arts Safety modules to your students across the annual school year.
With an expansive catalog of over 250 Safer courses, modules, and pathways, Science Safety’s comprehensive digital academy, the Safer Platform, empowers schools, organizations, and industry to build a culture of safety with Safer Science, Safer STEM, Safer CTE, Safer Arts, Safer Cyber and Safer Lab training.
Build a culture of continuous safety and start making your organization Safer today!
- Enroll your students in up to 3 modules at a fixed price of $15 per user
- Minimum of 50 User Seats
- Enrollment is available at any time within the school year.
- Students have 8 months from the enrollment date to complete the pathway
- All Modules provide micro-credentials as well as a trackable Completion Certificate
Simply contact your account manager to assign a user into the pathway of your choice, based on the number of seats you buy.
**Product categories:** A - Flex Safety Programs
---
### [Fundamental Safety for High School and Middle School Educators Pathway](https://sciencesafety.com/product/fundamental-safety-for-high-school-and-middle-school-educators-pathway/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway for middle and high school educators covers a variety of safety concerns that teachers may unexpectedly encounter.
- 100% Online
- 1 Pathway
- 36 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Ethics and Empathy; Safety Data Sheets; Allergens and Allergies in Schools; Preventing School Violence; Cyberbullying; Bullying; Behavioral Threat Assessment Management- BTAM; Lab Fires and Explosion Accidents; Fires and Fire Extinguishers; Emergency Lockdowns, Active Shooter Situations; Tornado Safety; Duty of Care; EPA's List N Tool; Ventilation Strategies; Slips, Trips, and Falls; Class Size and Safety; Classroom Management Best Practices; Safety Operating Procedures; Sanitizing Equipment; Animals In Schools; Classroom Plants; Right to Understand Laws; Lasers; Personal Protective Equipment; Opening for the New School Year; Glassware Safety; First Aid; Bloodborne Pathogens; Chemical Hazards; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 17 hours
**Product categories:** All Modules, Role: High School Adminstrators, Role: Middle School Educators
---
### [Flex Safety Pathways: Science, STEM, CTE, Cyber, Arts Safety for Educators](https://sciencesafety.com/product/flex-pathways/)
**Published:** February 20, 2025
**Author:** admin2025Open
**Excerpt:** Flex Pathways for Educators is your all-in-one solution for assigning and enrolling Science, STEM, CTE, Cyber, and Arts Safety pathways to your users across the annual school year. With an expansive catalog of over 250 Safer courses, modules, and pathways, Science Safety’s comprehensive digital academy, the Safer Platform, empowers schools, organizations, and industry to build a culture of safety with Safer Science, Safer STEM, Safer CTE, Safer Arts, Safer Cyber and Safer Lab training.
Build a culture of continuous safety and start making your organization Safer today!
- Enroll your staff into any pathway at a fixed price of $99 per user
- Minimum of 10 User Seats
- Enrollment is available any time within 14 months of purchase
- Users have 12 months from the enrollment date to complete the pathway
- All Pathways provide micro-credentials as well as a trackable Completion Certificate
Simply contact your account manager to assign a user into the pathway of your choice, based on the number of seats you buy.
**Product categories:** A - Flex Safety Programs, All Pathways
---
### [9th Grade Science Lab Safety - Reduce Risks](https://sciencesafety.com/product/9th-grade-science-lab-safety-reduce-risks/)
**Published:** September 16, 2024
**Author:** Sean Ryan
**Excerpt:** Get started with 9th Grade Lab Safety. Data shows that 9th Grade Science Labs experience the highest number of accidents in science laboratories, with statistics indicating that a staggering 70% of incidents occur in ninth-grade labs (Dr. Larry Duff, University of Nebraska). One of the most critical aspects of education is providing a safe learning environment for students. When it comes to science education, the laboratory can be a high-risk setting, particularly for students in the ninth grade.
This online pathway is crucial in reducing the risk of accidents in science labs. It offers ninth-grade students and teachers a comprehensive overview of standard lab safety procedures, ensuring a safe and secure learning environment for the new school year.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Getting Started with Science Safety; Student Safety in the Science Lab; First Aid; Microscopes and Microscope Safety; Eye Protection; Gloves; Fires and Fire Extinguishers; Eye Wash Stations and Showers - Lab Safety; Glassware Safety; Lab Experiments; Chemical Spills; Personal Protective Equipment; and Lab Safety Awareness.
- Approx. Time to Complete: 3.5 hours
**Content:**
One of the most critical aspects of education is providing a safe learning environment for students. When it comes to science education, the laboratory can be a high-risk setting, particularly for students in the ninth grade. Data shows that 9th Grade Science Labs experience the highest number of accidents in science laboratories, with statistics indicating that a staggering **70% of incidents occur in ninth-grade labs** ***(Dr. Larry Duff, University of Nebraska)***.
The 9th Grade Science Lab Safety pathway is crucial for reducing the risk of accidents in science labs. It offers ninth-grade students and teachers a comprehensive overview of standard lab safety procedures, ensuring a safe and secure learning environment for the school year.
- 100% Online
- 1 Pathway Completion Certificate
- 13 Module completion certificates: Getting Started with Science Safety; Student Safety in the Science Lab; First Aid; Microscopes and Microscope Safety; Eye Protection; Gloves; Fires and Fire Extinguishers; Eye Wash Stations and Showers – Lab Safety; Glassware Safety; Lab Experiments; Chemical Spills; Personal Protective Equipment; and Lab Safety Awareness.
- Approx. Time to Complete: 3.5 hours
**Product categories:** All Free Items, All Pathways, Students, Lab Safety, Safety Awareness, All Special Offers, New Teachers, Role: High School Educators, Role: High School Students, For Individuals, For Schools
**Product tags:** 9th Grade, Lab Safety, Pathway
---
### [CTE Department Chair Pathway](https://sciencesafety.com/product/cte-department-chair-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is for grade, middle, and high school CTE Department Chairs who want to build a safety culture in their school and classroom. It focuses on safer professional practices for CTE equipment, apparatus, instruments, and their intended usage.
- 100% Online
- 1 Pathway
- 26 Modules aligned with the following Professional Certificates: Behavioral Threat Assessment and Management - BTAM; Metalworking and Foundry Safety; Welding Ventilation; PPE and Welding; Metal Cut Off Saw; General Woodshop Safety; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hearing Protection; Welding; Wood Dust; Metal Drilling; Incident Reports; Duty of Care; Gloves; Class Size and Safety, Eye protection; Personal Protective Equipment.
- Approx. time to complete: 10 hours
**Product categories:** All Pathways, All Special Offers, Administrators, Role: High School Educators, Role: Middle School Educators, CTE Safety, For Individuals
**Product tags:** Pathway
---
### [Digital Citizenship For High School Students Pathway](https://sciencesafety.com/product/digital-citizenship-for-high-school-students-pathway/)
**Published:** April 17, 2024
**Author:** Sean Ryan
**Excerpt:** In this online pathway, high school students will develop a deeper understanding of what it means to be digital citizens, participate fully in their communities, and make smart choices online and in life.
- 100% Online
- 1 Pathway
- 10 Modules with the following Professional Certificates: Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware - Malware in Schools; Phishing Attacks; Digital Citizenship: Middle Level Course; Cyberbullying.
- Approx. Time to Complete: 3 hours
**Product categories:** All Pathways, Cybersecurity, All Special Offers, Role: High School Students
**Product tags:** Pathway
---
### [Hazard Waste Management and the Visual Arts](https://sciencesafety.com/product/hazard-waste-management-and-the-visual-arts/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about risks and safety issues related to Hazard Waste Management and the Visual Arts.
**Product categories:** All Free Items, All Modules, Safety Awareness, Art Safety, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Visual Arts, For Individuals, For Schools
**Product tags:** Module
---
### [Basic Science Safety Training For Teachers and Staff](https://sciencesafety.com/product/basic-science-safety-training-for-teachers-and-staff/)
**Published:** February 2, 2021
**Author:**
**Excerpt:** This online training pathway is designed for districts and schools seeking to train teachers and staff on science and STEAM safety. The pathway covers essential topics such as lab safety protocols, proper equipment handling, and emergency procedures. By completing this program, educators and staff members will be able to create a safer and more secure learning environment for their students.
- 100% Online
- 1 Pathway
- 24 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Risk Management Framework for STEAM Programs; SEL, Science, and STEM, Fires and Fire Extinguishers; Incident Reports; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Heat Sources; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Sanitizing Equipment; Classroom Management Best Practices; Personal Protective Equipment; Glassware Safety; First Aid; Chemical Hazards; Lab Safety Awareness; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 8 hours
**Product categories:** Lab Safety, Safety Awareness, Role: High School Educators, Role: Middle School Educators, Science, STEM Safety, For Schools
**Product tags:** Pathway
---
### [Incident Reports](https://sciencesafety.com/product/incident-reports/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about incident reports and how they are prepared to document incidents of harm, either to persons or property, that occur on school property or during school activities.
**Product categories:** All Modules, Annual Safety Training, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Document Service, Module
---
### [Preventing School Violence](https://sciencesafety.com/product/preventing-school-violence/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module you will learn about school violence is violence and how it disrupts learning and has a negative effect on students, schools, and the broader community.
**Product categories:** All Modules, Annual Safety Training, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Bloodborne Pathogens](https://sciencesafety.com/product/bloodborne-pathogens/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will develop a deeper understanding of bloodborne pathogens and how infectious microorganisms in human blood can cause human disease.
**Product categories:** All Modules, Annual Safety Training
**Product tags:** Module
---
### [Chemical Handling and Waste Management Safety](https://sciencesafety.com/product/chemical-handling-and-waste-management-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about chemical handling and waste management safety and how to minimize waste, handle chemical waste, and dispose of it.
**Product categories:** All Free Items, All Modules, All Special Offers, Role: High School Educators, Role: Middle School Educators, Chemistry
**Product tags:** Module
---
### [Forensics and Biotechnology Safety](https://sciencesafety.com/product/forensics-and-biotechnology-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** There are inherent hazards and risks associated with performing forensic science and biotechnology investigations, including biological, chemical, and physical sources. This online module will help identify those safety concerns in the laboratory.
**Product categories:** All Modules, Role: High School Educators, Biology, Science
**Product tags:** Module
---
### [Active Shooter Situations](https://sciencesafety.com/product/active-shooter-situations/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, PK-12 educators will learn proactive responses to active shooter situations that will protect themselves and others.
**Content:**
In this online module, PK-12 educators will learn proactive responses to active shooter situations that will protect themselves and others.
**Product categories:** All Modules, Annual Safety Training, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Duty of Care](https://sciencesafety.com/product/duty-of-care/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, we explore how school staff and school or district leaders (supervisors/administrators) are required to actively anticipate foreseeable harm to students and others in the school.
**Content:**
Schools are responsible for ensuring the safety and well-being of all students and are required to anticipate foreseeable harm. School administrators and educators have a legal obligation, through a ‘Duty, or Standard, of Care,’ to protect students from all reasonable and foreseeable risks of injury or harm while in their care. Failure to perform any duty of care may result in a finding that an administrator, educator, or both are liable for damages.
In other words, while children are in school and during school hours, the school stands in the role of the child’s parent and is charged with the responsibility (or, in legalese, the “duty”) to “exercise such care of them as a parent of ordinary prudence would.”
According to Collins Bigger and Paisley, student injuries typically fall into one of two categories: 1) situations where the unsafe condition of the school causes injury or 2) where the conduct of another student, teacher, or third party causes harm.
**Product categories:** All Free Items, All Modules, Annual Safety Training, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Biology, Chemistry, Science, STEM Safety
**Product tags:** Module
---
### [Get Started with Science Safety](https://sciencesafety.com/product/getting-started-with-science-safety/)
**Published:** June 14, 2024
**Author:** Sean Ryan
**Excerpt:** The Science Safety Safer learning platform is a beacon for learning best practices in Safer Science, Safer STEM, Safer CTE, and Safer Lab education, allowing organizations to navigate the complexities of compliance with local and national regulatory bodies.
**Content:**
The **Safer Learning Platform** is a beacon for learning best practices in Safer Science, Safer STEM, Safer CTE, Safer Arts, Safer Cyber, and Safer Lab education, allowing organizations to navigate the complexities of compliance with local and national regulatory bodies. We aim to empower education and industry with the knowledge and tools to integrate safety seamlessly into their curricula and culture to ensure safe and compliant environments for all.
We will better understand
- Federal and State Safety Standards
- the legal consequences of non-compliance
- how to identify common hazards
- creating a safety mindset and culture of safety
- and how to conduct effective safety programs
After successfully completing this personalized course, you will receive a certificate outlining your understanding of the professional, legal, and best practices covered in the content areas.
**Product categories:** All Free Items
**Product tags:** Module
---
### [Cybersecurity & Digital Citizenship Pathway for Middle School Students](https://sciencesafety.com/product/cybersecurity-digital-citizenship-pathway-for-middle-school-students/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway on cybersecurity and digital citizenship is designed for middle school students. In a supportive environment, learners will develop a deeper appreciation of the safety protocols that should be taken in today’s digital era.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Ethics and Empathy; Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware - Malware in Schools; Phishing Attacks; Social Media Guidelines: 13 and Older; Cyberbullying; Cybersecurity and Schools: Best Practices.
- Approx. Time to Complete: 3 hours
**Product categories:** All Pathways, Cybersecurity, Digital Citizenship, All Special Offers, Role: Middle School Students
**Product tags:** Module
---
### [Right to Understand Laws](https://sciencesafety.com/product/right-to-understand-laws/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** All employees who have or potentially have exposure to hazardous materials have a Right to Understand the hazards associated with these items. Multiple legal regulations concern this, including the OSHA Laboratory Standard and the Hazard Communication Standard. This online module explains how this impacts you as a teacher in a STEAM environment.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Chemistry Safety for Educators Pathway](https://sciencesafety.com/product/chemistry-educators-safety-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway provides teachers and administrators with an overview of basic procedures and policies necessary to ensure the safe operation of their chemistry laboratories. We investigate common safety protocols and best-practices, including safety contracts, chemical storage, how to deal with emergency situations such as fires, chemical spills, and more.
- 100% Online
- 1 Pathway
- 32 Modules aligned to the following Professional Certificates: Chemical Demonstration Videos; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Class Size and Safety; Duty of Care; Evaluating Risks; Eye Protection; Eyewash Stations and Showers; Fires and Fire Extinguishers; Flame Tests; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Gloves; Hazard Control; Heat Sources; Lab Experiments; Lab Fire and Explosion Accidents; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Student Safety Rules and Forms; Universal Design; Ventilation and Chemistry Labs.
- Approx. Time to Complete: 17.5 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Chemistry, Science
**Product tags:** Pathway
---
### [Science & STEAM Safety Awareness for Middle School Administrators](https://sciencesafety.com/product/middle-school-administration-and-safety-awareness-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** In this online pathway middle school administrators will develop a deeper understanding of how to develop safety awareness across their schools.
- 1 Pathways
- 100% Online
- 24 Modules with the following associated Professional Certificates: Chemical Storage; Chemical Inventory Management; Chemical Hygiene Plan and Accountability; Student Safety Rules and Forms; Solar Eclipse; Paper Airplanes; Lasers; Right to Understand Law; Animals in Schools; 3d Printers; Classroom Plants; Field Trips; Hand Tools; Science & STEM Makerspaces; Heat Sources; Robotics; Class Size and Safety; Ventilation Strategies; Science Instruction and Safety; Global Harmonized System Training; Methonal Safety; Hazard Control and Safety; Safety Data Sheets; Science & STEAM Safety Awareness for Middle School Administrators Pathway
- Approx. Time to Complete: 7 hours
**Product categories:** All Pathways, All Special Offers, Administrators, Role: Middle School Educators
**Product tags:** Pathway
---
### [Earth, Space, and Environmental Safety for Educators](https://sciencesafety.com/product/earth-space-and-environmental-education-safety-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway provides educators who teach Earth Sciences with an overview of basic procedures and policies necessary to support safety in their classrooms We will investigate topics related to lab safety with attention to specific equipment.
- 1 Professional Certificate
- 100% Online
- 7 Modules with the following associated Professional Certificates: Earth Science; Glassware Safety; Global Harmonized System Training; Lasers; Personal Protective Equipment; Rockets; Solar Eclipses.
- 55 Lessons, 14 Videos
- 7 Quizzes
- Approx. Time to Complete: 5 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Earth Sciences
**Product tags:** Pathway
---
### [Science & STEM Safety for New High School Educators](https://sciencesafety.com/product/new-high-school-science-and-stem-teachers-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** For new high school science and STEM educators who want to build a safety culture in their school and classroom on day one.
- 100% Online
- 19 Modules with the following associated Professional Certificates: Remote Science Activities; Lab Fire and Explosion Accidents; Methanol Safety; Duty of Care; EPA's List N Tool; Ventilation Strategies; Eye Protection; Microscopes and Microscope Safety; Biology Lab Equipment; Science Safety Concerns; Sanitizing Equipment; 3D Printers; Personal Protective Equipment; Glassware Safety; First Aid; Student Safety Rules and Forms; Lab Experiments; Lab Safety Awareness; Evaluating Risk in the Science Classroom
- 1 Pathway: New High School Science & STEM Teachers
- Approx. Time to Complete: 12 hours
**Product categories:** All Pathways, All Special Offers, New Teachers, Role: High School Educators, Science, STEM Safety
**Product tags:** Pathway
---
### [Pre-Service Safety for Middle School and High School Educators](https://sciencesafety.com/product/pre-service-teachers-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is for pre-service middle school and high school science and STEAM educators who want to build a safety culture in their schools and classrooms from day one.
- 100% Online
- 21 Modules with the following associated Professional Certificates: Eye Wash Stations and Showers - Lab Safety; Remote Science Activities; Lab Fire and Explosion Accidents; Methanol Safety; Duty of Care; EPA's List N Tool; Ventilation Strategies; Eye Protection; Microscopes and Microscope Safety; Biology Lab Equipment; Biology Lab Protocols; Live Animals in the Classroom; STEM Labs and STEM Lab Safety; Safety Operating Procedures; Science Safety Concerns; STEM Labs & Makerspace Safety for Elementary Educators; Sanitizing Equipment; Field Trips; Classroom Plants; 3D Printers; Remote Instruction; Personal Protective Equipment; Glassware Safety; First Aid; Student Safety Rules and Forms; Chemical Hazards; Lab Experiments; Lab Safety Awareness; Chemical Spills; Chemistry Lab Accidents; Evaluating Risks in the Science Classroom; Chemical Inventory Management; Chemical Storage; GHS Labeling, Safety Data Sheets, Hazard Communication
- Approx. Time to Complete: 7 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Science, STEM Safety
**Product tags:** Pathway
---
### [Biology Safety for Educators](https://sciencesafety.com/product/biology-teacher-safety-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway provides biology educators with an overview of basic procedures and policies necessary to support safety in their classrooms. We investigate common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
- 100% Online
- 1 Pathway
- 15 Modules with the following associated Professional Certificates: Biological Waste; Biology Lab Equipment; Biology Lab Protocols; Classroom Plants; Dissection Safety; Duty of Care; Eye Protection; Eyewash Stations and Showers; Forensics and Biotechnology Safety; Glassware Safety; Gloves; Lab Safety Awareness; Live Animals in the Classroom; Microscopes; Sanitizing Equipment.
- 15 Quizzes
- Approximate Time to Complete: 7 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Biology, Science
**Product tags:** Pathway
---
### [Woodshop Safety for Educators Pathway](https://sciencesafety.com/product/woodshop-construction-lab-safety-pathway-cte/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** For Woodshop/Construction Lab teachers who want to learn how to develop a safety awareness culture around their programs. This online pathway was designed with an intimate understanding of the safety concerns and hazards that exist within typical wood shops in secondary schools.
- 100% Online
- 1 Pathway
- 11 Modules with the following associated Professional Certificates: Bandsaws; General Woodshop Safety; Jointers and Planers; Miter Saws, Push Sticks; Radial Arm Saws; Sanders; Shapers; Table Saws; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 6 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Pathway
---
### [Makerspaces Safety for Elementary School Educators](https://sciencesafety.com/product/makerspaces-for-elementary-school-teachers-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway provides elementary school teachers with a deeper understanding of makerspace hazards and best practices. Careful review of the processes, development of safety procedures, and use of exposure control devices are important to minimize the risks of adverse exposure.
- 100% Online
- 26 Microcredentials with the following associated Professional Certificates: 3D Printers; Animals in Schools; Duty of Care, Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage: Class Size and Safety; Classroom Plants; Field Trips; GHS Labeling, SDS, and Hazard Communication; Hand Tools; Lab Safety Awareness; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Safety Operating Procedures; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; STEM and Heat Sources, Student Safety Rules and Forms; Ventilation Strategies.
- Approx. Time to Complete: 6 hrs.
**Product categories:** All Pathways, All Special Offers, Role: Elementary School Educators, Makerspaces, STEM Safety
**Product tags:** Pathway
---
### [Health and Safety for Educators](https://sciencesafety.com/product/health-and-safety-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to help K-12 Educators and Administrators better understand health and safety risks in their schools.
- 100% Online
- 1 Pathway
- 10 Modules with the following Professional Certificates: Automated External Defibrillators; Allergens in Schools; Anaphylaxis; Ventilation Strategies; Cleaning During COVID and School Safe; First Aid; Bloodborne Pathogens
- 1 Pathway: Health and Safety Pathway for K-12 Teachers
- Approx. Time to Complete: 6 hrs
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Pathway
---
### [Remote Science & STEM Safety For K-12](https://sciencesafety.com/product/remote-science-stem-safety-for-k-12-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** In this online pathway, K-12 educators will explore some of the common building blocks, or frameworks that exist that can help them and their Science and STEM students achieve curricular goals in a safer manner, even in a distance education model.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Evaluating Risk in the Science Classroom, Chemical Demonstration Videos, Remote Instruction, Pre-Planning At Home Activities, Remote Safety & Emergency Situations, Duty of Care, Safety Concerns When Teaching, Teaching Science Remotely: Best Practices, Virtual Activity Selection, Pre-Planning Remote Activities, Remote Instruction Guides and Safety Forms, Remote Science Activities
- Approx. Time to Complete: 6 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Remote Teaching
**Product tags:** Pathway
---
### [Fire Safety for Educators](https://sciencesafety.com/product/fire-safety-for-k-12-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** Labs, especially those using solvents in any quantity, have a very high potential for flash fires, explosion, rapid spread of fire, and high toxicity of products of combustion (heat, smoke, and flame). In this online pathway, we will explore fire safety topics in labs, especially those using solvents in any quantity, focusing on prevention for K-12 educators.
- 1 Pathway
- 100% Online
- 5 Modules with the following Professional Certificates: Lab Fire and Explosion Accidents; Fires and Fire Extinguishers; Heat Sources; Flame Tests; Fire Safety in the Science Lab
- Approx. Time to Complete: 4 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Fire Safety
**Product tags:** Pathway
---
### [General Workshop Safety Pathway](https://sciencesafety.com/product/general-workshop-safety/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to provide middle and high school educators with a thorough understanding of the various safety concerns and issues related to general workshop safety.
- 100% Online
- 1 Pathway
- 39 Modules with the following Professional Certificates: General Woodshop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Hot Glue Guns; Hearing Protection; Portable Grinders; Radial Arm Saws; Woodshop Safety for Educators; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills; Drill Press and Drill Press Safety; Clamps and Clamp Safety; Ladder Safety; Duty of Care; Ventilation Strategies; Class Size and Safety; Eye Protection; Personal Protective Equipment; First Aid; Plasma Cutting; Metal Drilling; Metal Cut Off Saw; Welding Fumes and Gases; PPE and Welding; MIG Welding; Welding Ventilation; Metal Working and Foundry Safety.
- Approx. Time to Complete: 14 hours
**Product categories:** All Pathways, Safety Awareness, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety, For Individuals, For Schools
**Product tags:** Pathway
---
### [Pre-Service CTE High School Teachers Pathway](https://sciencesafety.com/product/pre-service-teachers-and-safety-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is for CTE pre-service high school educators and provides a thorough understanding of the various best practices that support safer CTE labs and classrooms.
- 100% Online
- 1 Pathway
- 24 Modules with the following associated Professional Certificates: Woodshop Safety for Educators; General Woodshop Safety; Shaper and Shaper Safety; Push Sticks; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Hearing Protection; Welding; Wood Dust; Sanders; Powered Hand Tools; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Duty of Care; Eye Protection; Class Size and Safety; Classroom Management Best Practices; Masks; Personal Protective Equipment.
- Approx. Time to Complete: 9 hrs.
**Product categories:** All Pathways, Safety Awareness, All Special Offers, Role: High School Educators, CTE Safety, For Individuals
**Product tags:** Pathway
---
### [Middle School Student Science Safety Training Pathway](https://sciencesafety.com/product/middle-school-student-science-safety-training-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** In this online middle school student safety training pathway, students will better understand general safety and specific topics, such as robotics and maker spaces. They will also gain fundamental safety training and awareness of basic science and STEM equipment and apparatus used in these grades. This age-appropriate training will help teachers develop better professional practices and accepted classroom safety procedures.
- 100% Online
- 18 Modules with the following Professional Certificates: GHS Labeling, Safety Data Sheets, Hazard Communication; Fire Safety in the Science Lab; Student Safety Forms; Personal Protective Equipment; Paper Airplanes; Solar Eclipses; Animals in Schools; 3D Printers; Classroom Plants; Field Trips; Hand Tools; Safety Operating Procedures; Science & STEM Markerspaces; Heat Sources; Microscopes and Microscope Safety; Robotics; STEM and Heat Sources; Hazard Control and Safety.
- Approx. Time to Complete: 4 hours
**Product categories:** All Pathways, Students, Safety Awareness, All Special Offers, Role: Middle School Students
**Product tags:** Pathway, Module
---
### [Elementary Student Safety Training Pathway](https://sciencesafety.com/product/elementary-student-safety-training-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online module provides elementary school students in grades 1-6 with fundamental safety training and awareness of basic science and STEAM equipment and apparatus used in these grades. The training is age- and stage-appropriate and will help teachers support better professional practices and accepted classroom safety procedures.
- 100% Online
- 1 Pathway
- 12 Modules with the following Professional Certificates: Rockets and Rocket Safety; Rock and Mineral Safety; Drawing Materials Safety; Playground Safety; Science & STEM Makerspaces; School Bus Safety; Field Trips; Classroom Plants; Animals in Schools; Paper Airplanes; Masks; Painting and Solvents Use and Safety.
- Approx. Time to Complete: 5 hours
**Product categories:** All Pathways, Students, Safety Awareness, All Special Offers, Role: Elementary School Students
**Product tags:** Module
---
### [Cybersecurity & Digital Citizenship Pathway for High School Students](https://sciencesafety.com/product/cybersecurity-digital-citizenship-pathway-for-high-school-students/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway for cybersecurity and digital citizenship is tailored for high school students to learn the best practices. In a supportive environment, learners will develop a deeper appreciation of the safety protocols that should be followed in today’s digital era.
- 100% Online
- 1 Pathway
- 14 Modules with the following Professional Certificates: Ethics and Empathy; Social Media Guidelines: 13 and Older; School Cyber Attacks; Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware - Malware in Schools; Cybersecurity and Schools: Best Practices; Phishing Attacks; Cyberbullying; Digital Citizenship: Middle Level Course.
- Approx. Time to Complete: 4 hours
**Product categories:** All Pathways, Cybersecurity, Digital Citizenship, Students, All Special Offers, Role: High School Students
**Product tags:** Pathway
---
### [School Administration and CTE Safety Pathway](https://sciencesafety.com/product/school-administration-and-cte-safety-pathway/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to give school administration a thorough understanding of the best practices supporting CTE safety for their students and teachers.
- 100% Online
- 1 Pathway
- 30 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Welding Ventilation; PPE and Welding; Welding Fumes and Gases; General Woodshop Safety; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Machine Guarding; Hearing Protection; Welding; Wood Dust; Sanders; Power Hand Drills; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Incident Reports; Ventilation Strategies; Class Size and Safety; Eye Protection; Safety Operating Procedures; Hand Tools; Masks; Personal Protective Equipment; First Aid
- Approx. Time to Complete: 12 hrs.
**Product categories:** All Pathways, Lab Safety, Role: High School Adminstrators, All Special Offers, Administrators, CTE Safety
**Product tags:** Pathway
---
### [Secondary School Administrators (Principal & VP) Safety Awareness](https://sciencesafety.com/product/secondary-school-administrators-principal-vp-safety-awareness/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway aims to enhance safety awareness for secondary school administrators, such as principals and vice principals, by helping them understand various safety concerns and issues related to Science and STEAM school programs. This is an excellent foundation for growing and maintaining a culture of safety awareness for staff and students.
- 100% Online
- 1 Pathway
- 19 Modules with the following Professional Certificates: High School Science General Safety Protocols Training; Science Safety Risk Management Framework; Risk Management for STEAM Programs; Behavioral Threat Assessment and Management - BTAM; Health and Safety Programs and the Visual Arts; General Woodshop Safety; Preventing School Violence; Duty of Care; Slips, Trips, and Falls; Class Size and Safety; Safety Operating Procedures; Personal Protective Equipment; Opening for the New School year; Laboratory Inspections; Chemical Hygiene Plan and Accountability; Evaluating Risk in the Science Classroom; STEM Labs and STEM Lab Safety; STEM and Heat Sources.
- Approx. Time to Complete: 9 hours
**Product categories:** All Pathways, Safety Awareness, Role: High School Adminstrators, All Special Offers
**Product tags:** Pathway
---
### [AP Biology Safety for Educators](https://sciencesafety.com/product/ap-biology-and-safety/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** Accidents do happen in a biology lab. In this online pathway, AP Biology teachers will develop a deeper understanding of safety issues, protocols, and best practices.
- 100% Online
- 1 Pathway
- 15 Modules with the following associated Professional Certificates: Biological Waste; Biology Lab Equipment; Biology Lab Protocols; Classroom Plants; Dissection Safety; Duty of Care; Eye Protection; Eyewash Stations and Showers; Forensics and Biotechnology Safety; Glassware Safety; Gloves; Lab Safety Awareness; Live Animals in the Classroom; Microscopes; Sanitizing Equipment.
- Approx. Time to Complete: 6 hrs
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Biology, Science
**Product tags:** Pathway
---
### [COVID-19 Safety Science & STEM Lab Pathway](https://sciencesafety.com/product/covid-19-safety-science-stem-lab-pathway-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is for science and STEM teachers who want to learn how to implement safety measures in their classrooms and laboratories to prevent the spread of COVID-19 and other viral/bacteriological diseases.
- 100% Online
- 1 Pathway
- 11 Modules aligned with the following Professional Certificates: Duty of Care; EPA's List N Tool; Gloves; Eye Protection; Cleaning During COVID and School Safe; Sanitizing Equipment; Masks; Personal Protective Equipment; Opening for the New School Year; Evaluating Risk in the Science Classroom; Bloodborne Pathogens.
- Approx. time to complete: 8 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health, STEM Safety
**Product tags:** Pathway
---
### [Covid and CTE Classroom Safety Pathway](https://sciencesafety.com/product/covid-and-cte-classroom-safety-pathway-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to provide educators with a thorough understanding of the various best practices that support healthy CTE classrooms during COVID-19.
- 22 Modules with the following Professional Certificates: Welding Ventilations; PPE and Welding; Welding and Gases; General Woodshop Safety; Fires and Fire Extinguishers; Power Tool Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Allergens and Allergies in Schools; Duty of Care; EPS's List N Tool; Ventilation Strategies; Gloves; Eye Protection; Classroom Management Best Practices; Safety Operating Procedures; Hand Tools; Personal Protective Equipment; Cleaning During Covid and Safe Schools
- Approx. Time to Complete: 8 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Pathway
---
### [High School Science Safety Awareness for Department Chairs](https://sciencesafety.com/product/secondary-science-department-chair-high-school-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is for high school science department chairs who want to develop a safety culture in their science and STEM classrooms. There are many safety issues that exist across a typical science department that the department chair should have first-hand knowledge about.
- 100% Online
- 1 Pathway
- 33 Modules with the following Professional Certificates: AP Biology; Biology Lab Equipment; Biology Lab Protocols; Bloodborne Pathogens; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Chemical Handling and Waste Management; Duty of Care; Evaluating Risk; Fire Safety in the Lab; First Aid; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Heat Sources; Lab Experiments; Lab Safety Awareness; Laboratory Inspections; Laboratory Specialists; Mercury; Methanol; Microscopes; Personal Protective Equipment; Physics; Remote Instruction; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Sanitizing Equipment; Student Safety Rules and Forms.
- Approx. Time to Complete: 16 hours
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East HS Science Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, Lab Safety, All Special Offers, Role: High School Educators, Science
**Product tags:** Pathway
---
### [Remote Science and STEM Safety](https://sciencesafety.com/product/remote-science-and-stem-safety-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to provide a thorough understanding of the various best practices that support remote science and STEM Safety.
- 100% Online
- 1 Pathway
- 16 Modules with the following Professional Certificates: Science Safety Risk Management Framework; SEL, Science, and STEM; Remote Science Activities; Remote Instruction Guides and Safety Forms; Pre-Planning Remote Activities; Teaching Science Remotely: Best Practices; Safety Concerns When Teaching Remotely; Science & STEM From Home; Duty of Care; Science Instruction and Safety; Remote Safety & Emergency Situations; Preplanning At-Home Activities; Teaching Science and STEM Online Safety; Remote Instruction; Right to Understand Laws; Student Safety Rules and Forms.
- Approx. Time to Complete: 9 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, Science, STEM Safety, Remote Teaching
**Product tags:** Pathway
---
### [Remote CTE Teaching Pathway](https://sciencesafety.com/product/remote-cte-teaching-pathway-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to provide a thorough understanding of the various best practices that support safer remote CTE teaching. Educators will learn about safer practices related to remote instruction.
- 100% Online
- 1 Pathway
- 9 Modules with the following Professional Certificates: Remote Instruction Guides and Safety Forms; Pre-Planning Remote Activities; Safety Concerns When Teaching Remotely; CTE Access and Equity, Remote CTE Teaching; Remote Safety & Emergency Situations; Pre-Planning At-Home Activities; Remote Instruction; First Aid.
- Approx. Time to Complete: 8 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety, Remote Teaching
**Product tags:** Pathway
---
### [Middle School STEM Safety](https://sciencesafety.com/product/middle-school-stem-safety-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to provide a thorough understanding of the various safety concerns and issues that exist in middle school STEM programs.
- 100% Online
- 1 Pathway
- 39 Modules with the following Professional Certificates: SEL, Science, and STEM; Science & STEM From Home; Fires and Fire Extinguishers; Safety Data Sheets; Hazard Control and Safety; Hot Glue Guns; Middle School Resources; Duty of Care; Science Instruction and Safety; EPA's List N Tool; Slips Trips, and Falls; STEM and Heat Sources; Gloves; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Teaching Science and STEM Online Safety; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Classroom Management Best Practices; Science Safety Concerns; Sanitizing Equipment; Masks; 3D Printers; Personal Protective Equipment; Opening for the New School Year; Glassware Safety; First Aid; Bloodborne Pathogens; Student Safety Rules and Forms; Chemical Hazards; Chemical Demonstration Videos; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom; Chemical Inventory Management.
- Approx. Time to Complete: 12 hours
**Product categories:** All Pathways, All Special Offers, Role: Middle School Educators, STEM Safety
**Product tags:** Pathway
---
### [Metalworking Safety for Educators](https://sciencesafety.com/product/metalworking-safety-pathway/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to help educators thoroughly understand safety concerns and issues related to metalworking. Metalworking is the process of shaping and reshaping metals to create useful objects, parts, assemblies, and large-scale structures. Educators will learn about safer practices related to metalworking.
- 100% Online
- 1 Pathway
- 23 Modules with the following associated Professional Certificates: Clamps and Clamp Safety; Drill Press and Drill Press Safety; Hazard Control and Safety; Hearing Protection; Machine Guarding; Metal Drilling; Metal Cutoff Saw, MIG Welding; Plasma Cutting; Portable Grinders; PPE and Welding; Push Sticks; Radial Arm Saws; Welding; Welding Fumes and Gases, Welding Ventilation; First Aid; Eye Protection; Fires and Fire Extinguishers; Metal Working and Foundry Safety; Shaper and Shaper Safety; CTE Access and Equity; Powered Hand Drills.
- 17 Quizzes
- Approximate Time to Complete: 14 hours
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East HS CTE Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, CTE Safety
**Product tags:** Pathway
---
### [Elementary School STEM Safety](https://sciencesafety.com/product/elementary-school-stem-safety-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to provide educators with a thorough understanding of elementary school STEM programs' various safety concerns and issues.
- 100% Online
- 1 Pathway
- 28 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Students with Additional Needs: An Introduction; Fires and Fire Extinguishers; ELL Students; Elementary School Resources; Duty of Care; Science Instruction and Safety; STEM and Heat Sources; Class Size and Safety; Eye Protection; Robotics; STEM Labs and STEM Lab Safety; Safety Operating Procedures; Science & STEM Makerspaces; Classroom Management Best Practices; Sanitizing Equipment; Classroom Plants; Masks; 3D Printers; Animals in Schools; Paper Airplanes; Personal Protective Equipment; First Aid; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Evaluating Risk in the Science Classroom; Microscopes and Microscope Safety.
- Approx. Time to Complete: 15 hours
**Product categories:** All Pathways, All Special Offers, Role: Elementary School Educators, STEM Safety
**Product tags:** Pathway
---
### [CTE Safety Student Safety Training (Senior High Schools)](https://sciencesafety.com/product/cte-safety-student-safety-training-senior-high-schools-2/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to help CTE high school students better understand the various best practices that support safer CTE classrooms.
- 100% Online
- 1 Pathway
- 35 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Welding Ventilation; MIG Welding; PPE and Welding; Welding Fumes and Gases; Metal Cut Off Saw; General Wood Shop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguisher; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hot Glue Guns; Hearing Protection; Portable Grinders; Welding; Radial Arm Saws; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Ladder Safety; Eye Protection; Masks; First Aid;
- Approx. Time to Complete: 15 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Pathway, Module
---
### [Pre-Service CTE Safety for Educators](https://sciencesafety.com/product/cte-pre-service-safety-educators-pathway/)
**Published:** May 5, 2022
**Author:** Sean Ryan
**Excerpt:** This online learning certificate pathway package is for CTE pre-service educators with a thorough understanding of the various best practices that support safer CTE classrooms.
- 100% Online
- 1 Pathway
- 30 Modules with the following associated Professional Certificates: Bandsaws; Clamps; CTE Access and Equity; Drill Press; Duty of Care; Evaluating Risk; General Woodshop Safety; Hazard Control; Hazards Working Around Machines; Hearing Protection; Jointers and Planers; Machine Guarding; Metal Drilling; Metal Cutoff Saw, MIG Welding; Miter Saws, Personal Protective Equipment; Plasma Cutting; Portable Grinders; Power Tools; PPE and Welding; Push Sticks; Radial Arm Saws; Right-to-Understand Laws; Student Safety Rules and Forms; Sanders; Shapers; Table Saws; Welding; Welding Fumes and Gases, Welding Ventilation; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 16 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Pathway
---
### [Science & STEAM Safety Awareness for Elementary School Administrators](https://sciencesafety.com/product/elementary-school-administration-and-safety-awareness-pathway/)
**Published:** May 24, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway on Science & STEAM safety awareness equips elementary school administrators with the knowledge and tools to promote safety awareness across their schools effectively.
- 100% Online
- 1 Pathway
- 21 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Behavioral Threat Assessment and Management - BTAM; SEL, Science, and STEM; Elementary School Resources; Duty of Care; Science Instruction and Safety; Slips, Trips, and Falls; STEM and Heat Sources; Class Size and Safety; STEM Labs & Makerspace Safety for Elementary Educators; Sanitizing Equipment; 3D Printers; Lasers; Paper Airplanes; Personal Protective Equipment; Chemical Hygiene Plan and Accountability; Lab Experiments; Evaluating Risk in the Science Classroom; Drawing Materials Safety; Robotics; ELL Students.
- Approx. Time to Complete: 8 hours
**Product categories:** All Pathways, Safety Awareness, All Special Offers, Administrators, Role: Elementary School Students
**Product tags:** Pathway
---
### [Science Safety for New Middle School Educators](https://sciencesafety.com/product/science-stem-safety-for-middle-school-teachers-pathway/)
**Published:** August 2, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway helps new middle school teachers develop a deeper understanding of general safety and specific topics, such as robotics and makerspaces.
- 100% Online
- 26 Modules aligned to the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airlines; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- 14 Videos
- 26 Quizzes
- Approx. time to complete: 14 hours
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East Middle School Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, Lab Safety, All Special Offers, Role: Middle School Educators, Science, STEM Safety
**Product tags:** Pathway
---
### [Lab Safety Awareness for High School & Middle School Administrators](https://sciencesafety.com/product/lab-safety-awareness-for-high-school-and-middle-school-administrators/)
**Published:** March 15, 2023
**Author:** Sean Ryan
**Excerpt:** This pathway is designed to help high school and middle school principals and vice principals develop a safety culture around chemistry lab activities in their schools.
- 1 Pathway
- 100% Online
- 24 Modules aligned with the following Professional Certificates: AP Biology; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Duty of Care; Evaluating Risk; Eye Protection; Fire Safety in the Lab; First Aid; GHS, Labeling, SDS, Hazard Communications; Lab Experiments; Lab Safety Awareness; Mercury; Personal Protective Equipment; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Student Safety Rules and Forms; Students with Additional Needs: An Introduction; Universal Design.
- Approximate Time to Complete: 10.5 hours
**Product categories:** All Pathways, Lab Safety, Role: Middle School Administrators, Role: High School Adminstrators, All Special Offers, Administrators
**Product tags:** Pathway
---
### [General Safety Protocols for High School Science Educators](https://sciencesafety.com/product/general-safety-protocols-for-high-school-science-educators/)
**Published:** June 21, 2023
**Author:** Sean Ryan
**Excerpt:** This pathway provides High School science educators with an overview of basic procedures and policies necessary to support safety in their classrooms.
- 100% Online
- 1 Pathway
- 33 Modules with the following associated Professional Certificates: AP Biology; Biology Lab Equipment; Biology Lab Protocols; Bloodborne Pathogens; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Chemical Handling and Waste Management; Duty of Care; Evaluating Risk; Fire Safety in the Lab; First Aid; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Heat Sources; Lab Experiments; Lab Safety Awareness; Laboratory Inspections; Laboratory Specialists; Mercury; Methanol; Microscopes; Personal Protective Equipment; Physics; Remote Instruction; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Sanitizing Equipment; Student Safety Rules and Forms.
- 1 Professional Certificate
- Approx. time to complete: 11 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Biology, Chemistry, Physics, Science
**Product tags:** Pathway
---
### [AP Chemistry Safety for Educators](https://sciencesafety.com/product/ap-chemistry-safety-for-educators/)
**Published:** June 21, 2023
**Author:** Sean Ryan
**Excerpt:** This online pathway provides AP Chemistry teachers and administrators with an overview of basic procedures and policies necessary to ensure the safe operation of their AP Chemistry laboratories. We investigate common safety protocols and best-practices, including safety contracts, chemical storage, how to deal with emergency situations such as fires, chemical spills, and more.
- 100% Online
- 1 Pathway
- 32 Modules with the following associated Professional Certificates: Chemical Demonstration Videos; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Class Size and Safety; Duty of Care; Evaluating Risks; Eye Protection; Eyewash Stations and Showers; Fires and Fire Extinguishers; Flame Tests; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Gloves; Hazard Control; Heat Sources; Lab Experiments; Lab Fire and Explosion Accidents; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Student Safety Rules and Forms; Universal Design; Ventilation and Chemistry Labs.
- Approx. Time to Complete: 17.5 hours
**Product categories:** All Pathways, Lab Safety, All Special Offers, Role: High School Educators, Chemistry, Science
**Product tags:** Pathway
---
### [CTE Safety Awareness for Department Chairs](https://sciencesafety.com/product/cte-safety-for-department-chairs/)
**Published:** June 21, 2023
**Author:** Sean Ryan
**Excerpt:** This online pathway for CTE department chairs, will provide a comprehensive understanding of the hazards that exist in the metal and wood shops/construction labs, as well as in the STEM fab labs.
- 100% Online
- 1 Pathway
- 35 Modules with the following Professional Certificates: Bandsaws; CTE Access and Equity for Educators; Clamps; Drill Press; Duty of Care; General Woodshop Safety; Hand Tools; Hazard Control; Hearing Protection; Hazards Working Around Machines; Jointers and Planers; Machine Guarding; Metal Cutoff Saw, Metal Drilling; MIG Welding; Miter Saws; Personal Protective Equipment; Plasma Cutting; Portable Grinders; Power Tools; PPE and Welding; Push Sticks; Radial Arm Saws; Remote CTE Teaching Safety; Remote Instruction Guides and Safety Forms; Right-to-Understand Laws; Sanders; Shapers; Student Safety Rules and Forms; Table Saws; Welding; Welding Fumes and Gases, Welding Ventilation; Wood Dust; Wood Turning Lathes
- Approx. Time to Complete: 16 hrs.
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Pathway
---
### [Makerspaces Safety for High School Educators](https://sciencesafety.com/product/makerspaces-for-high-school-educators/)
**Published:** June 21, 2023
**Author:** Sean Ryan
**Excerpt:** In this online pathway for high school educators, we will discuss the hazards with makerspaces, including the ultrafine particles generated during 3D printing. With this in mind, carefully reviewing the processes, developing safety procedures, and using exposure control devices are important to ensure safer makerspaces.
- 32 Professional Certificates
- 100% Online
- 31 Modules with the following associated Professional Certificates: Shaper and Shaper Safety; Remote Instructions Guide and Safety Forms; Cutters and Cutter Safety; Power Tool Safety; Remote CTE Teaching; Hazard Control and Safety; Duty of Care; Science Instruction and Safety; Ventilation Strategies; Class Size and Safety; Robotics; Heat Sources; Science & STEM Markerspaces; Safety Operating Procedures; Hand Tools; Field trips; Classroom Plants; 3D Printers; Animals in Schools, Right to Understand Laws; Lasers; Paper Airplanes; Solar Eclipse; Personal Protective Equipment; Laboratory Inspections; Lab Safety Awareness; Chemical Hygiene Plan Accountability; Evaluating Risk in the Science Classroom; Chemical Inventory Management; Chemical Storage; GHS Labeling, Safety Data Sheets, Hazard Communication
- 1 Pathway: Makerspaces for High School Educators
- Approx. Time to Complete: 8 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Educators, Makerspaces, STEM Safety
**Product tags:** Pathway
---
### [Science & STEM Safety for Middle School Educators](https://sciencesafety.com/product/science-stem-safety-for-middle-school-educators/)
**Published:** June 23, 2023
**Author:** Sean Ryan
**Excerpt:** For middle school science and STEM educators who want to build a safety culture in their school and classroom. This online pathway focuses on the safer professional practices for middle school science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 23 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- Approx. time to complete: 6.5 hrs
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East Elementary Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, All Special Offers, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Pathway
---
### [Science & STEM Safety Awareness for Middle School Administrators Pathway](https://sciencesafety.com/product/science-stem-safety-awareness-for-middle-school-administrators/)
**Published:** June 23, 2023
**Author:** Sean Ryan
**Excerpt:** This online pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- 100% Online
- 1 Pathway
- 24 Modules with the following associated Professional Certificates: 3D Printers; Animals in Schools; Chemical Hazards; Chemical Hygiene Plan; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; Fire Safety; GHS, Labeling, SDS, Hazard Communications; Hand Tools; Heat Source Options; Instruction and Safety; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Law; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Solar Eclipses; Ventilation Strategies.
- Approximate Time to Complete: 8 hrs
**Product categories:** All Pathways, All Special Offers, Administrators
**Product tags:** Pathway
---
### [Science & STEM Safety for Elementary School Administrators](https://sciencesafety.com/product/science-stem-safety-for-elementary-school-administrators/)
**Published:** June 23, 2023
**Author:** Sean Ryan
**Excerpt:** This online pathway is for elementary school science and STEM administrators who want to build a safety culture in their school and classroom. It focuses on safer professional practices related to science and STEM equipment, apparatus, and instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 25 Modules with the following associated Professional Certificates: 3D Printers; Animals in Schools; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; Fire Safety in the Lab; GHS, Labeling, SDS, Hazard Communications; Hand Tools; Heat Source; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Law; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies
- Approx. time to complete: 7 hrs
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East Elementary Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, All Special Offers, Administrators, Science, STEM Safety
**Product tags:** Pathway
---
### [CTE Safety for Administrators](https://sciencesafety.com/product/cte-safety-for-administrators/)
**Published:** July 14, 2023
**Author:** Sean Ryan
**Excerpt:** This online pathway package is for school administrators who want to develop a deeper understanding of promoting safety awareness across their CTE programs.
- 100% Online
- 1 Pathway
- 18 Modules with the following associated Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Dyslexia; Welding Ventilation; PPE and Welding; General Woodshop Safety; Table Saws; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Sanders; Students with Autism Spectrum Disorder; Duty of Care; Rights to Understand Laws; Personal Protective Equipment.
- Approx. Time to Complete: 10 hrs.
**Product categories:** All Pathways, All Special Offers, Administrators, CTE Safety
**Product tags:** Pathway
---
### [Safety Awareness for Science Laboratory Coordinators](https://sciencesafety.com/product/safety-awareness-for-science-laboratory-coordinators/)
**Published:** August 23, 2023
**Author:** Sean Ryan
**Excerpt:** This online pathway is for science laboratory coordinators who want to develop a safety culture in their science labs. There are many safety issues that exist across a typical science department that the laboratory coordinators should have first-hand knowledge about.
- 100% Online
- 1 Pathway
- 33 Modules with the following Professional Certificates: AP Biology; Biology Lab Equipment; Biology Lab Protocols; Bloodborne Pathogens; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Chemical Handling and Waste Management; Duty of Care; Evaluating Risk; Fire Safety in the Lab; First Aid; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Heat Sources; Lab Experiments; Lab Safety Awareness; Laboratory Inspections; Laboratory Specialists; Mercury; Methanol; Microscopes; Personal Protective Equipment; Physics; Remote Instruction; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Sanitizing Equipment; Student Safety Rules and Forms.
- Approx. Time to Complete: 16 hours
**Product categories:** All Pathways, Lab Safety, All Special Offers, Role: High School Educators, Role: Middle School Educators, Science
**Product tags:** Pathway
---
### [High School Student Safety Pathway](https://sciencesafety.com/product/high-school-student-safety-pathway/)
**Published:** April 17, 2024
**Author:** Sean Ryan
**Excerpt:** This online pathway provides high school science students with an overview of basic procedures and policies necessary to support safety in their classrooms for their peers. This training sets a safety awareness and hazard assessment platform before conducting activities.
- 100% Online
- 1 Pathway
- 17 Modules with the following Professional Certificates: Student Safety in the Science Lab; GHS Labeling, Safety Data Sheets, Hazard Communication; Chemical Storage; Chemical Spills; Glassware Safety; Chemical Hazards; Personal Protective Equipment; Safety Operating Procedures; Heat Sources; Microscopes and Microscope Safety; Hazard Control and Safety; Slips, Trips, and Falls; Earth Science; Rock & Mineral Safety; Rockets and Rocket Safety; Methanol Safety; First Aid.
- Approx. Time to Complete: 8 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Students
**Product tags:** Pathway
---
### [Chemistry Students Safety Pathway](https://sciencesafety.com/product/chemistry-students-safety-pathway/)
**Published:** April 17, 2024
**Author:** Sean Ryan
**Excerpt:** This online pathway provides high school chemistry students with an overview of basic procedures and policies necessary to ensure the safe operation of their chemistry laboratories. Students will investigate common safety protocols and best practices.
- 100% Online
- 1 Pathway
- 21 Modules with the following Professional Certificates: GHS Labeling, Safety Data Sheets, and Hazard Communication; Chemical Handling and Waste Management; Chemical Storage; Evaluating Risk in the Science Classroom; Chemistry Lab Accidents; Fire and Safety in the Science Lab; Chemical Spills; Chemical Demonstration Videos; Chemical Hazards; First Aid; Glassware Safety; Personal Protective Equipment; Flame Tests; Heat Sources; Eye Protection; Gloves; Methanol Safety; Safety Data Sheets; Fire and Fire Extinguishers; Eye Wash Station and Showers - Lab Safety; Eye Protection.
- Approx. Time to Complete: 10 hours
**Product categories:** All Pathways, All Special Offers, Role: High School Students
**Product tags:** Pathway
---
### [Pre-Service Safety for Elementary School Educators Pathway](https://sciencesafety.com/product/pre-service-safety-for-elementary-school-educators-pathway/)
**Published:** May 8, 2024
**Author:** Sean Ryan
**Excerpt:** This online pathway is for pre-service elementary school science and STEAM educators who want to build a safety culture in their school and classroom on day one.
- 100% Online
- 25 Modules with the following associated Professional Certificates: SEL, Science, and STEM; Drawing Materials Safety; Elementary School Resources; Duty of Care; Science Instruction and Safety; Gloves; Eye Protection; Microscopes and Microscope Safety; Robotics; STEM Labs and STEM Lab Safety; Classroom Management Best Practices; Science Safety Concerns; STEM Labs & Makerspace Safety for Elementary Educators; Sanitizing Equipment; Classroom Plants; 3d Printers; Animals in Schools; Lasers; Paper Airplanes; Personal Protective Equipment; Glassware Safety; Lab Safety Awareness; Chemical Spills; Evaluating Risk in the Science Classroom; GHS Labeling, Safety Data Sheets, Hazard Communication;
- Approx. Time to Complete: 7 hours
**Product categories:** All Pathways, Safety Awareness, All Special Offers, Role: Elementary School Educators
**Product tags:** Pathway
---
### [CTE Safety for New High School Educators](https://sciencesafety.com/product/cte-safety-for-new-high-school-educators/)
**Published:** October 18, 2023
**Author:** Sean Ryan
**Excerpt:** This online learning certificate pathway package is for new CTE high school educators with a thorough understanding of the various best practices that support safer CTE classrooms.
- 100% Online
- 1 Pathway
- 36 Modules with the following Professional Certificates: Bandsaws; Clamps; CTE Access and Equity; Drill Press; Duty of Care; Evaluating Risk; General Woodshop Safety; Hazard Control; Hazards Working Around Machines; Hearing Protection; Jointers and Planers; Machine Guarding; Metal Drilling; Metal Cutoff Saw, MIG Welding; Miter Saws, Personal Protective Equipment; Plasma Cutting; Portable Grinders; Power Tools; PPE and Welding; Push Sticks; Radial Arm Saws; Remote CTE Teaching Safety; Remote Instruction Guides and Safety Forms; Right-to-Understand Laws; Student Safety Rules and Forms; Sanders; Shapers; Table Saws; Welding; Welding Fumes and Gases, Welding Ventilation; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 16 hrs.
**Product categories:** All Pathways, All Special Offers, New Teachers, Role: High School Educators, CTE Safety
---
### [Science Safety Training For K-8 Teachers](https://sciencesafety.com/product/science-safety-course-k8/)
**Published:** March 23, 2020
**Author:** admin2025Open
**Excerpt:** This online pathway provides a Science Safety course for K-8 teachers who want to build safety awareness around science and STEM activities.
- 100% Online
- 1 Pathway
- 16 Modules with the following Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Visual Impairments; Students with Dyslexia; Remote Science Activities; Students with Autism Spectrum Disorder; Science Instruction and Safety; STEM and Heat Sources; Robotics; Laser Cutters; Hand Tools; Field Trips; Classroom Plants; 3D Printers; Universal Lab Design and Safety; Animals in Schools; Lasers.
**Product categories:** For Individuals
**Product tags:** Pathway
---
### [Makerspaces Safety for Middle School Educators](https://sciencesafety.com/product/makerspaces-for-middle-school-educators-pathway/)
**Published:** April 21, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway highlights a thorough review of hazards and safety in makerspaces. Some of the makerspace hazards, including the ultrafine particles generated during 3D printing, have not been fully characterized to date. With this in mind, careful review of the processes, development of safety procedures, and use of exposure control devices are important to ensure a safer makerspaces.
- 100% Online
- 26 Modules with the following associated Professional Certificates: 3D Printers; Animals in Schools; Duty of Care, Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage: Class Size and Safety; Classroom Plants; Field Trips; GHS Labeling, SDS, and Hazard Communication; Hand Tools; Lab Safety Awareness; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Safety Operating Procedures; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; STEM and Heat Sources, Student Safety Rules and Forms; Ventilation Strategies.
- Approx. Time to Complete: 7 hours
**Product categories:** All Pathways, Role: Middle School Educators, Makerspaces, STEM Safety
**Product tags:** Pathway
---
### [Secondary Science Department Chair (High School) Pathway](https://sciencesafety.com/product/secondary-science-department-chair-high-school/)
**Published:** April 22, 2022
**Author:** Sean Ryan
**Excerpt:** This online pathway is for high school science department chairs who want to develop a safety culture in their science and STEM classrooms. The department chair should have first-hand knowledge of many safety issues that exist across a typical science department.
- 100% Online
- 1 Pathway
- 37 Modules with the following Professional Certificates: High School Science General Safety Protocols Training; Science Safety Risk Management Framework; Risk Management for STEAM Programs; Ethics and Empathy; SEL, Science and STEM; Green Chemistry; Lab Fire and Explosion Accidents; Fires and Fire Extinguishers; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Hazard Control and Safety; Methanol Safety; Incident Reports; Duty of Care; Ventilation Strategies; Mercury; STEM and Heat Sources; Microscopes and Microscope Safety; STEM Labs and STEM Lab Safety; Science and STEM Makerspaces; Sanitizing Equipment; Ventilation and Chemistry Labs; Personal Protective Equipment; Opening for the New School Year; Laboratory Inspections; Chemical Hazards; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Fire and Safety in the Science Lab; Chemistry Lab Accidents; Evaluating Risk in the Science Classroom; Chemical Inventory Management; Chemical Storage; Chemical Handling and Waste Management; GHS Labeling, Safety Data Sheets, Hazard Communications;
- Approx. Time to Complete: 15 hours
**Product categories:** All Pathways, Lab Safety, Safety Awareness, Role: High School Adminstrators, For Individuals, For Schools
**Product tags:** Pathway
---
### [Science & STEM Safety for New Elementary School Educators](https://sciencesafety.com/product/science-stem-safety-for-new-teachers-in-pk-6-pathway/)
**Published:** August 2, 2022
**Author:** Sean Ryan
**Excerpt:** For new elementary school science and STEM educators who want to build a safety culture in their school and classroom. This online pathway focuses on the safer professional practices for Elementary School science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 23 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- Approx. time to complete: 6.5 hrs
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East Elementary Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, All Special Offers, New Teachers, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Pathway
---
### [Science & STEM Safety for New Middle School Educators](https://sciencesafety.com/product/science-stem-safety-for-new-middle-school-educators/)
**Published:** June 23, 2023
**Author:** Sean Ryan
**Excerpt:** For new middle school science and STEM educators who want to build a safety culture in their school and classroom. This online pathway focuses on the safer professional practices for middle school science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 23 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- Approx. time to complete: 6.5 hrs
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East Elementary Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Product categories:** All Pathways, All Special Offers, New Teachers, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Pathway
---
### [Biological Waste](https://sciencesafety.com/product/biological-waste/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will develop a deeper understanding of safety issues and protocols related to biological waste, including any material that contains or has been contaminated by a biohazardous agent.
**Product categories:** All Free Items, All Modules, All Special Offers, Role: High School Educators, Role: Middle School Educators, Biology, Science
**Product tags:** Module
---
### [Chemical Hygiene Plan](https://sciencesafety.com/product/chemical-hygiene-plan/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** The Chemical Hygiene Plan is committed to managing chemical safety to maintain a safe environment for all employees and students. This online module will teach you how to develop and implement a Chemical Hygiene Plan.
**Product categories:** Chemical Hygiene Officer, All Modules, Role: High School Educators, Chemistry
**Product tags:** Module
---
### [Chemical Hygiene Plan Review](https://sciencesafety.com/product/chemical-hygiene-plan-review/)
**Published:** May 26, 2022
**Author:** Unknown Member
**Excerpt:** Science Safety is able to evaluate your existing training programs across your school district to ensure compliance and make suggestions on improvements. When issues arise around regulatory compliance or other practices we can provide material remediation through online advising or in-person consulting.
**Product categories:** Chemical Hygiene Officer, All Safety Doc Services, Science
**Product tags:** Document Service
---
### [Heat Sources](https://sciencesafety.com/product/heat-sources/)
**Published:** May 10, 2022
**Author:** Unknown Member
**Excerpt:** This online module will discuss the use of heating sources in the laboratory and how these heat sources are the root cause of many preventable burns, scalds, and fires
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Chemistry, Fire Safety, Science
**Product tags:** Module
---
### [Flame Tests](https://sciencesafety.com/product/flame-tests-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about the most common chemicals used when performing nichrome wire flame tests and the precautions that should be taken to ensure good ventilation of the experimental area.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Chemistry, Fire Safety
**Product tags:** Module
---
### [Fires and Fire Extinguishers](https://sciencesafety.com/product/fires-and-fire-extinguishers/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about fires, including fire prevention and fire extinguishers, and how to properly store, test, and use them.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Fire Safety
**Product tags:** Module
---
### [Fire Safety in the Science Lab](https://sciencesafety.com/product/fire-safety-in-the-science-lab/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Labs, especially those using solvents in any quantity, have a very high potential for flash fires, explosions, rapid spread of fire, and high toxicity of products of combustion (heat, smoke, and flame). In this online module, we will explore a variety of fire safety topics with a focus on the science lab.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Chemistry, Fire Safety, Science
**Product tags:** Module
---
### [Class Size and Safety](https://sciencesafety.com/product/class-size-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module covers how class size affects safety in science labs. To maintain a safer working environment in a science laboratory at the middle or high school level, the laboratory must be analyzed to determine the design load for safer exiting capacity.
**Product categories:** All Free Items, All Modules, All Special Offers, Role: High School Educators, Role: Middle School Educators
**Product tags:** Module
---
### [Hot Glue Guns](https://sciencesafety.com/product/hot-glue-guns/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** The use of glue guns is common in schools and many homes. These are not simple tools since they are a recognized safety hazard, especially when used improperly. In this online module, the safety of glue guns is explored, especially when they are used with students to complete various tasks.
**Product categories:** All Free Items, All Modules, All Special Offers, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Lab Safety Manual Authoring](https://sciencesafety.com/product/lab-safety-manual-authoring/)
**Published:** May 26, 2022
**Author:** Unknown Member
**Excerpt:** Science Safety can author safety manuals for your school district to ensure compliance.
**Product categories:** All Safety Doc Services
**Product tags:** Document Service
---
### [Lab Safety Manager Role Responsibilities Review](https://sciencesafety.com/product/lab-safety-manager-role-responsibilities-review/)
**Published:** March 22, 2023
**Author:** Unknown Member
**Excerpt:** Science Safety specialists can collaborate with you to review Safety Coordinators / Manager job descriptions and expectations for your school, outlining clear duties and expectations, in an easy to read calendar with specific role and responsibility timelines and allocations.
**Product categories:** All Safety Doc Services
**Product tags:** Document Service
---
### [CTE Lab Emergency Plan Authoring](https://sciencesafety.com/product/cte-lab-emergency-plan-authoring/)
**Published:** March 22, 2023
**Author:** Unknown Member
**Excerpt:** Science Safety specialists can create an emergency safety plan that includes information for what to do in an emergency in your school’s CTE Lab.
**Product categories:** All Safety Doc Services
**Product tags:** Document Service
---
### [Wood Turning Lathes](https://sciencesafety.com/product/wood-turning-lathes/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will explore wood turning lathes risks, the associated hazards, and strategies to minimize those concerns through a combination of best practices, safety procedures, and a thorough understanding of the welding process(es) involved in each situation.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Earth Science](https://sciencesafety.com/product/earth-science/)
**Published:** May 10, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, we will discuss how being prepared is the most important thing you can do when you perform any earth science lab with students.
**Product categories:** All Modules, Role: High School Educators, Science
**Product tags:** Module
---
### [Half Day, Online Workshop](https://sciencesafety.com/product/half-day-virtual-course-less-than-50-people/)
**Published:** May 26, 2022
**Author:** Unknown Member
**Excerpt:** Online, Half Day workshops are up to 3 hours and for less than 50 participants.
Each workshop is customizable for K-12 educators and administrators and aligned to local, state, and municipal guidelines using legal standards and accepted professional safety practices.
**Product categories:** All Webinars and Workshops
**Product tags:** Workshop
---
### [Lab Safety Manual Review](https://sciencesafety.com/product/lab-safety-manual-review/)
**Published:** March 22, 2023
**Author:** Unknown Member
**Excerpt:** Science Safety specialists can evaluate your lab safety manuals, ensuring that they are up to date and adhere to local, state, and federal regulations.
**Product categories:** All Safety Doc Services
**Product tags:** Document Service
---
### [Chemical Inventory Review](https://sciencesafety.com/product/chemical-inventory-review/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** Science Safety specialists can help you identify chemicals that should be disposed of, share disposal guidelines, and offer alternatives to chemicals after your understanding learning goals.
**Product categories:** All Safety Doc Services
**Product tags:** Document Service
---
### [Onsite Safety Workshop: Half Day (3 Hours up to 20 Participants)](https://sciencesafety.com/product/onsite-safety-workshop-half-day-3-hours-up-to-20-participants/)
**Published:** June 22, 2023
**Author:** Unknown Member
**Excerpt:** Onsite Safety Workshop: Half Day (3 Hours up to 20 Participants). Each safety workshop is customizable for K-12 educators and administrators, aligned to local, state, and municipal guidelines and accepted professional safety practices. Contact us if you require more seats.
**Product categories:** All Webinars and Workshops
**Product tags:** Workshop
---
### [School District Safety Manual Review](https://sciencesafety.com/product/school-district-safety-manual-review/)
**Published:** June 26, 2023
**Author:** Unknown Member
**Excerpt:** Science Safety will review your existing School District Safety Manual to ensure local, state, and federal compliance and make suggestions on improvements.
**Product categories:** All Safety Doc Services, Science
**Product tags:** Document Service
---
### [Rocks and Minerals Safety](https://sciencesafety.com/product/rocks-and-minerals-safety/)
**Published:** October 20, 2023
**Author:** admin2025Open
**Excerpt:** Rocks and minerals are found in most schools and are used to illustrate the various geologic processes for students exploring sedimentary, metamorphic, and igneous samples. However, safety concerns are related to these specimens' storage, handling, and evaluation.
- 100% Online
- 1 Module
- Approx. time to complete: 3 hrs
All Science Safety content has been reviewed by NSTA’s Chief Safety Compliance Adviser and NSELA’s Safety Compliance Officer.
**Product categories:** All Free Items, Role: Elementary School Students, CTE Safety, STEM Safety
**Product tags:** Module, Rocks and Minerals
---
### [General Woodshop Safety](https://sciencesafety.com/product/general-woodshop-safety/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** There are safety concerns in the wood shop resulting from the equipment, tools, and raw materials used, as well as from the occupants in the room. This online module aims to raise awareness about safety precautions in the general woodshop when using equipment, tools, and raw materials.
**Product categories:** All Modules, CTE Safety
---
### [General Science Safety For Secondary Students](https://sciencesafety.com/product/general-science-safety-for-secondary-students/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** Students planning to work in a chemistry laboratory must learn basic safety principles before beginning. This online module will introduce general science safety principles for high school students working in a laboratory environment.
**Product categories:** All Modules, Students, Role: High School Students, Role: Middle School Students
**Product tags:** Safety Awareness, General Science, High School, Student Courses, Students
---
### [Risk Management for STEAM Programs](https://sciencesafety.com/product/risk-management-for-steam-programs/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** In this online module, we will discuss best practices when it comes to risk management for STEAM programs.
**Product categories:** Annual Safety Training, For Schools
---
### [Pre-Planning Remote Activities](https://sciencesafety.com/product/pre-planning-remote-activities/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** In this online module, you will learn about the importance of pre-planning remote activities from the first step in the planning to the hazard assessment process.
**Product categories:** Remote Learning
---
### [WHMIS 2015 Training For Workers](https://sciencesafety.com/product/whmis-2015-training-for-workers/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** This online module for WHMIS 2015 training for workers is designed to help you pprepare to participate in a safer workforce.
**Product categories:** All Modules, Role: High School Educators, CTE Safety
---
### [Teaching Science Remotely: Best Practices](https://sciencesafety.com/product/teaching-science-remotely-best-practices/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** In this online module, you will explore key best practices that have been tested and revised when teaching science remotely.
**Product categories:** Remote Learning
---
### [General Safety Protocols for High School Educators: Online, Half-day Workshop](https://sciencesafety.com/product/in-person-on-site-half-day-course-high-school-science-general-safety-protocols-training/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** This Online, Half-day interactive workshop will begin with an overview of safety protocols for doing safer Secondary science/STEM laboratory activities. For less than 50 people.
Critical topics include legal safety standards and better professional practices, green chemistry, supporting lab awareness, engineering controls, standard operating procedures, personal protective equipment, the duty of care, and more.
**Product categories:** All Webinars and Workshops
**Product tags:** Workshop
---
### [Full Day, Online Safety Workshop](https://sciencesafety.com/product/full-day-online-safety-workshop-less-than-100-people/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** Science Safety Full Day Online safety workshops are up to 6 hours and for less than 50 participants.
Each workshop is customizable for K-12 educators and administrators and aligned to local, state, and municipal guidelines using legal standards and accepted professional safety practices.
Contact us if you have questions or require additional seats.
**Product categories:** All Webinars and Workshops
**Product tags:** Workshop
---
### [STEM Tool Safety](https://sciencesafety.com/product/stem-tool-safety/)
**Published:** May 11, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about STEM tool safety and strategies to minimize those concerns through a combination of safety procedures.
**Product categories:** All Modules, Role: Middle School Educators, Role: Elementary School Educators, STEM Safety
**Product tags:** Module
---
### [Science & STEM Makerspaces](https://sciencesafety.com/product/science-stem-makerspaces/)
**Published:** May 10, 2022
**Author:** Unknown Member
**Excerpt:** This online module covers the hazards of Science & STEM Makerspaces, especially the ultrafine particles generated during 3D printing. To minimize the risks of adverse exposure, careful review of the processes, development of safety procedures, and use of exposure control devices are important.
**Product categories:** All Modules, Administrators, Role: High School Educators, Role: Middle School Educators, Makerspaces, STEM Safety
---
### [Remote Science Activities](https://sciencesafety.com/product/remote-science-activities/)
**Published:** May 10, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will explore best practices for remote science activities.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Science, Remote Teaching
**Product tags:** Module
---
### [Chemical Storage](https://sciencesafety.com/product/chemical-storage-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module on chemical storage will provide teachers and staff with an overview of basic procedures and policies necessary to ensure safe storage.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Chemistry
**Product tags:** Module
---
### [Wood Dust](https://sciencesafety.com/product/wood-dust-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will explore wood dust risks, the associated hazards, and strategies to minimize those concerns through a combination of best-practices, safety procedures and a thorough understanding of each situation's welding process(es).
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Sanitizing Equipment](https://sciencesafety.com/product/sanitizing-equipment/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module focuses on sanitizing, disinfecting, and providing a safer hygienic environment for teaching and learning, using procedures and practices from trusted health authorities as guidance for better and safer professional practices in the STEAM lab.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Biology, Chemistry
**Product tags:** Module
---
### [Anaphylaxis](https://sciencesafety.com/product/anaphylaxis/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, PK-12 educators will learn about Anaphylaxis, a serious and potentially life-threatening allergic reaction.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Aerospace and Safety](https://sciencesafety.com/product/aerospace-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module on aerospace and safety, teachers will learn about rockets, and the caution required when using compressed air and/or water pressure.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Physics, Science, STEM Safety
**Product tags:** Module
---
### [Animals in Schools](https://sciencesafety.com/product/animals-in-schools-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** If you plan to have an animal in your classroom, whether a class pet or for a hands-on learning experience, be aware of the potential hazards and resulting risks and how to prevent illness. This online module is for PK-12 teachers planning to have animals in schools.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Allergens and Allergies in Schools](https://sciencesafety.com/product/allergens/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, educators will learn about common allergens and allergies in schools and how they affect the body.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Automated External Defibrillators](https://sciencesafety.com/product/automated-external-defibrillators/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, PK-12 educators will develop a deeper understanding of Automated External Defibrillators, with a focus on how they work and how to use them.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health, Mandatory Training
**Product tags:** Module
---
### [Bandsaw Safety](https://sciencesafety.com/product/bandsaw-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Bandsaws are very popular pieces of woodworking equipment commonly found in the woodworking shop at the school as well as in commercial locations. In this online module, you will better understand risks and best practices related to bandsaw safety, a popular woodworking equipment.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Biology Lab Equipment](https://sciencesafety.com/product/biology-lab-equipment/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module covers the basic safety protocols related to laboratory equipment that are used to produce valid results in a molecular biology laboratory.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Biology, Science
**Product tags:** Module
---
### [Biology Lab Protocols](https://sciencesafety.com/product/biology-lab-protocols/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module provides educators with information on biology lab protocols and safety practices to ensure lab safety.
**Product categories:** All Modules, Biology
**Product tags:** Module
---
### [Bullying Prevention](https://sciencesafety.com/product/bullying-anti-bullying/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Bullying may inflict harm or distress on the targeted youth, including physical, psychological, social, or educational harm. In this online module on bullying prevention, you will learn how to identify bullying, how to act, and how you can create a supportive environment.
**Product categories:** All Modules
**Product tags:** Module
---
### [Chemical Hazards and Safety](https://sciencesafety.com/product/chemical-hazards-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Chemicals must be handled properly and in minimal concentrations; if used incorrectly, they can be extremely unsafe and hazardous and cause harm. In this online module, you will learn about the risks, safety protocols, and best practices.
**Product categories:** All Modules, Role: High School Educators, Chemistry
**Product tags:** Module
---
### [Chemical Demonstration Videos](https://sciencesafety.com/product/chemistry-demonstration-videos-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will review the safety and pedagogy of chemical demonstration videos to determine whether they should be used in the classroom.
**Product categories:** All Modules, Role: High School Educators, Chemistry
**Product tags:** Module
---
### [Clamps](https://sciencesafety.com/product/clamps/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn general safety tips and best practices that you need to know when using clamps, with emphasis on what to avoid to be safer.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Cleaning During Covid and School Safety](https://sciencesafety.com/product/cleaning-during-covid-and-school-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module focuses on cleaning during COVID-19. Cleaning and promoting hand hygiene are important everyday actions schools can take to slow the spread of COVID-19 and other infectious diseases and protect students and staff.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health
**Product tags:** Module
---
### [CTE Access and Equity](https://sciencesafety.com/product/cte-access-and-equity/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module educators will learn about CTE Access and Equity.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Cutters and Cutter Safety](https://sciencesafety.com/product/cutters-and-cutter-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, educators will learn about cutter tools and cutter safety and how to use them more safely.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Design and Architecture and Model Making and Safety](https://sciencesafety.com/product/design-and-architecture-and-model-making-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about risks and safety issues related to design architecture and model making.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Visual Arts
**Product tags:** Module
---
### [Dissection Safety](https://sciencesafety.com/product/dissection-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module will teach you about dissection safety, a common practice in biology programs. Performing safer dissections is a common practice in biology programs and allows students to learn about the connected systems within organisms and provide a better understanding of anatomy and physiology.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Biology
**Product tags:** Module
---
### [Drawing Materials Safety](https://sciencesafety.com/product/drawing-materials-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about risks and safety issues related to drawing materials and pastes.
**Product categories:** All Modules, Art Safety, Role: High School Educators, Role: Middle School Educators, Visual Arts
**Product tags:** Module
---
### [Drill Press](https://sciencesafety.com/product/drill-press-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about drill press safety, related risks, and best practices when using the press in a CTE classroom.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Emergency Lockdown Drills](https://sciencesafety.com/product/emergency-lockdown-drills/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about specific drills designed to pprepare students and staff to achieve maximum safety in the event of an internal threat (active shooter) or external threat, including community violence or disaster.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [EPA’s List N Tool and School Safety](https://sciencesafety.com/product/epas-list-n-tool-and-school-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module you will learn about the EPA’s List N Tool, a web-based application that enables consumers to quickly and easily search for disinfectant products with EPA approval against SARS-CoV-2, the virus that causes COVID-19
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health
**Product tags:** Module
---
### [Eye Protection](https://sciencesafety.com/product/eye-protection-in-k-12-sciences-classes/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn that eye protection is necessary in all science classes, including those with biological, chemical, and physical hazards at the elementary, middle, and high school levels.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Chemistry, Science
**Product tags:** Module
---
### [First Aid](https://sciencesafety.com/product/first-aid/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** First aid is the first and immediate assistance given to any person suffering from either a minor or serious illness or injury. In this online module, you will learn about administering first aid, storing materials, and emergency procedures.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health, Mandatory Training
**Product tags:** Module
---
### [Gloves](https://sciencesafety.com/product/gloves-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** There are many types of gloves available today to protect against a wide variety of hazards. In this online module, you explore the different types of gloves, hazards, and how the operation involved will affect the selection of gloves.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Biology, Chemistry
**Product tags:** Module
---
### [Green Chemistry](https://sciencesafety.com/product/green-chemistry/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will gain a deeper understanding of green chemistry, its implementation, and related safety measures.
**Product categories:** All Modules, Role: High School Educators, Chemistry, Science
**Product tags:** Module
---
### [Hand Tools and Safety](https://sciencesafety.com/product/hand-tools-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about the different types of hand tools, how to use and select them, how to perform safety demonstrations, and how to store them.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, CTE Safety
**Product tags:** Module
---
### [Hazards Working Around Machines](https://sciencesafety.com/product/hazards-working-around-machines/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module you will learn about hazards associated with working near or on machinery and how hazards vary depending on the exact machine used.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Hearing Protection](https://sciencesafety.com/product/hearing-protection/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** There’s a lot you can do to protect your hearing when you’re using loud tools. You’re already wearing eye protection and sturdy shoes when you work with power tools. In this online module, you learn about noise risks and how to protect your hearing.
**Product categories:** All Modules, CTE Safety
**Product tags:** Module
---
### [ELL Students](https://sciencesafety.com/product/helping-ell-students-succeed-in-science-classes/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn how all students, including those identified as ELLs, can have more opportunities to learn and succeed in science.
**Product categories:** All Modules, Science
**Product tags:** Module
---
### [Identifying Child Abuse](https://sciencesafety.com/product/identifying-child-abuse/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn ways to identify child abuse, which may mean looking for physical or behavioral signs of the child, which may be the only indication.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Jointers and Planers](https://sciencesafety.com/product/jointers-and-planers/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online CTE module, you will learn about safety issues related to jointers and planers and how to communicate safety awareness to students.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Lab Experiments](https://sciencesafety.com/product/lab-experiments/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module you will learn about the steps you can take to make sure your students are as safe as possible while exploring and experimenting in the lab.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Biology, Chemistry
**Product tags:** Module
---
### [Lab Safety Awareness](https://sciencesafety.com/product/lab-safety-awareness/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** The National Safety Council has estimated that 5000 safety-related accidents occur annually in U.S.. schools. At least 10% of these are science classroom-related. This online module is designed to help you understand the need for lab safety at a deeper level by looking at individual cases and research.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Biology, Chemistry, Science
**Product tags:** Module
---
### [Laboratory Inspections](https://sciencesafety.com/product/laboratory-inspections/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Safety inspections are intended to identify safety issues or problems that may not be observed or identified as such by the day-to-day occupants of a laboratory. In this online module, you develop a deeper understanding of why laboratory inspections are essential and review best practices.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Biology, Chemistry
**Product tags:** Module
---
### [Laser Cutters](https://sciencesafety.com/product/laser-cutters/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about how to do laser cutting as a teaching tool safely. Laser cutting is a technology that uses a laser to vaporize materials, resulting in a cut edge.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety, STEM Safety
**Product tags:** Module
---
### [Lasers](https://sciencesafety.com/product/lasers/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about lasers as a teaching tool and how to enhance the safe use of laser devices in order to prevent or minimize the hazards which accompany the laser device.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Physics, STEM Safety
**Product tags:** Module
---
### [Animals in the Classroom](https://sciencesafety.com/product/live-animals-in-the-classroom/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Many classrooms benefit from the use of live animals in the classroom and use this as a springboard for student curiosity into the living world surrounding them. Explore the various concerns and safer practices if you have live animals in the laboratory.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Biology
**Product tags:** Module
---
### [Machine Guarding](https://sciencesafety.com/product/machine-guarding/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will explore the science of safety regarding equipment guarding as it applies to employees under OSHA and its equivalent in various states.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Masks](https://sciencesafety.com/product/masks/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn how masks are a simple barrier to help prevent your respiratory droplets from reaching others. Studies show that masks reduce the spray of droplets when worn over the nose and mouth.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Health
**Product tags:** Module
---
### [Mercury](https://sciencesafety.com/product/mercury/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** The best way to prevent dangerous mercury spills in your school is to get rid of mercury. In this online module, you learn about the dangers of mercury and how to dispose of it safely.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Chemistry, Science
**Product tags:** Module
---
### [Metal Cut Off Saw](https://sciencesafety.com/product/metal-cut-off-saw/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online CTE module, you will learn about safety issues related to metal cut off saws.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Metal Drilling](https://sciencesafety.com/product/metal-drilling/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online CTE module, you will learn about safety issues related to metal drilling.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Methanol Safety](https://sciencesafety.com/product/methanol-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about safety issues related to Methanol, a toxic alcohol that is used industrially as a solvent, pesticide, and alternative fuel source.
**Product categories:** All Free Items, All Modules, All Special Offers, Chemistry
**Product tags:** Module
---
### [Microscopes and Microscope Safety](https://sciencesafety.com/product/microscopes-and-microscope-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about the proper use of microscopes and how they should be reviewed with students prior to use and should be used only under supervision.
**Product categories:** All Free Items, All Modules, All Special Offers, Role: High School Educators, Role: Middle School Educators, Biology, Science
**Product tags:** Module
---
### [MIG Welding](https://sciencesafety.com/product/mig-welding/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online CTE module, you will learn about safety issues related to MIG welding.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Miter Saws](https://sciencesafety.com/product/miter-saws/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online CTE module, you will learn about safety issues related to miter saws.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Opening for the New School Year](https://sciencesafety.com/product/opening-for-the-new-school-year/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module you will learn about how to pprepare for the opening and re-opening of schools during Covid.
**Product categories:** All Modules, Administrators, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Paper Airplanes](https://sciencesafety.com/product/paper-airplanes/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Working with paper airplanes sounds unthreatening; however, there are some things to consider when teaching. In this online module, you will learn about safety issues related to paper airplanes.
**Product categories:** All Modules, Science
**Product tags:** Module
---
### [Personal Protective Equipment (PPE)](https://sciencesafety.com/product/personal-protective-equipment-ppe/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module will teach you how to protect yourself and your students with proper Personal Protective Equipment (PPE). Commonly referred to as "PPE," PPE is equipment worn to minimize exposure to hazards that cause serious workplace injuries.
**Product categories:** All Free Items, All Modules, All Special Offers, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Science
**Product tags:** Module
---
### [Plants in the Classroom](https://sciencesafety.com/product/plants-in-the-classroom/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Many teachers have plants in their classrooms for both decorative and educational purposes. In this online module, you will learn about the risks and hazards related to plants known to contain harmful substances that should be avoided.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Plasma Cutting](https://sciencesafety.com/product/plasma-cutting/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will develop an awareness of plasma cutting technology and its safety applications in the school for the teacher and for the students.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Playground Safety](https://sciencesafety.com/product/playground-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** A playground should be where children can play and have fun, not where serious injuries occur. In this online module, you will learn about the risks and hazards related to playground safety. Some of these tragedies can be attributed to deliberate misuse of the equipment, poorly maintained equipment, or lack of parental supervision. Most injuries can be prevented.
**Product categories:** All Modules, Mandatory Training
**Product tags:** Module
---
### [Portable Grinders](https://sciencesafety.com/product/portable-grinders/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will explore safety practices associated with portable grinders, abrasive disks, or cutting wheels and the protocols to protect users from accidental injury.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Power Tool Safety](https://sciencesafety.com/product/power-tool-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about power tool safety and risks that can occur both in the lab and classroom.
**Product categories:** All Modules, CTE Safety
**Product tags:** Module
---
### [Powered Hand Drills](https://sciencesafety.com/product/powered-hand-drills/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about safety issues related to powered hand tools.
**Product categories:** All Modules, CTE Safety
**Product tags:** Module
---
### [PPE and Welding](https://sciencesafety.com/product/ppe-and-welding/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Welding has inherent risks and associated hazards resulting from the use of tools, equipment, metals, and the possible fumes created. When used appropriately, PPE-specific safety controls help make the welding process safer.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Preplanning At-Home Activities](https://sciencesafety.com/product/preplanning-at-home-activities/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module explores responsibilities of science and STEM educators when preplanning at-home activities.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Science, STEM Safety
**Product tags:** Module
---
### [Push Sticks](https://sciencesafety.com/product/push-sticks/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, you will learn about safety issues related to push sticks.
**Product categories:** All Modules, CTE Safety
**Product tags:** Module
---
### [Radial Arm Saws](https://sciencesafety.com/product/radial-arm-saws/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about safety issues related to radial arm saws.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Remote CTE Teaching](https://sciencesafety.com/product/remote-cte-teaching/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module focuses on the CTE transition to remote teaching models. You will learn about the challenges teachers face and the successes that CTE teachers have experienced in developing their remote lessons and learning experiences.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Remote Instruction](https://sciencesafety.com/product/remote-instruction/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module is meant as a guide; each educational institution may have its own policies that must be followed from the respective school, district, local municipality, state and federal governments, and professional associations.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Remote Instruction Guides and Safety Forms](https://sciencesafety.com/product/remote-instruction-guides-and-safety-forms/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module is meant as a guide for safer remote instruction; each educational institution may have its policies that must be followed by the respective school, district, local municipality, state and federal governments, and professional associations.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Remote Safety & Emergency Situations](https://sciencesafety.com/product/remote-safety-emergency-situations/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** The use of a remote safety acknowledgment is absolutely important when performing any science or STEM activities off-site to help minimize liability and to ensure that safety is still a priority regardless of the environment. This online module focuses on safety awareness and instruction guides.
**Product categories:** All Modules, Remote Teaching
**Product tags:** Module
---
### [Robotics](https://sciencesafety.com/product/robotics/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about safety training related to robots and robotics, including risk assessments and best practices.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, STEM Safety
**Product tags:** Module
---
### [Safety Concerns When Teaching Remotely](https://sciencesafety.com/product/safety-concerns-when-teaching-remotely/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module explores science and STEM educators' responsibilities with safety concerns when teaching remotely.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Remote Teaching
**Product tags:** Module
---
### [Safety Operating Procedures](https://sciencesafety.com/product/safety-operating-procedures/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This online module will teach you about safety operating procedures in elementary science and STEM programs.
**Product categories:** All Modules, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Module
---
### [Sanders](https://sciencesafety.com/product/sanders/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will explore sanders, their associated hazards, and strategies to minimize those concerns through a combination of best practices and safety procedures.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [School Bus Safety](https://sciencesafety.com/product/school-bus-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** According to the National Highway Transportation Safety Administration, school buses are one of the safest forms of transportation. In this online module, you will learn about risks and hazards related to school buses, particularly before and after riding the bus.
**Product categories:** All Modules, Mandatory Training
**Product tags:** Module
---
### [Field Trips](https://sciencesafety.com/product/school-field-trips-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn how well-organized field trips with carefully planned activities can greatly enhance the safety and educational value for all participants.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Science Instruction and Safety](https://sciencesafety.com/product/science-instruction-and-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Science activities, like all content area lessons that require active student involvement, involve special concerns about safety. In this online module, you will learn how to assess the level of safety in your science teaching.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators
**Product tags:** Module
---
### [Laboratory Specialists](https://sciencesafety.com/product/science-laboratory-specialists/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this online module, you will learn about lab Specialists and how they are responsible for the preparation of labs in chemistry, physics and earth science, maintaining lab equipment — the balances, Bunsen burners, etc. — and our chemical inventory.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Biology, Chemistry
**Product tags:** Module
---
### [Safer Laboratory Unit Design and Equipment](https://sciencesafety.com/product/science-laboratory-unit-design-and-equipment/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, educators will learn about Laboratory Unit Design and Equipment and how they are related to safety.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Chemistry, Science
**Product tags:** Module
---
### [Science Safety Concerns](https://sciencesafety.com/product/science-safety-concerns/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** This module addresses safety issues related to chemicals, electricity, and glassware.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Chemistry
**Product tags:** Module
---
### [SEL, Science, and STEM](https://sciencesafety.com/product/sel-science-and-stem/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** SEL, Science and STEM have a uniquely beneficial relationship. In this module you will learn how the collaborative nature of learning in Science and STEM education opens up SEL opportunities.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Science
**Product tags:** Module
---
### [Shapers and Shaper Safety](https://sciencesafety.com/product/shapers-and-shaper-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, you will explore shapers, the associated hazards, and strategies to minimize those concerns through a combination of best-practices, safety procedures.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Slips, Trips, & Falls](https://sciencesafety.com/product/slips-trips-falls/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Slips, trips, and falls cause nearly 700 fatalities per year and many more injurious accident in the workplace according to the Bureau of Labor Statistics. In this module, you learn about the physical factors involved in slips, trips, and falls and prevention.
**Product categories:** All Modules, Mandatory Training
**Product tags:** Module
---
### [STEM and Heat Sources](https://sciencesafety.com/product/stem-and-heat-sources/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Many hands-on STEM activities and demonstrations require the use of a heat source. In this module you will learn about the challenges related to determining the appropriate heat source based on safety, while still meeting the needs of the activity.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, STEM Safety
**Product tags:** Module
---
### [Student Safety Rules and Forms](https://sciencesafety.com/product/student-safety-rules-and-forms/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, you will learn about the difference between a safety acknowledgement form and a safety contract.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Module
---
### [Students Who Are Deaf or Hard of Hearing](https://sciencesafety.com/product/students-who-are-deaf-or-hard-of-hearing/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Explore strategies to support students who are deaf or hard of hearing that have been successful for other educators in science and STEM.
**Product categories:** Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Science, STEM Safety
**Product tags:** Module
---
### [Students with Autism Spectrum Disorder](https://sciencesafety.com/product/students-with-autism-spectrum-disorder/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Explore strategies to support students with Autism Spectrum Disorder that have been successful for other educators in science and STEM.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators
**Product tags:** Module
---
### [Students With Dyslexia](https://sciencesafety.com/product/students-with-dyslexia/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Explore strategies to support students with Dyslexia that have been successful for other educators in science and STEM.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Role: Students W/Add'l Needs
**Product tags:** Module
---
### [Suicide Prevention](https://sciencesafety.com/product/suicide-prevention/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** School personnel have a legal and ethical responsibility to recognize and respond to suicidal thinking and behavior. In this module you will learn that schools must have clear policies and procedures for what to do, as well as trained school-employed mental health professionals and crisis response teams.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
---
### [Table Saws](https://sciencesafety.com/product/table-saws/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, you will explore table saws, the associated hazards, and strategies to minimize those concerns through a combination of best-practices, safety procedures.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Tornado Safety](https://sciencesafety.com/product/tornado-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module PK-12 educators and administrators will learn about the destruction of tornados, the importance of planning, and how to run drills.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Mandatory Training
**Product tags:** Module
---
### [Universal Design and Lab Safety](https://sciencesafety.com/product/universal-design-and-lab-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** Students with disabilities face access challenges to typical science labs in precollege and postsecondary settings. In this module K-12 educators will learn about universal design and look at examples of accommodations.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Role: Elementary School Educators, Role: Students W/Add'l Needs
**Product tags:** Module
---
### [Ventilation and Chemistry Labs Safety](https://sciencesafety.com/product/ventilation-and-chemistry-labs-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module you will learn how ventilation in a laboratory is critical for a safe and healthy operation. Little or no ventilation can allow the build up of harmful vapors, respiratory symptoms and more.
**Product categories:** All Modules, Lab Safety, Role: High School Educators, Role: Middle School Educators, Chemistry
**Product tags:** Module
---
### [Welding Fumes and Gases Safety](https://sciencesafety.com/product/welding-fumes-and-gases-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, you will explore welding fumes and gases, the associated hazards, risks, and strategies to minimize those concerns through a combination of best-practices, safety procedures and a thorough understanding of the welding process(es) involved in each type of situation.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Welding Safety](https://sciencesafety.com/product/welding-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, you will explore welding technology, the associated hazards, risks, and strategies to minimize those concerns through a combination of best-practices, safety procedures and a thorough understanding of the welding process(es) involved in each type of situation.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Welding Ventilation](https://sciencesafety.com/product/welding-ventilation-safety/)
**Published:** May 5, 2022
**Author:** Unknown Member
**Excerpt:** In this module, you will explore welding ventilation, the associated hazards, risks, and strategies to minimize those concerns through a combination of best-practices, safety procedures and a thorough understanding of the welding process(es) involved in each type of situation.
**Product categories:** All Modules, Role: High School Educators, Role: Middle School Educators, CTE Safety
**Product tags:** Module
---
### [Biology Safety For International Baccalaureate (IB) Students](https://sciencesafety.com/product/biology-safety-for-international-baccalaureate-ib-students/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** International Baccalaureate (IB) Biology students need to learn basic biology safety principles before beginning
**Product categories:** International Baccalaureate, All Modules
**Product tags:** Biology, High School, International Baccalaureate, Student Courses
---
### [Physics Safety for International Baccalaureate (IB) Students](https://sciencesafety.com/product/physics-safety-for-international-baccalaureate-ib-students/)
**Published:** February 29, 2024
**Author:** admin2025Open
**Excerpt:** IB Physics students need to learn basic physics safety principles before beginning.
**Product categories:** International Baccalaureate, All Modules, Physics
---
### [Science & STEM General Safety Workshop for Middle School Educators: Online, Half-Day](https://sciencesafety.com/product/online-half-day-course-middle-school-science-general-safety-protocols-training/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** The Science & STEM General Safety Workshop for Middle School Educators begins with an overview of safety protocols for doing safer middle school science/STEM laboratory activities online and in person.
Critical topics include: legal safety standards and better professional practices, green chemistry, supporting lab awareness, engineering controls, standard operating procedures, personal protective equipment, the duty of care, and more.
**Product categories:** All Webinars and Workshops
**Product tags:** Workshop
---
### [Safety Webinar (2-Hour Sessions, 101-200 people)](https://sciencesafety.com/product/safety-webinar-2-hour-sessions-101-200-people/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** OnDemand 2-hour webinars for K-12 Science, STEM and CTE teachers, staff, and school administrators, customized to fit needs of schools for 101 to 200 people.
**Product categories:** All Webinars and Workshops
**Product tags:** Webinars
---
### [Safety Webinar for 2 Hours (more than 200 people)](https://sciencesafety.com/product/safety-webinar-for-2-hours-more-than-200-people/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** OnDemand 2-hour safety webinar for K-12 Science, STEM, and CTE teachers, staff, and school administrators from elementary or secondary levels, customized to fit needs of schools for more than 200 people.
**Product categories:** All Webinars and Workshops
**Product tags:** Webinars
---
### [Safety Webinar: 50 to 100 people for 2 Hours](https://sciencesafety.com/product/safety-webinar-50-to-100-people-for-2-hours/)
**Published:** March 31, 2023
**Author:** Unknown Member
**Excerpt:** OnDemand Safety Webinar: 2 Hours for K-12 Science, STEAM, and CTE teachers, staff, and school administrators, customized to fit the needs of schools for 50 to 100 people.
**Product categories:** All Webinars and Workshops
**Product tags:** Webinars
---
## Modules
### [Chemical Hygiene Officer Pathway Cert](https://sciencesafety.com/courses/chemical-hygiene-officer-pathway/)
**Published:** July 13, 2023
**Author:** admin2025Open
**Excerpt:**
Chemical Hygiene Officer Certification Pathway or Certified Chemical Hygiene Officer Pathway (CCHO) qualifies you to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan required by the OSHA 1910.1450 Laboratory Standard and is also prep course for the NRCC CHO exam.
It was developed for Chemical Hygiene Officers (CHOs) and Environmental Hygiene Officers (EHOs), Health & Safety Professionals, School Administrators, Risk Managers/ Operations Managers, Business Officers, Lab Managers / Supervisors / Workers, Researchers, Safety/Security Directors, Science, Art & Technology Educators.
Purchase of the Chemical Hygiene Officer Pathway provides participants with access to 22 individual modules, that when fully complete provide the individual with a CCHO Certificate as well as a micro-credential for each module completed along the way.
- 100% Online
- 1 Pathway
- 22 Modules aligned to the following professional certificates:
Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Duty of Care; Eyewash Stations and Showers; Fire Safety in the Lab; GHS Labeling, SDS, and Hazard Communication; Hazard Control; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Right to Understand Laws; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Science Safety Risk Management Framework; Ventilation.
- 160 Lessons, 25 Videos, 22 Quizzes
- 1 Pathway Completion Certificate
- 22 Module Completion Certificates
- Approx. Time to Complete: 10.5 hours
NRCC Chemical Hygiene Officer Exam
The National Registry of Certified Chemists (NRCC) further validates a professional's knowledge in chemical, physical, biological, industrial hygiene, environmental, or health and safety sciences. In addition to earning a Science Safety Certificate this pathway helps pprepare individuals to pass the NRCC CHO exam.
**Content:**
The Chemical Hygiene Officer Certification Pathway or Certified Chemical Hygiene Officer Pathway (CCHO) qualifies you to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan required by the OSHA 1910.1450 Laboratory Standard and is also prep course for the NRCC CHO exam.
It was developed for Chemical Hygiene Officers (CHOs) and Environmental Hygiene Officers (EHOs), Health & Safety Professionals, School Administrators, Risk Managers/ Operations Managers, Business Officers, Lab Managers / Supervisors / Workers, Researchers, Safety/Security Directors, Science, Art & Technology Educators.
Purchase of the Chemical Hygiene Officer Pathway provides participants with access to 22 individual modules, that when fully complete provide the individual with a CCHO Certificate as well as a micro-credential for each module completed along the way.
- 100% Online
- 1 Pathway
- 22 Modules aligned to the following professional certificates:
Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Duty of Care; Eyewash Stations and Showers; Fire Safety in the Lab; GHS Labeling, SDS, and Hazard Communication; Hazard Control; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Right to Understand Laws; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Science Safety Risk Management Framework; Ventilation.
- 160 Lessons, 25 Videos, 22 Quizzes
- 1 Pathway Completion Certificate
- 22 Module Completion Certificates
- Approx. Time to Complete: 10.5 hours
**NRCC Chemical Hygiene Officer Exam** The National Registry of Certified Chemists (NRCC) further validates a professional’s knowledge in chemical, physical, biological, industrial hygiene, environmental, or health and safety sciences. In addition to earning a Science Safety Certificate this pathway helps pprepare individuals to pass the NRCC CHO exam.
**Categories:** Chemistry, Chemical Hygiene Officer
**Tags:** Pathway Certificate
**Module Categories:** Pathway Cert
**Module Tags:** Pathway Certificate
---
### [Phishing Attacks](https://sciencesafety.com/courses/phishing-attacks/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Excerpt:** Phishing is when scammers try to trick you into giving away personal information, like passwords or account details. They often send fake messages—such as emails or text messages—that look like they come from a trusted source.
These messages may ask you to click a link, download something, or respond with information. The goal is to get you to take action without realizing it’s a scam.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module
---
### [Ransomware - Malware in Schools](https://sciencesafety.com/courses/ransomware-malware-in-schools/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Excerpt:** Ransomware is a type of malware that holds a victims data for ransom. Ransomware attacks continue to be one of the most common cyber attacks.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module, Cybersecurity
---
### [Public Wi-Fi Security](https://sciencesafety.com/courses/public-wi-fi/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Excerpt:** When you use public Wi-Fi that isn’t secure, others on the network might be able to see your activity, including what you type or send on certain websites.
**Categories:** Cybersecurity, Student Courses
**Module Categories:** Cybersecurity
**Module Tags:** Module
---
### [Social Engineering](https://sciencesafety.com/courses/social-engineering/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Excerpt:** Hackers don’t always break into systems—they often trick people. That’s why humans are considered the “weakest link” in cybersecurity.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module
---
### [Behavioral Threat Assessment and Management - BTAM](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/)
**Published:** June 1, 2022
**Author:** admin2025Open
**Excerpt:** BTAM is designed to identify, assess, and manage potentially dangerous or violent situations.
**Categories:** Annual Safety Training
**Module Categories:** Annual Safety Training
**Module Tags:** Module
---
### [Ground Fault Circuit Interrupter Safety - GFCI Safety](https://sciencesafety.com/courses/ground-fault-circuit-interrupters-gfci-safety/)
**Published:** March 6, 2023
**Author:** admin2025Open
**Excerpt:** In this module, Ground Fault Circuit Interrupter Safety (GFCI Safety), we will discuss how a ground fault circuit interrupter (GFCI) can help prevent electrocution.
**Content:**
A GFCI is an electrical safety device that is designed to protect people from electric shocks and electrocution caused by ground faults. In this module Ground Fault Circuit Interrupter Safety – GFCI Safety: A ground fault circuit interrupter (GFCI) **can help prevent electrocution**. If a person’s body starts to receive a shock, the GFCI senses this and cuts off the power before he/she can get injured. GFCIs are generally installed where electrical circuits may accidentally come into contact with water.
**Categories:** Physics
**Module Categories:** Physics
**Module Tags:** Module
---
### [Metalworking and Foundry Safety](https://sciencesafety.com/courses/metalworking-and-foundry-safety/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Excerpt:** Metalworking has real-world applications in every aspect of our community. This module covers the various safety concerns involving the use of metal and foundry working tools, equipment, and raw materials.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Printing and Printmaking Safety](https://sciencesafety.com/courses/printing-and-printmaking-safety/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Excerpt:** This module explores the safety concerns involved in printing and print-making activities and some strategies about reducing these potential hazards and risks.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Password Security](https://sciencesafety.com/courses/password-security/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Excerpt:** In this module you will learn about Password Security how it is the first line of defense against unauthorized access to your computer and personal information.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module
---
### [Painting and Solvents Use and Safety](https://sciencesafety.com/courses/painting-and-solvents-use-and-safety/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Excerpt:** Painting and Solvents Use and Safety: Exposure to vapors of solvents, paints and lacquers can cause irritation and damage to eyes and mucous membranes, to the respiratory and digestive tracts, and to the skin. Exposure to organic substances (toluene, n-hexane, methylalcohol etc.) may cause damage to the nervous system.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Jewelry Making and Small Metals Safety](https://sciencesafety.com/courses/jewelry-making-and-small-metals/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Excerpt:** Creating jewelry or working with small metal may not seem like an unsafe activity. However there are some safety concerns to be mindful of when working in this area. Explore the safer practices in this module.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Photography Safety](https://sciencesafety.com/courses/photography-safety/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Excerpt:** Photography Safety: Chemicals and processes used in photographic developing can pose a variety of hazards.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Eye Wash Stations and Showers - Lab Safety](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Excerpt:** Eye wash stations and Emergency Deluge (Drench) Showers are essential parts of the safety infrastructure in your laboratory setting.
**Categories:** Biology, Chemistry, Physics
**Module Categories:** Biology, Chemistry, Physics
**Module Tags:** Module
---
### [Ceramics Safety](https://sciencesafety.com/courses/ceramic-safety/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Excerpt:** Everything in ceramics involves some form of powder and water. These are mixed to make clay or glazes – when they dry out, dust results. Often the dusts involved are very fine and once in the air they are not always visible, which makes it much easier to inhale them accidentally.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Drawing Materials Safety](https://sciencesafety.com/courses/drawing-materials-and-pastels/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Excerpt:** Drawing materials include pencils, conte crayons, charcoal sticks, oil and dry pastels, and more.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Sculpture Safety](https://sciencesafety.com/courses/sculpture/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Excerpt:** Dangers and safety recommendations related to sculpture.
**Categories:** Visual Arts, Art Safety
**Module Categories:** Visual Arts, Art Safety
**Module Tags:** Module
---
### [STEM Labs and STEM Lab Safety](https://sciencesafety.com/courses/tem-labs-and-stem-lab-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** Like science labs, STEM Labs (science, technology, engineering, and math) require STEM lab safety and security measures, with an emphasis on safety training, personal protective equipment (PPE), standard operating procedures, engineering controls, and supervision. While hand and power tools can be found in STEM labs, many students and teachers use these tools without receiving proper safety training.
**Categories:** Elementary School, High School, STEM, 3D Printing
**Module Categories:** STEM, Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Recognizing Disturbing Behaviors](https://sciencesafety.com/courses/how-to-recognize-disturbing-behaviors/)
**Published:** June 1, 2022
**Author:** admin2025Open
**Excerpt:** It can be tough figuring out whether a student might be contemplating harm, or if they’re simply being irritable, angry or withdrawn.
**Module Categories:** Safety Awareness
**Module Tags:** Module
---
### [Chemical Inventory Management](https://sciencesafety.com/courses/chemical-inventory-management-and-chemical-inventory-safety/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Chemical management is a process that encompasses identification, management, and reduction of risk through all stages of chemical purchasing, storage, distribution, use, and disposal.
**Categories:** Chemistry, High School, Middle School
**Module Categories:** Chemistry, High School, Middle School
**Module Tags:** Module
---
### [Glowforge Printer Safety](https://sciencesafety.com/courses/glowforge-printer-safety/)
**Published:** November 16, 2022
**Author:** admin2025Open
**Excerpt:** Glowforge Printers as 3D laser printer that cut, engrave, and score hundreds of materials. It takes the power of a factory and makes it safer K-12 students, for creation classrooms.
**Module Categories:** CTE, Students, Art Safety, Student Courses
**Module Tags:** Module
---
### [Intro to Chemistry Lab Safety For Students](https://sciencesafety.com/courses/intro-to-chemistry-lab-safety-for-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Excerpt:** In this Intro to Chemistry Lab Safety for Students learning module Students will learn basic safety principles before beginning.
**Categories:** Student Courses, Chemistry, High School
**Module Categories:** Chemistry, High School, Student Courses
**Module Tags:** Module
---
### [Hacked Emails](https://sciencesafety.com/courses/hacked-emails/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Excerpt:** How to protect yourself from getting emails hacked, signs that you've been hacked, and what to do if you are hacked.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module
---
### [K-8 Science Safety](https://sciencesafety.com/courses/k-8-classrooms/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Excerpt:**
**Categories:** Elementary School
**Module Categories:** Elementary School
**Module Tags:** Module
---
### [Middle School Science & STEM General Safety Protocols Training](https://sciencesafety.com/courses/middle-school-science-stem-general-safety-protocols/)
**Published:** May 31, 2023
**Author:** admin2025Open
**Module Tags:** Module
---
### [General Science Safety For Secondary Students at CVUHSD](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-at-cvuhsd/)
**Published:** August 20, 2026
**Author:** Sean Ryan
**Excerpt:** This online module introduces general science safety principles for high school students working in a laboratory environment. This is a custom module optimized for CVUHSD.
**Categories:** High School, Safety Awareness, Safety Contracts, Student Courses
**Module Categories:** High School, Safety Awareness, General Science, Students, Student Courses
**Module Tags:** Module
---
### [Aerospace for CVUHSD Students](https://sciencesafety.com/courses/aerospace-for-cvuhsd-students/)
**Published:** August 26, 2026
**Author:** Sean Ryan
**Excerpt:** Rockets powered by compressed air, water pressure, or a combination of both must be used with caution. This module was developed specifically for CVUHSD.
**Categories:** Aerospace, High School, Middle School
**Module Categories:** High School, Middle School
**Module Tags:** Module
---
### [Astronomy for CVUHSD Students](https://sciencesafety.com/courses/astronomy-for-cvuhsd-students/)
**Published:** August 26, 2026
**Author:** Sean Ryan
**Excerpt:** Astronomy activities may involve hazards associated with lasers, open flames, and solar observations. Recognizing these risks and following appropriate safety precautions are essential to maintaining a safe learning environment while exploring the universe. This module was developed specifically for CVUHSD.
**Categories:** Astronomy, Elementary School, High School, Middle School
**Module Categories:** Elementary School, Astronomy, High School, Middle School
**Module Tags:** Module
---
### [General Science Safety For Secondary Students (AAA-RMD)](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-aaa-rmd/)
**Published:** August 10, 2026
**Author:** admin2025Open
**Excerpt:** Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
**Categories:** High School, Safety Awareness, Safety Contracts, Student Courses
**Module Categories:** High School, Safety Awareness, General Science, Students, Student Courses
**Module Tags:** Module
---
### [General Science Safety For Secondary Students (AHL-RMD)](https://sciencesafety.com/courses/general-science-safety-for-secondary-students-ahl-rmd/)
**Published:** August 10, 2026
**Author:** admin2025Open
**Excerpt:** Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
**Categories:** High School, Safety Awareness, Safety Contracts, Student Courses
**Module Categories:** High School, Safety Awareness, General Science, Students, Student Courses
**Module Tags:** Module
---
### [Physics Safety for Educators](https://sciencesafety.com/courses/physics-safety-for-educators/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Excerpt:** This online module provides physics educators with practical guidance for identifying hazards, assessing risks, and implementing safer practices in physics classrooms and laboratories.
Participants will examine safety considerations related to electricity, light and optical radiation, lasers, masses and projectiles, magnetism, rotating equipment, tools, and pressurized and vacuum systems. The module also addresses selected equipment used to demonstrate electrostatics, electromagnetism, and modern physics concepts.
**Categories:** Physics
**Module Categories:** Lasers, Electricity, Physics
**Module Tags:** Module
---
### [Sanitizing Equipment](https://sciencesafety.com/courses/sanitizing-equipment/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Excerpt:** Sanitizing, disinfecting and providing a safer hygienic environment for teaching and learning is the focus of this module using procedures and practices from trusted health authorities as guidance for better and safer professional practices in the STEAM lab.
**Categories:** Elementary School, High School, Middle School
**Module Categories:** Elementary School, High School, Middle School, Lab Safety
**Module Tags:** Module
---
### [Drill Press and Drill Press Safety](https://sciencesafety.com/courses/drill-press/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** Drill presses can be dangerous if not used properly.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Glassware Safety](https://sciencesafety.com/courses/glassware/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Excerpt:** Laboratory glassware is one of the most commonly used types of equipment in science laboratories. This module introduces the safe handling, use, inspection, and disposal of glassware and highlights procedures that help prevent breakage, burns, cuts, and other laboratory injuries.
**Categories:** High School, Middle School, Elementary School
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Earth Science](https://sciencesafety.com/courses/earth-science/)
**Published:** January 11, 2022
**Author:** admin2025Open
**Excerpt:** Being prepared and understanding potential hazards are the most important things educators can do to ensure safe Earth science laboratories, demonstrations, and field investigations with students.
**Module Categories:** Earth Science
**Module Tags:** Module
---
### [Astronomy](https://sciencesafety.com/courses/astronomy/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Excerpt:** Astronomy activities can present unique hazards, particularly when lasers, open flames, and solar observations are involved. Recognizing these risks and implementing appropriate safety precautions are critical to ensuring a safe learning environment while studying the universe.
**Categories:** Astronomy, Elementary School, High School, Middle School
**Module Categories:** Elementary School, Astronomy, High School, Middle School
**Module Tags:** Module
---
### [Powered Hand Drills](https://sciencesafety.com/courses/hand-drills/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** Safety plays a big part when working with powered hand tools.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Environmental Hygiene Officer Safety Pathway](https://sciencesafety.com/courses/environmental-hygiene-officer-safety/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
This training enables Environmental Hygiene Officers (EHOs) to be qualified to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan required by the OSHA 1910.1450 Laboratory Standard.
It was developed for Chemical Hygiene Officers, Environmental, Health & Safety Professionals, School Administrators, Risk Managers/ Operations Managers, Business Officers, Lab Managers / Supervisors / Workers, Researchers, Safety/Security Directors, Science, Art & Technology Educators.
- 100% Online
- 1 Pathway
- 22 Modules aligned to the following professional certificates:
Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Duty of Care; Eyewash Stations and Showers; Fire Safety in the Lab; GHS Labeling, SDS, and Hazard Communication; Hazard Control; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Right to Understand Laws; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Science Safety Risk Management Framework; Ventilation.
- 160 Lessons, 25 Videos, 22 Quizzes
- Approx. Time to Complete: 10.5 hours
**Tags:** Pathway Certificate
---
### [Students with Additional Needs: An Introduction](https://sciencesafety.com/courses/students-with-additional-needs/)
**Published:** February 9, 2022
**Author:** admin2025Open
**Excerpt:** Not all students enter the classroom with the same levels of experience, academic readiness, physical ability, or social-emotional development. Every student brings a unique set of strengths and challenges that shape how they learn and participate.
This module introduces educators to the concept of students with additional needs and explores how to create safe, inclusive, and equitable science and STEM environments. Through practical strategies and best practices, you will learn how to support diverse learners while maintaining high expectations for both safety and academic success.
**Categories:** Students with Additional Needs
**Module Categories:** Students With Additional Needs
**Module Tags:** Module
---
### [AP Biology](https://sciencesafety.com/courses/ap-biology/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Excerpt:** Accidents do happen in a biology lab. Some chemicals have the potential for high risk and severe damage.
**Categories:** Biology, High School
**Module Categories:** Biology, High School
**Module Tags:** Module
---
### [3D Printers](https://sciencesafety.com/courses/3d-printers/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Excerpt:** Protect you and your students against the hazards of 3D printing.
**Categories:** Elementary School, High School, Middle School, STEM, Grade
**Tags:** Free
**Module Categories:** STEM, High School, Middle School
**Module Tags:** Module
---
### [Cybersecurity and Schools: Best Practices](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Excerpt:** Schools face a growing number of cybersecurity threats that can impact students, staff, and learning environments. In this module, you will learn best practices for protecting devices, data, and systems, as well as how students and schools can work together to stay safe online.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module, Cybersecurity
---
### [Cyberbullying](https://sciencesafety.com/courses/cyberbullying/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Excerpt:** This module covers cyberbullying, including how to recognize it, respond safely, and report it. Students will also learn how schools may take action, based on laws and school policies, to address harmful behavior and keep students safe.
**Categories:** Annual Safety Training
**Module Categories:** Annual Safety Training
**Module Tags:** Module
---
### [Social Media Guidelines: 13 and Older](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Excerpt:** This module covers important social media guidelines for users ages 13 and older. You’ll learn how to post responsibly, protect your personal information, and understand how your online actions can impact yourself and others. It also explores safe communication, digital footprints, and how to recognize potential risks while using social media.
**Categories:** Social Media
**Module Categories:** Social Media
**Module Tags:** Module
---
### [Malware Safety](https://sciencesafety.com/courses/malware-safety/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Excerpt:** This module explains malware safety, including how ransomware attacks work and how to protect your data.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module
---
### [Video Conferencing](https://sciencesafety.com/courses/secure-video-conferencing/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Excerpt:** In today’s world of video calls, it’s important to use good cybersecurity habits every time you join a meeting.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module
---
### [Access and Equity Safety for Educators Pathway Cert](https://sciencesafety.com/courses/access-and-equity-safety-for-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- 100% Online
- 1 Pathway
- 7 Modules aligned with the following Professional Certificates: ELL Students; Students with Additional Needs: An Introduction; Students who are Deaf and Hard of Hearing; Students with Autism Spectrum Disorder; Students with Dyslexia; Students with Visual Impairments; Universal Design.
- Approximate Time to Complete: 3.5 hours
**Tags:** Pathway Certificate
**Module Categories:** Administrators
**Module Tags:** Pathway Certificate
---
### [Chemical Hygiene Officer and Environmental Hygiene Officer Responsibilities](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/)
**Published:** August 26, 2025
**Author:** Sean Ryan
**Excerpt:** This module is designed for K-12 and higher education educators as well as industry professionals aiming to become certified Chemical Hygiene Officers or Environmental Hygiene Officers. Participants will explore the essential roles, responsibilities, and regulatory standards for both positions. Through a blend of theoretical knowledge and practical applications, learners will understand the key differences between chemical hygiene and environmental hygiene, enhancing safety and compliance in educational and industrial settings.
**Content:**
This module is designed for K-12 and higher education educators as well as industry professionals aiming to become certified Chemical Hygiene Officers or Environmental Hygiene Officers. Participants will explore the essential roles, responsibilities, and regulatory standards for both positions. Through a blend of theoretical knowledge and practical applications, learners will understand the key differences between chemical hygiene and environmental hygiene, enhancing safety and compliance in educational and industrial settings.
**Module Objectives**
- Understand the roles and responsibilities of Chemical Hygiene Officers and Environmental Hygiene Officers.
- Identify relevant regulatory standards and guidelines that govern chemical and environmental hygiene.
- Differentiate between chemical hygiene practices and environmental hygiene practices in educational settings.
- Develop risk assessment strategies for hazardous materials and environmental safety.
- Implement effective training programs for staff and students regarding chemical and environmental safety.
- Evaluate and enhance existing hygiene programs within educational and industrial contexts.
- Formulate emergency response plans related to chemical spills and environmental hazards.
---
### [Chemistry Students Safety Pathway Cert](https://sciencesafety.com/courses/chemistry-students-safety-pathway-cert/)
**Published:** April 17, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway provides high school chemistry students with an overview of basic procedures and policies necessary to ensure the safe operation of their chemistry laboratories. Students will investigate common safety protocols and best practices.
- 100% Online
- 1 Pathway
- 21 Modules with the following Professional Certificates: GHS Labeling, Safety Data Sheets, and Hazard Communication; Chemical Handling and Waste Management; Chemical Storage; Evaluating Risk in the Science Classroom; Chemistry Lab Accidents; Fire and Safety in the Science Lab; Chemical Spills; Chemical Demonstration Videos; Chemical Hazards; First Aid; Glassware Safety; Personal Protective Equipment; Flame Tests; Heat Sources; Eye Protection; Gloves; Methanol Safety; Safety Data Sheets; Fire and Fire Extinguishers; Eye Wash Station and Showers - Lab Safety.
- Approx. Time to Complete: 10 hours
**Content:**
This online pathway provides high school chemistry students with an overview of basic procedures and policies necessary to ensure the safe operation of their chemistry laboratories. Students will investigate common safety protocols and best practices.
- 100% Online
- 1 Pathway
- 21 Modules with the following Professional Certificates: GHS Labeling, Safety Data Sheets, and Hazard Communication; Chemical Handling and Waste Management; Chemical Storage; Evaluating Risk in the Science Classroom; Chemistry Lab Accidents; Fire and Safety in the Science Lab; Chemical Spills; Chemical Demonstration Videos; Chemical Hazards; First Aid; Glassware Safety; Personal Protective Equipment; Flame Tests; Heat Sources; Eye Protection; Gloves; Methanol Safety; Safety Data Sheets; Fire and Fire Extinguishers; Eye Wash Station and Showers – Lab Safety.
- Approx. Time to Complete: 10 hours
**Categories:** Chemistry, Student Courses
**Tags:** Pathway Certificate
---
### [C-14 Certificate of Fitness](https://sciencesafety.com/courses/c-14-certificate-of-fitness/)
**Published:** January 1, 2023
**Author:** admin2025Open
**Excerpt:** The course requirement must be completed before a teacher can apply for a C-14 Certificate of Fitness, which is a requirement for teachers who use laboratories in NYC 12 schools.
**Content:**
The course needs to be completed prior to a person applying for C-14 certificate of fitness, a requirement for:
**All teachers** who use hazardous chemicals in laboratories in NYC K–12 schools require a Certificate of Fitness to Supervise the Handling and Use of Chemicals in NYC K–12 School Laboratories (C-14).
**All laboratories** in NYC 6–12 schools that use hazardous chemicals in laboratory activities require a Certificate of Fitness holder to supervise the handling and use of hazardous chemicals in NYC K–12 School Laboratories (C-14).
This module has been reviewed by Dr. Ken Roy and is recognized by FDNY and NYCDOE.
**Categories:** Fire Safety, High School
**Module Categories:** High School, Fire Safety
**Module Tags:** Module
---
### [9 - 10 Pathway Cert](https://sciencesafety.com/courses/9-10-pathway-cert/)
**Published:** March 18, 2025
**Author:** admin2025Open
---
### [Reducing Risks in 9th Grade Science Labs Pathway Cert](https://sciencesafety.com/courses/reducing-risks-in-9th-grade-science-labs-pathway-cert/)
**Published:** September 16, 2024
**Author:** Sean Ryan
**Excerpt:** One of the most critical aspects of education is providing a safe learning environment for students. When it comes to science education, the laboratory can be a high-risk setting, particularly for students in the ninth grade. Data shows that this grade level experiences the highest number of accidents in science laboratories, with statistics indicating that a staggering 70% of incidents occur in ninth-grade labs. This online pathway is crucial in reducing the risk of accidents in science labs. It offers ninth-grade students and teachers a comprehensive overview of standard lab safety procedures, ensuring a safe and secure learning environment for the new school year.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Getting Started with Science Safety; Student Safety in the Science Lab; First Aid; Microscopes and Microscope Safety; Eye Protection; Gloves; Fires and Fire Extinguishers; Eye Wash Stations and Showers - Lab Safety; Glassware Safety; Lab Experiments; Chemical Spills; Personal Protective Equipment; and Lab Safety Awareness.
- Approx. Time to Complete: 3.5 hours
**Content:**
One of the most critical aspects of education is providing a safe learning environment for students. When it comes to science education, the laboratory can be a high-risk setting, particularly for students in the ninth grade. Data shows that this grade level experiences the highest number of accidents in science laboratories, with statistics indicating that a staggering 70% of incidents occur in ninth-grade labs.
**Categories:** Safety Awareness, Lab Safety, Pathways
**Tags:** Pathway Certificate
**Module Tags:** Pathway Certificate
---
### [General Science Safety for Grade 9-10 Educators Pathway Cert](https://sciencesafety.com/courses/general-science-safety-for-grade-9-10-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
Provides 9th and 10th grade general science educators with an overview of basic procedures and policies necessary to support safety in their classrooms.
- 14 Professional Certificates
- 100% Online
- 14 Modules
- 14 Micro-credentials
- 10 Videos
- 10 Quizzes
- 1 Pathway: General Science Teachers
- Approx. time to complete: 5 hrs.
**Tags:** Pathway Certificate
**Module Tags:** Pathway Certificate
---
### [COVID-19 Safety Science & STEM Lab Pathway Cert](https://sciencesafety.com/courses/covid-19-safety-science-stem-lab-pathway-cert/)
**Published:** May 21, 2024
**Author:** Sean Ryan
**Excerpt:**
This online pathway is for science and STEM teachers who want to learn how to implement safety measures in their classrooms and laboratories to prevent the spread of COVID-19 and other viral/bacteriological diseases.
- 100% Online
- 1 Pathway
- 11 Modules aligned with the following Professional Certificates: Duty of Care; EPA's List N Tool; Gloves; Eye Protection; Cleaning During COVID and School Safe; Sanitizing Equipment; Masks; Personal Protective Equipment; Opening for the New School Year; Evaluating Risk in the Science Classroom; Bloodborne Pathogens.
- Approx. time to complete: 8 hours
**Content:**
This online pathway is for science and STEM teachers who want to learn how to implement safety measures in their classrooms and laboratories to prevent the spread of COVID-19 and other viral/bacteriological diseases.
- 100% Online
- 1 Pathway
- 11 Modules aligned with the following Professional Certificates: Duty of Care; EPA’s List N Tool; Gloves; Eye Protection; Cleaning During COVID and School Safe; Sanitizing Equipment; Masks; Personal Protective Equipment; Opening for the New School Year; Evaluating Risk in the Science Classroom; Bloodborne Pathogens.
- Approx. time to complete: 8 hours
**Tags:** Pathway Certificate
**Module Tags:** Pathway Certificate
---
### [Eye Protection](https://sciencesafety.com/courses/eye-protection/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** Eye protection is necessary in all science classes in which there are biological, chemical and physical hazards present at the elementary, middle and high school level.
**Categories:** Elementary School, High School, Middle School
**Module Categories:** Elementary School, High School, Middle School, Eye Protection
**Module Tags:** Module
---
### [D-14 & D-15 Certificates of Fitness](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/)
**Published:** September 24, 2021
**Author:** admin2025Open
**Excerpt:** This module must be completed before a teacher can apply for D-14 & D-15 certificates of fitness which is required for NYC K-12 schools. All teachers who use laboratories in NYC K-12 schools require a Certificate of Fitness.
**Content:**
The course needs to be completed prior to a person applying for D-14 and D-15 certificates of fitness, a requirement for:
**All teachers** who use hazardous chemicals in laboratories in NYC K–12 schools require a Certificate of Fitness to Supervise the Handling and Use of Chemicals in NYC K–12 School Laboratories (D-14).
**All laboratories** in NYC 6–12 schools that use hazardous chemicals in laboratory activities require a Certificate of Fitness holder to supervise the handling and use of hazardous chemicals in NYC K–12 School Laboratories (D-14).
**All chemical storage (prep/stock) rooms** that store hazardous chemicals in NYC grades 6–12 schools require a D-15 certificate of fitness holder to supervise the storage and handling of hazardous materials.
In schools where there are no prep rooms or stock rooms, there is no need for a D-15 certificate of fitness holder.
This module has been reviewed by Dr. Ken Roy and is recognized by FDNY and NYCDOE. It takes approximately 8 hours to complete.
**Categories:** Fire Safety, High School
**Module Categories:** High School, Fire Safety
**Module Tags:** Module
---
### [How to Write an Effective Chemical Hygiene Plan for Your Educational Institution](https://sciencesafety.com/courses/how-to-write-an-effective-chemical-hygiene-plan-for-your-educational-institution/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
This course provides Chemical Hygiene Officers and school administrators with the knowledge and tools to create a comprehensive Chemical Hygiene Plan (CHP). Participants will learn to define the role of a CHO, establish standard operating procedures, outline PPE requirements, implement chemical storage practices, provide employee training, and develop emergency response and waste disposal procedures, all while ensuring compliance with local regulations and safety guidelines.
**Course Objectives :**
- Define the role and responsibilities of a Chemical Hygiene Officer (CHO).
- Establish standard operating procedures (SOPs) for handling hazardous chemicals.
- Outline personal protective equipment (PPE) requirements.
- Implement proper chemical storage practices.
- Develop procedures for employee training, emergency response, and waste disposal.
**Categories:** Chemical Hygiene Plan
**Tags:** Chemical Hygiene Plan, SOPs, CHO, Chemical Storage, PPE, Employee Training, Emergency Response, Waste Disposal
---
### [First Aid](https://sciencesafety.com/courses/first-aid/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Excerpt:** First aid is the first and immediate assistance given to any person suffering from either a minor or serious illness or injury, with care provided to preserve life, prevent the condition from worsening, or to promote recovery.
**Categories:** Elementary School, High School, Middle School
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Science & STEAM Safety Awareness for Elementary School Administrators Pathway Cert](https://sciencesafety.com/courses/science-steam-safety-awareness-for-elementary-school-administrators-pathway-cert/)
**Published:** April 24, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway on Science & STEAM safety awareness equips elementary school administrators with the knowledge and tools to promote safety awareness across their schools effectively.
- 100% Online
- 1 Pathway
- 21 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Behavioral Threat Assessment and Management - BTAM; SEL, Science, and STEM; Elementary School Resources; Duty of Care; Science Instruction and Safety; Slips, Trips, and Falls; STEM and Heat Sources; Class Size and Safety; STEM Labs & Makerspace Safety for Elementary Educators; Sanitizing Equipment; 3D Printers; Lasers; Paper Airplanes; Personal Protective Equipment; Chemical Hygiene Plan and Accountability; Lab Experiments; Evaluating Risk in the Science Classroom; Drawing Materials Safety; Robotics; ELL Students.
- Approx. Time to Complete: 8 hours
**Content:**
This online pathway on Science & STEAM safety awareness equips elementary school administrators with the knowledge and tools to promote safety awareness across their schools effectively.
- 100% Online
- 1 Pathway
- 21 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Behavioral Threat Assessment and Management – BTAM; SEL, Science, and STEM; Elementary School Resources; Duty of Care; Science Instruction and Safety; Slips, Trips, and Falls; STEM and Heat Sources; Class Size and Safety; STEM Labs & Makerspace Safety for Elementary Educators; Sanitizing Equipment; 3D Printers; Lasers; Paper Airplanes; Personal Protective Equipment; Chemical Hygiene Plan and Accountability; Lab Experiments; Evaluating Risk in the Science Classroom; Drawing Materials Safety; Robotics; ELL Students.
- Approx. Time to Complete: 8 hours
**Tags:** Pathway Certificate
**Module Tags:** Pathway Certificate
---
### [Students with Additional Needs Safety Awareness Pathway Cert](https://sciencesafety.com/courses/students-with-additional-needs-safety-awareness-pathway-cert/)
**Published:** April 25, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is specifically designed to provide insight and examples of how to provide equitable access to education for all students, including those with additional needs.
- 100% Online
- 1 Pathway
- 16 Modules with the following associated Professional Certificates: Concussion Safety; Ethics and Empathy; Students with Additional Needs: An Introduction; Students Who Are Deaf or Hard of Hearing; Students With Visual Impairments; Students With Dyslexia; Students with Additional Needs: Course; Allergens and Allergies in Schools; Bullying; Identifying Child Abuse; Students With Autism Spectrum Disorder; Duty of Care; Live Animals in the Classroom; Classroom Management Best Practices; Classroom Plants; First Aid.
- Approx. Time to Complete: 10 hours.
**Content:**
This online pathway is specifically designed to provide insight and examples of how to provide equitable access to education for all students, including those with additional needs.
- 100% Online
- 1 Pathway
- 16 Modules with the following associated Professional Certificates: Concussion Safety; Ethics and Empathy; Students with Additional Needs: An Introduction; Students Who Are Deaf or Hard of Hearing; Students With Visual Impairments; Students With Dyslexia; Students with Additional Needs: Course; Allergens and Allergies in Schools; Bullying; Identifying Child Abuse; Students With Autism Spectrum Disorder; Duty of Care; Live Animals in the Classroom; Classroom Management Best Practices; Classroom Plants; First Aid.
- Approx. Time to Complete: 10 hours.
**Tags:** Pathway Certificate
**Module Tags:** Pathway Certificate
---
### [Woodshop Safety for Educators](https://sciencesafety.com/courses/woodshop-safety-for-educators/)
**Published:** February 26, 2024
**Author:** admin2025Open
**Content:**
For Woodshop/Construction Lab teachers who want to learn how to develop a safety awareness culture around their programs. This pathway was designed with an intimate understanding of the safety concerns and hazards that exist within typical wood shops in secondary schools.
- 100% Online
- 1 Pathway
- 11 Modules with Professional Certificates: Bandsaws; General Woodshop Safety; Jointers and Planers; Miter Saws, Push Sticks; Radial Arm Saws; Sanders; Shapers; Table Saws; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 6 hrs.
**Tags:** Pathway Certificate
---
### [Woodshop Safety for Educators Pathway Cert](https://sciencesafety.com/courses/woodshop-safety-for-educators-pathway/)
**Published:** April 1, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is for Woodshop & Construction Lab educators who want to learn how to develop a safety awareness culture around their programs.
**Content:**
For Woodshop/Construction Lab teachers who want to learn how to develop a safety awareness culture around their programs. This online pathway was designed with an intimate understanding of the safety concerns and hazards that exist within typical wood shops in secondary schools.
- 100% Online
- 1 Pathway
- 11 Modules with the following associated Professional Certificates: Bandsaws; General Woodshop Safety; Jointers and Planers; Miter Saws, Push Sticks; Radial Arm Saws; Sanders; Shapers; Table Saws; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 6 hrs.
**Tags:** Pathway Certificate
---
### [Physics Safety for International Baccalaureate (IB) Students](https://sciencesafety.com/courses/physics-safety-for-international-baccalaureate-ib-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Excerpt:** IB Physics students need to learn basic safety principles before beginning.
**Categories:** Student Courses, Physics, International Baccalaureate
**Module Categories:** Physics, International Baccalaureate, Student Courses
**Module Tags:** Module
---
### [Pre-Service Safety for Elementary School Educators Pathway Cert](https://sciencesafety.com/courses/pre-service-safety-for-elementary-school-educators-pathway-cert/)
**Published:** May 8, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is for pre-service elementary school science and STEAM educators who want to build a safety culture in their school and classroom on day one.
- 100% Online
- 25 Modules with the following associated Professional Certificates: SEL, Science, and STEM; Drawing Materials Safety; Elementary School Resources; Duty of Care; Science Instruction and Safety; Gloves; Eye Protection; Microscopes and Microscope Safety; Robotics; STEM Labs and STEM Lab Safety; Classroom Management Best Practices; Science Safety Concerns; STEM Labs & Makerspace Safety for Elementary Educators; Sanitizing Equipment; Classroom Plants; 3d Printers; Animals in Schools; Lasers; Paper Airplanes; Personal Protective Equipment; Glassware Safety; Lab Safety Awareness; Chemical Spills; Evaluating Risk in the Science Classroom; GHS Labeling, Safety Data Sheets, Hazard Communication;
- Approx. Time to Complete: 7 hours
**Content:**
This online pathway is for pre-service elementary school science and STEAM educators who want to build a safety culture in their school and classroom on day one.
- 100% Online
- 25 Modules with the following associated Professional Certificates: SEL, Science, and STEM; Drawing Materials Safety; Elementary School Resources; Duty of Care; Science Instruction and Safety; Gloves; Eye Protection; Microscopes and Microscope Safety; Robotics; STEM Labs and STEM Lab Safety; Classroom Management Best Practices; Science Safety Concerns; STEM Labs & Makerspace Safety for Elementary Educators; Sanitizing Equipment; Classroom Plants; 3d Printers; Animals in Schools; Lasers; Paper Airplanes; Personal Protective Equipment; Glassware Safety; Lab Safety Awareness; Chemical Spills; Evaluating Risk in the Science Classroom; GHS Labeling, Safety Data Sheets, Hazard Communication;
- Approx. Time to Complete: 7 hours
**Tags:** Pathway Certificate
---
### [Basic Science Safety Training For Teachers and Staff Pathway Cert](https://sciencesafety.com/courses/basic-science-safety-training-for-teachers-and-staff-pat/)
**Published:** May 2, 2024
**Author:** admin2025Open
**Excerpt:**
This online training pathway is designed for districts and schools seeking to train teachers and staff on science and STEAM safety. The pathway covers essential topics such as lab safety protocols, proper equipment handling, and emergency procedures. By completing this program, educators and staff members will be able to create a safer and more secure learning environment for their students.
- 100% Online
- 1 Pathway
- 24 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Risk Management Framework for STEAM Programs; SEL, Science, and STEM, Fires and Fire Extinguishers; Incident Reports; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Heat Sources; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Sanitizing Equipment; Classroom Management Best Practices; Personal Protective Equipment; Glassware Safety; First Aid; Chemical Hazards; Lab Safety Awareness; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 8 hours
**Content:**
This online training pathway is designed for districts and schools seeking to train teachers and staff on science and STEAM safety. The pathway covers essential topics such as lab safety protocols, proper equipment handling, and emergency procedures. By completing this program, educators and staff members will be able to create a safer and more secure learning environment for their students.
- - 100% Online
- - 1 Pathway
- - 24 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Risk Management Framework for STEAM Programs; SEL, Science, and STEM, Fires and Fire Extinguishers; Incident Reports; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Heat Sources; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Sanitizing Equipment; Classroom Management Best Practices; Personal Protective Equipment; Glassware Safety; First Aid; Chemical Hazards; Lab Safety Awareness; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 8 hours
**Tags:** Pathway Certificate
---
### [Incident Reports](https://sciencesafety.com/courses/incident-reports/)
**Published:** November 9, 2021
**Author:** admin2025Open
**Excerpt:** Incident reports are prepared to document incidents of harm, either to persons or property, that occur on school property or in the course of school activities.
**Categories:** Lab Accidents, Annual Safety Training
**Module Categories:** Annual Safety Training
**Module Tags:** Module
---
### [Earthquake Preparedness](https://sciencesafety.com/courses/earthquake-preparedness/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** Earthquake safety measures and response plans in science classes are intended to augment the school’s general emergency/disaster plans.
**Categories:** Elementary School, High School, Middle School, Annual Safety Training
**Module Categories:** Elementary School, High School, Middle School, Annual Safety Training
**Module Tags:** Module
---
### [Active Shooter Situations](https://sciencesafety.com/courses/active-shooter-situations/)
**Published:** November 4, 2021
**Author:** admin2025Open
**Excerpt:** Proactive responses to a shooting will enable you to save your life.
**Categories:** Annual Safety Training, Emergency Management
**Module Categories:** Emergency Management, Annual Safety Training
**Module Tags:** Module
---
### [Preventing School Violence](https://sciencesafety.com/courses/preventing-school-violence/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Excerpt:** School violence is violence that occurs in the school setting. It describes violent acts that disrupt learning and have a negative effect on students, schools, and the broader community.
**Categories:** Annual Safety Training
**Module Categories:** Annual Safety Training
**Module Tags:** Module
---
### [Concussion Safety](https://sciencesafety.com/courses/concussion-safety/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Excerpt:** Concussion safety training for classroom teachers, school administrators, paraprofessionals, teacher’s aides, and other staff.
**Categories:** Health, Annual Safety Training
**Module Categories:** Health, Annual Safety Training
**Module Tags:** Module
---
### [Getting Started with Science Safety](https://sciencesafety.com/courses/getting-started/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Get started with the Science Safety platform and modules.
**Categories:** Middle School, Elementary School, High School
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Shaper and Shaper Safety](https://sciencesafety.com/courses/shapers-and-shaper-safety/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Shapers can be dangerous if not used properly. This module provides an outline of Shaper Safety.
**Categories:** Tools, CTE, Student Courses
**Tags:** CTE
**Module Categories:** CTE
**Module Tags:** Module
---
### [Metal Cut Off Saw](https://sciencesafety.com/courses/metal-cutoff-saw/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** In this module, you will learn various aspects of working with a Metal Cut Off Saw.
**Categories:** Metalworking, CTE
**Module Categories:** Metalworking, CTE
**Module Tags:** Module
---
### [Power Tool Safety](https://sciencesafety.com/courses/power-tools/)
**Published:** January 10, 2022
**Author:** admin2025Open
**Excerpt:** In this online module, you will learn about various power tools and safety.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Machine Guarding](https://sciencesafety.com/courses/machine-guarding/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Excerpt:** In this module, we will explore the science of safety regarding equipment guarding as it applies to employees under OSHA and its equivalent in various states.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Hand Tools](https://sciencesafety.com/courses/tools/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Excerpt:** In this module, you learn about tool selection, demonstration, usage, and storage.
**Categories:** Elementary School, High School, Middle School, STEM
**Module Categories:** STEM, Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Building a Culture of Safety through Proactive and Continuous Online Learning Safety Modules](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Excerpt:** This module is designed to help schools and organizations build a robust culture of safety by leveraging proactive and continuous online learning safety modules. By focusing on engagement, verification, and scalability, this course aims to equip administrators, superintendents, principals, educators, and lab managers with the necessary tools and strategies to implement effective online safety training programs.
**Content:**
This module is designed to help schools and organizations build a robust culture of safety by leveraging proactive and continuous online learning safety modules. By focusing on engagement, verification, and scalability, this course aims to equip administrators, superintendents, principals, educators, and lab managers with the necessary tools and strategies to implement effective online safety training programs.
- Understand the importance of a safety culture in educational and organizational settings.
- Learn how to design engaging online safety training modules.
- Implement verification methods to ensure comprehension and compliance.
- Scale safety training programs to accommodate growing organizations.
- Identify and mitigate potential safety risks in online learning environments.
- Foster continuous improvement through feedback and data analysis.
- Promote a proactive approach to safety training
---
### [The Case for a Chemical Hygiene Officer in Every School](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
This module aims to inform education administrators, superintendents, principals, and educators about the necessity of appointing a Chemical Hygiene Officer (CHO) in every school. Participants will explore the legal mandates, roles, and responsibilities associated with CHOs, as well as the potential risks and liabilities of not having one. The course will also cover best practices for chemical management, including handling, storage, and disposal, and will provide case studies from schools in California and New York, where CHOs are legally required. Additional focus will be given to annual safety training and certification processes.
**Course Objectives :**
- Understand the legal requirements for Chemical Hygiene Officers in educational institutions.
- Identify the roles and responsibilities of a Chemical Hygiene Officer.
- Rrecognize the benefits of having a designated Chemical Hygiene Officer in schools.
- Learn about the potential risks and liabilities of not appointing a CHO.
- Explore best practices for chemical handling, storage, and waste management.
- Understand the role of superintendents and other administrators in chemical safety.
- Examine case studies and examples from schools in California and New York.
**Categories:** Chemical Hygiene Officer
**Tags:** School Safety, Chemical Hygiene Officer, Chemical Management, OSHA Compliance, Educational Administration
---
### [Lab Safety Awareness for High School and Middle School Administrators Pathway Cert](https://sciencesafety.com/courses/lab-safety-awareness-for-high-school-and-middle-school-administrators-pathway/)
**Published:** July 13, 2023
**Author:** admin2025Open
**Content:**
This pathway is designed to help high school and middle school principals and vice principals develop a safety culture around chemistry lab activities in their schools.
- 1 Pathway
- 100% Online
- 24 Modules aligned with the following Professional Certificates: AP Biology; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Duty of Care; Evaluating Risk; Eye Protection; Fire Safety in the Lab; First Aid; GHS, Labeling, SDS, Hazard Communications; Lab Experiments; Lab Safety Awareness; Mercury; Personal Protective Equipment; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Student Safety Rules and Forms; Students with Additional Needs: An Introduction; Universal Design.
- Approximate Time to Complete: 10.5 hours
**Tags:** Certificate Pathway
**Module Categories:** Administrators
**Module Tags:** No Image
---
### [Compliance and Regulatory Safety Awareness for Educators Pathway](https://sciencesafety.com/courses/compliance-and-regulatory-safety-awareness-for-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
Certain annual safety training requirements for ALL PK-12 educators and administrators in the school district must be successfully completed. Science Safety has developed a pathway with the most commonly used sessions into a seamless, personalized learning system.
- 100% Online
- 1 Pathway
- 17 Modules with Professional Certificates: Active Shooter Situations; Bullying; Concussion Safety; Cyberbullying; Earthquake Ppreparedness; Emergency Lockdown Drills; Field Trips; Identifying Child Abuse; Incident Reports; Ladder Safety; Playground Safety; Preventing School Violence; Right to Understand Laws; School Bus Safety; Slips, Trips, and Falls; Suicide Prevention; Tornado Safety.
- Approx. Time to Complete: 10 hours
**Tags:** Pathway Certificate
---
### [Fire Safety for Educators Pathway](https://sciencesafety.com/courses/pathway-cert-fire-safety-for-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Excerpt:** Labs, especially those using solvents in any quantity, have a very high potential for flash fires, explosion, rapid spread of fire, and high toxicity of products of combustion (heat, smoke, and flame). In this online pathway, we will explore fire safety topics in labs, especially those using solvents in any quantity, focusing on prevention for K-12 educators.
- 1 Pathway
- 100% Online
- 5 Modules with the following Professional Certificates: Lab Fire and Explosion Accidents; Fires and Fire Extinguishers; Heat Sources; Flame Tests; Fire Safety in the Science Lab
- Approx. Time to Complete: 4 hrs.
**Content:**
Labs, especially those using solvents in any quantity, have a very high potential for flash fires, explosion, rapid spread of fire, and high toxicity of products of combustion (heat, smoke, and flame). In this online pathway, we will explore fire safety topics in labs, especially those using solvents in any quantity, focusing on prevention for K-12 educators.
- 1 Pathway
- 100% Online
- 5 Modules with the following Professional Certificates: Lab Fire and Explosion Accidents; Fires and Fire Extinguishers; Heat Sources; Flame Tests; Fire Safety in the Science Lab
- Approx. Time to Complete: 4 hrs.
**Tags:** Pathway Certificate
---
### [CTE Safety Awareness for Department Chairs Pathway](https://sciencesafety.com/courses/cte-safety-awareness-for-department-chairs/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
For CTE department chairs, this pathway will provide a comprehensive understanding of the hazards that exist in the metal and wood shops/construction labs, as well as in the STEM fab labs.
- 100% Online
- 1 Pathway
- 35 Microcredentials: Bandsaws; CTE Access and Equity for Educators; Clamps; Drill Press; Duty of Care; General Woodshop Safety; Hand Tools; Hazard Control; Hearing Protection; Hazards Working Around Machines; Jointers and Planers; Machine Guarding; Metal Cutoff Saw, Metal Drilling; MIG Welding; Miter Saws; Personal Protective Equipment; Plasma Cutting; Portable Grinders; Power Tools; PPE and Welding; Push Sticks; Radial Arm Saws; Remote CTE Teaching Safety; Remote Instruction Guides and Safety Forms; Right-to-Understand Laws; Sanders; Shapers; Student Safety Rules and Forms; Table Saws; Welding; Welding Fumes and Gases, Welding Ventilation; Wood Dust; Wood Turning Lathes
- Approx. Time to Complete: 16 hrs.
**Tags:** Pathway Certificate
---
### [Cybersecurity & Digital Citizenship for Middle School Students Pathway Cert](https://sciencesafety.com/courses/cybersecurity-digital-citizenship-pathway-for-middle-school-students/)
**Published:** April 22, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway on cybersecurity and digital citizenship is designed for middle school students. In a supportive environment, learners will develop a deeper appreciation of the safety protocols that should be taken in today’s digital era.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Ethics and Empathy; Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware - Malware in Schools; Phishing Attacks; Social Media Guidelines: 13 and Older; Cyberbullying; Cybersecurity and Schools: Best Practices.
- Approx. Time to Complete: 3 hours
**Content:**
This online cybersecurity and digital citizenship pathway is designed for middle school students. In a supportive environment, learners will develop a deeper appreciation of the safety protocols that should be taken in today’s digital era.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Ethics and Empathy; Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware – Malware in Schools; Phishing Attacks; Social Media Guidelines: 13 and Older; Cyberbullying; Cybersecurity and Schools: Best Practices.
- Approx. Time to Complete: 3 hours
**Tags:** Pathway Certificate
---
### [Fundamental Safety for High School and Middle School Educators Pathway Cert](https://sciencesafety.com/courses/fundamental-safety-for-high-school-and-middle-school-educators-pathway-cert/)
**Published:** April 30, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway for middle and high school educators covers a variety of safety concerns that teachers may unexpectedly encounter.
- 100% Online
- 1 Pathway
- 36 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Ethics and Empathy; Safety Data Sheets; Allergens and Allergies in Schools; Preventing School Violence; Cyberbullying; Bullying; Behavioral Threat Assessment Management- BTAM; Lab Fires and Explosion Accidents; Fires and Fire Extinguishers; Emergency Lockdowns, Active Shooter Situations; Tornado Safety; Duty of Care; EPA's List N Tool; Ventilation Strategies; Slips, Trips, and Falls; Class Size and Safety; Classroom Management Best Practices; Safety Operating Procedures; Sanitizing Equipment; Animals In Schools; Classroom Plants; Right to Understand Laws; Lasers; Personal Protective Equipment; Opening for the New School Year; Glassware Safety; First Aid; Bloodborne Pathogens; Chemical Hazards; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 17 hours
**Content:**
This online pathway for middle and high school educators covers a variety of safety concerns that teachers may unexpectedly encounter.
- 100% Online
- 1 Pathway
- 36 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Ethics and Empathy; Safety Data Sheets; Allergens and Allergies in Schools; Preventing School Violence; Cyberbullying; Bullying; Behavioral Threat Assessment Management- BTAM; Lab Fires and Explosion Accidents; Fires and Fire Extinguishers; Emergency Lockdowns, Active Shooter Situations; Tornado Safety; Duty of Care; EPA’s List N Tool; Ventilation Strategies; Slips, Trips, and Falls; Class Size and Safety; Classroom Management Best Practices; Safety Operating Procedures; Sanitizing Equipment; Animals In Schools; Classroom Plants; Right to Understand Laws; Lasers; Personal Protective Equipment; Opening for the New School Year; Glassware Safety; First Aid; Bloodborne Pathogens; Chemical Hazards; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Evaluating Risks in the Science Classroom.
- Approx. Time to Complete: 17 hours
**Tags:** Pathway Certificate
---
### [Elementary Student Safety Training Pathway Cert](https://sciencesafety.com/courses/elementary-student-safety-training-pathway-cert/)
**Published:** May 1, 2024
**Author:** admin2025Open
**Excerpt:**
This online pathway provides elementary school students in grades 1-6 with fundamental safety training and awareness of basic science and STEAM equipment and apparatus used in these grades. The training is age- and stage-appropriate and will help teachers support better professional practices and accepted classroom safety procedures.
- 100% Online
- 1 Pathway
- 12 Modules with the following Professional Certificates: Rockets and Rocket Safety; Rock and Mineral Safety; Drawing Materials Safety; Playground Safety; Science & STEM Makerspaces; School Bus Safety; Field Trips; Classroom Plants; Animals in Schools; Paper Airplanes; Masks; Painting and Solvents Use and Safety.
- Approx. Time to Complete: 5 hours
**Content:**
This online pathway provides elementary school students in grades 1-6 with fundamental safety training and awareness of basic science and STEAM equipment and apparatus used in these grades. The training is age- and stage-appropriate and will help teachers support better professional practices and accepted classroom safety procedures.
- 100% Online
- 1 Pathway
- 12 Modules with the following Professional Certificates: Rockets and Rocket Safety; Rock and Mineral Safety; Drawing Materials Safety; Playground Safety; Science & STEM Makerspaces; School Bus Safety; Field Trips; Classroom Plants; Animals in Schools; Paper Airplanes; Masks; Painting and Solvents Use and Safety.
- Approx. Time to Complete: 5 hours
**Tags:** Pathway Certificate
---
### [CTE Department Chair Pathway Cert](https://sciencesafety.com/courses/cte-department-chair-pathway-cert/)
**Published:** May 21, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is for grade, middle, and high school CTE Department Chairs who want to build a safety culture in their school and classroom. It focuses on safer professional practices for CTE equipment, apparatus, instruments, and their intended usage.
- 100% Online
- 1 Pathway
- 26 Modules aligned with the following Professional Certificates: Behavioral Threat Assessment and Management - BTAM; Metalworking and Foundry Safety; Welding Ventilation; PPE and Welding; Metal Cut Off Saw; General Woodshop Safety; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hearing Protection; Welding; Wood Dust; Metal Drilling; Incident Reports; Duty of Care; Gloves; Class Size and Safety, Eye protection; Personal Protective Equipment.
- Approx. time to complete: 10 hours
**Content:**
This online pathway is for grade, middle, and high school CTE Department Chairs who want to build a safety culture in their school and classroom. It focuses on safer professional practices for CTE equipment, apparatus, instruments, and their intended usage.
- 100% Online
- 1 Pathway
- 26 Modules aligned with the following Professional Certificates: Behavioral Threat Assessment and Management – BTAM; Metalworking and Foundry Safety; Welding Ventilation; PPE and Welding; Metal Cut Off Saw; General Woodshop Safety; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hearing Protection; Welding; Wood Dust; Metal Drilling; Incident Reports; Duty of Care; Gloves; Class Size and Safety, Eye protection; Personal Protective Equipment.
- Approx. time to complete: 10 hours
**Tags:** Pathway Certificate
---
### [Covid and CTE Classroom Safety Pathway Cert](https://sciencesafety.com/courses/covid-and-cte-classroom-safety-pathway-cert/)
**Published:** May 7, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to provide educators with a thorough understanding of the various best practices that support healthy CTE classrooms during COVID-19.
- 22 Modules with the following Professional Certificates: Welding Ventilations; PPE and Welding; Welding and Gases; General Woodshop Safety; Fires and Fire Extinguishers; Power Tool Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Allergens and Allergies in Schools; Duty of Care; EPS's List N Tool; Ventilation Strategies; Gloves; Eye Protection; Classroom Management Best Practices; Safety Operating Procedures; Hand Tools; Personal Protective Equipment; Cleaning During Covid and Safe Schools
- Approx. Time to Complete: 8 hours
**Content:**
This online pathway is designed to provide educators with a thorough understanding of the various best practices that support healthy CTE classrooms during COVID-19.
- 22 Modules with the following Professional Certificates: Welding Ventilations; PPE and Welding; Welding and Gases; General Woodshop Safety; Fires and Fire Extinguishers; Power Tool Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Allergens and Allergies in Schools; Duty of Care; EPS’s List N Tool; Ventilation Strategies; Gloves; Eye Protection; Classroom Management Best Practices; Safety Operating Procedures; Hand Tools; Personal Protective Equipment; Cleaning During Covid and Safe Schools
- Approx. Time to Complete: 8 hours
**Tags:** Pathway Certificate
---
### [Middle School Student Science Safety Training Pathway Cert](https://sciencesafety.com/courses/middle-school-student-science-safety-training-pathway/)
**Published:** March 22, 2024
**Author:** admin2025Open
**Excerpt:** Provides Middle School students with the fundamental safety training and awareness of basic science and STEM equipment and apparatus used in these grades. The training is age and stage-appropriate and will help teachers develop better professional practices and accepted safety procedures in their classrooms.
- 100% Online
- 1 Pathway
- 18 Modules with the following Professional Certificates: GHS Labeling, Safety Data Sheets, Hazard Communication; Fire Safety in the Science Lab; Student Safety Forms; Personal Protective Equipment; Paper Airplanes; Solar Eclipses; Animals in Schools; 3D Printers; Classroom Plants; Field Trips; Hand Tools; Safety Operating Procedures; Science & STEM Markerspaces; Heat Sources; Microscopes and Microscope Safety; Robotics; STEM and Heat Sources; Hazard Control and Safety.
- Approx. Time to Complete: 4 hours
**Content:**
Provides Middle School students with the fundamental safety training and awareness of basic science and STEM equipment and apparatus used in these grades. The training is age and stage appropriate and will help teachers develop better professional practices and accepted safety procedures in their classrooms.
- 100% Online
- 1 Pathway
- 18 Modules with the following Professional Certificates: GHS Labeling, Safety Data Sheets, Hazard Communication; Fire Safety in the Science Lab; Student Safety Forms; Personal Protective Equipment; Paper Airplanes; Solar Eclipses; Animals in Schools; 3D Printers; Classroom Plants; Field Trips; Hand Tools; Safety Operating Procedures; Science & STEM Markerspaces; Heat Sources; Microscopes and Microscope Safety; Robotics; STEM and Heat Sources; Hazard Control and Safety.
- Approx. Time to Complete: 4 hours
**Categories:** Student Courses
---
### [Remote Science & STEM Safety For K-12 Pathway Cert](https://sciencesafety.com/courses/remote-science-stem-safety-for-k-12-pathway/)
**Published:** April 2, 2024
**Author:** admin2025Open
**Excerpt:** In this online pathway, K-12 educators will explore some of the common building blocks, or frameworks that exist that can help them and their Science and STEM students achieve curricular goals in a safer manner, even in a distance education model.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Evaluating Risk in the Science Classroom, Chemical Demonstration Videos, Remote Instruction, Pre-Planning At Home Activities, Remote Safety & Emergency Situations, Duty of Care, Safety Concerns When Teaching, Teaching Science Remotely: Best Practices, Virtual Activity Selection, Pre-Planning Remote Activities, Remote Instruction Guides and Safety Forms, Remote Science Activities
- Approx. Time to Complete: 6 hrs.
**Content:**
In this online pathway, K-12 educators will explore some of the common building blocks or frameworks that exist that can help them and their Science and STEM students achieve curricular goals in a safer manner, even in a distance education model.
- 100% Online
- 1 Pathway
- 13 Modules with the following Professional Certificates: Evaluating Risk in the Science Classroom, Chemical Demonstration Videos, Remote Instruction, Pre-Planning At Home Activities, Remote Safety & Emergency Situations, Duty of Care, Safety Concerns When Teaching, Teaching Science Remotely: Best Practices, Virtual Activity Selection, Pre-Planning Remote Activities, Remote Instruction Guides and Safety Forms, Remote Science Activities
- Approx. Time to Complete: 6 hrs.
**Tags:** Pathway Certificate
---
### [Visual Arts Safety For Students Pathway Cert](https://sciencesafety.com/courses/visual-arts-safety-for-students-pathway/)
**Published:** April 5, 2024
**Author:** admin2025Open
**Excerpt:** In this online pathway, you will learn about risks, hazards, and safer practices in painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios, and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste. If you teach students in an art classroom program that “produces” something, in other words, a piece of artwork such as a painting, sculpture, jewelry, etc., students should understand that clean-up materials, paints/solvents, metal shavings, or process rinse waters may fall into the hazardous waste management category.
- 100% Online
- 1 Pathway
- 11 Modules with the following Professional Certificates: Hazardous Waste Management and Visual Arts; Health and Safety Programs and Visual Arts; Painting and Solvents Use and Safety; Ceramics Safety; Jewelry Making and Small Metals Safety; Printing and Print Making Safety; Photography Safety; Design and Architecture and Model Making; Drawing Materials Safety; Sculpture Safety; Metalworking and Foundry Safety
- Approx. Time to Complete: 9 hours
**Content:**
If you teach students in an art classroom program that “produces” something, in other words, a piece of artwork such as a painting, sculpture, jewelry, etc., students should understand that clean-up materials, paints/solvents, metal shavings, or process rinse waters may fall into the hazardous waste management category.
In this online pathway, you will learn about risks, hazards, and safer practices in painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios, and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
- 100% Online
- 1 Pathway
- 11 Modules with the following Professional Certificates: Hazardous Waste Management and Visual Arts; Health and Safety Programs and Visual Arts; Painting and Solvents Use and Safety; Ceramics Safety; Jewelry Making and Small Metals Safety; Printing and Print Making Safety; Photography Safety; Design and Architecture and Model Making; Drawing Materials Safety; Sculpture Safety; Metalworking and Foundry Safety
- Approx. Time to Complete: 9 hours
**Categories:** Student Courses
---
### [Science Safety Training For K-8 Teachers Pathway Cert](https://sciencesafety.com/courses/science-safety-training-for-k-8-teachers-pathway/)
**Published:** April 10, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway provides a Science Safety course for K-8 teachers who want to build safety awareness around science and STEM activities.
- 100% Online
- 1 Pathway
- 16 Modules with the following Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Visual Impairments; Students with Dyslexia; Remote Science Activities; Students with Autism Spectrum Disorder; Science Instruction and Safety; STEM and Heat Sources; Robotics; Laser Cutters; Hand Tools; Field Trips; Classroom Plants; 3D Printers; Universal Lab Design and Safety; Animals in Schools; Lasers.
**Content:**
This online pathway provides a Science Safety course for K-8 teachers who want to build safety awareness around science and STEM activities.
- 100% Online
- 1 Pathway
- 16 Modules with the following Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Visual Impairments; Students with Dyslexia; Remote Science Activities; Students with Autism Spectrum Disorder; Science Instruction and Safety; STEM and Heat Sources; Robotics; Laser; Hand Tools; Field Trips; Classroom Plants; 3D Printers; Universal Lab Design and Safety; Animals in Schools; Lasers.
**Tags:** Pathway Certificate
---
### [Pre-Service CTE High School Teachers Pathway Cert](https://sciencesafety.com/courses/pre-service-cte-high-school-teachers-pathway-cert/)
**Published:** April 29, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is for CTE pre-service high school educators and provides a thorough understanding of the various best practices that support safer CTE labs and classrooms.
- 100% Online
- 1 Pathway
- 24 Modules with the following associated Professional Certificates: Woodshop Safety for Educators; General Woodshop Safety; Shaper and Shaper Safety; Push Sticks; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Hearing Protection; Welding; Wood Dust; Sanders; Powered Hand Tools; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Duty of Care; Eye Protection; Class Size and Safety; Classroom Management Best Practices; Masks; Personal Protective Equipment.
- Approx. Time to Complete: 9 hrs.
**Content:**
This online pathway is for CTE pre-service high school educators and provides a thorough understanding of the various best practices that support safer CTE labs and classrooms.
- 100% Online
- 1 Pathway
- 24 Modules with the following associated Professional Certificates: Woodshop Safety for Educators; General Woodshop Safety; Shaper and Shaper Safety; Push Sticks; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Hearing Protection; Welding; Wood Dust; Sanders; Powered Hand Tools; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Duty of Care; Eye Protection; Class Size and Safety; Classroom Management Best Practices; Masks; Personal Protective Equipment.
- Approx. Time to Complete: 9 hrs.
**Tags:** Pathway Certificate
---
### [High School Student Safety Pathway Cert](https://sciencesafety.com/courses/high-school-student-safety-pathway-cert/)
**Published:** April 17, 2024
**Author:** admin2025Open
**Content:**
This online pathway provides high school science students with an overview of basic procedures and policies necessary to support safety in their classrooms for their peers. This training sets a safety awareness and hazard assessment platform before conducting activities.
- 100% Online
- 1 Pathway
- 16 Modules with the following Professional Certificates: Student Safety in the Science Lab; GHS Labeling, Safety Data Sheets, Hazard Communication; Chemical Storage; Chemical Spills; Glassware Safety; Chemical Hazards; Personal Protective Equipment; Safety Operating Procedures; Heat Sources; Microscopes and Microscope Safety; Hazard Control and Safety; Slips, Trips, and Falls; Earth Science; Rock & Mineral Safety; Rockets and Rocket Safety; Methanol Safety.
- Approx. Time to Complete: 8 hours
**Tags:** Pathway Certificate
---
### [Digital Citizenship For High School Students Pathway Cert](https://sciencesafety.com/courses/digital-citizenship-for-high-school-students-pathway-cert/)
**Published:** April 17, 2024
**Author:** admin2025Open
**Excerpt:** In this online pathway, high school students will develop a deeper understanding of what it means to be digital citizens, participate fully in their communities, and make smart choices online and in life.
- 100% Online
- 1 Pathway
- 10 Modules with the following Professional Certificates: Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware - Malware in Schools; Phishing Attacks; Digital Citizenship: Middle Level Course; Cyberbullying.
- Approx. Time to Complete: 3 hours
**Content:**
In this online pathway, high school students will develop a deeper understanding of what it means to be digital citizens, participate fully in their communities, and make smart choices online and in life.
- 100% Online
- 1 Pathway
- 10 Modules with the following Professional Certificates: Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware – Malware in Schools; Phishing Attacks; Digital Citizenship: Middle Level Course; Cyberbullying.
- Approx. Time to Complete: 3 hours
**Tags:** Pathway Certificate
---
### [CTE Safety Student Safety Training (Senior High Schools) Pathway Cert](https://sciencesafety.com/courses/cte-safety-student-safety-training-senior-high-schools-pathway-cert/)
**Published:** April 22, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to help CTE high school students better understand the various best practices that support safer CTE classrooms.
- 100% Online
- 1 Pathway
- 35 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Welding Ventilation; MIG Welding; PPE and Welding; Welding Fumes and Gases; Metal Cut Off Saw; General Wood Shop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguisher; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hot Glue Guns; Hearing Protection; Portable Grinders; Welding; Radial Arm Saws; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Ladder Safety; Eye Protection; Masks; First Aid;
- Approx. Time to Complete: 15 hours
**Content:**
This online pathway is designed to help CTE high school students better understand the various best practices that support safer CTE classrooms.
- 100% Online
- 1 Pathway
- 35 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Welding Ventilation; MIG Welding; PPE and Welding; Welding Fumes and Gases; Metal Cut Off Saw; General Wood Shop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguisher; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hot Glue Guns; Hearing Protection; Portable Grinders; Welding; Radial Arm Saws; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Ladder Safety; Eye Protection; Masks; First Aid;
- Approx. Time to Complete: 15 hours
**Tags:** Pathway Certificate
---
### [Secondary School Administrators (Principal & VP) Safety Awareness Pathway Cert](https://sciencesafety.com/courses/secondary-school-administrators-principal-vp-safety-awareness-pathway-cert/)
**Published:** April 25, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway aims to enhance safety awareness for secondary school administrators, such as principals and vice principals, by helping them understand various safety concerns and issues related to Science and STEAM school programs. This is an excellent foundation for growing and maintaining a culture of safety awareness for staff and students.
- 100% Online
- 1 Pathway
- 19 Modules with the following Professional Certificates: High School Science General Safety Protocols Training; Science Safety Risk Management Framework; Risk Management for STEAM Programs; Behavioral Threat Assessment and Management - BTAM; Health and Safety Programs and the Visual Arts; General Woodshop Safety; Preventing School Violence; Duty of Care; Slips, Trips, and Falls; Class Size and Safety; Safety Operating Procedures; Personal Protective Equipment; Opening for the New School year; Laboratory Inspections; Chemical Hygiene Plan and Accountability; Evaluating Risk in the Science Classroom; STEM Labs and STEM Lab Safety; STEM and Heat Sources.
- Approx. Time to Complete: 9 hours
**Content:**
This online pathway aims to enhance safety awareness for secondary school administrators, such as principals and vice principals, by helping them understand various safety concerns and issues related to Science and STEAM school programs. This is an excellent foundation for growing and maintaining a culture of safety awareness for staff and students.
- 100% Online
- 1 Pathway
- 19 Modules with the following Professional Certificates: High School Science General Safety Protocols Training; Science Safety Risk Management Framework; Risk Management for STEAM Programs; Behavioral Threat Assessment and Management – BTAM; Health and Safety Programs and the Visual Arts; General Woodshop Safety; Preventing School Violence; Duty of Care; Slips, Trips, and Falls; Class Size and Safety; Safety Operating Procedures; Personal Protective Equipment; Opening for the New School year; Laboratory Inspections; Chemical Hygiene Plan and Accountability; Evaluating Risk in the Science Classroom; STEM Labs and STEM Lab Safety; STEM and Heat Sources.
- Approx. Time to Complete: 9 hours
**Tags:** Pathway Certificate
---
### [Chemical Hygiene Officer Pathway: Purchase](https://sciencesafety.com/courses/chemical-hygiene-officer-pathway-purchase/)
**Published:** May 16, 2024
**Author:** admin2025Open
**Content:**
Chemical Hygiene Officer Certification Pathway or Certified Chemical Hygiene Officer Pathway (CCHO) qualifies you to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan required by the OSHA 1910.1450 Laboratory Standard and is also prep course for the NRCC CHO exam.
It was developed for Chemical Hygiene Officers (CHOs) and Environmental Hygiene Officers (EHOs), Health & Safety Professionals, School Administrators, Risk Managers/ Operations Managers, Business Officers, Lab Managers / Supervisors / Workers, Researchers, Safety/Security Directors, Science, Art & Technology Educators.
Purchase of the Chemical Hygiene Officer Pathway provides participants with access to 22 individual modules that, when fully complete, provide the individual with a CCHO Certificate as well as a micro-credential for each module completed along the way.
- 100% Online
- 22 Modules
- 1 Pathway
Aligned to the following professional certificates:
Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Duty of Care; Eyewash Stations and Showers; Fire Safety in the Lab; GHS Labeling, SDS, and Hazard Communication; Hazard Control; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Right to Understand Laws; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Science Safety Risk Management Framework; Ventilation.
- 160 Lessons, 25 Videos, 22 Quizzes
- 1 Pathway Completion Certificate
- 22 Module Completion Certificates
- Approx. Time to Complete: 10.5 hours
NRCC Chemical Hygiene Officer Exam
The National Registry of Certified Chemists (NRCC) further validates a professional’s knowledge in chemical, physical, biological, industrial hygiene, environmental, or health and safety sciences. In addition to earning a Science Safety Certificate this pathway helps pprepare individuals to pass the NRCC CHO exam.
---
### [Science & STEM Safety Awareness for Middle School Administrators Pathway](https://sciencesafety.com/courses/science-stem-safety-awareness-for-middle-school-administrators/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Content:**
This science & STEM pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of the intersection between safety, access, and equity in their schools.
- 100% Online
- 1 Pathway
- 24 Microcredentials: 3D Printers; Animals in Schools; Chemical Hazards; Chemical Hygiene Plan; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; Fire Safety; GHS, Labeling, SDS, Hazard Communications; Hand Tools; Heat Source Options; Instruction and Safety; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Law; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Solar Eclipses; Ventilation Strategies.
- Approximate Time to Complete: 8 hrs
**Tags:** Pathway Certificate
**Module Categories:** Administrators
---
### [CTE Safety for Administrators Pathway](https://sciencesafety.com/courses/cte-safety-for-administrators/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Excerpt:**
This online learning certificate pathway package is for School Administrators who want to develop a deeper understanding of how to promote safety awareness across their CTE programs.
- 100% Online
- 1 Pathway
- 18 Modules with the following associated Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Dyslexia; Welding Ventilation; PPE and Welding; General Woodshop Safety; Table Saws; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Sanders; Students with Autism Spectrum Disorder; Duty of Care; Rights to Understand Laws; Personal Protective Equipment.
- Approx. Time to Complete: 10 hrs.
**Content:**
This online learning certificate pathway package is for School Administrators who want to develop a deeper understanding of how to promote safety awareness across their CTE programs.
- 100% Online
- 1 Pathway
- 18 Modules with the following associated Professional Certificates: Students Who Are Deaf or Hard of Hearing; Students with Dyslexia; Welding Ventilation; PPE and Welding; General Woodshop Safety; Table Saws; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Hearing Protection; Wood Dust; Sanders; Students with Autism Spectrum Disorder; Duty of Care; Rights to Understand Laws; Personal Protective Equipment.
- Approx. Time to Complete: 10 hrs.
**Tags:** Pathway Certificate
**Module Categories:** Administrators
---
### [Science & STEAM Safety Awareness for Middle School Administrators Pathway](https://sciencesafety.com/courses/science-steam-safety-awareness-for-middle-school-administrators/)
**Published:** February 28, 2024
**Author:** admin2025Open
**Content:**
In this pathway middle school administrators will develop a deeper understanding of how to develop safety awareness across their schools.
- 24 Professional Certificates
- 100% Online
- 24 Modules
- 24 Microcredentials
- 12 Videos
- 20 Quizzes
- 1 Pathway: Middle School Science & STEM Safety Educators Pathway
- Approx. Time to Complete: 7 hours
**Tags:** Pathway Certificate
**Module Categories:** Administrators
---
### [Science & STEM Safety for Elementary School Administrators Pathway](https://sciencesafety.com/courses/science-stem-safety-for-elementary-school-administrators/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Content:**
For Elementary School science and STEM administrators who want to build a safety culture in their school and classroom. This pathway focuses on the safer professional practices related to science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 25 Modules: 3D Printers; Animals in Schools; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; Fire Safety in the Lab; GHS, Labeling, SDS, Hazard Communications; Hand Tools; Heat Source; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Law; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies
- Approx. time to complete: 7 hrs
**Tags:** Pathway Certificate
**Module Categories:** Administrators
---
### [CTE Student Safety Pathway – Metal Shop Pathway Cert](https://sciencesafety.com/courses/cte-student-safety-pathway-metal-shop-pathway-cert/)
**Published:** April 23, 2024
**Author:** admin2025Open
**Excerpt:** In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer operating procedures for the various tools and equipment that could be used in the welding or metal shop. Metalworking is the process of shaping and reshaping metals to create useful objects, parts, assemblies, and large-scale structures. Students will learn about safer practices related to metalworking.
- 100% Online
- 1 Pathway
- 19 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Jewelry Making and Small Metals; Welding Ventilation; MIG Welding; PPE and Welding; Welding Fumes and Gases; Metal Cut Off Saw; Hearing Protection; Fires and Fire Extinguishers; Power Tool Safety; Drill Press and Drill Press Safety; Metal Drilling; Slips, Trips and Falls; Gloves; Eye Protection; First Aid; Student Safety Rules and Forms; Ladder Safety; Cutters and Cutter Safety.
- Approx. Time to Complete: 9 hours
**Content:**
In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer operating procedures for the various tools and equipment that could be used in the welding or metal shop. Metalworking is the process of shaping and reshaping metals to create useful objects, parts, assemblies, and large-scale structures. Students will learn about safer practices related to metalworking.
- 100% Online
- 1 Pathway
- 19 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Jewelry Making and Small Metals; Welding Ventilation; MIG Welding; PPE and Welding; Welding Fumes and Gases; Metal Cut Off Saw; Hearing Protection; Fires and Fire Extinguishers; Power Tool Safety; Drill Press and Drill Press Safety; Metal Drilling; Slips, Trips and Falls; Gloves; Eye Protection; First Aid; Student Safety Rules and Forms; Ladder Safety; Cutters and Cutter Safety.
- Approx. Time to Complete: 9 hours
**Tags:** Pathway Certificate
---
### [School Administration and CTE Safety Pathway Cert](https://sciencesafety.com/courses/school-administration-and-cte-safety-pathway-cert/)
**Published:** April 24, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to give school administration a thorough understanding of the best practices supporting CTE safety for their students and teachers.
- 100% Online
- 1 Pathway
- 30 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Welding Ventilation; PPE and Welding; Welding Fumes and Gases; General Woodshop Safety; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Machine Guarding; Hearing Protection; Welding; Wood Dust; Sanders; Power Hand Drills; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Incident Reports; Ventilation Strategies; Class Size and Safety; Eye Protection; Safety Operating Procedures; Hand Tools; Masks; Personal Protective Equipment; First Aid
- Approx. Time to Complete: 12 hrs.
**Content:**
This online pathway is designed to give school administration a thorough understanding of the best practices supporting CTE safety for their students and teachers.
- 100% Online
- 1 Pathway
- 30 Modules with the following Professional Certificates: Metalworking and Foundry Safety; Welding Ventilation; PPE and Welding; Welding Fumes and Gases; General Woodshop Safety; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; CTE Access and Equity; Hazard Control and Safety; Hazards Working Around Machines; Machine Guarding; Hearing Protection; Welding; Wood Dust; Sanders; Power Hand Drills; Drill Press and Drill Press Safety; Metal Drilling; Clamps and Clamp Safety; Incident Reports; Ventilation Strategies; Class Size and Safety; Eye Protection; Safety Operating Procedures; Hand Tools; Masks; Personal Protective Equipment; First Aid
- Approx. Time to Complete: 12 hrs.
**Tags:** Pathway Certificate
---
### [Secondary Science Department Chair (High School) Pathway Cert](https://sciencesafety.com/courses/secondary-science-department-chair-high-school/)
**Published:** April 24, 2024
**Author:** admin2025Open
**Excerpt:**
This online pathway is for high school science department chairs who want to develop a safety culture in their science and STEM classrooms. The department chair should have first-hand knowledge of many safety issues that exist across a typical science department.
- 100% Online
- 1 Pathway
- 37 Modules with the following Professional Certificates: High School Science General Safety Protocols Training; Science Safety Risk Management Framework; Risk Management for STEAM Programs; Ethics and Empathy; SEL, Science and STEM; Green Chemistry; Lab Fire and Explosion Accidents; Fires and Fire Extinguishers; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Hazard Control and Safety; Methanol Safety; Incident Reports; Duty of Care; Ventilation Strategies; Mercury; STEM and Heat Sources; Microscopes and Microscope Safety; STEM Labs and STEM Lab Safety; Science and STEM Makerspaces; Sanitizing Equipment; Ventilation and Chemistry Labs; Personal Protective Equipment; Opening for the New School Year; Laboratory Inspections; Chemical Hazards; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Fire and Safety in the Science Lab; Chemistry Lab Accidents; Evaluating Risk in the Science Classroom; Chemical Inventory Management; Chemical Storage; Chemical Handling and Waste Management; GHS Labeling, Safety Data Sheets, Hazard Communications;
- Approx. Time to Complete: 15 hours
**Content:**
This online pathway is for high school science department chairs who want to develop a safety culture in their science and STEM classrooms. The department chair should have first-hand knowledge of many safety issues that exist across a typical science department.
- 100% Online
- 1 Pathway
- 37 Modules with the following Professional Certificates: High School Science General Safety Protocols Training; Science Safety Risk Management Framework; Risk Management for STEAM Programs; Ethics and Empathy; SEL, Science and STEM; Green Chemistry; Lab Fire and Explosion Accidents; Fires and Fire Extinguishers; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Hazard Control and Safety; Methanol Safety; Incident Reports; Duty of Care; Ventilation Strategies; Mercury; STEM and Heat Sources; Microscopes and Microscope Safety; STEM Labs and STEM Lab Safety; Science and STEM Makerspaces; Sanitizing Equipment; Ventilation and Chemistry Labs; Personal Protective Equipment; Opening for the New School Year; Laboratory Inspections; Chemical Hazards; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Fire and Safety in the Science Lab; Chemistry Lab Accidents; Evaluating Risk in the Science Classroom; Chemical Inventory Management; Chemical Storage; Chemical Handling and Waste Management; GHS Labeling, Safety Data Sheets, Hazard Communications;
- Approx. Time to Complete: 15 hours
**Tags:** Pathway Certificate
---
### [Duty of Care](https://sciencesafety.com/courses/duty-of-care/)
**Published:** September 12, 2021
**Author:** admin2025Open
**Excerpt:** School staff and school leaders are required to actively anticipate foreseeable harm to students and to others in the school.
**Categories:** High School, Middle School, Duty of Care
**Tags:** Free
**Module Categories:** Responsibilities, Elementary School, High School, Middle School
**Module Tags:** Module
---
### [CTE Student Safety for Woodshop - Construction Lab Pathway Cert](https://sciencesafety.com/courses/cte-student-safety-for-woodshop-construction-lab-pathway-cert/)
**Published:** April 24, 2024
**Author:** admin2025Open
**Excerpt:** In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer operating procedures for the various tools and equipment that could be used in construction or the woodshop.
- 100% Online
- 1 Pathway
- 32 Modules with the following Professional Certificates: General Woodshop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hot Glue Guns; Hearing Protection; Portable Grinders; Radial Arm Saws; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills. Drill Press and Drill Press Safety; Clamps and Clamp Safety; Ladder Safety; Gloves; Eye Protection; Hand Tools; Masks; Personal Protective Equipment; First Aid; Student Safety Rules and Forms
- Approx. Time to Complete: 12 hours
**Content:**
In this online pathway, students participating in CTE courses will develop a comprehensive understanding of the safety rules and safer operating procedures for the various tools and equipment that could be used in construction or the woodshop.
- 100% Online
- 1 Pathway
- 32 Modules with the following Professional Certificates: General Woodshop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Plasma Cutting; Hot Glue Guns; Hearing Protection; Portable Grinders; Radial Arm Saws; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills. Drill Press and Drill Press Safety; Clamps and Clamp Safety; Ladder Safety; Gloves; Eye Protection; Hand Tools; Masks; Personal Protective Equipment; First Aid; Student Safety Rules and Forms
- Approx. Time to Complete: 12 hours
**Tags:** Pathway Certificate
---
### [School Administrator Safety Awareness Pathway Cert](https://sciencesafety.com/courses/school-administrator-safety-awareness/)
**Published:** April 25, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is for school administrators who want to create and foster a culture of safety awareness across their schools.
- 100% Online
- 1 Pathway
- 25 Modules with the following associated Professional Certificates: Science Safety Risk Management Framework; Ethics and Empathy; Behavioral Threat Assessment Management - BTAM; Recognizing Disturbing Behaviors; Hazard Control and Safety; Hearing Protection; Allergens and Allergies in Schools; Preventing School Violence; Cyberbullying; Bullying; Emergency Lockdown Drills; Duty of Care; Gloves; Class Size and Safety; Eye Protection; Safety Operating Procedures; Classroom Plants; Animals in Schools; Personal Protective Equipment; Laboratory Inspections; Chemical Hazards; Chemical Hygiene Plan and Accountability; Fire Safety in the Science Lab; Evaluating Risk in the Science Classroom.
- Approx. Time to Complete: 10 hrs.
**Content:**
This online pathway is for school administrators who want to create and foster a culture of safety awareness across their schools.
- 100% Online
- 1 Pathway
- 25 Modules with the following associated Professional Certificates: Science Safety Risk Management Framework; Ethics and Empathy; Behavioral Threat Assessment Management – BTAM; Recognizing Disturbing Behaviors; Hazard Control and Safety; Hearing Protection; Allergens and Allergies in Schools; Preventing School Violence; Cyberbullying; Bullying; Emergency Lockdown Drills; Duty of Care; Gloves; Class Size and Safety; Eye Protection; Safety Operating Procedures; Classroom Plants; Animals in Schools; Personal Protective Equipment; Laboratory Inspections; Chemical Hazards; Chemical Hygiene Plan and Accountability; Fire Safety in the Science Lab; Evaluating Risk in the Science Classroom.
- Approx. Time to Complete: 10 hrs.
**Tags:** Pathway Certificate
---
### [Remote CTE Teaching Pathway Cert](https://sciencesafety.com/courses/remote-cte-teaching-pathway-cert/)
**Published:** April 26, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to provide a thorough understanding of the various best practices that support safer remote CTE teaching. Educators will learn about safer practices related to remote instruction.
- 100% Online
- 1 Pathway
- 10 Modules with the following Professional Certificates: Remote Instruction Guides and Safety Forms; Pre-Planning Remote Activities; Safety Concerns When Teaching Remotely; CTE Access and Equity, Remote CTE Teaching; Remote Safety & Emergency Situations; Pre-Planning At-Home Activities; Remote Instruction; First Aid.
- Approx. Time to Complete: 8 hours
**Content:**
This online pathway is designed to provide a thorough understanding of the various best practices that support safer remote CTE teaching. Educators will learn about safer practices related to remote instruction.
- 100% Online
- 1 Pathway
- 9 Modules with the following Professional Certificates: Remote Instruction Guides and Safety Forms; Pre-Planning Remote Activities; Safety Concerns When Teaching Remotely; CTE Access and Equity, Remote CTE Teaching; Remote Safety & Emergency Situations; Pre-Planning At-Home Activities; Remote Instruction; First Aid.
- Approx. Time to Complete: 8 hours
**Tags:** Pathway Certificate
---
### [Identifying Child Abuse](https://sciencesafety.com/courses/identifying-child-abuse/)
**Published:** November 4, 2021
**Author:** admin2025Open
**Excerpt:** Physical or behavioral signs of child abuse may be the only indication that a child is subject to abuse.
**Categories:** Mental Health
**Module Categories:** Mental Health
**Module Tags:** Module
---
### [Bullying](https://sciencesafety.com/courses/bullying/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Excerpt:** Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm.
**Categories:** Mental Health
**Module Categories:** Mental Health
**Module Tags:** Module
---
### [Suicide Prevention](https://sciencesafety.com/courses/suicide-prevention/)
**Published:** November 5, 2021
**Author:** admin2025Open
**Excerpt:** School personnel have a legal and ethical responsibility to recognize and respond to suicidal thinking and behavior. Schools must have clear policies and procedures for what to do, as well as trained school-employed mental health professionals and crisis response teams.
**Categories:** Mental Health
**Module Tags:** Module
---
### [Hot Glue Guns](https://sciencesafety.com/courses/hot-glue-guns/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Excerpt:** The use of glue guns is common in schools and in many homes. These are not such simple tools, since these are a recognized safety hazard, especially when used improperly. In this module the safety of glue guns is explored, especially when these are used with students to complete various tasks.
**Tags:** Free
**Module Categories:** CTE
**Module Tags:** Module
---
### [Class Size and Safety](https://sciencesafety.com/courses/class-size/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** To maintain a safer working environment in a science laboratory at the middle or high school level, the science laboratory must be analyzed on the basis of determining the design load for safer exiting capacity.
**Categories:** High School, Middle School
**Tags:** Free
**Module Categories:** High School, Middle School, Lab Safety
**Module Tags:** Module
---
### [Methanol Safety](https://sciencesafety.com/courses/methanol-safety/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Excerpt:** Methanol is a toxic alcohol that is used industrially as a solvent, pesticide, and alternative fuel source.
**Tags:** Free
**Module Categories:** Methanol, Chemistry
**Module Tags:** Module
---
### [Anaphylaxis](https://sciencesafety.com/courses/anaphylaxis/)
**Published:** November 15, 2021
**Author:** admin2025Open
**Excerpt:** Anaphylaxis is a serious and potentially life-threatening allergic reaction.
**Module Categories:** Health
**Module Tags:** Module
---
### [Middle School STEM Safety Pathway Cert](https://sciencesafety.com/courses/middle-school-stem-safety-pathway-cert/)
**Published:** April 26, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to provide a thorough understanding of the various safety concerns and issues that exist in middle school STEM programs.
- 100% Online
- 1 Pathway
- 39 Modules with the following Professional Certificates: SEL, Science, and STEM; Science & STEM From Home; Fires and Fire Extinguishers; Safety Data Sheets; Hazard Control and Safety; Hot Glue Guns; Middle School Resources; Duty of Care; Science Instruction and Safety; EPA's List N Tool; Slips Trips, and Falls; STEM and Heat Sources; Gloves; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Teaching Science and STEM Online Safety; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Classroom Management Best Practices; Science Safety Concerns; Sanitizing Equipment; Masks; 3D Printers; Personal Protective Equipment; Opening for the New School Year; Glassware Safety; First Aid; Bloodborne Pathogens; Student Safety Rules and Forms; Chemical Hazards; Chemical Demonstration Videos; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom; Chemical Inventory Management.
- Approx. Time to Complete: 12 hours
**Content:**
This online pathway is designed to provide a thorough understanding of the various safety concerns and issues that exist in middle school STEM programs.
- 100% Online
- 1 Pathway
- 39 Modules with the following Professional Certificates: SEL, Science, and STEM; Science & STEM From Home; Fires and Fire Extinguishers; Safety Data Sheets; Hazard Control and Safety; Hot Glue Guns; Middle School Resources; Duty of Care; Science Instruction and Safety; EPA’s List N Tool; Slips Trips, and Falls; STEM and Heat Sources; Gloves; Class Size and Safety; Eye Protection; Microscopes and Microscope Safety; Teaching Science and STEM Online Safety; STEM Labs and STEM Lab Safety; Science & STEM Makerspaces; Classroom Management Best Practices; Science Safety Concerns; Sanitizing Equipment; Masks; 3D Printers; Personal Protective Equipment; Opening for the New School Year; Glassware Safety; First Aid; Bloodborne Pathogens; Student Safety Rules and Forms; Chemical Hazards; Chemical Demonstration Videos; Lab Experiments; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Chemical Spills; Fire Safety in the Science Lab; Evaluating Risks in the Science Classroom; Chemical Inventory Management.
- Approx. Time to Complete: 12 hours
**Tags:** Pathway Certificate
---
### [Remote Science and STEM Safety Pathway Cert](https://sciencesafety.com/courses/remote-science-and-stem-safety-pathway-cert/)
**Published:** April 26, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to provide a thorough understanding of the various best practices that support remote science and STEM Safety.
- 100% Online
- 1 Pathway
- 16 Modules with the following Professional Certificates: Science Safety Risk Management Framework; SEL, Science, and STEM; Remote Science Activities; Remote Instruction Guides and Safety Forms; Pre-Planning Remote Activities; Teaching Science Remotely: Best Practices; Safety Concerns When Teaching Remotely; Science & STEM From Home; Duty of Care; Science Instruction and Safety; Remote Safety & Emergency Situations; Preplanning At-Home Activities; Teaching Science and STEM Online Safety; Remote Instruction; Right to Understand Laws; Student Safety Rules and Forms.
- Approx. Time to Complete: 9 hours
**Content:**
This online pathway is designed to provide a thorough understanding of the various best practices that support remote science and STEM Safety.
- 100% Online
- 1 Pathway
- 16 Modules with the following Professional Certificates: Science Safety Risk Management Framework; SEL, Science, and STEM; Remote Science Activities; Remote Instruction Guides and Safety Forms; Pre-Planning Remote Activities; Teaching Science Remotely: Best Practices; Safety Concerns When Teaching Remotely; Science & STEM From Home; Duty of Care; Science Instruction and Safety; Remote Safety & Emergency Situations; Preplanning At-Home Activities; Teaching Science and STEM Online Safety; Remote Instruction; Right to Understand Laws; Student Safety Rules and Forms.
- Approx. Time to Complete: 9 hours
**Tags:** Pathway Certificate
---
### [General Workshop Safety Pathway Cert](https://sciencesafety.com/courses/general-workshop-safety-pathway-cert/)
**Published:** April 29, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to provide middle and high school educators with a thorough understanding of the various safety concerns and issues related to general workshop safety.
- 100% Online
- 1 Pathway
- 39 Modules with the following Professional Certificates: General Woodshop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Hot Glue Guns; Hearing Protection; Portable Grinders; Radial Arm Saws; Woodshop Safety for Educators; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills; Drill Press and Drill Press Safety; Clamps and Clamp Safety; Ladder Safety; Duty of Care; Ventilation Strategies; Class Size and Safety; Eye Protection; Personal Protective Equipment; First Aid; Plasma Cutting; Metal Drilling; Metal Cut Off Saw; Welding Fumes and Gases; PPE and Welding; MIG Welding; Welding Ventilation; Metal Working and Foundry Safety.
- Approx. Time to Complete: 14 hours
**Content:**
This online pathway is designed to provide middle and high school educators with a thorough understanding of the various safety concerns and issues related to general workshop safety.
- 100% Online
- 1 Pathway
- 39 Modules with the following Professional Certificates: General Woodshop Safety; Wood Turning Lathes; Shaper and Shaper Safety; Push Sticks; Fires and Fire Extinguishers; Table Saws; Cutters and Cutter Safety; Power Tool Safety; Bandsaws and Bandsaw Safety; CTE Access and Equity; Hazards Working Around Machines; Machine Guarding; Hot Glue Guns; Hearing Protection; Portable Grinders; Radial Arm Saws; Woodshop Safety for Educators; Wood Dust; Jointers and Planers; Miter Saws; Sanders; Powered Hand Drills; Drill Press and Drill Press Safety; Clamps and Clamp Safety; Ladder Safety; Duty of Care; Ventilation Strategies; Class Size and Safety; Eye Protection; Personal Protective Equipment; First Aid; Plasma Cutting; Metal Drilling; Metal Cut Off Saw; Welding Fumes and Gases; PPE and Welding; MIG Welding; Welding Ventilation; Metal Working and Foundry Safety.
- Approx. Time to Complete: 14 hours
**Tags:** Pathway Certificate
---
### [Elementary School STEM Safety Pathway Cert](https://sciencesafety.com/courses/elementary-school-stem-safety-pathway-cert/)
**Published:** April 29, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to provide educators with a thorough understanding of elementary school STEM programs' various safety concerns and issues.
- 100% Online
- 1 Pathway
- 28 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Students with Additional Needs: An Introduction; Fires and Fire Extinguishers; ELL Students; Elementary School Resources; Duty of Care; Science Instruction and Safety; STEM and Heat Sources; Class Size and Safety; Eye Protection; Robotics; STEM Labs and STEM Lab Safety; Safety Operating Procedures; Science & STEM Makerspaces; Classroom Management Best Practices; Sanitizing Equipment; Classroom Plants; Masks; 3D Printers; Animals in Schools; Paper Airplanes; Personal Protective Equipment; First Aid; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Evaluating Risk in the Science Classroom; Microscopes and Microscope Safety.
- Approx. Time to Complete: 15 hours
**Content:**
This online pathway is designed to provide educators with a thorough understanding of elementary school STEM programs’ various safety concerns and issues.
- 100% Online
- 1 Pathway
- 28 Modules with the following Professional Certificates: Science Safety Risk Management Framework; Students with Additional Needs: An Introduction; Fires and Fire Extinguishers; ELL Students; Elementary School Resources; Duty of Care; Science Instruction and Safety; STEM and Heat Sources; Class Size and Safety; Eye Protection; Robotics; STEM Labs and STEM Lab Safety; Safety Operating Procedures; Science & STEM Makerspaces; Classroom Management Best Practices; Sanitizing Equipment; Classroom Plants; Masks; 3D Printers; Animals in Schools; Paper Airplanes; Personal Protective Equipment; First Aid; Lab Safety Awareness; Chemical Hygiene Plan and Accountability; Evaluating Risk in the Science Classroom; Microscopes and Microscope Safety.
- Approx. Time to Complete: 15 hours
**Tags:** Pathway Certificate
---
### [Cybersecurity & Digital Citizenship Pathway for High School Students Cert](https://sciencesafety.com/courses/cybersecurity-digital-citizenship-pathway-for-high-school-students/)
**Published:** May 7, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway for cybersecurity and digital citizenship is tailored for high school students to learn the best practices. In a supportive environment, learners will develop a deeper appreciation of the safety protocols that should be followed in today’s digital era.
- 100% Online
- 1 Pathway
- 14 Modules with the following Professional Certificates: Ethics and Empathy; Social Media Guidelines: 13 and Older; School Cyber Attacks; Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware - Malware in Schools; Cybersecurity and Schools: Best Practices; Phishing Attacks; Cyberbullying; Digital Citizenship: Middle Level Course.
- Approx. Time to Complete: 4 hours
**Content:**
This online pathway for cybersecurity and digital citizenship is tailored for high school students to learn the best practices. In a supportive environment, learners will develop a deeper appreciation of the safety protocols that should be followed in today’s digital era.
- 100% Online
- 1 Pathway
- 14 Modules with the following Professional Certificates: Ethics and Empathy; Social Media Guidelines: 13 and Older; School Cyber Attacks; Hacked Emails; Social Engineering; Public WiFi Security; Video Conferencing; Password Security; Malware Safety; Ransomware – Malware in Schools; Cybersecurity and Schools: Best Practices; Phishing Attacks; Cyberbullying; Digital Citizenship: Middle Level Course.
- Approx. Time to Complete: 4 hours
**Tags:** Pathway Certificate
---
### [Chemical Hygiene Plan and Accountability](https://sciencesafety.com/courses/chemical-hygiene-plan/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** The CHO is committed to managing chemical safety in an effort to maintain a safe environment for all employees and students using the Chemical Hygiene Plan to accomplish this objective.
**Content:**
not sure where this goes
**Categories:** Chemistry, High School, Middle School
**Module Categories:** Chemistry, High School, Middle School
**Module Tags:** Module
---
### [Safety Awareness for Science Laboratory Coordinators Pathway](https://sciencesafety.com/courses/safety-awareness-for-science-laboratory-coordinators/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is for science laboratory coordinators who want to develop a safety culture in their science labs. There are many safety issues that exist across a typical science department that the laboratory coordinators should have first-hand knowledge about.
- 100% Online
- 1 Pathway
- 33 Modules with the following Professional Certificates: AP Biology; Biology Lab Equipment; Biology Lab Protocols; Bloodborne Pathogens; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Chemical Handling and Waste Management; Duty of Care; Evaluating Risk; Fire Safety in the Lab; First Aid; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Heat Sources; Lab Experiments; Lab Safety Awareness; Laboratory Inspections; Laboratory Specialists; Mercury; Methanol; Microscopes; Personal Protective Equipment; Physics; Remote Instruction; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Sanitizing Equipment; Student Safety Rules and Forms.
- Approx. Time to Complete: 16 hours
**Content:**
For science laboratory coordinators who want to develop a safety culture in their science labs. There are many safety issues that exist across a typical science department that the laboratory coordinators should have first-hand knowledge about.
- 100% Online
- 1 Pathway
- 33 Modules with the following Professional Certificates: AP Biology; Biology Lab Equipment; Biology Lab Protocols; Bloodborne Pathogens; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Chemical Handling and Waste Management; Duty of Care; Evaluating Risk; Fire Safety in the Lab; First Aid; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Heat Sources; Lab Experiments; Lab Safety Awareness; Laboratory Inspections; Laboratory Specialists; Mercury; Methanol; Microscopes; Personal Protective Equipment; Physics; Remote Instruction; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Sanitizing Equipment; Student Safety Rules and Forms.
- Approx. Time to Complete: 16 hours
**Tags:** Pathway Certificate
---
### [Lab Safety Awareness for High School and Middle School Educators Pathway](https://sciencesafety.com/courses/lab-safety-awareness-for-high-school-and-middle-school-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
For Middle and High School science and STEM educators who want to build a safety culture in their school and classroom. This pathway focuses on the safer professional practices for Middle School science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 25 Modules: AP Biology; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Class Size and Safety; Duty of Care; Evaluating Risk; Eye Protection; Fire Safety in the Lab; First Aid; GHS, Labeling, SDS, Hazard Communications; Lab Experiments; Lab Safety Awareness; Mercury; Personal Protective Equipment; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Student Safety Rules and Forms; Students with Additional Needs: An Introduction; Universal Design.
- Approx. time to complete: 8.5 hrs
**Tags:** Pathway Certificate
---
### [AP Biology Safety for Educators](https://sciencesafety.com/courses/ap-biology-safety-for-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
Accidents do happen in a biology lab. In this pathway, AP Biology teachers will develop a deeper understanding of safety issues, protocols, and best practices.
- 100% Online
- 1 Pathway
- 15 Microcredentials: Biological Waste; Biology Lab Equipment; Biology Lab Protocols; Classroom Plants; Dissection Safety; Duty of Care; Eye Protection; Eyewash Stations and Showers; Forensics and Biotechnology Safety; Glassware Safety; Gloves; Lab Safety Awareness; Live Animals in the Classroom; Microscopes; Sanitizing Equipment.
- Approx. Time to Complete: 6 hrs
**Tags:** Pathway Certificate
---
### [CTE Safety for Middle and High School Educators Pathway](https://sciencesafety.com/courses/cte-safety-for-middle-and-high-school-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
This pathway is designed for secondary CTE educators and will provide a comprehensive understanding of the hazards that exist in the metal and wood shops/construction labs, as well as in the STEM fab labs that exist.
- 100% Online
- 1 Pathway
- 36 Modules with the following associated Professional Certificates: Bandsaws; Ceramics; Clamps; Design and Architecture and Model Making; Drawing Materials and Pastels; Drill Press; General Woodshop Safety; Hazard Control; Hazardous Waste Management and Visual Arts; Health and Safety Programs and the Visual Arts; Hearing Protection; Jewelry Making and Small Metals; Jointers and Planers; Machine Guarding; Metal Cut Off Saw; Metal Drilling; Metalworking and Foundry; MIG Welding; Miter Saws; Painting and Solvents Use; Photography; Plasma Cutting; Portable Grinders; PPE and Welding; Printing and Printmaking; Push Sticks; Radial Arm Saws; Sanders; Sculpture; Shapers; Table Saws; Welding; Welding Fumes and Gases; Welding Ventilation; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 18 hrs.
**Tags:** Pathway Certificate
---
### [Visual Arts Safety For Educators Pathway](https://sciencesafety.com/courses/visual-arts-safety-for-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
If your visual arts program “produces” something, in other words a piece of artwork such as a painting, sculpture, jewelry etc. you should understand that clean up materials, paints/solvents, metal shavings or process rinse waters may fall into the hazardous waste management category. Painting, ceramics, photography, jewelry, printing and printmaking, metalworking, welding, and woodworking, as well as the associated buildings, studios and storage space, are some activities that commonly use materials that are hazardous and may therefore become regulated waste.
- 11 Professional Certificates
- 100% Online
- 11 Modules
- 11 Microcredentials
- 1 Pathway: Visual Arts Safety For Educators
- Approx. Time to Complete: 2.5 hrs.
**Tags:** Pathway Certificate
---
### [Earth, Space, and Environmental Safety for Educators Pathway](https://sciencesafety.com/courses/earth-space-and-environmental-safety-for-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
Provides educators who teach Earth Sciences with an overview of basic procedures and policies necessary to support safety in their classrooms. In this Pathway we will investigate topics related to lab safety with attention to specific equipment.
- 1 Professional Certificate
- 100% Online
- 7 Modules with the following associated Professional Certificates: Earth Science; Glassware Safety; Global Harmonized System Training; Lasers; Personal Protective Equipment; Rockets; Solar Eclipses.
- 55 Lessons, 14 Videos
- 7 Quizzes
- Approx. Time to Complete: 5 hours
**Tags:** Pathway Certificate
---
### [Pre-Service Safety for Middle School and High School Educators Pathway](https://sciencesafety.com/courses/pre-service-safety-for-middle-school-and-high-school-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
This learning pathway is for pre-service high school science and STEM educators who want to build a safety culture in their school and classroom on day one.
- 21 Professional Certificates
- 100% Online
- 120 Lessons
- 21 Modules
- 14 Quizzes
- Approx. Time to Complete: 7 hours
**Tags:** Pathway Certificate
---
### [Biology Safety for Educators Pathway](https://sciencesafety.com/courses/biology-safety-for-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
Provides biology educators with an overview of basic procedures and policies necessary to support safety in their classrooms. In this pathway we investigate common safety protocols and best-practices, safe use of equipment, and dissection safety, among other topics.
- 100% Online
- 1 Pathway
- 15 Modules with the following associated Professional Certificates: Biological Waste; Biology Lab Equipment; Biology Lab Protocols; Classroom Plants; Dissection Safety; Duty of Care; Eye Protection; Eyewash Stations and Showers; Forensics and Biotechnology Safety; Glassware Safety; Gloves; Lab Safety Awareness; Live Animals in the Classroom; Microscopes; Sanitizing Equipment.
- 15 Quizzes
- Approximate Time to Complete: 7 hours
**Tags:** Pathway Certificate
---
### [Chemistry Safety for Educators Pathway](https://sciencesafety.com/courses/chemistry-safety-for-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
Provides teachers and administrators with an overview of basic procedures and policies necessary to ensure the safe operation of their chemistry laboratories. In this pathway we investigate common safety protocols and best-practices, including safety contracts, chemical storage, how to deal with emergency situations such as fires, chemical spills, and more.
- 100% Online
- 1 Pathway
- 32 Modules aligned to the following Professional Certificates: Chemical Demonstration Videos; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Class Size and Safety; Duty of Care; Evaluating Risks; Eye Protection; Eyewash Stations and Showers; Fires and Fire Extinguishers; Flame Tests; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Gloves; Hazard Control; Heat Sources; Lab Experiments; Lab Fire and Explosion Accidents; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Student Safety Rules and Forms; Universal Design; Ventilation and Chemistry Labs.
- Approx. Time to Complete: 17.5 hours
**Tags:** Pathway Certificate
---
### [Health and Safety for Educators Pathway](https://sciencesafety.com/courses/health-and-safety-for-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
This pathway is designed to help K-12 Educators and Administrators develop a deeper understanding of health and safety risks in their schools.
- 10 Professional Certificates
- 100% Online
- 10 Modules
- 10 Microcredentials
- 1 Pathway: Health and Safety Pathway for K-12 Teachers
- Approx. Time to Complete: 6 hrs
**Tags:** Pathway Certificate
---
### [CTE Safety for New High School Educators Pathway](https://sciencesafety.com/courses/cte-safety-for-new-high-school-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
This online learning certificate pathway package is for new CTE high school educators with a thorough understanding of the various best practices that support safer CTE classrooms.
- 100% Online
- 1 Pathway
- 36 Microcredentials: Bandsaws; Clamps; CTE Access and Equity; Drill Press; Duty of Care; Evaluating Risk; General Woodshop Safety; Hazard Control; Hazards Working Around Machines; Hearing Protection; Jointers and Planers; Machine Guarding; Metal Drilling; Metal Cutoff Saw, MIG Welding; Miter Saws, Personal Protective Equipment; Plasma Cutting; Portable Grinders; Power Tools; PPE and Welding; Push Sticks; Radial Arm Saws; Remote CTE Teaching Safety; Remote Instruction Guides and Safety Forms; Right-to-Understand Laws; Student Safety Rules and Forms; Sanders; Shapers; Table Saws; Welding; Welding Fumes and Gases, Welding Ventilation; Wood Dust; Wood Turning Lathes.
**Tags:** Pathway Certificate
---
### [Science & STEM Safety for New Middle School Educators](https://sciencesafety.com/courses/science-stem-safety-for-new-middle-school-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
This pathway is for new Middle School science and STEM educators who want to build a safety culture in their school and classroom. It focuses on safer professional practices for Middle School science and STEM equipment, apparatus, and instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 23 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- Approx. time to complete: 6.5 hrs
**Tags:** Pathway Certificate
---
### [Science Safety for New Middle School Educators Pathway](https://sciencesafety.com/courses/science-safety-for-new-middle-school-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
This pathway helps new middle school teachers develop a deeper understanding of general safety and specific topics, such as robotics and makerspaces.
- 100% Online
- 26 Modules aligned to the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airlines; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- 14 Videos
- 26 Quizzes
- Approx. time to complete: 14 hours
**Tags:** Pathway Certificate
---
### [Science & STEM Safety for New Elementary School Educators Pathway](https://sciencesafety.com/courses/science-stem-safety-for-new-elementary-school-educators-pathway/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
For new Elementary School science & STEM educators who want to build a safety culture in their school and classroom. This pathway focuses on the safer professional practices for Elementary School science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 23 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- Approx. time to complete: 6.5 hrs
**Tags:** Pathway Certificate
---
### [Science & STEM Safety for New High School Educators Pathway](https://sciencesafety.com/courses/science-stem-safety-for-new-high-school-educators/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
For new high school science & STEM educators who want to build a safety culture in their school and classroom on day one.
- 19 Professional Certificates
- 100% Online
- 19 Modules
- 19 Microcredentials
- 1 Pathway: New High School Science & STEM Teachers
- Approx. Time to Complete: 12 hours
**Tags:** Pathway Certificate
---
### [Teaching Science & STEM Online Safely Pathway](https://sciencesafety.com/courses/teaching-science-stem-online-safely/)
**Published:** February 27, 2024
**Author:** admin2025Open
**Content:**
This Teaching Science & STEM Online Pathway helps educators implement remote teaching models. We discuss the challenges teachers face and the successes that teachers have experienced in developing their remote lessons and learning experiences.
- 10 Professional Certificates
- 100% Online
- 10 Microcredentials
- 1 Pathway: Teaching Science & STEM Online
- Approximate Time to Complete: 5 hours
**Tags:** Pathway Certificate
---
### [GHS Certification Training for K-12 Educators Pathway](https://sciencesafety.com/courses/ghs-certification-training-for-k-12-educators/)
**Published:** February 28, 2024
**Author:** admin2025Open
**Content:**
GHS stands for the Globally Harmonized System of Classification and Labeling of Chemicals. GHS defines and classifies the hazards of chemical products and communicates health and safety information on labels and safety data sheets using easily understood pictograms and prescribed language. In this pathway, educators will learn about the GHS and how hazards are classified and communicated through the use of labels and safety data sheets.
- 5 Professional Certificates
- 100% Online
- 5 Modules
- 1 Pathway: GHS Certification Training for K-12 Educators
- Approx. Time to Complete: 1 hr.
**Tags:** Pathway Certificate
---
### [Science & STEM Safety for Middle School Educators Pathway](https://sciencesafety.com/courses/science-stem-safety-for-middle-school-educators/)
**Published:** February 28, 2024
**Author:** admin2025Open
**Content:**
For Middle School science and STEM educators who want to build a safety culture in their school and classroom. This pathway focuses on the safer professional practices for Middle School science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 23 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies.
- Approx. time to complete: 6.5 hrs
**Tags:** Pathway Certificate
---
### [Pre-Service CTE Safety for Educators Pathway](https://sciencesafety.com/courses/pre-service-cte-safety-for-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
This online learning certificate pathway package is for CTE pre-service educators with a thorough understanding of the various best practices that support safer CTE classrooms.
- 100% Online
- 1 Pathway
- 33 Modules with the following associated Professional Certificates: Bandsaws; Clamps; CTE Access and Equity; Drill Press; Duty of Care; General Woodshop Safety; Hazard Control; Hazards Working Around Machines; Hearing Protection; Jointers and Planers; Machine Guarding; Metal Drilling; Metal Cutoff Saw, MIG Welding; Miter Saws, Personal Protective Equipment; Plasma Cutting; Portable Grinders; Power Tools; PPE and Welding; Push Sticks; Radial Arm Saws; Remote CTE Teaching Safety; Remote Instruction Guides and Safety Forms; Right-to-Understand Laws; Student Safety Rules and Forms; Sanders; Shapers; Table Saws; Welding; Welding Fumes and Gases, Welding Ventilation; Wood Dust; Wood Turning Lathes.
- Approx. Time to Complete: 16 hrs.
**Tags:** Pathway Certificate
---
### [Metalworking Safety for Educators Pathway](https://sciencesafety.com/courses/metalworking-safety-for-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Excerpt:** This online pathway is designed to help educators thoroughly understand safety concerns and issues related to metalworking. Metalworking is the process of shaping and reshaping metals to create useful objects, parts, assemblies, and large-scale structures. Educators will learn about safer practices related to metalworking.
- 100% Online
- 1 Pathway
- 23 Modules with the following associated Professional Certificates: Clamps and Clamp Safety; Drill Press and Drill Press Safety; Hazard Control and Safety; Hearing Protection; Machine Guarding; Metal Drilling; Metal Cutoff Saw, MIG Welding; Plasma Cutting; Portable Grinders; PPE and Welding; Push Sticks; Radial Arm Saws; Welding; Welding Fumes and Gases, Welding Ventilation; First Aid; Eye Protection; Fires and Fire Extinguishers; Metal Working and Foundry Safety; Shaper and Shaper Safety; CTE Access and Equity; Powered Hand Drills.
- 17 Quizzes
- Approximate Time to Complete: 14 hours
Purchase Instructions
Select the individual or group option. If group option, click the Enroll Me option if you would like to enroll yourself in the group, name your group (e.g.., East HS CTE Teachers), and select the number of seats. Click Add to Cart and proceed to checkout.
**Content:**
This pathway is designed to provide a thorough understanding of the various safety concerns and issues that exist in Metalworking.
- 100% Online
- 1 Pathway
- 23 Modules with the following associated Professional Certificates: Clamps and Clamp Safety; Drill Press and Drill Press Safety; Hazard Control and Safety; Hearing Protection; Machine Guarding; Metal Drilling; Metal Cutoff Saw, MIG Welding; Plasma Cutting; Portable Grinders; PPE and Welding; Push Sticks; Radial Arm Saws; Welding; Welding Fumes and Gases, Welding Ventilation; First Aid; Eye Protection; Fires and Fire Extinguishers; Metal Working and Foundry Safety; Shaper and Shaper Safety; CTE Access and Equity; Powered Hand Drills.
- 17 Quizzes
- Approximate Time to Complete: 14 hours
**Tags:** Pathway Certificate
---
### [Science & STEM Safety for Elementary School Educators Pathway](https://sciencesafety.com/courses/science-stem-safety-for-elementary-school-educators/)
**Published:** February 21, 2024
**Author:** admin2025Open
**Content:**
Complete this Science & STEM Safety for Elementary School Educators pathway module to earn the full pathway certificate. For Elementary School science and STEM educators who want to build a safety culture in their school and classroom. This pathway focuses on safer professional practices related to science and STEM equipment, apparatus, instruments, and intended usage in the school. To access this final module and earn the certificate, learners are required to complete 27 Modules, including:
- 3D Printers; Animals in Schools; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Field Trips; Fire Safety in the Lab; GHS, Labeling, SDS, Hazard Communications; Hand Tools; Heat Source; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Law; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Ventilation Strategies
- Approx. time to complete: 7 hrs
**Tags:** Pathway Certificate
---
### [Temperature Rising: Perimeter Institute Classroom Resource](https://sciencesafety.com/courses/temperature-rising/)
**Published:** September 26, 2022
**Author:** admin2025Open
**Excerpt:** The module on temperature rising will help students explore the concepts of heat using their mini-research stations. Temperature Rising takes students on a unique—and fun—path of inquiry as they investigate the impacts of heat on our environment by conducting student-designed experiments. Get ready to take your students on a path of self-discovery about heat.
**Content:**
**Categories:** Perimeter Institute, Middle School, Physics
**Module Categories:** Perimeter Institute, Physics, Middle School
**Module Tags:** Module
---
### [High School Science Safety Awareness For Department Chairs Pathway](https://sciencesafety.com/courses/high-school-science-department-safety-awareness-for-department-chairs-pathway/)
**Published:** July 13, 2023
**Author:** admin2025Open
**Tags:** Pathway Certificate
**Module Tags:** No Image
---
### [Makerspaces Safety for Elementary School Educators Pathway](https://sciencesafety.com/courses/makerspaces-safety-for-elementary-school-educators/)
**Published:** February 26, 2024
**Author:** admin2025Open
**Content:**
Provides elementary school teachers with a deeper understanding of makerspace hazards and best practices. Careful review of the processes, development of safety procedures, and use of exposure control devices are important to minimize the risks of adverse exposure.
- 100% Online
- 26 Microcredentials: 3D Printers; Animals in Schools; Duty of Care, Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage: Class Size and Safety; Classroom Plants; Field Trips; GHS Labeling, SDS, and Hazard Communication; Hand Tools; Lab Safety Awareness; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Safety Operating Procedures; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; STEM and Heat Sources, Student Safety Rules and Forms; Ventilation Strategies.
- Approx. Time to Complete: 6 hrs.
**Tags:** Pathway Certificate
---
### [Hazard Control and Safety](https://sciencesafety.com/courses/hazard-control-and-safety/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Excerpt:** A hazard control program consists of all steps necessary to protect workers from exposure to a substance or system, the training and the procedures required to monitor worker exposure and their health to hazards such as chemicals, materials or substance, or other types of hazards such as noise and vibration.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Global Harmonized System Training](https://sciencesafety.com/courses/global-harmonized-system-training/)
**Published:** September 20, 2021
**Author:** admin2025Open
**Excerpt:** In this module you will learn about the GHS and how chemical hazards are classified and communicated through the use of labels and safety data sheets (SDS) to improve awareness and understanding about the products being handled.
**Categories:** Chemistry, High School, Chemical Hazards, Safety Data Sheets, GHS, Labelling
**Module Categories:** Chemistry, High School, Safety Awareness, Middle School, Lab Safety
**Module Tags:** Module
---
### [Animals in Schools](https://sciencesafety.com/courses/animals-in-schools/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Excerpt:** If you plan to have an animal in your classroom, whether it’s a class pet or for a hands-on learning experience, be aware of the potential hazards and resulting risks and how to prevent illness.
**Categories:** Elementary School
**Module Categories:** Elementary School
**Module Tags:** Module
---
### [Right to Understand Laws](https://sciencesafety.com/courses/right-to-know-laws/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Excerpt:** All employees who have or potentially have exposure to hazardous materials have a Right to Understand the hazards associated with these items. There are multiple legal regulations concerning this including the OSHA Laboratory Standard and the Hazard Communication Standard. This module explains how this impacts you as a teacher in a STEAM environment.
**Categories:** Elementary School, High School, Middle School, Safety Awareness
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Flame Tests](https://sciencesafety.com/courses/flame-tests/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Excerpt:** The most common chemicals used when performing nichrome wire flame tests are recognized as toxic, and adequate precautions should be taken to ensure good ventilation of the experimental area.
**Categories:** High School
**Module Categories:** Chemistry, High School, Lab Safety
**Module Tags:** Module
---
### [Lasers](https://sciencesafety.com/courses/lasers/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Excerpt:** Laser safety enhances the safe use of laser device in order to prevent or minimize the hazards which accompanies the laser device.
**Categories:** High School
**Module Categories:** Astronomy, Physics, High School
**Module Tags:** Module
---
### [Paper Airplanes](https://sciencesafety.com/courses/paper-airplanes/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Excerpt:** Working with paper airplanes sounds unthreatening; however, there are some things to take into account when teaching.
**Categories:** Aerospace, Elementary School
**Module Categories:** Elementary School, Earth Science
**Module Tags:** Module
---
### [Solar Eclipses](https://sciencesafety.com/courses/watching-solar-eclipses/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Excerpt:** Light from the sun, even during eclipses of the sun, is harmful when viewed directly. In this module you learn about how students can observe the daytime sky and eclipses in a safer manner.
**Categories:** Astronomy, Elementary School, High School, Middle School
**Module Categories:** Astronomy, High School, Middle School, Elementary School
**Module Tags:** Module
---
### [Ventilation and Chemistry Labs](https://sciencesafety.com/courses/ventilation/)
**Published:** July 13, 2021
**Author:** admin2025Open
**Excerpt:** Ventilation in a laboratory is critical for a safe and healthy operation. Little or no ventilation can allow the build up of harmful vapors, respiratory symptoms and more.
**Categories:** Elementary School, High School, Middle School, Ventilation
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Field Trips](https://sciencesafety.com/courses/field-trips/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Excerpt:** A well organized field trip, with carefully planned activities, greatly enhances the safety and educational value for all participants.
**Categories:** Elementary School
**Module Categories:** Elementary School
**Module Tags:** Module
---
### [Classroom Plants](https://sciencesafety.com/courses/plants-in-the-classroom/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Excerpt:** Many teachers have plants in their classrooms for both decorative and educational purposes. Plants that are known to be safer may be brought into the classroom; and plants known to contain harmful substances should be avoided.
**Categories:** Elementary School, High School, Middle School
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Masks](https://sciencesafety.com/courses/masks/)
**Published:** July 26, 2021
**Author:** admin2025Open
**Excerpt:** Masks are a simple barrier to help prevent your respiratory droplets from reaching others. Studies show that masks reduce the spray of droplets when worn over the nose and mouth.
**Categories:** Elementary School, High School, Middle School
**Module Categories:** High School, Covid, Middle School, Elementary School
**Module Tags:** Module
---
### [Remote Instruction](https://sciencesafety.com/courses/remote-instruction/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Excerpt:** This module is meant as a guide; each educational institution may have its own policies that must be followed from the respective school, district, local municipality, state and federal governments, and professional associations.
**Categories:** High School, Middle School
**Module Categories:** High School, Middle School
**Module Tags:** Module
---
### [BBP Diseases](https://sciencesafety.com/courses/bbp-diseases/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Excerpt:** BBP diseases include hepatitis B (HBV), hepatitis C (HCV) and human immunodeficiency virus (HIV).
**Categories:** Elementary School, High School, Middle School
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Universal Design and Lab Safety](https://sciencesafety.com/courses/universal-design-and-lab-safety/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Excerpt:** Students with disabilities face access challenges to typical science labs in K-12 and postsecondary settings.
**Categories:** High School, Middle School, Students with Additional Needs
**Module Categories:** Elementary School, High School, Middle School, Students With Additional Needs, Universal Design
**Module Tags:** Module
---
### [Fires and Fire Extinguishers](https://sciencesafety.com/courses/fires-and-fire-extinguishers/)
**Published:** February 7, 2022
**Author:** admin2025Open
**Excerpt:** In this module you will learn about different types of fires and different types of fire extinguishers to use depending on the unique situation that you are dealing with.
**Module Categories:** Fire Safety
**Module Tags:** Module
---
### [Safer Laboratory Unit Design and Equipment](https://sciencesafety.com/courses/laboratory-unit-design-and-equipment/)
**Published:** February 7, 2022
**Author:** admin2025Open
**Excerpt:** In this module we will explore the use of signage for various components of your existing safety program in your laboratory.
**Module Categories:** Middle School, Lab Safety, Biology, Chemistry, High School
**Module Tags:** Module
---
### [Safety Data Sheets](https://sciencesafety.com/courses/safety-data-sheets/)
**Published:** February 7, 2022
**Author:** admin2025Open
**Excerpt:** A Safety Data Sheet is the standard document available for every hazardous chemical manufactured or sold in the United States.
**Module Categories:** Chemistry, Lab Safety
**Module Tags:** Module
---
### [Table Saws](https://sciencesafety.com/courses/table-saws-2/)
**Published:** January 11, 2022
**Author:** admin2025Open
**Excerpt:** Safety protocols and safety demos for table saws.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Cutters and Cutter Safety](https://sciencesafety.com/courses/cutters-and-cutter-safety/)
**Published:** January 10, 2022
**Author:** admin2025Open
**Excerpt:** About 30% of workplace injuries involve lacerations, and 70% occur on the hands or fingers.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Bandsaws and Bandsaw Safety](https://sciencesafety.com/courses/band-saws/)
**Published:** January 9, 2022
**Author:** admin2025Open
**Excerpt:** Bandsaws are very popular pieces of woodworking equipment commonly found in the woodworking shop.
**Categories:** CTE
**Module Categories:** CTE
**Module Tags:** Module
---
### [CTE Access and Equity](https://sciencesafety.com/courses/cte-access-and-equity/)
**Published:** January 9, 2022
**Author:** admin2025Open
**Excerpt:** Learn about access and equity in remote, blended and socially-distanced learning best practices.
**Module Categories:** Remote Learning, CTE
**Module Tags:** Module
---
### [Remote CTE Teaching](https://sciencesafety.com/courses/remote-cte-teaching/)
**Published:** January 9, 2022
**Author:** admin2025Open
**Excerpt:** This module focuses on the CTE transition to remote teaching models. We discuss the challenges teachers face and the successes that CTE teachers have experienced in developing their own remote lessons and learning experiences.
**Module Categories:** CTE, Remote Learning
**Module Tags:** Module
---
### [Chemical Storage](https://sciencesafety.com/courses/chemical-storage/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** This module provides teachers and staff with an overview of basic procedures and policies necessary to ensure the safe operation of their science laboratories.
**Categories:** Chemistry, High School, Middle School
**Module Categories:** Chemistry, High School, Middle School
**Module Tags:** Module
---
### [Lab Experiments](https://sciencesafety.com/courses/experiments/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** As a teacher, there are steps you can take to make sure your students are as safe as possible while exploring and experimenting in the lab.
**Categories:** High School, Middle School
**Module Categories:** High School, Middle School, Lab Safety
**Module Tags:** Module
---
### [Lab Safety Awareness](https://sciencesafety.com/courses/lab-safety-awareness/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** The National Safety Council has estimated that 5000 safety-related accidents occur in U.S.. schools each year. At least 10% of these are science classroom related. This module is designed to help you understand the need for lab safety at a deeper level by looking at individual cases and research.
**Categories:** Safety Awareness, High School, Middle School
**Module Categories:** Safety Awareness, Middle School, High School
**Module Tags:** Module
---
### [Chemistry Lab Accidents](https://sciencesafety.com/courses/accidents/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Concrete steps to prevent lab emergencies that carry a high risk of injury–spills and fires.
**Categories:** Chemistry, High School, Middle School
**Module Categories:** Chemistry, High School, Middle School
**Module Tags:** Module
---
### [Chemical Demonstration Videos](https://sciencesafety.com/courses/demonstration-videos/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Review chemical demonstration videos to determine if they meet safety and pedagogy goals.
**Categories:** Chemistry, High School
**Module Categories:** Chemistry, High School
**Module Tags:** Module
---
### [Chemical Hazards](https://sciencesafety.com/courses/hazards/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Chemicals must be handled properly and in minimal concentrations, if used incorrectly they can be extremely unsafe and hazardous and cause harm.
**Categories:** Chemistry, High School
**Module Categories:** Chemistry, High School
**Module Tags:** Module
---
### [Laboratory Inspections](https://sciencesafety.com/courses/laboratory-inspections/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Safety inspections are intended to identify safety issues or problems that may not be observed or identified as such by the day-to-day occupants of a laboratory. In this module you develop a deeper understand why safety inspections are important and review best practices.
**Categories:** High School, Chemistry
**Module Categories:** Chemistry, High School
**Module Tags:** Module
---
### [Student Safety Rules and Forms](https://sciencesafety.com/courses/student-lab-safety-contract/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** In this module you will learn about the difference between a safety acknowledgement form and a safety contract.
**Categories:** High School, Middle School
**Module Categories:** High School, Safety Awareness, Middle School
**Module Tags:** Module
---
### [Bloodborne Pathogens](https://sciencesafety.com/courses/what-is-bbp/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Excerpt:** Bloodborne pathogens are infectious microorganisms in human blood that can cause disease in humans.
**Categories:** Elementary School, High School, Middle School, All
**Module Categories:** Middle School, Elementary School, High School
**Module Tags:** Module
---
### [Opening for the New School Year](https://sciencesafety.com/courses/opening-for-the-new-school-year/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Excerpt:** Each term ALL staff members should inspect their classrooms and laboratories and notify appropriate authorities of any hazards.
**Categories:** High School, Middle School, Elementary School
**Module Categories:** Elementary School, High School, Covid, Middle School
**Module Tags:** Module
---
### [Personal Protective Equipment](https://sciencesafety.com/courses/ppe/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Excerpt:** Commonly referred to as "PPE", is equipment worn to minimize exposure to hazards that cause serious workplace injuries.
**Categories:** Elementary School, High School, Middle School, PPE
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Laboratory Specialists](https://sciencesafety.com/courses/for-laboratory-specialists/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Excerpt:** Lab Specialists are responsible for the preparation of labs in chemistry, physics and earth science, maintaining lab equipment — the balances, Bunsen burners, etc. — and our chemical inventory.
**Categories:** Laboratory Specialists, Chemistry, High School
**Module Categories:** High School, Chemistry
**Module Tags:** Module
---
### [Aerospace](https://sciencesafety.com/courses/aerospace/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Excerpt:** Rockets that use compressed air and/or water pressure must be used with caution.
**Categories:** Aerospace, High School, Middle School
**Module Categories:** High School, Middle School
**Module Tags:** Module
---
### [Cleaning During Covid and School Safe](https://sciencesafety.com/courses/cleaning-during-covid/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Excerpt:** Cleaning and promoting hand hygiene are important everyday actions schools can take to slow the spread of COVID-19 and other infectious diseases and protect students and staff.
**Categories:** Custodians, Elementary School, High School, Middle School
**Module Categories:** Elementary School, High School, Covid, Custodians, Middle School
**Module Tags:** Module
---
### [STEM Labs & Makerspace Safety for Elementary Educators](https://sciencesafety.com/courses/stem-safety-labs/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Excerpt:** Planning your STEM program and activities will take some thought and time, but the results will be much richer learning and deeper understanding (safely) for your students. Designed for elementary educators.
**Categories:** Middle School, STEM, Elementary School, High School
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Safety Operating Procedures](https://sciencesafety.com/courses/safety-operating-procedures/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** Safety operating procedures in elementary science and STEM programs.
**Categories:** Elementary School, Lab Safety
**Module Categories:** Elementary School, Lab Safety
**Module Tags:** Module
---
### [Robotics](https://sciencesafety.com/courses/robotics/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Excerpt:** In this module, we will discuss safety training related to robots, including risk assessments and best practices.
**Categories:** High School, Middle School, STEM, Elementary School
**Module Categories:** STEM, Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Microscopes and Microscope Safety](https://sciencesafety.com/courses/microscopes/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** Proper use of the microscope should be reviewed with students prior to use and should be used only under supervision.
**Categories:** Biology, High School, Middle School
**Module Categories:** Biology, High School, Middle School
**Module Tags:** Module
---
### [Welding](https://sciencesafety.com/courses/welding/)
**Published:** December 30, 2021
**Author:** admin2025Open
**Excerpt:** In this module you will explore welding technology, the associated hazards, risks, and strategies to minimize those concerns through a combination of best-practices, safety procedures and a thorough understanding of the welding process(es) involved in each type of situation.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Portable Grinders](https://sciencesafety.com/courses/portable-grinders/)
**Published:** December 30, 2021
**Author:** admin2025Open
**Excerpt:** In this module we will explore the safety practices associated with portable grinders, abrasive disks or cutting wheels, and the protocols in place to protect the users from accidental injury.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Hearing Protection](https://sciencesafety.com/courses/hearing-protection/)
**Published:** December 31, 2021
**Author:** admin2025Open
**Excerpt:** There’s a lot you can do to protect your hearing when you’re using loud tools. You’re already wearing eye protection and sturdy shoes when you work with power tools. So why not protect your hearing too?
**Module Categories:** CTE
**Module Tags:** Module
---
### [Plasma Cutting](https://sciencesafety.com/courses/plasma-cutting/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Excerpt:** This module has been designed to develop an awareness of plasma cutting technology and the safety applications in the school for the teacher and for the students.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Hazards Working Around Machines](https://sciencesafety.com/courses/hazards-working-around-machines/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Excerpt:** Hazards associated with working near or on machinery vary depending on the exact machine used.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Digital Citizenship: Middle Level Course](https://sciencesafety.com/courses/digital-citizenship/)
**Published:** February 14, 2022
**Author:** admin2025Open
**Excerpt:** Technology has become an important part of people’s lives, from when we get up to when we fall asleep.
**Categories:** Middle School, Digital Citizenship
**Module Categories:** Middle School, Digital Citizenship
**Module Tags:** Module
---
### [Hazardous Waste Management and Visual Arts](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Excerpt:** Numerous health hazards and environmental risks are associated with the creation of art.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Health and Safety Programs and the Visual Arts](https://sciencesafety.com/courses/expanding-the-health-and-safety-program-in-art-classrooms/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Excerpt:** If your art classroom program produces something, in other words a piece of artwork such as a painting, sculpture, jewelry etc. you should understand that clean up materials.
**Categories:** Art Safety, Visual Arts
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Design and Architecture and Model Making](https://sciencesafety.com/courses/design-and-architecture-and-model-making/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Excerpt:** Safety practices related to design and architecture and model making.
**Categories:** Visual Arts, Art Safety
**Module Categories:** Art Safety, Visual Arts
**Module Tags:** Module
---
### [Green Chemistry](https://sciencesafety.com/courses/green-chemistry/)
**Published:** February 25, 2022
**Author:** admin2025Open
**Excerpt:** Green chemistry is the design of chemical products and processes that reduce or eliminate the use or generation of hazardous substances.
**Categories:** Chemistry
**Module Categories:** Chemistry
**Module Tags:** Module
---
### [Risk Management for STEAM Programs](https://sciencesafety.com/courses/risk-management-for-steam-programs/)
**Published:** February 28, 2023
**Author:** admin2025Open
**Excerpt:** This module covers important topics related to dealing with safer strategies for evaluating, mitigating and managing risks in STEAM programs.
**Module Categories:** Safety Awareness
**Module Tags:** Module
---
### [High School Science General Safety Protocols Training](https://sciencesafety.com/courses/high-school-science-general-safety-protocols-training/)
**Published:** May 31, 2023
**Author:** admin2025Open
**Module Tags:** Module
---
### [Rockets and Rocket Safety](https://sciencesafety.com/courses/rocket-safety/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Excerpt:** Learn about Rocket Safety and Banned Rockets in this Module.
**Module Tags:** Module, Earth Science, Elementary School
---
### [WHMIS 2015 Training For Workers New](https://sciencesafety.com/courses/whmis-2015-training-for-workers-new/)
**Published:** February 29, 2024
**Author:** admin2025Open
---
### [Chemistry Lab Safety For Students](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Excerpt:** Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
**Categories:** Chemistry, High School, Student Courses
**Module Categories:** Chemistry, High School, Student Courses
**Module Tags:** Module
---
### [General Science Safety For Secondary Students](https://sciencesafety.com/courses/general-science-safety-for-secondary-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Excerpt:** Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
**Categories:** High School, Safety Awareness, Safety Contracts, Student Courses
**Module Categories:** High School, Safety Awareness, General Science, Students, Student Courses
**Module Tags:** Module
---
### [Student Safety in the Science Lab](https://sciencesafety.com/courses/student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Excerpt:** For students going into general science courses. Covers basic procedures and policies necessary to ensure the safe operation of their science laboratories. In this course we investigate common safety protocols and specific topics, such as developing a safety mindset, GHS, and heat sources.
**Categories:** High School, General Science, Student Courses
**Module Categories:** High School, General Science, Student Courses
**Module Tags:** Module
---
### [Chemistry Safety For International Baccalaureate Students](https://sciencesafety.com/courses/ib-chemistry-for-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Excerpt:** IB Students planning to work in a chemistry laboratory need to learn basic safety principles before beginning.
**Categories:** Chemistry, High School, International Baccalaureate, Student Courses
**Module Categories:** Chemistry, High School, International Baccalaureate, Student Courses
**Module Tags:** Module
---
### [Biology Safety For International Baccalaureate (IB) Students](https://sciencesafety.com/courses/biology-safety-for-international-baccalaureate-ib-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Excerpt:** IB Biology students need to learn basic safety principles before beginning.
**Categories:** International Baccalaureate, Student Courses, Biology, High School
**Module Categories:** Biology, High School, International Baccalaureate, Student Courses
**Module Tags:** Module
---
### [GHS Labeling, Safety Data Sheets, Hazard Communication](https://sciencesafety.com/courses/labelling/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** In this module you will learn how to properly label chemical bottles and containers using the GHS protocols and how to read a safety data sheet. This understanding is a safety requirement for labeling chemicals to identify known hazards and hazard information.
**Categories:** Chemistry, High School, Middle School
**Module Categories:** Chemistry, High School, Middle School
**Module Tags:** Module
---
### [Chemical Handling and Waste Management](https://sciencesafety.com/courses/waste-management/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** In this module you will learn how to minimize waste, handle chemical waste and dispose of it.
**Categories:** Chemistry, High School, Middle School
**Module Categories:** Chemistry, High School, Middle School
**Module Tags:** Module
---
### [Fire Safety in the Science Lab](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Labs, especially those using solvents in any quantity, have a very high potential for flash fires, explosion, rapid spread of fire, and high toxicity of products of combustion (heat, smoke, and flame).
**Categories:** Middle School, Fire Safety, Elementary School, High School
**Module Categories:** High School, Middle School
**Module Tags:** Module
---
### [Chemical Spills](https://sciencesafety.com/courses/chemical-spills/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** Learn how to evaluate and safely handle chemical spills in your laboratory.
**Categories:** Chemistry, Chemical Spills, High School, Middle School
**Module Categories:** Chemistry, High School, Middle School
**Module Tags:** Module
---
### [School Bus Safety](https://sciencesafety.com/courses/school-bus-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** According to the National Highway Transportation Safety Administration, school buses are one of the safest forms of transportation. But there are still dangers, particularly before and after riding the bus.
**Categories:** Elementary School
**Module Categories:** Elementary School
**Module Tags:** Module
---
### [Classroom Management Best Practices](https://sciencesafety.com/courses/classroom-management-best-practices/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** Evidence-based strategies and best practices for science and STEM classroom management.
**Categories:** High School, Middle School
**Module Categories:** High School, Middle School, Classroom Management
**Module Tags:** Module
---
### [Science Safety Concerns](https://sciencesafety.com/courses/science-safety-concerns/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** This module addresses safety concerns around chemicals, electricity, and glassware.
**Categories:** Elementary School, Safety Awareness
**Module Categories:** Elementary School, Safety Awareness
**Module Tags:** Module
---
### [Gloves](https://sciencesafety.com/courses/gloves/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** There are many types of gloves available today to protect against a wide variety of hazards. In this module you explore how the nature of the hazard and the operation involved will affect the selection of gloves.
**Categories:** High School, Middle School
**Module Categories:** High School, Middle School
**Module Tags:** Module
---
### [Science & STEM Makerspaces](https://sciencesafety.com/courses/makerspace/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** Some of the makerspace hazards, including the ultrafine particles generated during 3D printing, have not been fully characterized to date. With this in mind, careful review of the processes, development of safety procedures, and use of exposure control devices are important to minimize the risks of adverse exposure.
**Categories:** STEM, 3D Printing, Elementary School, High School
**Module Categories:** STEM, Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Laser Cutters](https://sciencesafety.com/courses/laser-cutters/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** Laser cutting is a technology that uses a laser to vaporize materials, resulting in a cut edge. In this module you learn how to use them more safely.
**Categories:** High School, STEM, CTE
**Module Categories:** STEM, High School, CTE, Lasers
**Module Tags:** Module
---
### [Teaching Science and STEM Online Safely](https://sciencesafety.com/courses/distance-education-science-stem-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** In this course you will explore some of the common building blocks, or frameworks that exist that can help you and your students achieve your curricular goals in a safe manner, even in a distance education model.
**Categories:** STEM, All
**Module Categories:** STEM, High School, Safety Awareness, Middle School, Remote Learning
**Module Tags:** Module
---
### [Preplanning At-Home Activities](https://sciencesafety.com/courses/preplanning-at-home-safety-protocols/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:**
This module includes examples of safety pre-planning suggestions and recommended safety protocol that students and parents need to be aware of and should follow for safer hands-on activities in the home.
**Categories:** Remote Science
**Module Categories:** Middle School, Chemistry, Elementary School, High School
**Module Tags:** Module
---
### [Remote Safety & Emergency Situations](https://sciencesafety.com/courses/remote-safety-emergency-situations/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** The use of a remote safety acknowledgement is absolutely important when performing any science or STEM activities off-site to help minimize liability and to ensure that safety is still a priority regardless of the environment.
**Categories:** Elementary School
**Module Categories:** STEM, Elementary School, High School, Middle School, Remote Learning
**Module Tags:** Module
---
### [Dissection Safety](https://sciencesafety.com/courses/dissection-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** Performing safer dissections is a common practice in biology programs and allows students to learn about the connected systems within organisms and provide a better understanding of anatomy and physiology.
**Categories:** Biology, High School
**Module Categories:** Biology, High School
**Module Tags:** Module
---
### [Heat Sources](https://sciencesafety.com/courses/bunsen-burner-and-hot-plate-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Excerpt:** The use of heating sources in the laboratory is very common, and unfortunately these are the root cause of many preventable burns, scalds, and fires. Learn more about heat safety in this module.
**Categories:** High School, Middle School
**Module Categories:** High School, Middle School
**Module Tags:** Module
---
### [Forensics and Biotechnology Safety](https://sciencesafety.com/courses/forensics-and-biotechnology-safety/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Excerpt:** There are inherent hazards and risks associated with performing forensic science and biotechnology investigations including biological, chemical and physical sources. This module will help identify those safety concerns in the laboratory.
**Categories:** Biology, High School
**Module Categories:** Biology, High School
**Module Tags:** Module
---
### [Live Animals in the Classroom](https://sciencesafety.com/courses/live-animals-in-the-classroom/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Excerpt:** Many classrooms benefit from the use of live animals in the classroom and use this as a springboard for student curiosity into the living world surrounding them. Explore the various concerns and safer practices if you have live animals in the laboratory.
**Categories:** Middle School, Biology, Elementary School, High School
**Module Categories:** Biology, Elementary School
**Module Tags:** Module
---
### [Biology Lab Protocols](https://sciencesafety.com/courses/biology-lab-protocols/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** This module provides information on biology laboratory practices and protocols.
**Categories:** Biology, High School, Middle School
**Module Categories:** Protocols, Biology, High School
**Module Tags:** Module
---
### [Biology Lab Equipment](https://sciencesafety.com/courses/biology-lab-equipment/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** Covers the basic laboratory equipment to produce valid results in a molecular biology laboratory.
**Categories:** Biology, High School
**Module Categories:** Biology, High School
**Module Tags:** Module
---
### [Biological Waste](https://sciencesafety.com/courses/biological-waste/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Excerpt:** Any material that contains or has been contaminated by a biohazardous agent.
**Categories:** Biology, High School
**Module Categories:** Biology
**Module Tags:** Module
---
### [STEM and Heat Sources](https://sciencesafety.com/courses/heat-source-options/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Excerpt:** Many hands-on STEM activities and demonstrations require the use of a heat source. The challenge is to determine the appropriate heat source based on safety while still meeting the needs of the activity.
**Categories:** High School, Middle School
**Module Categories:** High School, Middle School
**Module Tags:** Module
---
### [Slips, Trips, and Falls](https://sciencesafety.com/courses/falls/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Excerpt:** Slips, trips, and falls cause nearly 700 fatalities per year and many more injurious accident in the workplace according to the Bureau of Labor Statistics. In this module you learn about the physical factors involved in slips, trips, and falls and prevention.
**Categories:** Elementary School, High School, Middle School
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [Mercury](https://sciencesafety.com/courses/mercury/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Excerpt:** The best way to prevent dangerous mercury spills in your school is to get rid of mercury. In this module you learn about the dangers of mercury and how to dispose it safely.
**Categories:** Chemistry, Chemical Spills, High School, Middle School
**Module Categories:** Middle School, Chemistry, High School
**Module Tags:** Module
---
### [Ventilation Strategies](https://sciencesafety.com/courses/ventilation-strategies/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Excerpt:** Proper ventilation is a key prevention strategy for maintaining healthy environments and, along with other preventive actions, can reduce the likelihood of spreading disease.
**Categories:** Middle School, Custodians, Covid 19, Elementary School, High School
**Module Categories:** Elementary School, High School, Covid, Custodians, Middle School
**Module Tags:** Module
---
### [EPA's List N Tool](https://sciencesafety.com/courses/epas-list-n/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Excerpt:** The EPA’s List N Tool is a web-based application that enables consumers to quickly and easily search for disinfectant products with EPA approval against SARS-CoV-2, the virus which causes COVID-19.
**Categories:** List N, High School, Middle School
**Module Categories:** Custodians, Middle School, High School, Covid
**Module Tags:** Module
---
### [Science Instruction and Safety](https://sciencesafety.com/courses/instruction-and-safety/)
**Published:** September 10, 2021
**Author:** admin2025Open
**Excerpt:** Science activities, as all content area lessons which require active student involvement, carry special concerns for safety. In this module you will learn how to assess the level of safety in your science teaching.
**Categories:** Safety Awareness, Elementary School, Middle School, STEM
**Module Categories:** Elementary School, Middle School, STEM
**Module Tags:** Module
---
### [Middle School Resources](https://sciencesafety.com/courses/middle-school-resources/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Excerpt:** Resource library for middle school science and STEM educators and administrators. Legal safety standards noted in these resources may vary from state to state depending on what have been legally adopted by each state and/or local district.
**Categories:** Middle School
**Module Categories:** Middle School
**Module Tags:** Module
---
### [Elementary School Resources](https://sciencesafety.com/courses/elementary-school-resources/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Excerpt:** Resource library for elementary school science and STEM educators and administrators. Legal safety standards noted in these resources may vary from state to state depending on what have been legally adopted by each state and/or local district.
**Categories:** Elementary School
**Module Categories:** Elementary School
**Module Tags:** Module
---
### [High School Resources](https://sciencesafety.com/courses/high-school-resources/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Excerpt:** Resource library for high school science and STEM educators and administrators. Legal safety standards noted in these resources may vary from state to state depending on what have been legally adopted by each state and/or local district.
**Categories:** High School
**Module Categories:** High School
**Module Tags:** Module
---
### [Students With Autism Spectrum Disorder](https://sciencesafety.com/courses/autism/)
**Published:** September 20, 2021
**Author:** admin2025Open
**Excerpt:** Explore strategies to support students with Autism Spectrum Disorder that have been successful for other educators in science and STEM.
**Categories:** Students with Additional Needs, Autism, Elementary School, High School, Middle School
**Module Categories:** Middle School, Autism, Elementary School, High School
**Module Tags:** Module
---
### [Tornado Safety](https://sciencesafety.com/courses/tornado-safety/)
**Published:** October 18, 2021
**Author:** admin2025Open
**Excerpt:** In this module you learn about the destruction of tornados, the importance of planning, and how to run drills.
**Categories:** Natural Disasters, Tornado Safety
**Module Categories:** Natural Disasters, Tornado Safety
**Module Tags:** Module
---
### [Emergency Lockdown Drills](https://sciencesafety.com/courses/lockdown-drills/)
**Published:** November 4, 2021
**Author:** admin2025Open
**Excerpt:** Specific drills to pprepare students and staff to achieve maximum safety in the event of an internal threat (active shooter) or external threat, including community violence or disaster.
**Categories:** Emergency Management
**Module Categories:** Emergency Management
**Module Tags:** Module
---
### [Playground Safety](https://sciencesafety.com/courses/playground-safety/)
**Published:** November 7, 2021
**Author:** admin2025Open
**Excerpt:** A playground should be a place where children can play and have fun, not a place where serious injuries occur. Some of these tragedies can be attributed to deliberate misuse of the equipment, poorly maintained equipment or having no parental supervision. Most injuries can be prevented.
**Module Categories:** Elementary School, Safety Awareness
**Module Tags:** Module
---
### [Ladder Safety](https://sciencesafety.com/courses/ladder-safety/)
**Published:** November 14, 2021
**Author:** admin2025Open
**Excerpt:** School employees must have ladder training if ladder use is required/expected.
**Module Categories:** Safety Awareness
**Module Tags:** Module
---
### [Allergens and Allergies in Schools](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/)
**Published:** November 15, 2021
**Author:** admin2025Open
**Excerpt:** An allergic reaction begins when an allergen enters the body.
**Module Categories:** Safety Awareness, Health
**Module Tags:** Module
---
### [Automated External Defibrillators](https://sciencesafety.com/courses/automated-external-defibrillators/)
**Published:** November 23, 2021
**Author:** admin2025Open
**Excerpt:** Diagnose the life-threatening cardiac arrhythmias of ventricular fibrillation and pulseless ventricular tachycardia.
**Module Categories:** Health, Emergency Management
**Module Tags:** Module
---
### [Students with Additional Needs: Course](https://sciencesafety.com/courses/engaging-students-with-additional-needs/)
**Published:** December 24, 2021
**Author:** admin2025Open
**Excerpt:** Every student is entitled to equitable access to education. In this module we will look at some strategies and best-practices that you can use in your science and STEM program to ensure that students with additional needs are successful.
**Categories:** Students with Additional Needs, Universal Design
**Module Categories:** STEM, Autism, Students With Additional Needs
**Module Tags:** Module
---
### [ELL Students](https://sciencesafety.com/courses/ell-students/)
**Published:** December 26, 2021
**Author:** admin2025Open
**Excerpt:** All students, including those identified as ELL, can and should have every opportunity to learn and succeed in science.
**Categories:** ELL
**Module Categories:** ELL
**Module Tags:** Module
---
### [Metal Drilling](https://sciencesafety.com/courses/metal-drilling-safety/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** Metalworking machines can be dangerous if not used properly.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Sanders](https://sciencesafety.com/courses/sanders/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** You will find multiple sanders when looking at frequently found tools in a common woodshop/construction lab or STEM lab.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Miter Saws](https://sciencesafety.com/courses/miter-saws/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** There are safety rules and procedures to be followed for the safer operation of this tool and instructions will be similar for all miter saws.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Jointers and Planers](https://sciencesafety.com/courses/jointers-and-planers/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** Jointers and planers are used to true or square lumber so that it can be worked with easier and have better results.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Wood Dust](https://sciencesafety.com/courses/wood-dust/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** Wood dust is created during all stages of wood processing, including sawing, routing, sanding, and other operations.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Radial Arm Saws](https://sciencesafety.com/courses/radial-arm-saws/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Excerpt:** All power tools can be dangerous if both general and tool specific safety instructions are not followed carefully. General safety instructions apply to all power tools, both corded and cordless.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Lab Fire and Explosion Accidents](https://sciencesafety.com/courses/lab-fire-and-explosion-accidents/)
**Published:** February 7, 2022
**Author:** admin2025Open
**Excerpt:** Preventing fires and explosions in laboratories is not very common, however these tragic events still occur and injure staff and students. These accidents are the result of poor practices, lack of training, lack of chemical understanding and the mishandling of chemicals or equipment in the laboratory.
**Module Categories:** Fire Safety
**Module Tags:** Module
---
### [Science & STEM From Home](https://sciencesafety.com/courses/science-stem-from-home/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Common building blocks exist that can help you and your students achieve your curricular goals even in a distance education model.
**Module Categories:** STEM, Remote Learning
**Module Tags:** Module
---
### [Teaching Science Remotely: Best Practices](https://sciencesafety.com/courses/teaching-science-remotely-key-points/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Explore key recommendations that have been tested and revised in the traditional distance education model.
**Categories:** Remote Science
**Module Categories:** Remote Learning
**Module Tags:** Module
---
### [Virtual Activity Selection](https://sciencesafety.com/courses/virtual-activity-selection/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** This module will help you choose virtual activities and always make safety a priority.
**Categories:** Remote Science
**Module Categories:** Remote Learning
**Module Tags:** Module
---
### [Pre-Planning Remote Activities](https://sciencesafety.com/courses/pre-planning-remote-activities/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** The importance of activity selection is the first step in the planning and hazard assessment process.
**Categories:** Remote Science
**Module Categories:** Remote Learning
**Module Tags:** Module
---
### [Remote Instruction Guides and Safety Forms](https://sciencesafety.com/courses/remote-instruction-guides/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Being in a remote teaching and learning environment is not the traditional way that school has been taught, nor the way that teachers and administrators have been working for decades within the mainstream educational framework.
**Categories:** Remote Science
**Module Categories:** Remote Learning
**Module Tags:** Module
---
### [Push Sticks](https://sciencesafety.com/courses/push-sticks/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Push sticks or push blocks should be used when operating standard woodworking machinery, including table saws, band saws, radial arm saws, jointer/planers and shapers.
**Categories:** CTE, Woodshop
**Module Categories:** CTE, Woodshop
**Module Tags:** Module
---
### [Wood Turning Lathes](https://sciencesafety.com/courses/wood-turning-lathes/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** A wood turning lathe can be dangerous if not used properly.
**Categories:** CTE, Woodshop
**Module Categories:** CTE, Woodshop
**Module Tags:** Module
---
### [General Woodshop Safety](https://sciencesafety.com/courses/general-woodshop-safety/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** There are safety concerns in the wood shop resulting from the equipment, tools, and raw materials used, as well as from the occupants in the room. This module will assist in providing some safety awareness when in the wood shop.
**Categories:** CTE, Woodshop
**Module Categories:** CTE, Woodshop
**Module Tags:** Module
---
### [Welding Fumes and Gases](https://sciencesafety.com/courses/welding-fumes-and-gases/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Welding fumes are a complex mixture of metals metallic oxides, silicates and fluorides.
**Categories:** CTE, Metalworking
**Module Categories:** Metalworking, CTE
**Module Tags:** Module
---
### [PPE and Welding](https://sciencesafety.com/courses/ppe-and-welding/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Welding has inherent risks and associated hazards resulting from the use of tools, equipment, metals and the possible fumes created. There are PPE-specific safety controls to help make the welding process safer when used appropriately.
**Categories:** CTE
**Module Categories:** CTE, Metalworking
**Module Tags:** Module
---
### [MIG Welding](https://sciencesafety.com/courses/mig-welding/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** MIG welding is an arc welding process in which a continuous solid wire electrode is fed through a welding gun and into the weld pool, joining the two base materials together in a weld.
**Categories:** CTE, Metalworking
**Module Categories:** CTE, Metalworking
**Module Tags:** Module
---
### [Welding Ventilation](https://sciencesafety.com/courses/welding-ventilation/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Learn about safety protocols related to welding ventilation with examples of local exhaust ventilation.
**Categories:** CTE, Metalworking
**Module Categories:** CTE, Metalworking
**Module Tags:** Module
---
### [Students With Dyslexia](https://sciencesafety.com/courses/students-with-dyslexia/)
**Published:** February 9, 2022
**Author:** admin2025Open
**Excerpt:** This module will provide some insights in how to help students who may have dyslexia.
**Categories:** Students with Additional Needs
**Module Categories:** Students With Additional Needs, Dyslexia
**Module Tags:** Module
---
### [Students with Visual Impairments](https://sciencesafety.com/courses/students-with-visual-impairments/)
**Published:** February 9, 2022
**Author:** admin2025Open
**Excerpt:** Explore strategies and their applications in your classroom to better support students with visual impairments.
**Categories:** Students with Additional Needs, Visual Impairments
**Module Categories:** Students With Additional Needs, Visual Impairment
**Module Tags:** Module
---
### [Students Who Are Deaf or Hard of Hearing](https://sciencesafety.com/courses/students-who-are-deaf-or-hard-of-hearing/)
**Published:** February 9, 2022
**Author:** admin2025Open
**Excerpt:** There are a significant number of students who have been diagnosed as either hard of hearing or deaf.
**Categories:** Students with Additional Needs
**Module Categories:** Students With Additional Needs
**Module Tags:** Module
---
### [SEL, Science, and STEM](https://sciencesafety.com/courses/sel-science-and-stem/)
**Published:** March 13, 2022
**Author:** admin2025Open
**Excerpt:** SEL, Science and STEM have a uniquely beneficial relationship. In Science and STEM education, the collaborative nature of learning opens up SEL opportunities.
**Categories:** SEL
**Module Categories:** SEL
**Module Tags:** Module
---
### [Ethics and Empathy](https://sciencesafety.com/courses/ethics-and-empathy/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Excerpt:** Ethics are the moral principles that govern people’s behavior and the way they conduct life’s activities.
**Categories:** Digital Citizenship
**Module Categories:** Digital Citizenship
**Module Tags:** Module
---
### [Science Safety Risk Management Framework](https://sciencesafety.com/courses/science-safety-risk-management-framework/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Excerpt:** A formal, cohesive, holistic process for Science, STEAM, CTE, and lab safety that allows organizations to manage and mitigate program delivery hazards and risks, making organizations and schools safer.
**Module Categories:** Safety Awareness, Lab Safety
**Module Tags:** Module
---
### [Rock & Mineral Safety](https://sciencesafety.com/courses/rock-mineral-safety/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Excerpt:** Rocks and minerals are found in most schools and are used to illustrate the various geologic processes for students exploring sedimentary, metamorphic and igneous samples. However there are safety concerns related to storage, handling and evaluating these specimens.
**Module Tags:** Module
---
### [Clamps and Clamp Safety](https://sciencesafety.com/courses/clamps/)
**Published:** December 28, 2021
**Author:** admin2025Open
**Excerpt:** General safety tips to know when using clamps with emphasis on what to avoid to be safer.
**Module Categories:** CTE
**Module Tags:** Module
---
### [Fundamental Safety for High School and Middle School Educators Pathway](https://sciencesafety.com/courses/fundamental-safety-for-high-school-and-middle-school-educators-pathway/)
**Published:** July 13, 2023
**Author:** admin2025Open
**Content:**
After you have completed all other modules in this pathway click on this completion module to receive your certificate.
**Tags:** Pathway Certificate
---
### [Pathway Cert: General Safety Protocols for High School Science Educators Pathway](https://sciencesafety.com/courses/general-safety-protocols-for-high-school-science-educators/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Content:**
Provides High School science educators with an overview of basic procedures and policies necessary to support safety in their classrooms.
- 33 Professional Certificates
- 100% Online
- 33 Modules: AP Biology; Biology Lab Equipment; Biology Lab Protocols; Bloodborne Pathogens; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Chemical Handling and Waste Management; Duty of Care; Evaluating Risk; Fire Safety in the Lab; First Aid; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Heat Sources; Lab Experiments; Lab Safety Awareness; Laboratory Inspections; Laboratory Specialists; Mercury; Methanol; Microscopes; Personal Protective Equipment; Physics; Remote Instruction; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Sanitizing Equipment; Student Safety Rules and Forms.
- 1 Professional Certificate
- Approx. time to complete: 11 hrs.
**Tags:** Pathway Certificate
---
### [Chemistry Safety for Educators Pathway](https://sciencesafety.com/courses/ap-chemistry-safety-for-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
Provides AP Chemistry teachers and administrators with an overview of basic procedures and policies necessary to ensure the safe operation of their AP Chemistry laboratories. In this pathway, we investigate common safety protocols and best-practices, including safety contracts, chemical storage, how to deal with emergency situations such as fires, chemical spills, and more.
- 100% Online
- 1 Pathway
- 32 Modules aligned to the following Professional Certificates: Chemical Demonstration Videos; Chemical Handling and Waste Management; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Spills; Chemical Storage; Chemistry Lab Accidents; Class Size and Safety; Duty of Care; Evaluating Risks; Eye Protection; Eyewash Stations and Showers; Fires and Fire Extinguishers; Flame Tests; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Gloves; Hazard Control; Heat Sources; Lab Experiments; Lab Fire and Explosion Accidents; Laboratory Inspections; Lab Safety Awareness; Mercury; Methanol; Personal Protection Equipment; Safer Laboratory Unit Design and Equipment; Safety Data Sheets; Student Safety Rules and Forms; Universal Design; Ventilation and Chemistry Labs.
- Approx. Time to Complete: 17.5 hours
**Tags:** Pathway Certificate
---
### [Makerspaces Safety for Middle School Educators Pathway](https://sciencesafety.com/courses/makerspaces-safety-for-middle-school-educators/)
**Published:** February 22, 2024
**Author:** Sean Ryan
**Content:**
Some of the makerspace hazards, including the ultrafine particles generated during 3D printing, have not been fully characterized to date. With this in mind, careful review of the processes, development of safety procedures, and use of exposure control devices are important to ensure a safer makerspaces.
- 100% Online
- 26 Microcredentials: 3D Printers; Animals in Schools; Duty of Care, Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage: Class Size and Safety; Classroom Plants; Field Trips; GHS Labeling, SDS, and Hazard Communication; Hand Tools; Lab Safety Awareness; Laboratory Inspections; Lasers; Paper Airplanes; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Safety Operating Procedures; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; STEM and Heat Sources, Student Safety Rules and Forms; Ventilation Strategies.
- Approx. Time to Complete: 7 hours
**Tags:** Pathway Certificate
---
### [General Science Safety for Elementary School Educators Pathway](https://sciencesafety.com/courses/general-science-safety-for-elementary-school-educators/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Content:**
General Science Safety for Elementary School educators who want to build a safety culture in their school and classroom. This pathway focuses on the safer professional practices for Elementary School science and STEM equipment, apparatus, instruments and their intended usage in the classroom.
- 100% Online
- 1 Pathway
- 32 Modules aligned with the following Professional Certificates: 3D Printers; Animals in Schools; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemical Storage; Class Size and Safety; Classroom Plants; Duty of Care; Evaluating Risk; Field Trips; GHS, Labeling, SDS, Hazard Communications; Hazard Control; Heat Sources; Laboratory Inspections; Lasers; Paper Airplanes; Personal Protective Equipment; Power Tools; Remote Instruction Guides and Safety Forms; Right to Understand Laws; Robotics; Rockets; Safety Data Sheets; Science & STEM Makerspaces; Science Instruction and Safety; Solar Eclipses; Student Safety Rules and Forms; Students with Autism; Students with Dyslexia; Students with Visual Impairments; Students who are Deaf or Hard of Hearing; Ventilation Strategies.
- Approx. time to complete: 7 hrs
**Tags:** Pathway Certificate
---
### [Makerspaces Safety for High School Educators Pathway](https://sciencesafety.com/courses/makerspaces-safety-for-high-school-educators/)
**Published:** February 23, 2024
**Author:** admin2025Open
**Content:**
Makerspace hazards include the ultrafine particles generated during 3D printing, have not been fully characterized to date. With this in mind, careful review of the processes, development of safety procedures, and use of exposure control devices are important to ensure safer makerspaces.
- 32 Professional Certificates
- 100% Online
- 32 Microcredentials
- 1 Pathway: Makerspaces for High School Educators
- Approx. Time to Complete: 8 hours
**Tags:** Pathway Certificate
---
### [High School Science Safety Awareness for Department Chairs Pathway](https://sciencesafety.com/courses/high-school-science-safety-awareness-for-department-chairs/)
**Published:** February 23, 2024
**Author:** Sean Ryan
**Content:**
For high school science department chairs who want to develop a safety culture in their science and STEM classrooms. There are many safety issues that exist across a typical science department that the department chair should have first-hand knowledge about.
- 100% Online
- 1 Pathway
- 33 Modules with the following Professional Certificates: AP Biology; Biology Lab Equipment; Biology Lab Protocols; Bloodborne Pathogens; Chemical Hazards; Chemical Hygiene Plan and Accountability; Chemical Inventory; Chemistry Lab Accidents; Chemical Spills; Chemical Storage; Chemical Handling and Waste Management; Duty of Care; Evaluating Risk; Fire Safety in the Lab; First Aid; GHS Labeling, SDS, and Hazard Communication; Glassware Safety; Heat Sources; Lab Experiments; Lab Safety Awareness; Laboratory Inspections; Laboratory Specialists; Mercury; Methanol; Microscopes; Personal Protective Equipment; Physics; Remote Instruction; Remote Safety & Emergency Situations; Right to Understand Laws; Safety Operating Procedures; Sanitizing Equipment; Student Safety Rules and Forms.
- Approx. Time to Complete: 16 hours
**Tags:** Pathway Certificate
---
### [WHMIS 2015 Training For Workers](https://sciencesafety.com/courses/whmis-2015-training-for-workers/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Excerpt:** This module is designed to help you pprepare to participate in a safer workforce.
**Categories:** Chemical Storage, High School
**Module Categories:** High School, CTE
**Module Tags:** Module
---
### [Evaluating Risk in the Science Classroom](https://sciencesafety.com/courses/evaluating-risk/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Excerpt:** In this module you will evaluate risk, thinking about the relative hazards for any class of compounds you work with, determining appropriate procedures, choosing protective equipment and safely performing experiments based on recognition and evaluation of hazards.
**Categories:** Elementary School, High School, Middle School, Lab Safety
**Module Categories:** Elementary School, High School, Middle School
**Module Tags:** Module
---
### [School Cyber Attacks](https://sciencesafety.com/courses/school-cyber-attacks/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Excerpt:** K-12 schools make tempting targets, in large part, because they have loads of data.
**Categories:** Cybersecurity
**Module Categories:** Cybersecurity
**Module Tags:** Module, Cybersecurity
---
### [Safety Concerns When Teaching Remotely](https://sciencesafety.com/courses/safety-concerns-when-teaching-remotely/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Safety is always a priority whether in a traditional face-to-face environment, and even more so in a distance/remote model.
**Module Categories:** Remote Learning
**Module Tags:** Module
---
### [Remote Science Activities](https://sciencesafety.com/courses/remote-science-activities/)
**Published:** February 8, 2022
**Author:** admin2025Open
**Excerpt:** Ideas and resources for planning and carrying out remote science activities.
**Categories:** Remote Science
**Module Categories:** Remote Learning
**Module Tags:** Module
---
## Lessons
### [Properties of Methanol](https://sciencesafety.com/courses/methanol-safety/lessons/properties-of-methanol/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
Methanol (CH₃OH), also known as methyl alcohol or wood alcohol, is a colorless, volatile liquid. It is highly flammable and toxic if swallowed, inhaled, or absorbed through the skin.
### **Physical and Chemical Properties**
- **Chemical formula:** CH₃OH
- **Molecular mass:** 32.04 g/mol
- **Appearance:** Colorless liquid
- **Odor:** Alcohol-like odor
- **Boiling point:** 149°F (65°C)
- **Melting point:** −144°F (−98°C)
- **Flash point:** 52°F (11°C)
- **Autoignition temperature:** 867°F (464°C)
- **Flammable limits in air:** 6%–36%
- **Specific gravity:** 0.79 at 68°F (20°C), with water = 1
- **Vapor density:** 1.1, with air = 1
- **Vapor pressure:** 127 mm Hg at 77°F (25°C)
- **Solubility in water:** Soluble
- **Evaporation rate:** 2.1, with butyl acetate = 1
- **Percent volatile by volume:** 100%
- **Log Pow:** −0.77
### **Understanding Methanol’s Safety Information**
The Globally Harmonized System (GHS) label provides an immediate overview of methanol’s hazards through standardized pictograms, signal words, hazard statements, and precautionary statements. Methanol carries the signal word **Danger** and is identified as highly flammable and toxic.
More comprehensive information is available in the product’s Safety Data Sheet (SDS). The SDS presents safety information in a standardized 16-section format, including:
- Hazard identification
- First-aid measures
- Firefighting procedures
- Spill-response procedures
- Safer handling and storage practices
- Exposure controls and personal protective equipment
- Physical and chemical properties
- Toxicological information
- Disposal and transportation requirements
Together, the GHS label and SDS help users recognize methanol’s hazards and identify the precautions required for its safer handling, storage, and disposal.
**Review the Methanol Safety Data Sheet attached at the bottom of this lesson. Always consult the SDS for the specific methanol product being used, as information may vary slightly among manufacturers.**
[methanolghs](https://sciencesafety.com/wp-content/uploads/2021/11/methanolghs-1.pdf)[Download](https://sciencesafety.com/wp-content/uploads/2021/11/methanolghs-1.pdf)
**Source:** [Methanol Safety Data Sheet — Carolina Biological Supply](https://www.carolina.com/teacher-resources/Document/msds-methanol/tr-msds-methanol.tr?srsltid=AfmBOop2FVaqAZznbikGkBntRSYn7Wa82mS0RubO16LNayn9NWy4c1fK)
---
### [General Practices for Safer Chemical Management](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/general-requirements-for-safe-handling-of-chemicals/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
# **Responsible Chemical Management**
Responsible chemical management is an ongoing process that includes purchasing, receiving, labeling, storing, transporting, using, inspecting, and disposing of chemicals safely. These practices should be incorporated into the district’s Chemical Hygiene Plan (CHP), or equivalent laboratory safety plan, and reinforced through department-level standard operating procedures.
The practices in this lesson are based primarily on national guidance from OSHA and the EPA. However, fire codes, occupational-safety requirements, and hazardous-waste regulations vary by state and jurisdiction. Schools must also follow manufacturer instructions, Safety Data Sheets (SDS), district policies, applicable state and local regulations, and requirements established by the local authority having jurisdiction.
## **Before Using or Storing a Chemical**
Before a chemical is purchased or used, staff should understand:
- Its physical and health hazards
- Required personal protective equipment
- Appropriate storage conditions
- Chemical incompatibilities
- Ventilation or engineering-control requirements
- Spill-response procedures
- Proper waste-management and disposal methods
Purchase only the amount reasonably needed for planned instruction. Excess inventory increases storage demands, disposal costs, and the likelihood that chemicals will deteriorate before they are used.
Containers that are not in use should be in good condition, stored upright, and kept securely closed. Chemicals should be handled and stored according to the manufacturer’s recommendations and the applicable SDS.
## **Safe Storage and Housekeeping**
Chemicals should be organized first by **hazard category and compatibility**, not alphabetically across the entire inventory. Alphabetical organization may be used within an established compatibility group.
Follow these practices:
- Store flammable and combustible materials away from heat, sparks, open flames, and other ignition sources.
- Separate incompatible chemicals and wastes to prevent accidental mixing or contact.
- Store oxidizers separately from fuels, organic materials, reducing agents, and other incompatible substances.
- Keep acids separated from bases and use additional segregation when the SDS identifies specific incompatibilities.
- Do not stack equipment against chemical containers.
- Do not store chemicals on floors, benchtops, in exit routes, or in direct sunlight.
- Avoid storing large, heavy, breakable, or highly hazardous containers above eye level.
- Secure chemical-storage shelving to the wall and use shelf lips or other restraints to reduce the likelihood of containers falling.
- Use secondary containment when it is needed to control leaks, separate incompatible materials, or protect containers from breakage.
- Do not use a chemical fume hood as a permanent chemical-storage area.
- Use approved flammable-liquid cabinets and appropriate containers when required.
- Store flammable liquids requiring refrigeration only in equipment designed and rated for that purpose.
- Keep chemical storage areas secure and accessible only to authorized personnel.
## **Inspect Containers and Storage Areas**
Chemical storage areas should be inspected regularly as part of the Chemical Hygiene Plan. Staff should look for:
- Leaking, cracked, corroded, bulging, or otherwise damaged containers
- Loose, deteriorated, or crystallized caps
- Missing, damaged, or unreadable labels
- Outdated or unnecessary chemicals
- Improperly segregated materials
- Corrosion or residue on shelves
- Blocked ventilation or fire-protection equipment
- Containers stored on floors, in aisles, or along exit routes
Do not casually move, open, or handle a container that appears unstable or presents an unknown hazard. Isolate the area, restrict access, and notify the Chemical Hygiene Officer or other designated safety professional.
A defective container should be placed in compatible secondary containment when this can be done safely. It should then be managed or disposed of through an approved procedure. School employees should not attempt to repackage a leaking, unstable, or highly hazardous chemical unless they are trained, authorized, and equipped to do so.
## **Transporting Chemicals**
Moving hazardous chemicals between stockrooms, preparation rooms, and laboratories can expose people who are not prepared for a spill. Plan the route before moving a chemical and avoid high-traffic areas whenever possible.
When transporting chemicals:
- Keep the original container securely closed.
- Use compatible secondary containment.
- Use a break-resistant bottle carrier, cart, or other appropriate transport device.
- Keep incompatible chemicals separated during transport.
- Do not leave transported chemicals unattended.
- Keep aisles, corridors, doorways, and other exit routes unobstructed.
- Follow the district’s procedures for using elevators or moving chemicals between floors.
- Avoid stairways when a safer approved route is available.
Only trained and authorized personnel should transport hazardous chemicals between buildings or off school property. Transportation outside the facility may be subject to Department of Transportation requirements.
## **Transferring and Dispensing Chemicals**
Before transferring a chemical, review the SDS and determine whether ventilation, bonding and grounding, splash protection, or other controls are required.
Transfers should be performed:
- In a designated work area
- Away from ignition sources
- Over compatible secondary containment when appropriate
- Using the smallest practical quantity
- With suitable ventilation
- With the required personal protective equipment
- Using equipment and containers compatible with the chemical
Particularly hazardous substances should be transferred in a chemical fume hood or other appropriate ventilated enclosure. When flammable liquids are dispensed from drums or other large conductive containers, bonding and grounding may be necessary to prevent static-charge buildup.
Chemicals transferred into another container must remain identifiable. Unless the material will remain under the immediate control of the person who transferred it and will be used immediately, the receiving container should be labeled with the chemical identity and appropriate hazard information.
### **Understand Classification Language**
“Class I” and “Category 1” are not interchangeable terms. Traditional NFPA and fire-code classifications divide Class I flammable liquids into Classes IA, IB, and IC. OSHA’s current Hazard Communication system uses Categories 1 through 4 and applies different criteria.
For example, acetone is a **Class IB flammable liquid** under the traditional NFPA classification but a **Category 2 flammable liquid** under OSHA’s current classification system. Always confirm which classification system a regulation, policy, SDS, or training document uses.
### **Local Requirements May Be More Specific**
Some jurisdictions establish additional restrictions. For example, New York City’s FDNY D-14 guidance expressly prohibits transferring Class I flammable liquids from one vessel to another in an exit access corridor.
That is an NYC-specific requirement and should not be presented as identical in every jurisdiction. Nevertheless, avoiding chemical transfers in exit routes is a prudent national practice because a spill or fire could block evacuation and expose building occupants.
Schools should confirm applicable transfer and dispensing requirements with their local fire-code authority.
## **Labeling and Chemical Identification**
Do not remove or deface labels on incoming chemical containers. Labels should remain legible and should correspond with the chemical inventory and SDS.
Storage containers and transfer vessels should identify their contents and hazards. This includes bottles, flasks, squeeze bottles, reaction vessels, waste containers, and containers holding solutions prepared in the laboratory.
Even nonhazardous materials, including water, should be labeled when they are left unattended or could reasonably be mistaken for another substance.
Labels and containers should be inspected periodically. If a label begins to deteriorate, replace it while the chemical’s identity can still be confirmed.
## **Time-Sensitive and Peroxide-Forming Chemicals**
Some chemicals become more hazardous during storage. Peroxide-forming chemicals may produce shock-sensitive peroxides after exposure to air, heat, or light. Other materials can dry out, polymerize, become contaminated, or destabilize as inhibitors are depleted.
Time-sensitive chemicals should be:
- Dated when received
- Dated again when opened
- Entered into the chemical inventory
- Stored according to the manufacturer’s instructions and SDS
- Inspected or tested according to a chemical-specific schedule
- Removed from service before the manufacturer’s expiration date or the deadline established by the Chemical Hygiene Plan
There is no single six-month rule appropriate for every time-sensitive chemical. Inspection, testing, and disposal schedules should be based on the chemical, container condition, manufacturer guidance, SDS, and institutional procedures.
Do not open or move a peroxide-forming chemical if crystals, discoloration, stratification, a distorted container, or residue around the cap is observed. Do not touch or open dried picric acid. Secure the area and contact the Chemical Hygiene Officer, emergency personnel, or a qualified hazardous-materials professional.
## **Unidentified Chemicals and Waste**
If a container’s label is unreadable and its contents cannot be reliably identified:
- Do not open, smell, mix, or casually test the material.
- Isolate the container and restrict access.
- Mark the area or secondary container to indicate that the material is unknown and must not be used.
- Notify the Chemical Hygiene Officer or designated environmental health and safety professional.
- Arrange for evaluation and disposal through an approved hazardous-waste process.
Chemical waste should be collected in compatible containers, clearly labeled, kept closed when waste is not being added, and separated from incompatible waste streams. Waste must be managed according to the school’s generator status and all applicable federal, state, and local requirements. Chemicals should never be poured into a sink or placed in ordinary trash unless the disposal method has been specifically approved.
## **Apply These Practices in Your Department**
Consider the following questions:
- Does your department maintain an accurate chemical inventory?
- Are chemicals organized by compatibility?
- Are time-sensitive chemicals identified and tracked?
- Are storage areas inspected regularly?
- Are transport and transfer procedures documented?
- Do employees know whom to contact about a damaged or unidentified chemical?
- Do your procedures reflect current federal, state, and local requirements?
Responsible chemical management depends on consistent practices, clear responsibilities, accurate records, and ongoing review. These expectations should be incorporated into the Chemical Hygiene Plan and reinforced through training, inspections, and departmental standard operating procedures.
## **Sources and Further Guidance**
- [OSHA 29 CFR 1910.1450: Occupational Exposure to Hazardous Chemicals in Laboratories](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)
- [OSHA Appendix A: National Research Council Recommendations Concerning Chemical Hygiene in Laboratories](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450AppA)[OSHA Appendix A: National Research Council Recommendations Concerning Chemical Hygiene in Laboratories](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450AppA) — nonmandatory national guidance
- [OSHA Hazard Communication Standard, 29 CFR 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)
- [EPA Chemical Management Resource Guide for School Administrators](https://nepis.epa.gov/Exe/ZyPURL.cgi?Dockey=P100QTOT.TXT)
- [EPA: Steps in Complying with Hazardous-Waste Regulations](https://www.epa.gov/hwgenerators/steps-complying-regulations-hazardous-waste)
- [NIOSH Pocket Guide: Acetone](https://www.cdc.gov/niosh/npg/npgd0004.html)
- [FDNY D-14 Study Materials](https://www.nyc.gov/assets/fdny/downloads/pdf/business/cof-d14-noe-study-materials.pdf), revised March 2024: Section 9(C), p. 41; Section 9(E), p. 44; and Appendix I, p. 50
---
### [Welcome to General Science Safety For Secondary Students](https://sciencesafety.com/courses/general-science-safety-for-secondary-students/lessons/welcome-to-general-science-safety-for-secondary-students-ahl-rmd/)
**Published:** February 2, 2023
**Author:** admin2025Open
**Content:**
This module has been designed as a general science safety awareness training specifically for students. This awareness-level course will help you recognize types of hazards and how to protect you and your classmates. At the successful completion of this course you will receive a certificate.
### **Module Format**
The science laboratory is a place that experiments, activities and investigations occur into the world around you. As a student, you will be handling scientific apparatus and equipment that you may never have seen before, and possibly handling chemicals, dissection specimens, and many more products used in science teaching and learning. This online safety training module is designed to help provide you with the awareness and background in safety, proper laboratory procedures and best-practices which will all help to ensure that you are successful in your scientific experiences in the laboratory. This is approved to be age and stage appropriate for general science safety from your perspective as a student.
### **Student Outcome Expectations**
This module will provide the level of understanding about science safety that you need to know as a student that will help keep you and your fellow students safer while in the laboratory. Throughout each section in the module we will check your understanding of the content covered with automated mini quizzes to make sure you have a good understanding of safety practices. After you complete the module you will earn a certificate that you will be able to download to demonstrate that you have been successfully trained in lab safety.
### **Completion Criteria**
In order to complete this module, **you must receive at least 80% on each of the section quizzes.** You can monitor your progress by using the “My Progress” in the left menu. If you complete all sections, but the Completion does not unlock, check your quiz grades to see if you need to retake a quiz for a better score. You can retake the quizzes as many times as you need. You can take the quizzes as many times as necessary.
---
### [Great ShakeOut Earthquake Drill (4:43)](https://sciencesafety.com/courses/earthquake-preparedness/lessons/great-shakeout-earthquake-drill/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
The Great ShakeOut is an annual opportunity for schools, workplaces, families, and community organizations to practice **Drop, Cover, and Hold On** and evaluate their earthquake preparedness.
Watch this video to see how one school participated in a Great ShakeOut drill:
[Great ShakeOut Drill Prepares Students for a Major Earthquake (4:43)](https://youtu.be/AJAU0VwyGbI)
This news report is provided as an example. Schools should follow their current district Emergency Operations Plan and use official Great ShakeOut instructions when planning or conducting a drill.
Additional resources:
- [Great ShakeOut Resources for K–12 Schools](https://www.shakeout.org/schools/)
- [Official ShakeOut Drill Broadcasts](https://www.shakeout.org/drill/broadcast/)
- [USGS—About the Great ShakeOut](https://www.usgs.gov/faqs/what-are-great-shakeout-earthquake-drills)
**Source**:
[King5Seattle ](https://www.youtube.com/@KING5Seattle)
---
### [Procure and Maintain Emergency Equipment and Supplies](https://sciencesafety.com/courses/earthquake-preparedness/lessons/procure-emergency-equipment-and-supplies/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Emergency supplies should support the hazards identified in the school’s Emergency Operations Plan. Although earthquake risk varies by location, many supplies are useful during other emergencies, including fires, severe weather, power outages, hazardous-material incidents, and extended shelter-in-place situations.
Administrators, facilities personnel, school nurses, science staff, and emergency-management personnel should determine:
- What supplies are required.
- Where they will be stored.
- Who is authorized to use them.
- How many occupants the supplies must support.
- How supplies will be inspected, replaced, and transported.
- What accommodations are needed for individuals with disabilities or other access and functional needs.
Emergency supplies should be secured against earthquake movement, protected from contamination, clearly identified, and readily accessible to authorized personnel. They must not obstruct exits, emergency equipment, or access to eyewash stations and safety showers.
### **Schoolwide Emergency Supplies**
Depending on the school’s hazard assessment and emergency plan, centrally managed supplies may include:
- Potable water and nonperishable food in quantities determined by the school or local emergency-management agency.
- Battery-powered or hand-crank radios, including a NOAA Weather Radio where appropriate.
- Flashlights or emergency lanterns and replacement batteries.
- Portable charging devices and approved emergency communication equipment.
- District-approved first-aid kits.
- Automated external defibrillators and related supplies.
- Sanitation and personal-hygiene supplies.
- Thermal emergency blankets.
- Student and staff rosters, emergency contact information, accountability forms, maps, and writing materials.
- Accessible communication and assistance equipment.
- Supplies required to support medically vulnerable occupants, managed according to school health policies.
- Appropriate personal protective equipment for trained emergency personnel.
Emergency food, drinking water, medications, and shelter resources should be managed under the schoolwide plan rather than stored informally in individual classrooms or laboratories.
### **Science Laboratory Emergency Equipment**
Science instructional areas may require additional equipment based on their chemical inventory, activities, and hazard assessment. This equipment may include:
- An approved first-aid kit located where it can be accessed quickly.
- Appropriate fire extinguishers mounted in visible and accessible locations.
- Operable eyewash stations and emergency showers where corrosive or otherwise hazardous exposures may occur.
- Chemical spill kits selected for the substances present in the laboratory.
- Appropriate absorbents, containment materials, waste bags, labels, and disposal containers.
- Emergency contact information and current Safety Data Sheets.
- Battery-powered emergency lighting.
- Appropriate protective equipment for trained staff responding within the limits of the school’s spill and emergency procedures.
Spill kits are not universal. Their contents must be compatible with the chemicals present, and only trained personnel should attempt to manage a spill. A release involving an unknown substance, significant quantity, fire, toxic vapor, or immediate health hazard requires evacuation and assistance from emergency responders.
### **Emergency Eyewash and Water**
Where exposure to injurious corrosive materials is possible, suitable facilities for immediately flushing the eyes and body must be available within the work area. Plumbed or approved self-contained eyewash and shower equipment should be selected, inspected, and maintained according to applicable requirements and the manufacturer’s instructions.
Personal squeeze bottles and spray bottles do not provide sufficient flushing capacity and must not be presented as substitutes for an approved eyewash station or emergency shower. Spray bottles should never be used to flush a person’s eyes.
If an earthquake, water interruption, or facility failure makes required eyewash or shower equipment unavailable, laboratory activities involving the relevant chemical hazards must stop until compliant emergency equipment is restored. Any supplemental eyewash equipment must be approved by the district and maintained for its intended purpose.
### **Fire Blankets**
A laboratory fire blanket, where provided, should be used only for its designated emergency purpose and according to district procedures. It should not be treated as a general warming blanket or routinely carried during an evacuation. Maintain separate, clean thermal emergency blankets for first aid and protection from cold.
### **Inspection and Replacement**
Assign responsibility for inspecting emergency equipment and supplies on a documented schedule. The inspection should confirm that:
- Supplies are present, accessible, and secured.
- First-aid materials have not expired or been damaged.
- Batteries, radios, flashlights, and charging devices function properly.
- Stored water and food remain within their replacement dates.
- Spill-kit contents remain compatible with the current chemical inventory.
- Fire extinguishers have received required inspections.
- Eyewash stations and emergency showers are accessible and functioning.
- Emergency documents, contacts, and rosters are current.
- Supplies used during a drill or emergency have been replaced.
### **Supplies During an Evacuation**
A portable emergency bag may be taken during an evacuation only when it is immediately accessible and an adult has been assigned that responsibility. No one should delay evacuation, move toward a hazard, or reenter a room to retrieve supplies.
Fixed safety equipment—including fire extinguishers, eyewash stations, emergency showers, and installed spill-response equipment—should remain in place.
### **California Schools**
California Education Code Section 32282 requires school safety plans to include procedures allowing public agencies, including the American Red Cross, to use school buildings, grounds, and equipment for mass-care and welfare shelters during emergencies. Decisions about activating a school as a shelter and procuring supplies for that purpose belong to the district, public agencies, and emergency-management partners—not an individual science teacher.
**Sources:**
[California Department of Education—Comprehensive School Safety Plans](https://www.cde.ca.gov/ls/ss/vp/cssp.asp)
[Ready.gov—Build an Emergency Kit](https://www.ready.gov/kit)
[OSHA—Medical Services and First Aid, 29 CFR 1910.151](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.151)
[OSHA—Laboratory Safety Guidance](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450AppA)
**Categories:** Chemical Inventory
---
### [Develop and Support the Emergency Operations Plan](https://sciencesafety.com/courses/earthquake-preparedness/lessons/create-an-emergency-response-plan-erp/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Every school should maintain a written Emergency Operations Plan (EOP) addressing the hazards that could affect the school community. The plan should be developed collaboratively by administrators, teachers, facilities personnel, school health professionals, student-support personnel, and local emergency responders.
Science educators should not create an independent emergency plan that conflicts with the school or district EOP. Instead, they should develop room-specific procedures for classrooms, laboratories, preparation rooms, and stockrooms that support the schoolwide plan.
### **Science Department Emergency Procedures**
Science-specific procedures should address:
- How students and staff will receive emergency warnings and instructions.
- Immediate protective actions, including **Drop, Cover, and Hold On** during earthquake shaking.
- Primary and alternate evacuation routes.
- Shelter-in-place procedures.
- Procedures for accounting for students, staff members, and visitors.
- Assistance for individuals with disabilities or other access and functional needs.
- Procedures for reporting injuries, fires, gas odors, chemical releases, damaged electrical equipment, and structural hazards.
- Locations of emergency equipment, utility shutoffs, chemical-storage areas, and hazardous-material information.
- Communication with administrators, facilities personnel, families, and emergency responders.
- Procedures for securing the area and preventing unauthorized reentry.
- Continuity and recovery procedures following an emergency.
Only trained and authorized personnel should operate utility shutoffs, use fire extinguishers, respond to hazardous-material releases, or enter damaged areas.
### **Before, During, and After an Earthquake**
**Before an earthquake:**
- Identify and correct structural and nonstructural hazards.
- Secure chemicals, compressed-gas cylinders, equipment, shelving, and furnishings.
- Identify appropriate cover locations and evacuation routes.
- Train staff and students in room-specific procedures.
- Maintain accessible emergency supplies and current contact information.
**During earthquake shaking:**
- Drop, Cover, and Hold On.
- Remain indoors and away from windows, chemical shelving, suspended equipment, and objects that could fall.
- Do not run toward exits or attempt to move equipment, extinguish flames, unplug electrical cords, clean spills, or operate utility controls while shaking is occurring.
**After the shaking stops:**
- Anticipate aftershocks.
- Check for injuries and immediate hazards without entering unsafe areas.
- Follow the school EOP and administrative instructions.
- Evacuate when directed or when an immediate hazard makes remaining in the area unsafe.
- Account for all occupants at the designated assembly area.
- Do not reenter the building until authorized officials determine that it is safe.
### **Training, Drills, and Plan Review**
Provide students and staff with age-appropriate instruction on earthquake hazards and protective actions. Drills should be conducted according to applicable laws and district requirements and should include different instructional areas and situations.
After each drill or emergency:
- Conduct an after-action review.
- Document problems and corrective actions.
- Assign responsibility and completion dates.
- Update maps, procedures, contact information, and staff responsibilities as needed.
- Incorporate lessons learned into future training and drills.
Review the science department’s procedures at least annually and whenever the facility, equipment, chemical inventory, staffing, or schoolwide EOP changes.
### **California Schools**
California public schools must include disaster and earthquake emergency procedures in their Comprehensive School Safety Plans. Current California Department of Education guidance states that earthquake drop-procedure practice must be conducted at least once each quarter in elementary schools and once each semester in secondary schools. Staff must also be informed of and trained in the procedures. Schools should verify current statutory, district, and local requirements when reviewing their plans.
Sources:
[California Department of Education—Comprehensive School Safety Plans](https://www.cde.ca.gov/ls/ss/vp/cssp.asp)[California Department of Education—Earthquake Resources](https://www.cde.ca.gov/ls/ep/earthquake.asp)[FEMA—Developing and Maintaining Emergency Operations Plans](https://www.fema.gov/sites/default/files/documents/fema_npd_developing-and-maintaining-emergency_052125.pdf)
---
### [Mitigate Nonstructural Earthquake Hazards](https://sciencesafety.com/courses/earthquake-preparedness/lessons/mitigate-nonstructural-hazards/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Use the completed hazard checklist to prioritize corrective actions in classrooms, laboratories, stockrooms, and preparation rooms. Give the highest priority to conditions that could injure occupants, release hazardous materials, start a fire, or block an exit.
Document each deficiency, the required corrective action, the person or department responsible, and the expected completion date. Anchoring, structural modifications, electrical work, gas-line work, and overhead bracing should be completed or reviewed by qualified facilities personnel, licensed contractors, or engineers.
### **1. Equipment, Furnishings, and Fixtures**
- Anchor tall cabinets, shelving units, bookcases, lockers, and storage racks to an appropriate structural support using seismic restraints suitable for the equipment, its contents, and the building construction. Do not attach heavy equipment to drywall alone.
- Install positive latches on cabinet and cupboard doors so they remain closed during shaking.
- Store heavy and breakable objects on lower shelves. Do not store unsecured boxes, equipment, or supplies on top of cabinets.
- Secure computers, monitors, televisions, projectors, aquariums, lamps, sound equipment, and other objects that could slide, overturn, or fall.
- Secure hanging plants, displays, decorations, and suspended equipment so they cannot fall, swing into windows, or obstruct exits.
- Have qualified personnel inspect and secure suspended ceilings, lighting, projection screens, ventilation equipment, ducts, pipes, speakers, and other overhead fixtures.
- Mount fire extinguishers in approved brackets or cabinets that keep them secure while allowing authorized occupants to reach them.
- Secure refrigerators, ranges, autoclaves, and other heavy laboratory or preparation-room equipment against sliding or overturning. Flexible utility connections may be required where movement could damage gas, water, or electrical connections.
- Keep casters locked on movable furniture and equipment when they are not being moved. Use an appropriate tether or seismic restraint when the object could roll, overturn, strike an occupant, or block an exit. Wheel chocks alone should not be considered adequate seismic protection.
- Keep aisles, doors, and evacuation routes free from stored materials and equipment.
- Use signs and labels to identify hazards and emergency equipment, but do not treat signage as a substitute for correcting a physical hazard.
### **2. Hazardous Materials and Compressed Gases**
- Secure compressed-gas cylinders upright with an approved rack, chain, strap, or other restraint designed to prevent tipping. Install restraints at appropriate locations on the cylinder, and follow applicable regulations and supplier guidance.
- Keep valve-protection caps in place when cylinders are not connected for use, where the cylinder is designed for a cap.
- Store cylinders in designated, protected, and ventilated locations away from exits, stairs, excessive heat, and conditions that could damage the cylinder.
- Anchor chemical shelving and storage cabinets to an appropriate structural support.
- Equip open shelving with shelf lips, guardrails, nets, doors, or other restraints appropriate for the size and weight of the containers. Closed cabinets should have positive latches.
- Store chemicals by hazard classification and compatibility—not simply in alphabetical order.
- Keep chemicals in approved, compatible, properly labeled containers. Do not automatically transfer chemicals from glass into plastic or another supposedly “unbreakable” container; the replacement material may be chemically incompatible or unsuitable for the substance.
- Use appropriate secondary containment to limit the spread of leaks and spills.
- Store large, heavy, and breakable containers on lower shelves and below eye level whenever possible.
- Do not store chemical containers on the floor, on exposed countertops, above incompatible chemicals, or in locations where they could block an exit.
- Maintain the smallest practical chemical inventory and remove expired, deteriorated, damaged, or unnecessary materials through the district’s approved hazardous-waste program.
- Ensure that the chemical inventory, Safety Data Sheets, spill procedures, and emergency contact information remain current and accessible.
### **3. Windows and Glazing**
Have facilities personnel evaluate windows, glass doors, display cases, and other glazing that could break and create falling or flying glass.
Where additional protection is required, use code-compliant safety glazing, an approved protective film system, barriers, or another professionally recommended measure. Window film should not automatically be considered an equivalent replacement for required safety glazing, and installation requirements may include securing the film to the window frame.
Relocate desks, workstations, chemical containers, aquariums, and other occupied or hazardous areas away from vulnerable glazing whenever practical.
### **4. Verify and Maintain the Corrections**
After corrective work is completed:
- Inspect and document the repair or installation.
- Confirm that exits and emergency equipment remain accessible.
- Check that restraints do not interfere with the safe operation of equipment.
- Reinspect restraints, anchors, latches, and storage systems periodically.
- Review the area again after remodeling, equipment relocation, changes in chemical inventory, or an earthquake.
- Include unresolved findings in the department’s safety inspection and corrective-action process.
**Sources**:
[California Governor’s Office of Emergency Services—School Nonstructural Earthquake Guide](https://www.caloes.ca.gov/wp-content/uploads/Earthquake-Tsunami-Volcano/Earthquake/CalOES-School-Nonstructural-Guide-12.1.25.pdf)
[Earthquake Country Alliance—Securing Shelving Units](https://www.earthquakecountry.org/step1/shelfunits/)
[Earthquake Country Alliance—Wheel-Mounted Furniture](https://www.earthquakecountry.org/step1/wheelmounted/)
[OSHA—Compressed-Gas Cylinder Requirements](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.101)
**Categories:** Earthquake
---
### [Prepare and Maintain Emergency Maps](https://sciencesafety.com/courses/earthquake-preparedness/lessons/draw-a-map-of-the-school-grounds/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Obtain current floor plans and a site map of the school and surrounding grounds. If official plans are unavailable, work with facilities personnel to create accurate maps. Verify all locations with school administrators, facilities staff, and emergency responders.
The school should maintain two types of maps:
### **Occupant Evacuation Maps**
Maps posted in classrooms and other occupied areas should provide the information students, staff members, and visitors need during an evacuation. These maps should identify:
- The room’s location.
- Primary and alternate exits.
- Primary and alternate evacuation routes.
- Designated outdoor assembly areas.
- Accessible evacuation routes.
- Areas occupants should avoid because of known hazards.
- The location of nearby emergency equipment when appropriate.
Posted maps should be clear, easy to understand, and consistent with the school’s emergency operations plan.
### **Emergency-Response and Facilities Maps**
A more detailed map should be maintained for administrators, facilities personnel, the school emergency team, and responding agencies. Depending on the facility, it may identify:
- Main water and natural-gas shutoff valves.
- Electrical service disconnects and emergency power controls.
- Heating, ventilation, and air-conditioning equipment.
- Laboratory gas lines and emergency shutoffs.
- Chemical storage and hazardous-material areas.
- Compressed-gas cylinder storage.
- Fire alarms, fire extinguishers, sprinkler controls, hydrants, and fire department connections.
- Eyewash stations and emergency showers.
- First-aid kits and automated external defibrillators.
- Emergency supply and spill-response equipment.
- Building entrances, access gates, fire lanes, and emergency vehicle access points.
- Utility lines and other site-specific hazards.
- Assembly, first-aid, incident-command, and family-reunification areas.
Because these maps may disclose chemical-storage locations, utility controls, building access points, and other sensitive information, detailed copies should be securely maintained and distributed only to authorized personnel. They should not be posted publicly or included on student-facing evacuation maps.
### **Using and Maintaining the Maps**
Use the maps to:
- Develop and evaluate evacuation routes.
- Select assembly areas away from buildings, utility lines, chemical hazards, traffic, and objects that could fall.
- Plan procedures for accounting for students, staff members, and visitors.
- Identify accessible routes and assistance procedures.
- Coordinate emergency access with fire, emergency medical, law-enforcement, and utility personnel.
- Identify locations where additional emergency equipment or hazard controls may be needed.
- Support emergency drills and post-drill evaluations.
Only trained and authorized personnel should operate utility shutoffs or enter hazardous-material areas. School employees and students should not be assigned search-and-rescue duties unless they have received appropriate training and are formally designated under the school’s emergency plan.
Review the maps at least annually and whenever construction, remodeling, equipment relocation, utility changes, or changes in chemical storage occur. Keep protected paper copies available in case electronic systems or electrical power are unavailable.
**Sources**:
[FEMA—Developing and Maintaining Emergency Operations Plans](https://www.fema.gov/sites/default/files/documents/fema_npd_developing-and-maintaining-emergency_052125.pdf)[CISA—K–12 School Security Guide](https://www.cisa.gov/resources-tools/resources/k-12-school-security-guide-3rd-edition)[Ready.gov—Evacuation Planning](https://www.ready.gov/evacuation)
**Categories:** Earthquake
---
### [Evaluating Earthquake Drills](https://sciencesafety.com/courses/earthquake-preparedness/lessons/earthquake-drills/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Earthquake drills provide an opportunity to evaluate the effectiveness of the school’s emergency procedures and identify preparedness deficiencies. Hazards discovered during a drill should be documented, assigned for correction, and reviewed during the next inspection or drill.
Before and after each drill, science staff should identify:
- Sturdy tables, desks, or laboratory benches that can provide protection.
- Areas away from windows, chemical shelving, suspended equipment, and objects that could fall.
- Furniture, equipment, glassware, books, instruments, and containers that could slide, overturn, fall, or become projectiles.
- Primary and alternate evacuation routes that could be blocked by fallen objects.
- Students, staff members, or visitors who may need assistance or an adapted protective action.
Chairs, books, and other movable objects should not be presented as suitable protective cover. Whenever possible, occupants should take cover beneath a sturdy table, desk, or laboratory bench and protect their heads and necks.
### Securing Laboratory Materials and Equipment
Open shelves should have appropriately designed lips, guardrails, doors, or other seismic restraints to prevent their contents from falling. Closed cabinets should have positive latches that will remain secured during shaking. A one-inch shelf lip should not be treated as sufficient for every application; the restraint must be appropriate for the shelf, container size, stored material, and applicable building or seismic requirements.
Laboratory chemicals and other hazardous materials should be:
- Stored according to chemical compatibility.
- Restrained so containers cannot slide or fall from shelves.
- Placed in appropriate secondary containment when needed.
- Kept in secured cabinets whenever possible.
- Stored with heavier and larger containers on lower shelves.
- Kept off floors, countertops, and other exposed surfaces when not in use.
Shelving units, storage cabinets, refrigerators, aquariums, compressed-gas cylinders, and heavy laboratory equipment should be properly anchored or restrained. Structural anchoring and other facility modifications should be completed or reviewed by qualified personnel.
### Post-Drill Evaluation
Following each drill, conduct a brief evaluation with staff and students. Consider:
- Did everyone perform Drop, Cover, and Hold On correctly?
- Were suitable cover locations available and accessible?
- Did anyone attempt to run, retrieve equipment, or perform shutdown procedures during the simulated shaking?
- Were exits or evacuation routes obstructed?
- Did communications and accountability procedures work?
- Were accommodations effective for individuals with disabilities or other access and functional needs?
- Did the drill reveal unsecured equipment, furnishings, chemicals, or other hazards?
- What corrective actions are required, who is responsible, and when will they be completed?
The follow-up discussion should reinforce where to take cover, how to protect the head and neck, and what actions occur only after the shaking stops. Students should also have an opportunity to ask questions and discuss concerns in a calm, age-appropriate setting.
Science staff should periodically inspect every classroom, laboratory, stockroom, and preparation room to consider the likely effects of severe shaking. Findings and corrective actions may be incorporated into the department’s routine safety inspections and the annual review of the Chemical Hygiene Plan, where applicable. This continuing process should improve emergency procedures, housekeeping, storage, equipment restraint, and overall earthquake preparedness.
**Sources**:
[California Governor’s Office of Emergency Services—School Nonstructural Earthquake Guide](https://www.caloes.ca.gov/wp-content/uploads/Earthquake-Tsunami-Volcano/Earthquake/CalOES-School-Nonstructural-Guide-12.1.25.pdf)
[Earthquake Country Alliance—Securing Open Shelves and Tabletop Objects](https://www.earthquakecountry.org/step1/openshelves/)
[Earthquake Country Alliance—Securing Shelving Units](https://www.earthquakecountry.org/step1/shelfunits/)
**Categories:** Earthquake
---
### [Mitigating Earthquake Hazards and Preparing for an Emergency](https://sciencesafety.com/courses/earthquake-preparedness/lessons/establish-an-earthquake-awareness-program/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
After identifying nonstructural hazards in classrooms, laboratories, stockrooms, and preparation rooms, determine how each risk will be eliminated or reduced. Possible measures include relocating heavy objects, anchoring equipment and shelving, installing restraints or cabinet latches, improving chemical containment, and maintaining clear exits. Facility-related corrections should be completed by qualified personnel.
### **Establish an Earthquake Awareness and Drill Program**
Every science instructional area should have an earthquake response procedure consistent with the school or district emergency operations plan. Procedures should reflect the room’s particular hazards, layout, equipment, utilities, exits, and occupants.
Before a scheduled drill:
- Coordinate the drill with school administrators and emergency personnel.
- Stop laboratory activities and safely extinguish burners, disconnect equipment, and secure hazardous materials before the drill begins.
- Identify suitable cover locations, primary and alternate evacuation routes, and the designated assembly area.
- Plan appropriate assistance for students, staff members, and visitors with disabilities or other access and functional needs.
- Explain that no one should attempt to move equipment, clean a spill, operate a utility shutoff, or retrieve a fire extinguisher while the building is shaking.
### **During the Shaking: Drop, Cover, and Hold On**
1. **Drop** onto your hands and knees so the shaking does not knock you down.
2. **Cover** your head and neck. If a sturdy table or laboratory bench is immediately available, take cover beneath it. If no suitable shelter is available, get low beside an interior wall or low furniture and remain away from windows and objects that could fall.
3. **Hold On** to the shelter and be prepared to move with it until the shaking stops.
Remain indoors and do not run toward an exit during the shaking. Use the nearest suitable cover rather than crossing the laboratory. Students and staff should not attempt to extinguish flames, unplug electrical equipment, secure apparatus, handle chemicals, or operate gas, water, or electrical controls while shaking is occurring.
People who cannot drop to the floor should follow an adapted procedure, such as locking wheelchair wheels, bending forward if possible, and covering the head and neck.
### **After the Shaking Stops**
- Remain alert for aftershocks and be prepared to Drop, Cover, and Hold On again.
- Check for injuries and report them according to the school emergency plan.
- From a safe location, look for fire, smoke, chemical spills, broken glass, damaged equipment, exposed wiring, gas odors, and signs of structural damage.
- Do not touch spilled chemicals, damaged electrical equipment, or broken glass.
- Follow the school emergency operations plan and administrative instructions.
- Evacuate after the shaking only when directed or when an immediate hazard makes remaining in the room unsafe. Use the designated route or a safe alternate route if the usual path is blocked.
- Do not use elevators.
- Utility controls should be operated only by trained and authorized personnel after conditions have been assessed.
- At the assembly area, account for all students, staff members, and visitors.
- Do not re-enter the building until authorized officials declare it safe.
Conduct an initial drill early in the course and repeat drills periodically. After each drill, review what worked, identify problems, and update the room-specific procedure.
**Sources**:
[Ready.gov—Earthquakes](https://www.ready.gov/earthquakes)
[Earthquake Country Alliance—Seven Steps to Earthquake Safety](https://www.earthquakecountry.org/sevensteps/)
[FEMA—Earthquake Supplemental Hazard Lesson](https://www.ready.gov/sites/default/files/2025-04/step_earthquakes_instructor-guide.pdf)
**Categories:** Earthquake
---
### [Earthquake Hazards Checklist](https://sciencesafety.com/courses/earthquake-preparedness/lessons/earthquake-hazards-checklist/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
This checklist is intended to help schools identify common nonstructural earthquake hazards. It does not replace an inspection by qualified facilities personnel, a licensed design professional, the fire marshal, or the authority having jurisdiction.
For each item, select **Yes, No, or Not Applicable**. Record all “No” responses for corrective action. Teachers and other classroom personnel should report hazards but should not install anchors, modify utilities, or alter fire-protection and building systems unless specifically trained and authorized.
**School/building:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
**Room or area:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
**Inspection date:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
**Completed by:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
**Corrective actions referred to:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
### Classroom, Laboratory, and Storage Areas
#### **Furniture, Equipment, and Stored Materials**
1. Are freestanding cabinets, lockers, bookcases, cupboards, wall shelves, and storage units anchored to an appropriate structural support?
2. Are cabinet doors and drawers equipped with positive latches that will remain closed during shaking?
3. Are shelf lips, guardrails, doors, straps, or other restraints installed to prevent stored materials from falling?
4. Are heavy, sharp, fragile, or hazardous objects stored on lower shelves rather than above head level?
5. Are televisions, monitors, computers, and other electronic equipment secured against sliding or overturning?
6. Do equipment carts have a low center of gravity and lockable wheels?
7. Are wall decorations, mirrors, clocks, whiteboards, display panels, and other heavy wall-mounted objects securely fastened?
8. Are hanging plants, displays, and similar objects secured with closed connectors and positioned away from windows, exits, and occupied areas?
9. Are aquariums and display cases protected against sliding or overturning?
10. Are refrigerators, freezers, ranges, and other large appliances restrained against movement?
11. Is heavy or specialized laboratory equipment secured according to the manufacturer’s instructions or an approved seismic-restraint design?
12. Are emergency lights and battery-powered emergency devices secured against falling while remaining accessible?
13. Are fire extinguishers properly mounted, visible, accessible, and protected from falling?
14. Are aisles, exits, emergency equipment, and evacuation routes unlikely to be blocked by displaced furniture or equipment?
### **Hazardous Chemicals and Compressed Gases**
15. Is the chemical inventory current and accessible for use following an emergency?
16. Are Safety Data Sheets and emergency contact information readily available?
17. Are chemical storage cabinets anchored and equipped with positive latches?
18. Are chemical containers protected from falling by shelf lips, guardrails, doors, or other appropriate restraints?
19. Are chemicals separated into compatible storage groups to reduce the risk of dangerous reactions if containers break or leak?
20. Is compatible secondary containment used where appropriate?
21. Are hazardous chemicals stored below eye level and away from exits, floors, and locations where containers could be struck?
22. Are approved, chemically compatible containers used? Glass containers should be minimized when an appropriate safer alternative is available, but chemicals must not be transferred into incompatible or unapproved containers.
23. Are compressed gas cylinders stored upright and secured to a fixed support or approved cylinder rack with appropriate restraints?
24. Are cylinder valve-protection caps installed when required and when cylinders are not connected for use?
25. Are incompatible compressed gases properly separated and stored in designated, ventilated locations?
26. Are authorized personnel familiar with the procedures for reporting leaks, isolating hazards, and shutting down utilities after an earthquake?
### **Windows and Glazing**
27. Has hazardous glazing been evaluated to determine whether it is safety glass or requires an approved protective treatment?
28. Are desks, workstations, chemical storage areas, and evacuation routes positioned away from windows that could break?
29. Is protective window film professionally installed and maintained where required?
### **Items Requiring Facilities or Professional Review**
The following systems should be evaluated by qualified facilities personnel, contractors, fire-protection professionals, or licensed design professionals:
30. Suspended ceilings and their bracing systems
31. Overhead lighting and independently supported light fixtures
32. Projection screens, speakers, suspended heaters, and other overhead equipment
33. Heating, ventilation, and air-conditioning equipment, ducts, grills, and diffusers
34. Tall industrial storage racks, including rack bracing and anchorage to the building structure
35. Fire-sprinkler risers, piping, flexible connections, clearances, and seismic bracing
36. Gas piping, flexible equipment connections, leak detection, and automatic or manual shutoff systems
37. Water heaters and permanently installed appliances
38. Large or specialized laboratory equipment requiring engineered anchorage
39. Structural supports used to anchor cabinets, shelves, or equipment
40. Safety glazing and protective window systems
All corrective work must comply with the building and fire codes adopted by the jurisdiction, district requirements, equipment-manufacturer instructions, and applicable standards. Fire-sprinkler modifications must comply with the adopted edition of NFPA 13 and be completed only by qualified personnel.
**Sources**:
[FEMA—Seismic Building Codes and Nonstructural Risk Reduction](https://www.fema.gov/emergency-managers/risk-management/earthquake/seismic-building-codes)[FEMA—Earthquake Training and Nonstructural Damage Reduction](https://www.fema.gov/emergency-managers/risk-management/earthquake/training/courses)[NFPA 13—Standard for the Installation of Sprinkler Systems](https://www.nfpa.org/product/nfpa-13-standard-for-the-installation-of-sprinkler-systems/p0013code) [OSHA—Compressed Gases](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.101)
**Categories:** Earthquake
---
### [Concussion Recognition and Response For Those with Intellectual Disabilities](https://sciencesafety.com/courses/concussion-safety/lessons/concussion-recognition-and-response-for-those-with-intellectual-disabilities/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2023/01/Concussion-Recognition-and-Response-Intellectual-Disabilities-061721-1.pdf” title=”Concussion-Recognition-and-Response-Intellectual-Disabilities-061721″\]
[Virginia Concussion Initiative](https://concussion.gmu.edu/sites/default/files/2021-06/Concussion%20Recognition%20and%20Response%20%28Intellectual%20Disabilities%29%20061721.pdf)
---
### [Persistent Symptoms and Support Services](https://sciencesafety.com/courses/concussion-safety/lessons/persistent-symptoms-and-support-services/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
Most students recovering from a concussion need only short-term adjustments. These may include reduced assignments, rest breaks, additional testing time, environmental changes, and temporary restrictions on physical activity.
Most children feel better within two to four weeks. If symptoms persist, worsen, or continue to interfere with school participation, the family should consult the student’s healthcare provider. The school should also review whether the student needs additional academic, behavioral, health, or disability-related support.
Available services and procedures vary among states and school districts. Support should be based on an individual evaluation of the student’s needs rather than on the concussion diagnosis alone.
### **Multi-Tiered System of Supports or Response to Intervention**
A Multi-Tiered System of Supports (MTSS) or Response to Intervention (RTI) process may provide increasingly targeted academic, behavioral, or social-emotional interventions.
Through this process, school personnel may:
- Identify specific areas of difficulty.
- Select targeted interventions.
- Monitor the student’s response.
- Adjust the intensity of support.
- Use progress data to guide instructional decisions.
MTSS or RTI is not a disability determination. A school must not use the process to delay or deny an evaluation under Section 504 or the Individuals with Disabilities Education Act when it knows or has reason to believe that a student may have a disability and need related services or special education.
### **Section 504 Plan**
A student may be eligible under Section 504 when an individualized evaluation determines that the student has a physical or mental impairment that substantially limits one or more major life activities and requires special education or related aids and services.
A concussion does not automatically qualify a student for a Section 504 plan. Temporary impairments are considered individually based on factors such as their severity and duration. Good grades do not necessarily rule out eligibility.
A Section 504 plan may document supports such as:
- Adjusted schedules or workloads
- Additional time for assignments and tests
- Environmental changes for light or noise sensitivity
- Rest breaks or access to the school nurse
- Assistance with organization, memory, or concentration
- Temporary restrictions on physical activities
- Behavioral or emotional support
### **Individualized Education Program**
An **Individualized Education Program (IEP)** may be appropriate when an evaluation determines that a student meets the eligibility requirements of the Individuals with Disabilities Education Act and needs special education and related services.
Traumatic brain injury is one of the disability categories recognized under the IDEA. However, a concussion diagnosis alone does not establish eligibility. The injury must adversely affect the student’s educational performance, and the student must require specially designed instruction.
An IEP may include:
- Individualized academic goals
- Specialized instruction
- Related services
- Assistive technology
- Classroom accommodations and modifications
- Progress-monitoring procedures
- Plans for participation in physical education and other school activities
Most students with concussions will not require an IEP. Students who do qualify must be educated in the least restrictive environment appropriate to their individual needs.
### **Students With Existing Plans**
If a student already has an IEP or Section 504 plan, the appropriate team should determine whether the concussion has created new needs or requires temporary or continuing changes. Existing supports should not be removed or changed without following the applicable procedures.
Schools should follow federal requirements, state law, district policy, and guidance from the student’s healthcare provider. Families may request an evaluation when they believe a student’s concussion-related difficulties require disability-related services.
**Sources**:
[CDC HEADS UP—Returning to School After a Concussion](https://www.cdc.gov/heads-up/guidelines/returning-to-school.html)
[U.S. Department of Education—Section 504 Frequently Asked Questions](https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/frequently-asked-questions-disability-discrimination)
[IDEA—Definition of Traumatic Brain Injury](https://sites.ed.gov/idea/regs/b/a/300.8).
---
### [Strategies for Addressing Concussion Symptoms at School](https://sciencesafety.com/courses/concussion-safety/lessons/strategies-for-addressing-concussion-symptoms-at-school/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
School supports should be individualized according to the student’s symptoms and guidance from their healthcare provider. Not every student will require every strategy. The concussion management team should monitor the student’s response and gradually remove supports as recovery progresses.
### **Thinking, Memory, and Concentration**
When a student has difficulty concentrating, remembering information, or processing instructions, educators may:
- Reduce assignments and homework to essential learning tasks.
- Divide longer assignments into smaller, manageable sections.
- Provide written instructions, checklists, organizers, and reminders.
- Allow additional time for assignments, quizzes, and tests.
- Limit testing to one major assessment per day when needed.
- Reschedule tests or provide study guides.
- Provide class notes or arrange appropriate note-taking assistance.
- Permit the student to record classroom information when allowed by school policy.
- Offer alternative ways to demonstrate learning, such as an oral response instead of a lengthy written assignment.
- Begin with familiar or manageable work and gradually increase difficulty as symptoms improve.
- Reduce unnecessary repetition that may increase fatigue without improving learning.
- Provide additional time for reading and allow shorter reading selections.
Computer-assisted or audio materials may help some students, but screen use can worsen symptoms for others. Select the format according to the student’s individual response.
### **Fatigue and Schedule**
When fatigue or cognitive exertion worsens symptoms, educators may:
- Provide scheduled or symptom-based rest breaks.
- Temporarily shorten the school day.
- Reduce the number of classes or assignments.
- Schedule demanding classes when the student is generally most alert.
- Provide additional time to move between classes.
- Reduce exposure to crowded or overstimulating transitions.
- Identify a quiet, supervised location where the student may rest.
- Allow visits to the school nurse when symptoms increase.
### **Light, Noise, and Other Sensory Concerns**
When a student is sensitive to light or noise, educators may:
- Adjust classroom lighting or seat the student away from bright windows.
- Permit sunglasses, a hat, or other approved light-reducing supports.
- Provide a quiet location for studying, testing, lunch, or rest.
- Reduce exposure to assemblies, loud music, crowded hallways, or other noisy environments.
- Permit noise-reducing headphones when appropriate and safe.
- Avoid placing the student near distracting or talkative areas of the classroom.
Preferential seating should be selected with the student and should not isolate or stigmatize them.
### **Emotional, Behavioral, and Social Support**
Concussion symptoms may include irritability, anxiety, sadness, emotional sensitivity, or difficulty managing stress. These changes should not automatically be treated as intentional misconduct.
School personnel may:
- Identify a trusted adult whom the student can contact when overwhelmed.
- Acknowledge the student’s frustration and listen without judgment.
- Maintain predictable routines and consistent expectations.
- Redirect the student toward manageable tasks when frustration increases.
- Provide a brief break in a quiet location without presenting it as punishment.
- Reinforce effort, appropriate self-advocacy, and successful use of coping strategies.
- Help the student remain connected with friends and school activities when safe and manageable.
- Involve the student in decisions about schedules, priorities, and supports.
- Communicate with the family and designated school point of contact.
- Refer persistent or worsening emotional concerns to the appropriate school and healthcare professionals.
### **Monitor the Student’s Response**
If an activity causes symptoms to return or become worse, the student should pause, reduce the activity, and notify the designated school professional. The team should adjust the plan rather than requiring the student to push through significant symptoms.
New or worsening symptoms should be reported to the student’s family and healthcare provider. Concussion danger signs require immediate emergency medical assistance.
---
### [Building a Team to Support the Student](https://sciencesafety.com/courses/concussion-safety/lessons/team-to-support-students/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
Supporting a student returning to school after a concussion requires coordinated communication among the student, family, healthcare provider, and school personnel. This group is sometimes called a **concussion management team**. Its membership should reflect the student’s symptoms, activities, and individual needs.
### **Student**
The student should be included in planning and encouraged to report symptoms, identify difficult activities, and explain whether supports are helping. Information should be presented in a way appropriate to the student’s age, communication needs, level of understanding, and emotional status.
### **Parents or Guardians**
Parents or guardians should share relevant healthcare guidance with the school, monitor symptoms outside school, communicate changes, and help coordinate follow-up care.
### **Healthcare Provider**
A qualified healthcare provider evaluates and diagnoses the injury, provides individualized recovery recommendations, and determines when the student may begin and progress through a return-to-sports program.
### **Case Manager or School Point of Contact**
The school should designate one person to coordinate communication and implementation of the student’s plan. This may be the school nurse, counselor, psychologist, administrator, or another trained employee.
The point of contact should:
- Communicate with the student and family.
- Confirm that appropriate personnel receive the plan.
- Collect observations about symptoms and school performance.
- Coordinate changes as the student recovers.
- Help prevent conflicting instructions across classes and activities.
- Schedule follow-up reviews when necessary.
### **School Nurse**
The school nurse may monitor symptoms, respond to health concerns, maintain appropriate documentation, communicate with the family, and help school personnel understand the student’s health-related needs.
### **Teachers**
All teachers who work with the student, including the physical education teacher, should understand the approved accommodations and activity restrictions. Teachers can observe changes in learning, behavior, stamina, and symptom severity and report concerns to the designated point of contact.
### **School Counselor or Psychologist**
A school counselor or psychologist may support the student’s emotional well-being, help coordinate academic assistance, and participate in an evaluation for additional services when warranted.
### **School Administrator**
The principal or another designated administrator should ensure that school policies are followed, assign appropriate personnel, approve schedule or program changes, and support communication among departments.
### **Certified Athletic Trainer, Coaches, and Athletic Staff**
Athletic personnel should recognize and report suspected concussions, remove athletes from participation, follow activity restrictions, and supervise the return-to-sports process under appropriate medical direction.
### **Specialists, as Needed**
Special education teachers, speech-language pathologists, occupational therapists, physical therapists, and other specialists may assess and address specific needs when appropriate. These professionals do not need to be included automatically in every case.
### **Other Caregivers and Activity Leaders**
Afterschool personnel, childcare providers, club advisers, and community coaches should understand the restrictions relevant to the activities they supervise and report any changes they observe.
Information should be shared only with personnel who need it to support the student and in accordance with applicable privacy requirements and school policy.
### **Physical Activity and Sports**
A student may be permitted to begin light, symptom-limited physical activity during recovery when it is consistent with guidance from the healthcare provider. However, the student must not return to practices, games, contact activities, or physical education activities that present a risk of another head impact until medically approved.
Return to sports must follow the required step-by-step progression under the supervision of an appropriate healthcare provider. State law and school policy may establish additional requirements.
The school team supports the student’s recovery but does not diagnose the concussion or independently determine medical clearance.
**Sources**:
[CDC HEADS UP—Returning to School After a Concussion](https://www.cdc.gov/heads-up/guidelines/returning-to-school.html)[CDC HEADS UP Training for School Professionals](https://www.cdc.gov/heads-up/training/school-professionals.html)
[CDC—Returning to Sports](https://www.cdc.gov/heads-up/guidelines/returning-to-sports.html).
---
### [Returning to School After a Concussion](https://sciencesafety.com/courses/concussion-safety/lessons/returning-to-school-after-a-concussion/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
Supporting a student’s return to school requires communication among the student, family, healthcare provider, school nurse, teachers, counselors, administrators, and other appropriate school personnel. A designated case manager or point of contact can help coordinate information and ensure that supports are applied consistently.
Most students can return to school within one to two days after a concussion, even if they continue to experience some symptoms. Prolonged absence may delay recovery. The timing and level of participation should be based on the student’s symptoms and guidance from their healthcare provider.
### **Symptom-Based School Supports**
A recovering student may temporarily need:
- Rest breaks in a quiet location
- A shortened school day or reduced class schedule
- Additional time for assignments, quizzes, and tests
- Reduced homework or help completing missed work
- Postponed testing or limits on high-stakes assessments
- Printed notes, audiobooks, or assistance with note-taking
- Reduced reading, writing, screen use, or exposure to bright lights and noise
- Additional time between classes
- Permission to wear sunglasses, a hat, or noise-reducing headphones when appropriate
- Temporary exemption from physical education, recess activities, or other activities that present a risk of another head injury
Cognitive and physical activity may cause symptoms to increase temporarily. When this occurs, the student should reduce the intensity of the activity and inform the designated school professional. Complete isolation, prolonged inactivity, or remaining in a dark room throughout recovery is generally not recommended unless directed by a healthcare provider.
### **Monitor and Adjust the Plan**
Concussion symptoms may affect attention, memory, processing speed, emotional regulation, sleep, and tolerance for light or noise. School employees should monitor the student and report new or worsening symptoms.
As symptoms improve, supports should be reduced gradually. If symptoms become significantly worse, the school should notify the student’s family and follow guidance from the healthcare provider. Concussion danger signs require immediate emergency medical assistance.
Students may experience frustration, sadness, anxiety, anger, or isolation while recovering. Adults should acknowledge these concerns, maintain the student’s connection with classmates when appropriate, and refer the student for additional support if emotional or behavioral concerns persist or worsen.
### **Section 504 and Special Education Considerations**
Most students recovering from a concussion need only short-term, symptom-based supports. A concussion does not automatically make a student eligible for a Section 504 plan.
If the school has reason to believe that the concussion substantially limits a major life activity and that the student may need special education or related aids and services, it should initiate an individualized Section 504 evaluation. Eligibility for a temporary impairment is determined individually based on factors such as severity and duration.
For a student who already has an IEP or Section 504 plan, the appropriate team may need to meet to determine whether the concussion requires temporary or continuing changes to the student’s services and accommodations.
### **Return to School Is Not Return to Sports**
Returning to academic activities does not mean that a student is ready to resume sports. A student should return to sports only after returning to regular activities, receiving approval from a qualified healthcare provider, and successfully completing the required step-by-step return-to-sports progression.
**Sources**:
[CDC HEADS UP—Returning to School After a Concussion](https://www.cdc.gov/heads-up/guidelines/returning-to-school.html)[CDC—What to Do After a Concussion](https://www.cdc.gov/heads-up/guidelines/recovery-from-concussion.html)[U.S.](https://www.ed.gov/laws-and-policy/individuals-disabilities/section-504) [Department of Education—Section 504](https://www.ed.gov/laws-and-policy/individuals-disabilities/section-504).
---
### [Concussion Danger Signs](https://sciencesafety.com/courses/concussion-safety/lessons/concussion-danger-signs/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
In rare cases, a bump, blow, or jolt to the head or body may cause a more serious brain injury, including bleeding or a blood clot that places pressure on the brain.
**Call 911 immediately if a student displays any danger sign following a possible head injury.** Follow the school’s emergency-response procedures, keep the student supervised, and do not allow the student to return to physical activity.
### **Danger Signs in School-Age Children and Adolescents**
- Convulsions or seizures
- Inability to recognize people or places
- Repeated nausea or vomiting
- Unusual behavior, increasing confusion, restlessness, or agitation
- Loss of consciousness, increasing drowsiness, inability to remain awake, or inability to wake
- Slurred speech
- Weakness, numbness, or decreased coordination
- A headache that becomes worse and does not go away
- One pupil larger than the other
- Double vision
Even a brief loss of consciousness must be taken seriously. However, a student does not need to lose consciousness to have a concussion or another serious brain injury.
### **Additional Danger Signs in Infants and Toddlers**
In addition to the danger signs above, seek emergency medical assistance if an infant or toddler:
- Will not stop crying and cannot be consoled
- Will not nurse or eat
Do not attempt to diagnose the injury or determine its severity. Emergency medical professionals and qualified healthcare providers must evaluate the student.
### **Video: Get a Heads Up—Danger Signs**
This brief CDC video reviews signs that require immediate emergency medical attention.
[Watch “Get a Heads Up: Danger Signs” on YouTube](https://www.youtube.com/watch?v=rYWIy-Td2Q4)
**Source**:
[CDC HEADS UP—Concussion Signs and Symptoms](https://www.cdc.gov/heads-up/signs-symptoms/index.html).
---
### [Recognizing a Possible Concussion](https://sciencesafety.com/courses/concussion-safety/lessons/recognizing-a-concussion/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
Teachers, counselors, coaches, and other school employees may be the first to notice concussion-related changes. Signs and symptoms may appear immediately, but some may not become noticeable until hours or days after the injury—particularly when a student returns to reading, concentrating, or completing schoolwork.
Suspect a concussion when a student has experienced a bump, blow, or jolt to the head—or a hit to the body that causes the head and brain to move rapidly—and then displays or reports one or more signs or symptoms.
Possible classroom indicators include:
- Headache, dizziness, nausea, or balance problems
- Sensitivity to light or noise
- Blurred or double vision
- Appearing dazed, confused, or unusually tired
- Difficulty concentrating, remembering, or following instructions
- Slower reading, thinking, responding, or completing assignments
- Changes in mood, behavior, or personality
- Changes in sleep or energy level
A student does not need to lose consciousness to have a concussion. School employees should not attempt to diagnose the injury or determine its severity.
### **What School Employees Should Do**
1. Stop the student’s participation in physical activity immediately.
2. Keep the student supervised and follow the school’s concussion and emergency-response procedures.
3. Arrange for evaluation by the school nurse, athletic trainer, or other designated health professional.
4. Check for concussion danger signs and call 911 when emergency symptoms are present.
5. Notify the student’s parent or guardian according to school policy.
6. Do not allow the student to return to sports or another activity with a risk of head injury on the day of the suspected concussion.
7. Require evaluation and clearance from a qualified healthcare provider before the student begins a return-to-sports progression.
Any new or worsening symptoms observed in the classroom should be reported promptly to the designated school health professional and the student’s parent or guardian.
**Sources**: [CDC HEADS UP—Signs and Symptoms](https://www.cdc.gov/heads-up/signs-symptoms/index.html), [Responding to a Sports-Related Concussion](https://www.cdc.gov/heads-up/response/index.html), and [Returning to School After a Concussion](https://www.cdc.gov/heads-up/guidelines/returning-to-school.html).
---
### [Video: Molly Shares Her Concussion Story](https://sciencesafety.com/courses/concussion-safety/lessons/mollys-story/)
**Published:** January 26, 2023
**Author:** admin2025Open
**Content:**
In this short video, Molly describes her experience with a concussion. Her story illustrates why students should report a possible concussion immediately and why adults must take every suspected brain injury seriously.
**Reflection questions:**
- What concussion signs or symptoms did Molly describe?
- How did the concussion affect her daily activities?
- Why might a student hesitate to report a possible concussion?
- What should a student do after experiencing a blow or jolt to the head or body?
- How can educators, coaches, families, and peers support a student’s recovery?
A personal story supports awareness but does not replace medical guidance. A student with a possible concussion should stop the activity and be evaluated by a qualified healthcare provider. Seek emergency medical assistance immediately when concussion danger signs appear.
*Current guidance:* [*CDC HEADS UP*](https://www.cdc.gov/heads-up/index.html) *and* [*Concussion Signs and Symptoms*](https://www.cdc.gov/heads-up/signs-symptoms/index.html)*.*
---
### [Activities for Teaching Students About Bullying](https://sciencesafety.com/courses/bullying/lessons/activities-to-teach-students-about-bullying/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Bullying prevention can be incorporated into classroom instruction, advisory periods, digital citizenship lessons, and extracurricular programs. Individual activities should support—not replace—clear policies, trained staff, safe reporting procedures, and consistent adult intervention.
Possible learning activities include:
- **Scenario analysis:** Have students examine fictional situations and determine whether each represents bullying, conflict, teasing, harassment, or another harmful behavior.
- **Reporting-pathway activity:** Ask students to identify trusted adults, available reporting methods, and the steps they should take when they experience or witness bullying.
- **Safe-response planning:** Present students with hypothetical situations and ask them to select safe options, such as redirecting the interaction, supporting the targeted student, reporting to an adult, or seeking emergency assistance.
- **Research projects:** Have students investigate different forms of bullying, warning signs, prevention strategies, school policies, and reliable support resources.
- **Literature and media discussions:** Examine how bullying, exclusion, power, and peer support are portrayed in age-appropriate books, news stories, videos, or fictional media.
- **Creative writing:** Invite students to write a poem, story, letter, or script exploring respect, inclusion, reporting, or safe peer intervention.
- **Visual projects:** Create posters, digital graphics, or collages illustrating respectful behavior, belonging, and ways students can safely support one another.
- **Digital citizenship lessons:** Examine fictional online posts or messages and discuss privacy, evidence preservation, platform reporting, and the consequences of liking or sharing harmful content.
- **Classroom meetings:** Hold structured discussions about peer relationships, classroom expectations, inclusion, and how students can ask for help.
- **School-climate projects:** Allow students to recommend ways to make common areas, transportation, extracurricular activities, and online spaces safer and more inclusive.
### **Activity Safeguards**
Educators should:
- Use fictional or carefully anonymized scenarios.
- Never ask students to identify classmates or disclose personal experiences publicly.
- Avoid activities that require students to reenact humiliation, threats, or physical aggression.
- Provide alternative ways to participate when a topic may be distressing.
- Teach several response options without pressuring students to intervene directly.
- Ensure activities are accessible to students with different communication, learning, sensory, and emotional needs.
- Explain how students can speak privately with a trusted adult following the lesson.
Bullying prevention should be taught throughout the year rather than addressed only after an incident or during a single awareness event.
**Sources**:
[StopBullying.gov—Prevention at School](https://www.stopbullying.gov/prevention/at-school)
[StopBullying.gov—Build a Safe Environment](https://www.stopbullying.gov/prevention/build-safe-environment)
[StopBullying.gov—How to Prevent Bullying](https://www.stopbullying.gov/prevention/how-to-prevent-bullying)
---
### [How Families Can Protect and Support Autistic Students](https://sciencesafety.com/courses/bullying/lessons/how-parents-can-help-autistic-kids-avoid-being-bullied/)
**Published:** November 9, 2021
**Author:** admin2025Open
**Content:**
Parents and caregivers cannot guarantee that a child will never experience bullying. Preventing and stopping bullying is a shared responsibility, and schools remain responsible for maintaining a safe and accessible learning environment.
Families can support autistic students by taking the following actions:
- **Maintain open communication.** Check in regularly using clear, specific questions. Visual prompts, written questions, conversation cards, or assistive communication may help some students describe their experiences.
- **Explain bullying directly.** Provide concrete examples of bullying, conflict, friendly teasing, manipulation, and unsafe online behavior. Role-playing or social narratives may help, but instruction should be appropriate to the student’s communication style and preferences.
- **Develop a written safety plan.** Work with the student and school to identify trusted adults, safer locations, reporting methods, supervision needs, and steps the school will take following a report.
- **Document and report concerns.** Record dates, locations, behaviors, witnesses, and the school’s response. Save messages, screenshots, or other evidence of cyberbullying.
- **Promote authentic friendships.** Encourage participation in clubs, activities, or groups based on the student’s interests. A voluntary buddy or peer-support system may be helpful when it is respectful, monitored, and supported by the student.
- **Consider individualized supports.** Some students may benefit from increased adult supervision, structured activities during less predictable parts of the day, discreet help signals, or scheduled check-ins. These supports should not unnecessarily isolate or restrict the student.
- **Review the IEP or Section 504 plan.** If bullying affects attendance, behavior, academic performance, communication, or access to school activities, ask the appropriate team to determine whether additional services or accommodations are needed.
- **Monitor emotional well-being.** Watch for changes in sleep, eating, mood, school attendance, friendships, technology use, or interest in usual activities. Seek qualified mental-health support when concerns arise.
- **Follow up consistently.** Ask whether the student feels safer and whether the agreed-upon supports are working. Request changes when the plan is ineffective.
Families should not tell students to ignore bullying, fight back, or change who they are to avoid being targeted. Remedies should address the harmful behavior and school environment without burdening, blaming, segregating, or punishing the student who was bullied.
*Resources:* [*PACER—Students With Disabilities and Bullying*](https://www.pacer.org/bullying/info/students-with-disabilities/)*,* [*StopBullying.gov—What You Can Do*](https://www.stopbullying.gov/resources/what-you-can-do)*, and the* [*U.S.* ](https://www.ed.gov/media/document/parent-fact-sheet-what-are-public-schools-required-do-when-students-disabilities-are-bullied-89944.pdf)[*Department of Education’s Parent Fact Sheet*](https://www.ed.gov/media/document/parent-fact-sheet-what-are-public-schools-required-do-when-students-disabilities-are-bullied-89944.pdf)*.*
---
### [Why Autistic Students May Be at Greater Risk of Bullying](https://sciencesafety.com/courses/bullying/lessons/what-makes-autistic-kids-vulnerable-to-bullying/)
**Published:** November 9, 2021
**Author:** admin2025Open
**Content:**
No characteristic of autism makes bullying deserved or inevitable. Increased risk arises when individual communication or support needs interact with social environments in which differences are stigmatized, peers misuse power, or adults fail to recognize and address harmful behavior.
Factors that may increase risk include:
- Difficulty interpreting sarcasm, facial expressions, tone of voice, jokes, or hidden social intentions
- Communication differences that make describing or reporting an incident more difficult
- Fewer supportive peer relationships or increased social isolation
- Visible differences in communication, movement, interests, routines, or responses to sensory input
- Deliberate attempts by others to provoke distress, an emotional response, or sensory overload
- Difficulty distinguishing friendly teasing from manipulation or bullying
- Adults misinterpreting a response to bullying as misconduct or a mutual conflict
- Inaccessible reporting procedures or inconsistent adult intervention
- A school culture that does not actively promote disability awareness, acceptance, and inclusion
These characteristics vary considerably. Some autistic students communicate effectively, recognize bullying immediately, and advocate strongly for themselves. Others may need additional time, visual supports, assistive communication, direct questions, or help from a trusted adult.
Depression, anxiety, withdrawal, aggression, school avoidance, and self-harm are possible warning signs or consequences of bullying. They should not be described as autistic characteristics that cause bullying.
Schools can reduce risk by teaching explicit examples of bullying and appropriate peer behavior, providing multiple ways to report concerns, scheduling regular check-ins, strengthening supportive peer relationships, and increasing adult supervision in higher-risk settings. Any accommodations or interventions should be developed with the student and should not place responsibility for stopping the bullying on the student being targeted.
**Sources**:
[Wang and Susumu’s systematic review of bullying risk factors among autistic students](https://link.springer.com/article/10.1007/s40489-024-00478-7)
[PACER’s Students With Disabilities and Bullying resources](https://www.pacer.org/bullying/info/students-with-disabilities/)
[Sterzing et al.,“Bullying Involvement and Autism Spectrum Disorders”](https://pubmed.ncbi.nlm.nih.gov/22945284/).
---
### [Video: Teen With Autism Raises Awareness About Bullying](https://sciencesafety.com/courses/bullying/lessons/teen-with-autism-raises-awareness-about-bullying/)
**Published:** November 9, 2021
**Author:** admin2025Open
**Content:**
An Austin teenager with autism shares his experience with bullying and discusses the importance of awareness, peer support, and adult intervention.
[Watch “Teen With Autism Raising Awareness of Bullying” on YouTube](https://www.youtube.com/watch?v=1C8fP1fy9BM)
**Reflection questions:**
- What warning signs did the student describe?
- What might have helped him feel safer and more supported?
- How could peers have responded safely?
- What responsibilities did the adults and school have?
- What can educators do to make it easier for students with ASD to report bullying?
**Source**:
[KVUETV](https://www.youtube.com/@KVUETV "KVUETV")
---
### [Students With ASD Face an Increased Risk of Bullying](https://sciencesafety.com/courses/bullying/lessons/students-with-asd-are-bullied-at-a-high-rate/)
**Published:** November 9, 2021
**Author:** admin2025Open
**Content:**
Research consistently indicates that autistic students and students with Autism Spectrum Disorder (ASD) experience bullying at higher rates than many of their peers. However, prevalence estimates vary according to the students studied, the reporting method, the definition of bullying, and the period measured. One frequently cited U.S. study published in 2012 found that 46.3% of participating adolescents with ASD had experienced bullying. This is a study-specific finding and should not be presented as a current rate applying to every student or school.
Bullying may involve mocking a student’s communication, movements, interests, sensory needs, or behavior. It can also include deliberate exclusion, manipulation, cyberbullying, or provoking a student to cause distress or a visible reaction. Communication differences may make it difficult for some students to recognize bullying, describe what happened, or report it promptly.
Schools should:
- Provide clear and accessible reporting options.
- Take behavioral changes and reports seriously.
- Monitor locations and situations where bullying is more likely to occur.
- Teach peers about respect, inclusion, and disability without disclosing a student’s private information.
- Consult the student, family, and, when applicable, the IEP or Section 504 team.
- Provide individualized safety, communication, and social supports.
- Protect the student from retaliation after a report.
Not every bullying incident involving a student with a disability automatically constitutes a federal civil-rights violation. However, disability-based bullying or harassment that interferes with or limits a student’s participation in school may violate Section 504 of the Rehabilitation Act or Title II of the Americans with Disabilities Act. Bullying on any basis may also result in a denial of a free appropriate public education when it prevents an eligible student with a disability from accessing educational services.
**Sources**:
[U.S.](https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/disability-discrimination-key-issues/disability-discrimination-bullying-and-harassment) [Department of Education—Disability Discrimination: Bullying and Harassment](https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/disability-discrimination-key-issues/disability-discrimination-bullying-and-harassment), [Sterzing et al](https://pubmed.ncbi.nlm.nih.gov/22945284/)[“Bullying Involvement and Autism Spectrum Disorders”](https://pubmed.ncbi.nlm.nih.gov/22945284/)[Maïano et al., systematic review and meta-analysis](https://onlinelibrary.wiley.com/doi/10.1002/aur.1568).
---
### [Model Respectful Behavior](https://sciencesafety.com/courses/bullying/lessons/model-proper-behavior/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Children learn how to use power, manage disagreements, and treat others by observing the adults around them. Parents, caregivers, educators, coaches, administrators, and other school employees should consistently demonstrate the behavior they expect from students.
Adults can model respectful behavior by:
- Listening without interrupting or dismissing another person’s concerns
- Responding calmly during disagreements
- Using authority fairly and consistently
- Avoiding humiliation, threats, insults, sarcasm, and gossip
- Showing empathy and compassion toward people with different needs or perspectives
- Acknowledging mistakes, apologizing, and repairing harm
- Intervening promptly and respectfully when bullying occurs
- Recognizing students who demonstrate kindness, inclusion, and responsible leadership
The way adults interact with students—and with one another—helps establish the school’s expectations. Bullying prevention messages lose credibility when adults misuse authority, publicly embarrass others, ignore harmful behavior, or treat colleagues disrespectfully.
Adults should model respect even when addressing misconduct. A calm, firm response demonstrates that bullying is unacceptable without humiliating the student who engaged in the behavior. Consistent adult behavior helps create a school culture in which students understand that dignity, empathy, accountability, and inclusion are expected from everyone.
**Sources**:
[StopBullying.gov—How to Prevent Bullying](https://www.stopbullying.gov/prevention/how-to-prevent-bullying)[StopBullying.gov—Respond to Bullying](https://www.stopbullying.gov/prevention/on-the-spot)[StopBullying.gov—Build a Safe Environment](https://www.stopbullying.gov/prevention/build-safe-environment)[U.S.](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school) [News & World Report](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school)
---
### [Encourage Safe Peer Support](https://sciencesafety.com/courses/bullying/lessons/encourage-peer-support/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Students often see or hear about bullying before adults become aware of it. A student who witnesses bullying can make an important difference, but no student should be pressured to confront someone or place themselves in danger.
Adults should teach students several safe ways to respond:
- **Do not participate.** Do not laugh, encourage the behavior, or share, like, or comment on harmful online content.
- **Interrupt or redirect.** If it feels safe, change the subject, create a distraction, question the behavior, or calmly say that it is not acceptable.
- **Act together.** Several students can show that they do not support the behavior, provided it is safe and does not escalate the situation.
- **Help the targeted student leave.** Invite the student to walk away, sit with them, or move together toward a trusted adult.
- **Report the incident.** Tell a teacher, counselor, coach, administrator, parent, or another trusted adult. Reporting to protect someone is not tattling.
- **Offer support afterward.** Check on the student privately, listen without judgment, and make it clear that they are not alone.
- **Respond safely online.** Preserve relevant evidence and report harmful content to a trusted adult or the platform. Do not repost the content, even to criticize it.
Students should seek adult assistance immediately when an incident involves physical violence, weapons, sexual misconduct, threats of serious harm, hate-motivated behavior, or any other immediate danger. Direct intervention is not appropriate when it could place the student or others at risk.
Schools can strengthen peer support by teaching and practicing these response options, providing confidential or anonymous reporting methods when available, and responding consistently when students ask for help. Adults remain responsible for investigating reports, protecting students, and stopping the behavior.
**Sources**:
[StopBullying.gov—Bystanders to Bullying](https://www.stopbullying.gov/prevention/bystanders-to-bullying)
[StopBullying.gov—Bystanders Are Essential](https://www.stopbullying.gov/resources/research-resources/bystanders-are-essential)
[PACER’s National Bullying Prevention Center](https://www.pacer.org/bullying/info/students-with-disabilities/)
[U.S. News & World Report](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school)
---
### [Create a Support and Intervention Plan](https://sciencesafety.com/courses/bullying/lessons/create-an-intervention-plan/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Students should not be expected to stop bullying by themselves or respond with physical aggression. Parents, caregivers, educators, and the student should work together to develop a written plan that addresses immediate safety, ongoing support, and long-term behavior change.
An effective plan should include the following:
1. **Assess immediate safety.** Identify where, when, and how the bullying occurs. Threats of serious violence, weapons, self-harm, or immediate danger must be addressed under the school’s emergency procedures.
2. **Involve the student.** Listen to the student’s concerns and ask what would help them feel safer. Strategies should reflect the student’s age, strengths, needs, and comfort level.
3. **Identify safer responses.** When possible, the student may move to a safer location, remain near supportive peers or adults, respond assertively if it is safe to do so, and report the behavior promptly. Walking away is one possible strategy, but it should not replace adult intervention.
4. **Identify trusted adults.** The student should know exactly whom to contact at school, during transportation, at extracurricular activities, and at home. Reporting bullying should not be treated as tattling, and the student must be protected from retaliation.
5. **Document and report incidents.** Record dates, locations, behaviors, witnesses, and actions taken. Preserve screenshots, messages, photographs, or other evidence of cyberbullying when appropriate.
6. **Establish school safeguards.** The school may increase supervision, adjust routines, identify safe locations, or provide counseling and other supports. Safety measures should avoid unnecessarily isolating or penalizing the targeted student.
7. **Set a follow-up schedule.** Identify who will monitor the situation and when the student, family, and school will review the plan. Revise the plan if the behavior continues or the student does not feel safer.
The plan should also address the needs of students who engage in bullying behavior. Appropriate consequences may be necessary, but consequences alone may not change the behavior. Adults should assess the circumstances, establish accountability, reinforce expectations, and teach skills such as empathy, emotional regulation, respectful communication, and conflict resolution.
Some students who engage in bullying may also be experiencing bullying or other difficulties, but this should never be assumed. Each situation requires an individual assessment. Students who are targeted, students who engage in bullying, and students who witness it may all need different forms of support.
**Sources**:
[PACER’s Student Action Plan Against Bullying](https://www.pacer.org/bullying/info/publications/student-action-plan/)
[PACER’s Helping Your Child resource](https://www.pacer.org/bullying/parents/helping-your-child/)
[StopBullying.gov](https://www.stopbullying.gov/prevention/support-the-children-involved)
[U.S. News & World Report](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school)
---
### [Recognize the Warning Signs](https://sciencesafety.com/courses/bullying/lessons/diagnose-the-problem/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Adults should remain alert to changes in a student’s behavior, mood, health, friendships, or school participation. These changes do not necessarily prove that bullying is occurring, but they may indicate that the student needs support.
Possible warning signs include:
- Avoiding school, the bus, particular classes, or extracurricular activities
- Declining grades or difficulty concentrating
- Unexplained headaches, stomachaches, injuries, or damaged belongings
- Changes in sleeping or eating habits
- Increased anxiety, sadness, anger, isolation, or aggression
- Loss of interest in friends or activities
- Sudden changes in technology use or distress after going online
- Expressing fear about attending school or being around certain students
Some students display few or no visible warning signs. Others may be reluctant to speak because they feel embarrassed, fear retaliation, or believe that adults will not be able to help.
Adults can begin the conversation with calm, open-ended questions:
- “How was your bus ride today?”
- “Who did you spend time with at lunch?”
- “Do you feel safe at school?”
- “Have you seen anyone being excluded or treated unkindly?”
- “You haven’t seemed like yourself lately. Would you like to tell me what is happening?”
- “Is anyone making you feel afraid or uncomfortable in person or online?”
Listen without interrupting, blaming, or immediately attempting to solve the problem. Reassure the student that reporting bullying is the right thing to do, that the behavior is not their fault, and that adults will work with them to develop a plan.
Behavioral or physical changes may have causes unrelated to bullying. Adults should avoid making assumptions and gather information carefully. Any indication of immediate danger, abuse, self-harm, or threats of violence must be addressed promptly under the school’s emergency and student-support procedures.
**Sources**:
[PACER’s National Bullying Prevention Center](https://www.pacer.org/bullying/info/questions-answered/recognize-signs/)[StopBullying.gov](https://www.stopbullying.gov/)
[U.S. ](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school)[News & World Report](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school)
[U.S.](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school)[ News & World Report](https://www.usnews.com/education/k12/articles/how-to-handle-bullying-at-school)
---
### [Taking the Lead at School](https://sciencesafety.com/courses/bullying/lessons/take-the-lead-at-school/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Parents and caregivers play an important role in addressing bullying and helping schools maintain a safe, inclusive learning environment. When a child reports bullying, adults should listen carefully, offer reassurance, and take the concern seriously.
Parents and caregivers should:
- Document what happened, including dates, locations, witnesses, and any available messages or screenshots.
- Review the school or district’s bullying policy and reporting procedures.
- Report the concern to the student’s teacher, counselor, or principal.
- Ask how the school will protect the student from additional bullying or retaliation.
- Establish a point of contact and an appropriate time for follow-up.
- Continue documenting and reporting incidents if the behavior continues.
Parents should generally avoid contacting the other student’s family directly because doing so may escalate the conflict. School administrators or other designated officials should manage communication between the families.
Effective bullying prevention requires cooperation among families, educators, administrators, and students. Schools can support this effort by establishing clear expectations, training employees, responding consistently to reports, protecting students from retaliation, and providing appropriate support to everyone involved.
Bullying laws and reporting requirements vary by state. Families and educators should consult their school district’s policies and their state’s requirements. Bullying that involves discrimination based on race, color, national origin, sex, or disability may also trigger protections under federal civil rights laws.
Sources:
[StopBullying.gov—Support the Children Involved](https://www.stopbullying.gov/prevention/support-the-children-involved)
[StopBullying.gov—Get Help Now](https://www.stopbullying.gov/resources/get-help-now)
[U.S.](https://www.ed.gov/laws-and-policy/civil-rights-laws/harassment-bullying-and-retaliation) [Department of Education](https://www.ed.gov/laws-and-policy/civil-rights-laws/harassment-bullying-and-retaliation).
---
### [Myths and Facts About Bullying](https://sciencesafety.com/courses/bullying/lessons/myths-about-bullying/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Misconceptions about bullying can cause adults to minimize harmful behavior or place responsibility on the targeted student. Reports of bullying should be taken seriously and addressed promptly under school policy.
### **Myth 1: “Children need to learn to stand up for themselves.”**
**Fact:** Assertiveness and problem-solving skills can help, but students should not be expected to stop bullying by themselves. Reporting bullying often requires courage. Adults should listen, assess the student’s immediate safety, document the concern, and provide appropriate support.
### **Myth 2: “Children should hit back—only harder.”**
**Fact:** Retaliation can escalate the situation, cause injury, and lead to disciplinary consequences. Students should be taught to move to a safer place, seek help from a trusted adult, and report what happened.
### **Myth 3: “Bullying builds character.”**
**Fact:** Bullying does not build resilience. It can damage a student’s confidence, sense of safety, relationships, mental health, and academic engagement. Resilience develops through supportive relationships, constructive challenges, and effective coping skills.
### **Myth 4: “Sticks and stones may break your bones, but words can never hurt you.”**
**Fact:** Verbal, social, and online bullying can cause serious and lasting harm. Name-calling, threats, humiliation, exclusion, and rumor-spreading should not be dismissed simply because no physical injury occurred.
### **Myth 5: “It isn’t bullying—they’re just teasing.”**
**Fact:** Friendly teasing is mutual and stops when someone becomes uncomfortable. Behavior may constitute bullying when it is unwanted, involves a real or perceived power imbalance, and is repeated or likely to be repeated. Harmful behavior should still be addressed even when it does not meet the formal definition of bullying.
### **Myth 6: “There have always been bullies, so nothing can be done.”**
**Fact:** Bullying is preventable. Clear expectations, consistent adult intervention, safe reporting procedures, supportive relationships, and a positive school climate can reduce bullying. An effective response may include immediate safety measures, policy-based consequences, instruction, and support for everyone involved.
### **Myth 7: “Kids will be kids.”**
**Fact:** Aggressive or humiliating behavior should not be accepted as a normal part of growing up. Children’s behavior is influenced by adult examples, peer expectations, school culture, and the responses their actions receive. Adults can help students develop empathy, self-regulation, conflict-resolution skills, and responsible online behavior.
**Important reminder:** Not every disagreement or unkind act is bullying. Conflicts between students with relatively equal power may require a different response. Nevertheless, all reports of threatening, discriminatory, violent, or otherwise harmful behavior should be taken seriously and handled according to school policy.
**Sources**:
Adapted and updated from [BullyingCanada](https://www.bullyingcanada.ca/get-help/), the [CDC’s bullying overview](https://www.cdc.gov/youth-violence/about/about-bullying.html), and [StopBullying.gov](https://www.stopbullying.gov/).
---
### [Effects of Bullying](https://sciencesafety.com/courses/bullying/lessons/effects-of-bullying/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Bullying is not a normal or harmless part of growing up. It can affect a young person’s physical health, emotional well-being, relationships, school attendance, and academic performance. Some effects may continue after the bullying has stopped.
## **Students Who Are Bullied**
Students who experience bullying may:
- Feel frightened, lonely, embarrassed, helpless, or unsafe
- Experience sadness, anxiety, panic, or reduced self-esteem
- Withdraw from friends, family members, school activities, or interests they previously enjoyed
- Avoid school, experience declining grades, or lose interest in schoolwork
- Report headaches, stomachaches, fatigue, or other physical symptoms
- Have difficulty sleeping, sleep more than usual, or experience nightmares
- Develop changes in eating patterns
- Experience physical injuries
- Engage in self-harm or experience suicidal thoughts
Not every student who is bullied will show these signs, and the presence of one sign does not necessarily mean that bullying is occurring. Sudden or unexplained changes should prompt a supportive conversation and appropriate follow-up.
## **Students Who Engage in Bullying**
Students who bully others may also experience negative outcomes. Research associates bullying behavior with an increased risk of:
- Academic and disciplinary problems
- Difficulty developing healthy relationships
- Substance misuse
- Aggressive or violent behavior later in adolescence or adulthood
These outcomes are not inevitable. Students who engage in bullying need clear accountability, instruction in appropriate behavior, and support addressing the factors contributing to their actions.
## **Students Who Witness Bullying**
Witnessing bullying can also be distressing. Bystanders may:
- Fear that they will become the next target
- Feel guilty or helpless for not intervening
- Avoid reporting the behavior because they fear retaliation
- Feel uncertain about how to respond safely
- Begin to view aggression or exclusion as normal behavior
Students should be taught safe ways to become **upstanders**. This may include reporting the behavior to a trusted adult, supporting the targeted student, refusing to participate, or interrupting the behavior when it is safe to do so.
## **Students Who Are Both Bullied and Bully Others**
Students who are bullied and also engage in bullying may face especially serious mental health and behavioral risks. These students require prompt attention, appropriate accountability, and coordinated support.
Any report or warning sign involving self-harm, suicidal thoughts, threats, or immediate danger must be taken seriously and addressed according to the school’s emergency and student-support procedures.
Bullying is associated with serious outcomes, but it should not be presented as the sole cause of suicide, violence, or any particular mental health condition.
**Sources**:
[CDC Bullying Overview](https://www.cdc.gov/youth-violence/about/about-bullying.html)[StopBullying.gov
Effects of Bullying](https://www.stopbullying.gov/bullying/effects)[StopBullying.gov Bystanders](https://www.stopbullying.gov/prevention/bystanders-to-bullying)[BullyingCanada](https://www.bullyingcanada.ca/get-help/).
---
### [Types of Bullying Behavior](https://sciencesafety.com/courses/bullying/lessons/types-of-bullying-behavior/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Bullying may take several forms, and a single incident may involve more than one type of behavior. To meet the definition of bullying, the behavior must involve a real or perceived power imbalance and occur repeatedly or be highly likely to occur again.
## **1. Verbal Bullying**
Verbal bullying involves spoken or written statements intended to intimidate, humiliate, or harm someone. Examples include:
- Name-calling, insults, or persistent teasing
- Taunting, threatening, or intimidating someone
- Spreading harmful rumors
- Making degrading comments about a person’s race, ethnicity, culture, national origin, religion, disability, sex, sexual orientation, gender identity, or other personal characteristic
- Making inappropriate or unwanted sexual comments
## **2. Social or Relational Bullying**
Social bullying is intended to damage someone’s relationships, reputation, or sense of belonging. Examples include:
- Deliberately excluding someone from a group or activity
- Encouraging others to reject or avoid someone
- Spreading rumors or sharing private information
- Publicly humiliating or embarrassing someone
- Using gestures, graffiti, images, or social pressure to isolate or demean someone
## **3. Physical Bullying**
Physical bullying involves harming a person’s body or possessions. Examples include:
- Hitting, kicking, pinching, pushing, or tripping
- Spitting, poking, chasing, or physically intimidating someone
- Taking, hiding, damaging, or destroying someone’s belongings
- Forcing someone to do something against their will
## **4. Cyberbullying**
Cyberbullying occurs through digital devices and platforms, including text messages, email, social media, group chats, online forums, and games. Examples include:
- Sending threatening, insulting, or humiliating messages
- Posting or sharing harmful, false, or private information
- Sharing embarrassing images or videos without permission
- Spreading rumors online
- Excluding someone from an online group or conversation
- Creating fake accounts or impersonating someone to cause harm
Cyberbullying is not necessarily a completely separate type of bullying. Verbal, social, and other bullying behaviors may all occur through technology.
## **Important Distinction**
Unwanted sexual touching may constitute sexual harassment, sexual violence, or assault and should not be treated only as bullying. Identity-based bullying may also overlap with discriminatory harassment or civil rights violations. These behaviors must be reported and addressed according to applicable school policies and legal requirements.
**Sources**:
[BullyingCanada](https://www.bullyingcanada.ca/get-help/)[BullyingCanada](https://www.bullyingcanada.ca/get-help/)
[StopBullying.gov](https://www.stopbullying.gov/bullying/what-is-bullying)[Cyberbullying Guidance](https://www.stopbullying.gov/cyberbullying/what-is-it)
---
### [Bullying is Widespread](https://sciencesafety.com/courses/bullying/lessons/bullying-is-widespread/)
**Published:** November 9, 2021
**Author:** admin2025Open
**Content:**
Bullying affects young people throughout the United States. Its effects extend beyond the student who is targeted. Students who engage in bullying and those who witness it may also experience harmful social, emotional, behavioral, and academic consequences.
## **Bullying Remains Common**
According to the CDC’s 2023 Youth Risk Behavior Survey:
- Approximately **19% of high school students** reported being bullied on school property during the previous 12 months.
- Approximately **17% of high school students** reported being electronically bullied during the previous 12 months, including through texting and social media.
These categories may overlap because a student can experience bullying both at school and electronically.
## **Some Students Experience Greater Risk**
Bullying can affect any student, but national data show that experiences are not distributed equally. Rates may vary based on age, sex, sexual orientation, gender identity, disability status, race and ethnicity, and other personal or social factors.
Recent national findings show particularly elevated rates among:
- Female students
- LGBTQ+ students
- Transgender and questioning students
- Students with developmental disabilities
These differences should not be used to predict whether an individual student will experience bullying. Instead, they demonstrate the importance of inclusive school environments, trusted adult relationships, equitable prevention practices, and accessible reporting systems.
## **Bullying Is a Frequent School Discipline Concern**
During the 2021–22 school year, public schools reported that bullying occurred at least once a week at:
- **28% of middle schools**
- **15% of high schools**
- **10% of elementary schools**
Schools reported cyberbullying occurring at least once a week at:
- **37% of middle schools**
- **25% of high schools**
- **6% of elementary schools**
Middle schools reported the highest frequency of both bullying and cyberbullying, reinforcing the need for prevention and early intervention before and throughout the middle-grade years.
**Sources**:
[CDC Bullying Overview](https://www.cdc.gov/youth-violence/about/about-bullying.html)
[CDC 2023 Youth Risk Behavior Survey](https://www.cdc.gov/yrbs/results/2023-yrbs-results.html)
[CDC bullying and social media analysis](https://www.cdc.gov/mmwr/volumes/73/su/su7304a3.htm)
[National Center for Education Statistics](https://nces.ed.gov/pubs2024/2024043.pdf)
---
### [What is bullying?](https://sciencesafety.com/courses/bullying/lessons/what-is-bullying/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Bullying is a form of youth violence and an adverse childhood experience (ACE). The [Centers for Disease Control and Prevention](https://www.cdc.gov/youth-violence/about/about-bullying.html) defines bullying as unwanted aggressive behavior by another young person or group of young people who are not siblings or current dating partners.
Bullying involves:
- An observed or perceived imbalance of power
- Behavior that occurs repeatedly or is highly likely to be repeated
Bullying can cause physical, psychological, social, or educational harm and distress.
## **Common Types of Bullying**
- **Physical bullying:** Hitting, kicking, pushing, tripping, or other forms of physical aggression
- **Verbal bullying:** Name-calling, insulting, threatening, or persistent teasing
- **Relational or social bullying:** Spreading rumors, deliberately excluding someone from a group, or attempting to damage a person’s relationships or reputation
- **Property-related bullying:** Taking, hiding, damaging, or destroying another person’s belongings
Bullying may also occur through digital technology. This is commonly called **cyberbullying** or **electronic bullying** and may involve text messages, social media, online games, email, or other digital platforms.
A young person may engage in bullying, be targeted by bullying, witness bullying, or experience more than one of these roles. Adults should avoid permanently labeling students as “bullies” or “victims.” Instead, focus on the behavior, its effects, and the support and intervention needed.
**Source**:
[CDC](https://www.cdc.gov/youth-violence/about/about-bullying.html?CDC_AAref_Val=https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/fastfact.html)
---
### [Recap: Cleaning and Disinfecting PPE](https://sciencesafety.com/courses/sanitizing-equipment/lessons/recap-cleaning-and-disinfecting-ppe/)
**Published:** January 7, 2022
**Author:** admin2025Open
**Content:**
Keep these important practices in mind when cleaning and disinfecting reusable laboratory PPE:
1. Follow the PPE manufacturer’s instructions and the cleaning product’s label and Safety Data Sheet.
2. Clean reusable PPE before disinfecting it unless the manufacturer provides different instructions.
3. Use gloves and any additional PPE appropriate for the cleaning product and contamination involved.
4. Maintain the disinfectant’s required contact time. Rinse the PPE afterward only when directed by the disinfectant label or PPE manufacturer.
5. If residue affects visibility or creates irritation, do not use the PPE until it has been properly rinsed or reprocessed. Remove it from service if safe visibility or function cannot be restored.
6. Inspect cleaned PPE for cracks, clouding, damaged straps, weakened material, or other defects before returning it to use.
7. Allow reusable PPE to dry completely and store it in a clean, protected location.
8. Remove cleaning gloves properly and wash hands thoroughly with soap and water after completing the process.
9. Never clean, share, or reuse PPE labeled for single use.
Consistent cleaning, disinfection, inspection, and storage practices help ensure that shared PPE remains sanitary, functional, and ready to provide the intended protection.
*Adapted and updated from guidance by Dr. Ken Roy, NSTA, and Science Safety.*
---
### [Glassware Cleaning (7:13)](https://sciencesafety.com/courses/sanitizing-equipment/lessons/glassware-cleaning/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Watch [Glassware Cleaning](https://www.youtube.com/watch?v=YgmuqayiIxw) (7:13) for an overview of properly cleaning laboratory glassware.
As you watch, consider:
- How glassware should be inspected before cleaning
- Why the previous contents must be identified before washing begins
- How contaminated rinses and residues should be disposed of
- Which cleaning tools and detergents are appropriate
- How glassware should be rinsed, dried, and stored
Always follow the school’s Chemical Hygiene Plan, applicable Safety Data Sheets, and established procedures. Never place unidentified chemical residue into a sink or mix cleaning chemicals. Remove chipped, cracked, deeply scratched, or otherwise damaged glassware from service.
**Source**:
[The Ohio State University](https://www.youtube.com/watch?v=YgmuqayiIxw)
---
### [Cleaning and Disinfecting Goggle](https://sciencesafety.com/courses/eye-protection/lessons/cleaning-and-sanitizing-goggles/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Clean reusable goggles after each use and before issuing them to another person. Always follow the goggle manufacturer’s instructions.
1. Inspect the goggles for scratches, cracks, damaged vents, loose lenses, or deteriorated straps.
2. Wash all surfaces with mild soap or detergent and warm water.
3. Rinse thoroughly and allow the goggles to air-dry completely.
4. When disinfection is required, use a compatible disinfectant according to its label, including the specified concentration and contact time.
5. Rinse again if required by the disinfectant label or goggle manufacturer.
6. Remove goggles from service if damage, clouding, or residue interferes with their protection, fit, or visibility.
Do not use a standard bleach or disinfectant recipe for every type of goggle. Chemicals such as bleach and alcohol may damage lenses, coatings, frames, or straps.
A UV-C cabinet may be used only when it is designed and validated for the goggles being treated. Follow the cabinet manufacturer’s operating cycle, placement, loading, and maintenance instructions. The cabinet must include an interlock that turns off the UV-C source when a door is opened.
UV-C treatment does not remove dirt, chemical residue, or other physical contamination and does not replace proper cleaning.
**Categories:** Eye Safety, Sanitization, Cleaning
---
### [How Should Protective Eyewear Be Cleaned and Disinfected?](https://sciencesafety.com/courses/eye-protection/lessons/how-eyewear-be-cleaned-and-sanitized/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Content:**
 Protective eyewear, including safety glasses and chemical splash goggles, should be inspected and cleaned after use according to the manufacturer’s instructions. Eyewear shared between users should be cleaned and, when appropriate, disinfected before it is reissued.
Eyewear contaminated with hazardous chemicals or biological materials may require a specific decontamination procedure. Do not return contaminated eyewear to service until it has been evaluated, properly processed, and inspected.
## **Understanding the Terms**
- **Cleaning** uses water, detergent, and physical action to remove dirt, chemical residue, organic material, and many microorganisms. Cleaning does not necessarily kill microorganisms.
- **Sanitizing** reduces microorganisms to levels considered acceptable under applicable public health requirements.
- **Disinfecting** uses an approved chemical or physical process to kill or inactivate specified microorganisms on a surface.
Cleaning should normally occur before sanitizing or disinfecting because dirt and residue may interfere with the effectiveness of the process.
## **Cleaning Procedure**
1. Wear the PPE required for handling the used eyewear and cleaning product.
2. Inspect the lenses, frames, side shields, vents, nose bridge, and straps for damage.
3. Wash all surfaces using mild soap or detergent and water unless the manufacturer specifies another method.
4. Rinse the eyewear thoroughly to remove detergent and loosened residue.
5. Dry the eyewear according to the manufacturer’s instructions.
6. If disinfection is required, apply a compatible disinfectant using the concentration, application method, and contact time stated on the product label.
7. Rinse again if required by the disinfectant label or eyewear manufacturer.
8. Allow the eyewear and straps to dry completely.
9. Inspect the eyewear again before returning it to service.
10. Store clean eyewear in a dry, protected location away from chemicals, direct sunlight, excessive heat, and contamination.
Do not use a general bleach formula for all protective eyewear. Bleach, alcohol, and other disinfectants may damage lenses, anti-fog coatings, frames, vents, or straps. Product selection and dilution must be based on the disinfectant label and eyewear manufacturer’s instructions.
Remove eyewear from service if it is cracked, deeply scratched, cloudy, distorted, chemically damaged, unable to fit securely, or difficult to see through after cleaning.
## **UV-C Cabinets**
A UV-C cabinet may be used only when it is designed and validated for the specific type of protective eyewear and has been approved by the school or district.
When using a UV-C cabinet:
- Clean the eyewear before placing it in the cabinet.
- Arrange items according to the manufacturer’s instructions.
- Use the complete validated operating cycle.
- Do not overload the cabinet or block UV-C exposure to required surfaces.
- Maintain and replace lamps according to the manufacturer’s schedule.
- Confirm that the door, timer, and automatic shutoff or interlock operate correctly.
- Never look directly at an operating UV-C lamp or expose skin or eyes to UV-C radiation.
Do not assume that a specific exposure time will produce the same level of disinfection in every cabinet. Effectiveness depends on the cabinet, lamp output, exposure time, positioning, material, and target microorganism. UV-C treatment does not remove physical debris or chemical contamination and does not replace cleaning.
## **Latex Allergies**
Select protective eyewear with nonlatex straps when a user has a known or suspected latex allergy. Using latex-free models throughout the program may simplify equipment management and reduce potential exposure.
**Sources:**
[CDC/NIOSH Eye Protection Guidance](https://www.cdc.gov/niosh/ppe/eye-safety/infection-control.html)
[CDC Cleaning and Disinfecting Guidance](https://www.cdc.gov/hygiene/cleaning-disinfecting/index.html)
Science Safety
[National Science Teaching Association](https://www.nsta.org/eye-protection-and-safer-practices-faq)
**Image**:
Eisco Scientific
---
### [Gloves, Aprons, and Face Shields](https://sciencesafety.com/courses/sanitizing-equipment/lessons/gloves-aprons-and-face-shields/)
**Published:** January 7, 2022
**Author:** admin2025Open
**Content:**
Personal protective equipment must be used, cleaned, stored, and disposed of according to its manufacturer’s instructions and intended service life. Do not attempt to clean and reuse an item labeled for single use.
## **Gloves**
### **Disposable Gloves**
Disposable gloves are designed for one-time use.
- Do not wash, disinfect, store, share, or reuse disposable gloves.
- Replace gloves immediately if they become torn, punctured, visibly contaminated, or chemically compromised.
- Remove gloves using the method demonstrated by the teacher to avoid touching the contaminated exterior.
- Dispose of used gloves according to the materials with which they were contaminated.
- Wash hands thoroughly with soap and water for at least 20 seconds after removing gloves.
### **Reusable Gloves**
Reusable chemical-resistant gloves may be cleaned and reused only when permitted by the manufacturer and the activity’s standard operating procedure.
- Select gloves compatible with the specific chemical or material being handled.
- Follow the manufacturer’s cleaning and decontamination instructions.
- Do not have students wash contaminated gloves while wearing them unless a reviewed procedure specifically requires and permits that practice.
- Inspect gloves for holes, punctures, cracks, swelling, discoloration, stiffness, or other deterioration.
- Discard gloves that have been permeated, degraded, damaged, or exposed beyond their rated protection.
- Allow cleaned gloves to dry completely before storage.
- Assign reusable gloves to individual users when practical and store them in a clean, dry location.
## **Reusable Aprons**
Clean reusable aprons according to the manufacturer’s instructions and the contaminants involved.
1. Inspect the apron for cuts, cracks, damaged ties, weakened seams, or chemical deterioration.
2. Remove visible contamination using an approved cleaning product.
3. Disinfect the apron only when required by the activity or type of contamination.
4. Use a disinfectant compatible with the apron’s material.
5. Keep treated surfaces wet for the contact time stated on the product label.
6. Rinse the apron if required by the label or manufacturer.
7. Hang or place the apron where it can dry completely.
8. Store clean aprons separately from used or contaminated PPE.
Dispose of aprons labeled for single use after one use. Do not clean and reuse them.
## **Face Shields**
A face shield may provide additional protection for the face, but it does not replace indirectly vented splash goggles when a liquid-splash hazard is present. Face shields should be worn over the required primary eye protection.
Reusable face shields should be cleaned as follows:
1. Inspect the visor, headband, strap, and other components for damage.
2. Clean visible soil from the inside and outside using a mild cleaner approved by the manufacturer.
3. Rinse or wipe away the cleaning product as directed.
4. Apply a compatible disinfectant when required.
5. Keep the treated surfaces wet for the full contact time stated on the disinfectant label.
6. Avoid spraying directly when it could create an inhalation hazard or damage foam, coatings, straps, or other components.
7. Rinse if required or if an approved procedure is needed to remove residue that interferes with visibility.
8. Allow the face shield to dry completely before storage or reuse.
Do not reuse a disposable face shield. Remove any shield from service if it is cracked, cloudy, distorted, difficult to see through, or unable to remain securely in position.
*Adapted and updated from* [*Dr. Ken Roy’s NSTA safety guidance*](https://www.nsta.org/blog/cleaningsanitizingdisinfecting-ppe-safer-lab-experience) *and Science Safety.*
---
### [How Should I Clean Equipment?](https://sciencesafety.com/courses/sanitizing-equipment/lessons/how-should-i-clean-equipment/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Laboratory fixtures, furniture, and equipment should be cleaned according to their use, the type of contamination present, and the manufacturer’s instructions. Frequently touched or shared items may require more frequent cleaning, particularly when they are visibly soiled or contaminated.
## **General Cleaning Procedure**
1. Identify the equipment and determine whether chemical, biological, or other hazardous contamination may be present.
2. If the equipment is contaminated by a chemical spill or unknown substance, do not begin routine cleaning. Follow the SDS and the school’s spill-response procedure.
3. Turn off and unplug electrical equipment when the manufacturer permits. Allow hot equipment to cool before cleaning.
4. Remove visible dirt, residue, and debris using an approved cleaning product.
5. Disinfect the equipment only when required by the activity, contamination, or school procedure.
6. Use a product compatible with the equipment and surface. Follow the manufacturer’s instructions, disinfectant label, and SDS.
7. Apply the cleaning or disinfecting product using the method specified on the label. When appropriate, apply the product to a clean cloth or disposable wipe rather than spraying it directly onto the equipment.
8. Keep the surface visibly wet for the full contact time required by the disinfectant label.
9. Prevent liquid from entering switches, outlets, motors, controls, vents, ports, or other openings.
10. Allow the equipment to dry completely before reconnecting it to power or returning it to service.
## **Important Precautions**
- Do not use a standard bleach dilution for every application. Bleach concentration, dilution, contact time, surface compatibility, and preparation requirements vary by product and intended use. Follow the product label exactly.
- Never mix bleach or any other disinfectant with ammonia, acids, cleaners, or another disinfectant.
- Do not repeatedly dip a contaminated cloth into a container of cleaning solution. Use clean cloths or wipes as needed to avoid spreading contamination.
- Avoid spraying when it could create an inhalation hazard, spread contamination, or damage electronic and laboratory equipment.
- Check with the equipment manufacturer—not a general retail supplier—when uncertain about product compatibility.
- Wear gloves and other PPE compatible with the cleaning chemical and contamination involved. “Rubber gloves” are not universally appropriate; consult the product label and SDS.
- Disinfect waste containers when they are visibly contaminated or when required by school procedures. Handle any sharps, chemical, biological, or otherwise regulated waste according to the appropriate waste protocol.
- Dispose of used wipes, cloths, gloves, and other cleaning materials according to the substances with which they were contaminated.
**Categories:** Sanitization, Lab Equipment
---
### [Cleaning and Disinfecting Laboratory PPE](https://sciencesafety.com/courses/sanitizing-equipment/lessons/cleaning-and-disinfecting-laboratory-ppe/)
**Published:** January 7, 2022
**Author:** admin2025Open
**Content:**
Laboratory personal protective equipment must be maintained in a clean, serviceable condition. Reusable PPE should be cleaned and, when required, disinfected before it is issued to another user.
Whenever possible, assign goggles and other reusable PPE to individual students. Whether PPE is shared or individually assigned, it must still be inspected, cleaned, and properly stored.
Always follow the PPE manufacturer’s instructions and the cleaning product’s label and Safety Data Sheet.
## **Clean First, Disinfect Second**
Cleaning and disinfecting are separate steps:
1. **Cleaning** removes dirt, residue, and other material that may interfere with disinfection.
2. **Disinfecting** uses an approved product or process to kill or inactivate specified microorganisms.
PPE should normally be cleaned before it is disinfected unless the manufacturer provides different instructions.
## **Cleaning Reusable Goggles**
1. Put on the protective equipment required for handling the used goggles and cleaning product.
2. Inspect the goggles for cracks, clouding, damaged vents, loose lenses, weakened straps, or other defects.
3. Wash all surfaces using mild soap or detergent and water, unless the manufacturer specifies another method.
4. Clean the lenses, frames, nose bridge, vents, side areas, and straps.
5. Rinse thoroughly to remove detergent and loosened residue.
6. Dry the goggles using the method recommended by the manufacturer.
7. Apply an approved disinfectant that is compatible with the goggles.
8. Keep all treated surfaces wet for the contact time stated on the disinfectant label.
9. Rinse again if required by the product label or if an approved procedure is needed to remove residue that could irritate the skin or interfere with visibility.
10. Allow the goggles to dry completely before storage or reuse.
Do not use abrasive cleaners, rough paper products, or unapproved chemicals that could scratch the lenses, damage an anti-fog coating, weaken the straps, or reduce impact and splash protection.
## **UV-C Goggle Cabinets**
A UV-C cabinet may be used only when it is designed and validated for disinfecting laboratory eye protection and has been approved by the school or district.
When using a UV-C cabinet:
- Clean the goggles before placing them in the cabinet.
- Arrange the goggles according to the manufacturer’s instructions so the required surfaces receive UV-C exposure.
- Use the complete recommended cycle.
- Do not overload the cabinet.
- Maintain and replace lamps according to the manufacturer’s schedule.
- Confirm that doors, interlocks, timers, and other safety features operate correctly.
- Never look directly at an operating UV-C lamp or expose skin or eyes to UV-C radiation.
Do not assume that every UV cabinet will disinfect every surface, PPE material, or type of contamination. UV-C treatment does not replace cleaning and should not be described as sterilization unless the equipment has been specifically validated for that purpose.
## **Disposable Gloves and Aprons**
Disposable gloves and aprons are intended for one-time use and should never be washed, disinfected, or reused.
- Remove disposable PPE using the method demonstrated by the teacher.
- Avoid touching skin, clothing, or clean surfaces with the contaminated exterior.
- Dispose of the PPE according to the materials with which it was contaminated. PPE exposed to hazardous chemicals, biological materials, or other regulated substances may require special disposal.
- Wash hands thoroughly with soap and water after removing disposable PPE.
## **Reusable Gloves and Aprons**
Reusable gloves and aprons must be compatible with the hazards involved and designed to be cleaned and reused.
After use:
1. Follow the manufacturer’s cleaning and decontamination instructions.
2. Inspect the PPE for punctures, tears, cracks, stiffness, discoloration, swelling, deterioration, or chemical damage.
3. Remove damaged or degraded PPE from service.
4. Clean and disinfect the PPE when required by the activity’s hazard assessment.
5. Allow the PPE to dry completely before storage.
6. Store clean PPE separately from contaminated or used PPE.
Do not wash contaminated gloves while they are being worn unless the manufacturer and an approved procedure specifically permit that practice. A glove that has been penetrated, permeated, or degraded by a chemical may need to be discarded rather than cleaned.
## **Storing Clean PPE**
- Store clean PPE in a dry, protected location.
- Keep it away from chemicals, direct sunlight, excessive heat, and sources of contamination.
- Separate clean PPE from items awaiting cleaning or disposal.
- Do not stack or compress goggles in a way that may scratch lenses or deform frames and straps.
- Inspect all PPE again before it is issued for use.
**Sources***:* Adapted and updated from [Dr. Ken Roy’s NSTA safety guidance](https://www.nsta.org/blog/cleaningsanitizingdisinfecting-ppe-safer-lab-experience)
[CDC/NIOSH Eye Protection Guidance](https://www.cdc.gov/niosh/ppe/eye-safety/infection-control.html)
Science Safety
---
### [Cleaning, Sanitizing, and Disinfecting the Laboratory](https://sciencesafety.com/courses/sanitizing-equipment/lessons/sanitizing-high-use-items/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Routine laboratory housekeeping helps prevent contamination, unintended chemical reactions, damaged equipment, slips, and exposure to hazardous materials. Cleaning, sanitizing, disinfecting, and sterilizing are different processes and should not be treated as interchangeable.
- **Cleaning** removes dirt, organic material, chemical residue, and many microorganisms using water, detergent, and physical action.
- **Sanitizing** reduces microorganisms to levels considered acceptable under applicable public health requirements.
- **Disinfecting** uses an approved chemical product or process to kill or inactivate specified microorganisms on surfaces.
- **Sterilizing** destroys all forms of microbial life and is required only for specific materials and procedures. Routine laboratory surfaces do not normally require sterilization.
Cleaning should generally occur before sanitizing or disinfecting because dirt and organic material may reduce a disinfectant’s effectiveness.
## **Cleaning Responsibilities**
The school or district should clearly define which tasks are assigned to custodial personnel and which are the responsibility of laboratory staff.
### **Custodial Personnel**
Custodial personnel are typically responsible for routine cleaning of:
- Floors and walkways
- Restrooms and common areas
- Door handles and other general high-touch surfaces
- Regular trash that does not contain hazardous laboratory waste
Custodial personnel should not handle unknown chemical residues, biological contamination, sharps, laboratory waste, or specialized equipment unless they have received appropriate training and authorization.
### **Laboratory Personnel**
Teachers and other trained laboratory personnel are generally responsible for:
- Laboratory benches and work surfaces
- Dissection trays and laboratory instruments
- Shared scientific equipment
- Fume hood and biosafety cabinet work surfaces
- Chemical, biological, and biotechnology work areas
- Surfaces contaminated during an investigation
- Proper identification and disposal of laboratory waste
Students may participate in routine cleanup only when the task is appropriate for their age, they have received instruction, and they are directly supervised. Students should not clean hazardous spills or unknown contamination.
## **When to Clean or Disinfect**
Cleaning frequency should be based on the activity, materials, contamination risk, equipment use, and school procedures. Surfaces and equipment should be cleaned:
- Before an activity when contamination could affect the investigation
- After completing a laboratory activity
- When visibly dirty or contaminated
- After a spill, using the appropriate spill-response procedure
- Between groups when required by the activity’s risk assessment
- Before equipment is stored or returned to general use
Disinfection is appropriate when biological materials, microorganisms, animal specimens, body fluids, or other potentially infectious materials may have contaminated a surface.
Do not apply a disinfectant to an unidentified chemical spill. First identify the spilled material and follow its SDS and the school’s chemical spill-response procedure.
## **Selecting a Cleaning or Disinfecting Product**
- Use an EPA-registered disinfectant appropriate for the target organism and surface.
- Review the product label and SDS before use.
- Confirm that the product is compatible with the surface or equipment.
- Use the concentration, application method, ventilation, and contact time stated on the label.
- Never assume that a product disinfects immediately upon contact.
- Do not use an unapproved homemade dilution or substitute one product for another.
- Do not mix bleach, ammonia, acids, alcohol, disinfectants, or other cleaning products. Mixing chemicals may release toxic gases, create a fire hazard, or produce a dangerous reaction.
- Remember that alcohol-based products are flammable. Keep them away from flames, hot surfaces, sparks, and other ignition sources.
- Label approved secondary containers according to school procedures and applicable hazard-communication requirements.
## **Cleaning and Disinfecting Surfaces**
1. Remove students and unnecessary materials from the work area.
2. Put on the personal protective equipment required by the product label, SDS, and hazard assessment.
3. Remove visible dirt, debris, and organic material using an appropriate cleaning product.
4. Apply the disinfectant according to the product label.
5. Keep the surface visibly wet for the full required contact time.
6. Rinse the surface if required by the label or equipment manufacturer.
7. Allow the surface to dry before returning it to use.
8. Dispose of wipes, gloves, liners, and other materials according to their chemical or biological contamination.
9. Remove PPE properly and wash hands thoroughly with soap and water.
Disposable bench liners cannot be effectively cleaned. Replace them when contaminated, damaged, or required by the activity’s standard operating procedure.
## **Personal Protective Equipment**
Required PPE depends on the cleaning product, application method, surface, and contamination involved. It may include:
- Chemical-resistant gloves compatible with the product
- Indirectly vented splash goggles
- A laboratory apron or coat
- Additional protection specified by the SDS or product label
Wash hands with soap and water after cleaning, even when gloves were worn.
## **Shared and Specialized Equipment**
Before cleaning laboratory equipment:
- Turn off and unplug electrical equipment when appropriate.
- Follow the manufacturer’s cleaning and maintenance instructions.
- Prevent liquid from entering switches, outlets, motors, vents, control panels, or electrical connections.
- Do not spray products directly into a fume hood, biosafety cabinet, computer, microscope, balance, power supply, or other sensitive equipment.
- Coordinate cleaning procedures for shared equipment so users understand their responsibilities.
- Do not use a product that could corrode, cloud, weaken, or otherwise damage the equipment.
Fume hoods, biosafety cabinets, and other containment devices may require specialized procedures. Do not perform internal maintenance or decontamination unless trained and authorized.
## **Computers and Electronic Equipment**
When cleaning computers, keyboards, touchscreens, and electronic controls:
- Turn off and disconnect the equipment when permitted by the manufacturer.
- Use a soft, lint-free cloth.
- Apply the approved cleaner to the cloth rather than directly to the equipment.
- Do not allow liquid to enter openings, switches, ports, or ventilation areas.
- Avoid abrasive materials, excessive moisture, and unapproved chemicals.
- Follow the equipment manufacturer’s instructions.
A disposable barrier may be used on frequently touched equipment when it does not interfere with ventilation, controls, visibility, or safe operation. Replace the barrier when contaminated or damaged.
## **Alternative Disinfection Methods**
Fogging, fumigation, electrostatic spraying, ultraviolet devices, and other specialized methods should not be used unless:
- The product or equipment is approved for that application;
- The method is permitted by school or district policy;
- A hazard assessment has been completed; and
- The procedure is performed by trained and authorized personnel.
**Sources**:
[CDC Cleaning and Disinfecting Guidance](https://www.cdc.gov/hygiene/cleaning-disinfecting/index.html)
[OSHA Safety Data Sheet Guidance](https://www.osha.gov/Publications/OSHA3514.html)
[EPA guidance for disinfectant use in schools](https://www.epa.gov/newsreleases/epa-encourages-schools-and-universities-use-epa-approved-products-and-disinfectants)
Science Safety
**Categories:** Sanitization, Cleaning
---
### [Make Safety a Habit](https://sciencesafety.com/courses/forensics-and-biotechnology-safety/lessons/make-safety-a-habit/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
How can your school reduce injuries, strengthen compliance, and limit potential liability across its STEAM programs?
There is no single action that will accomplish all three. A safer program depends on an ongoing safety culture supported by planning, training, supervision, inspections, documentation, and the prompt correction of identified hazards.
Most educators consider themselves safety-conscious. The more important question is whether that awareness consistently translates into documented practices before, during, and after every activity.
## **Safety Self-Assessment**
Answer each question honestly with **Yes**, **No**, or **Not Applicable**. A “Yes” should mean that the practice is current, understood, and consistently followed—not simply that it has occurred at some point in the past.
1. Do I review the current Safety Data Sheet for every hazardous chemical before using it?
2. Are SDSs immediately accessible to staff during laboratory activities? They may be available in paper or electronic form, provided electronic access creates no delay and an appropriate backup is available during a power or network outage.
3. Do I understand the storage requirements, incompatibilities, and hazards associated with the chemicals and other materials in my instructional area?
4. Do I maintain a current and accurate chemical inventory that includes each product’s full name, quantity, location, and condition?
5. Are all chemical containers properly labeled, closed, stored, and regularly inspected for leaks, damage, deterioration, or expiration?
6. Do I know the location, purpose, limitations, and operating procedures for emergency equipment and engineering controls, including eyewashes, safety showers, emergency shutoffs, ventilation systems, and fume hoods?
7. Do I understand the school’s fire-response plan, including whether I am authorized and trained to use a fire extinguisher or expected to evacuate immediately?
8. Do I know how to respond to an acid, base, solvent, biological, or other hazardous-material spill—and when the correct response is to isolate the area, evacuate, and request trained assistance?
9. Have I received safety and compliance training appropriate to my current grade level, subject area, equipment, and assigned responsibilities? Have I received additional training before introducing new chemicals, procedures, equipment, or exposure situations?
10. Have I completed a hazard assessment to determine the correct personal protective equipment for each activity, including when indirectly vented splash goggles are required instead of safety glasses?
11. Do I provide students with a laboratory safety agreement or acknowledgment form and maintain the documentation according to school policy?
12. Do I teach and assess foundational laboratory and classroom safety expectations at the beginning of the course or instructional period?
13. Do I review activity-specific hazards, required PPE, expected behavior, prohibited actions, and emergency procedures before every laboratory or hands-on activity?
14. Do I understand how to identify, separate, label, store, and dispose of chemical, biological, sharps, and other regulated waste?
15. Do I have immediate access to the school or district Chemical Hygiene Plan, and do I understand the procedures relevant to my work?
16. Are tools, machines, electrical devices, ventilation systems, safety guards, and other engineering controls inspected and maintained according to established schedules?
17. Has the instructional area received a documented safety inspection within the past year?
18. Are identified deficiencies assigned to a responsible person, corrected promptly, documented, and reviewed to confirm completion?
## **Using the Results**
Do not rely on an arbitrary number of “No” responses to determine whether action is needed. Every “No” identifies a potential gap that should be evaluated.
Some gaps—such as missing PPE, inaccessible SDSs, unknown chemical hazards, damaged safety equipment, inadequate ventilation, or the absence of an approved waste-disposal procedure—may require postponing an activity until the issue is corrected.
For each identified gap:
1. Describe the concern.
2. Determine the level of risk and urgency.
3. Identify the person responsible for addressing it.
4. Establish a completion date.
5. Document the corrective action.
6. Verify that the correction is effective.
Safety becomes a habit when it is treated as a continuous professional responsibility rather than a one-time lesson, checklist, or annual training event.
**Sources**:
Science Safety
[OSHA Laboratory Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)
[OSHA Hazard Communication Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)
[OSHA portable fire extinguisher guidance](https://www.osha.gov/etools/evacuation-plans-procedures/emergency-standards/portable-extinguishers)
**Categories:** Lab Safety
---
### [DNA Gel Electrophoresis](https://sciencesafety.com/courses/forensics-and-biotechnology-safety/lessons/electrophoresis/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
Gel electrophoresis uses an electric field to separate DNA, proteins, and other molecules based on characteristics such as size, structure, and electrical charge. During agarose gel electrophoresis, negatively charged DNA fragments move through the gel toward the positive electrode, with smaller fragments generally moving through the gel more easily than larger fragments.
Electrophoresis activities may involve electrical, chemical, thermal, biological, and ultraviolet-light hazards. The combination of electrical voltage and conductive buffer solution requires careful equipment selection, setup, supervision, and operation.
Only teachers and students who have received appropriate instruction should operate electrophoresis equipment. The teacher is responsible for supervising the activity and ensuring that users follow the manufacturer’s instructions, the school’s Chemical Hygiene Plan, and established standard operating procedures.
## **Before Using the Equipment**
1. **Use appropriate equipment.** Use electrophoresis chambers and power supplies intended for educational or laboratory use. Select equipment with safety features such as covered electrical contacts, recessed connectors, secure lids, and interlocks that interrupt power when the lid is removed.
2. **Do not bypass safety features.** Never defeat an interlock, alter a connector, or operate the chamber without its required lid or protective cover.
3. **Inspect the chamber.** Check the tank, lid, seals, electrode connections, casting tray, and other components for cracks, leaks, corrosion, damage, or improper fit.
4. **Inspect the electrodes.** Confirm that electrode wires are intact, securely attached, and free from visible breaks or excessive corrosion. Remove damaged equipment from service.
5. **Inspect the power supply and leads.** Check switches, indicator lights, cords, plugs, insulation, and connectors. Do not use equipment with frayed cords, exposed wiring, loose connections, damaged insulation, or malfunctioning controls.
6. **Check the buffer and fill level.** Use only the buffer type and concentration specified by the procedure. Do not exceed the chamber’s recommended fill line. Incorrect buffer concentrations or excessive buffer levels may cause overheating, high current, leaks, or equipment damage.
7. **Prepare the work area.** Place the chamber and power supply on a stable, dry, nonconductive work surface away from sinks, faucets, metal surfaces, pipes, aluminum foil, and other grounding points.
8. **Position equipment safely.** Keep the power switch and indicator lights visible and easy to reach. Arrange cords and leads so they do not hang from the bench or create trip, snag, or spill hazards. Do not place the power supply where someone must reach across the chamber to operate it.
9. **Use the correct electrical supply.** Connect the equipment only to an outlet and circuit appropriate for the manufacturer’s specifications and applicable electrical requirements. Use ground-fault circuit-interrupter protection when required. Never defeat a grounding feature or use an unauthorized adapter.
10. **Keep the area dry.** Ensure that the apparatus, power supply, cords, work surface, gloves, and hands are dry before making electrical connections.
## **Connecting and Operating the System**
1. Confirm that the power supply is turned off before connecting or disconnecting any leads.
2. Connect one lead at a time and ensure that each connector is fully seated in the correct terminal.
3. Match the leads to the correct electrodes according to the manufacturer’s color coding and instructions.
4. Secure the lid before turning on the power. Do not operate the chamber if the lid does not fit correctly or the safety interlock fails to function.
5. Keep the chamber closed while it is energized. Never place fingers, tools, pipettes, thermometers, or other objects into an operating chamber.
6. Do not touch the buffer, gel, electrodes, leads, connectors, cooling tubing, or chamber contents while the system is energized.
7. Do not operate the equipment with wet hands or wet gloves.
8. Do not wear jewelry or allow conductive materials to contact the equipment.
9. Do not leave an operating electrophoresis system unattended. A trained person should monitor the run for leaks, overheating, unusual odors, smoke, sparking, unexpected changes in current, or other signs of malfunction.
10. Small bubbles may form near the electrodes during normal operation. Excessive bubbling, heat, leaking, discoloration, unusual noise, or unstable readings may indicate a problem. Turn off the system and notify the teacher.
## **Opening the Chamber**
Before opening the chamber, adding buffer, repositioning the gel, removing samples, or touching any component:
1. Turn off the power supply.
2. Disconnect the power source as directed by the manufacturer.
3. Confirm that the power indicator is off.
4. Disconnect the leads only after the power has been turned off.
5. Remove the lid and access the chamber only after the system has been fully de-energized.
Never assume that a low voltage setting makes it safe to touch an energized system. Equipment failure, moisture, improper connections, or changes in electrical load may create a serious shock hazard.
## **Leaks and Spills**
If buffer spills or leaks from an operating chamber:
1. Do not touch the chamber, liquid, leads, power supply, or nearby conductive surfaces.
2. Warn others and keep students away from the area.
3. Turn off the power using a safely accessible switch or emergency disconnect. Do not reach across the spill or touch wet equipment to disconnect it.
4. Notify the teacher or laboratory supervisor immediately.
5. After the equipment has been safely de-energized, follow the buffer’s Safety Data Sheet and the school’s spill-response procedure.
6. Allow only trained and authorized personnel wearing appropriate personal protective equipment to clean the spill.
7. Remove leaking or damaged equipment from service until it has been inspected and repaired or replaced.
## **Electrical Emergency**
If someone receives an electrical shock:
- Do not touch the person while the equipment may still be energized.
- Shut off the electrical supply using a safe switch, emergency disconnect, or circuit breaker.
- Call 911 and follow the school’s emergency-response procedures.
- Provide first aid, CPR, or use an automated external defibrillator only after the electrical source has been disconnected and when trained to do so.
- Report and document the incident according to school or district procedures.
## **Chemical and Personal Protection**
Follow the SDS for every gel, buffer, stain, dye, and sample used during the activity. Wear indirectly vented splash goggles, a laboratory apron, and gloves compatible with the specific reagents. Wash hands thoroughly with soap and water after completing the activity.
**Sources**:
Science Safety
[Stanford University Environmental Health and Safety](https://ehs.stanford.edu/reference/electrophoresis-safety)
[University of Oregon Safety and Risk Services](https://safety.uoregon.edu/lab-research/electrophoresis)
[University of Nebraska–Lincoln Electrophoresis Safety SOP](https://bionmr.unl.edu/files/misc/mediawikidownloads/EHS_SOPs/Laboratory/Electrophoresis%20Safety_SOP_3.21.pdf)
**Categories:** Electricity
---
### [Biotech Chemical Reagents](https://sciencesafety.com/courses/forensics-and-biotechnology-safety/lessons/biotechnology-reagents-and-solutions/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
## **Safer Chemical Practices for Gel Electrophoresis**
A discussion of electrophoresis must include the gels, buffer solutions, stains, loading dyes, DNA or protein samples, and other reagents used during the procedure. Although agarose itself is generally considered a relatively low-hazard material, the complete electrophoresis process may involve chemical, biological, electrical, thermal, and ultraviolet-light hazards.
Do not assume that a reagent or kit is safe simply because it was designed for educational use. Review the hazards associated with every component before beginning the activity.
## **Planning and Approval**
- Conduct only biotechnology activities approved by the school or district.
- Use authorized reagents, specimens, equipment, and procedures.
- Complete a hazard analysis and risk assessment before conducting the activity.
- Obtain and review the Safety Data Sheet for every gel, buffer, stain, dye, reagent, and cleaning product.
- Follow the manufacturer’s instructions, the school’s Chemical Hygiene Plan, and established standard operating procedures.
- Do not substitute chemicals or modify concentrations unless the revised procedure has been evaluated and approved.
## **Selecting Safer Materials**
Choose materials designed specifically for school laboratory use whenever possible. Consider the following safer practices:
- Use instructional DNA samples from reputable suppliers. Do not use human blood, saliva, tissue, or unidentified environmental samples unless the activity has received specific authorization and the required biosafety controls are in place.
- Select lower-hazard nucleic acid stains and blue-light visualization systems when they can meet the activity’s instructional goals.
- Use precast agarose gels or prepared agarose systems when practical to reduce the need to heat and pour molten agarose.
- Use pre-cast polyacrylamide gel electrophoresis cassettes obtained from a reputable biotechnology supplier when PAGE is required.
- Inspect electrophoresis chambers, electrodes, leads, plugs, and lids before use. Remove damaged or corroded equipment from service.
## **Ethidium Bromide**
Ethidium bromide has historically been used to stain nucleic acids, but it presents mutagenic concerns and requires special handling and waste procedures. It is not universally prohibited by law; however, it should not be used in a K–12 laboratory when a suitable lower-hazard alternative is available.
If ethidium bromide or an unidentified nucleic acid stain is discovered in the laboratory:
- Do not open, move, or discard it unnecessarily.
- Secure the area and restrict access.
- Notify the school’s chemical hygiene officer or designated safety official.
- Follow the SDS and district hazardous-material procedures for evaluation and disposal.
## **Acrylamide and PAGE**
Unpolymerized acrylamide is hazardous and can affect the nervous system. Mixing acrylamide monomer solutions and casting polyacrylamide gels should not be part of a routine K–12 laboratory activity.
Pre-cast PAGE cassettes reduce the need to handle acrylamide monomer, but they do not eliminate every hazard. Handle and dispose of pre-cast gels according to the supplier’s instructions and SDS.
## **Heating and Pouring Agarose**
Preparing agarose gels introduces burn and splash hazards. Hot agarose solutions may boil over, superheat, or cause thermal burns.
When agarose must be heated and poured:
- Have the teacher or another trained adult supervise or complete the heating process.
- Use heat-resistant containers appropriate for the heating method.
- Do not tightly seal a container while heating it.
- Wear indirectly vented splash goggles, a laboratory apron, and heat-resistant gloves when handling hot containers.
- Allow the agarose to cool to the temperature specified by the procedure before pouring it into the casting tray.
- Place hot containers on a heat-resistant surface and clearly identify them as hot.
## **Personal Protective Equipment**
Personal protective equipment should be selected according to the hazards identified in the SDS and risk assessment. Appropriate protection may include:
- Indirectly vented splash goggles marked D3
- A laboratory apron or coat
- Chemical-resistant gloves compatible with the reagents being used
Nitrile gloves may be appropriate for many educational electrophoresis reagents, but they are not compatible with every chemical. Confirm glove selection using the SDS and manufacturer’s glove-compatibility information.
Remove contaminated gloves properly and wash hands thoroughly with soap and water after handling gels, buffers, stains, samples, or equipment.
## **Electrical Safety**
Electrophoresis equipment uses electricity near conductive buffer solutions. Follow these precautions:
- Inspect the chamber, lid, electrodes, leads, and power supply before use.
- Keep hands and work surfaces dry when connecting electrical equipment.
- Keep liquids away from the power supply.
- Use only equipment with functioning safety interlocks.
- Turn off and disconnect the power before opening the chamber, removing the lid, adjusting the gel, adding buffer, or touching the chamber’s contents.
- Never bypass an interlock or operate damaged equipment.
## **Waste Disposal**
Waste requirements depend on the specific chemicals used. Agarose gels, buffers, stains, and related materials should not automatically be classified as either ordinary trash or hazardous waste without reviewing their contents.
Before the activity, establish separate waste procedures for:
- Used gels
- Buffer solutions
- Staining solutions
- Loading and marker dyes
- Contaminated gloves and absorbent materials
- Biological samples
- Broken or disposable equipment
Collect regulated waste in compatible, closed, leak-resistant containers. Label each container with its contents and hazards. Do not pour liquids down the drain or place gels in regular trash unless the chemical hygiene officer or district waste procedure specifically permits it.
## **Spill Response**
If a chemical spill occurs:
1. Stop work and alert everyone in the immediate area.
2. Keep students and unnecessary personnel away from the spill.
3. Notify the teacher, supervisor, chemical hygiene officer, or designated emergency contact.
4. Identify the spilled material without touching or directly smelling it.
5. Review the SDS and follow the school’s spill-response plan.
6. Allow only trained and authorized personnel with appropriate protective equipment to clean the spill.
7. Evacuate the area and request emergency assistance if the spill is large, highly hazardous, unknown, producing vapors, or beyond the laboratory’s available training and equipment.
Do not attempt to stop or clean a release if doing so could result in additional exposure.
**Only conduct biotechnology activities that use approved procedures, authorized reagents, and appropriate equipment.**
**Sources:**
[Louisiana State University](https://web.archive.org/web/20240819200413/https://lsu.edu/ehs/files/SOP_Electrophersis.pdf)
[NIH guidance on lower-hazard alternatives to ethidium bromide](https://nems.nih.gov/Documents/Newsletter/2022/09_September_2022/NEMS_Newsletter_2022_September.pdf)
Science Safety
**Categories:** Biology
---
### [Forensic Science Camp (2:40)](https://sciencesafety.com/courses/forensics-and-biotechnology-safety/lessons/high-schools-and-forensic-science-experience/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
## Video: Forensics Camp
Watch the [Forensics Camp video](https://youtu.be/JSnjo_gXNPs) for an introduction to forensic science activities and their laboratory applications.
As you watch, identify the potential chemical, biological, physical, and equipment-related hazards involved in each activity. Consider the personal protective equipment, safety procedures, supervision, and emergency planning needed before conducting similar investigations in a school laboratory.
**Source**:
[Middle Tennessee State](https://youtu.be/JSnjo_gXNPs)
---
### [Preserved Dissection Specimens: Safer Handling Guidance](https://sciencesafety.com/courses/dissection-safety/lessons/safer-specimen-guidance/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
Preserved frogs, fish, fetal pigs, rats, eyes, brains, hearts, lungs, and other biological specimens are commonly used in comprehensive biology programs. These specimens may present chemical, biological, splash, and physical hazards.
Always follow the specimen supplier’s instructions, Safety Data Sheet (SDS), the school’s Chemical Hygiene Plan (CHP), established standard operating procedures, and applicable district requirements.
## **Safer Handling Practices**
1. **Review the hazards before beginning.** Obtain and review the SDS for the specimen and its preservative. Complete a hazard assessment that addresses the specimen, preservative, ventilation, instruments, personal protective equipment, cleanup, spills, and waste disposal.
2. **Wear appropriate personal protective equipment.** Students, teachers, and visitors in the activity area should wear nonlatex gloves compatible with the preservative, a protective apron or laboratory coat, and indirectly vented splash goggles marked D3. Teachers should model the required safety practices throughout the activity.
3. **Inspect the specimen and packaging.** Before use, check the container for leaks, damage, missing labels, deterioration, or other unusual conditions. Do not intentionally smell a specimen or preservative. If the packaging is leaking or the specimen appears damaged or produces unexpected irritation or an unusually strong odor, stop and secure the material. Notify the teacher, chemical hygiene officer, or other designated safety official and contact the supplier for guidance. Do not discard the specimen until the proper disposal method has been determined.
4. **Prepare the specimen according to supplier instructions.** Transfer the specimen to an appropriately sized dissection tray using forceps, tongs, or other suitable tools when needed. Drain or rinse the specimen only when directed by the supplier. Keep preservative containers closed when they are not in use, and avoid splashing or creating aerosols.
5. **Use appropriate dissection instruments.** Select tools suited to the procedure, such as dissecting scissors, forceps, blunt probes, pins, and scalpels. Inspect instruments before use and remove damaged, loose, dull, or corroded tools from service. Students must receive instruction and a teacher demonstration before handling any sharp instrument.
6. **Follow a clear dissection plan.** Establish specific learning objectives and a step-by-step procedure before beginning. Demonstrate the correct placement of the specimen, use of pins or restraints, location of incisions, and handling of instruments. A teacher-approved instructional video or virtual dissection may help students prepare before the hands-on activity.
7. **Record accurate observations.** Students should observe the specimen carefully and document relevant structures through approved notes, drawings, measurements, or photographs. Documentation should focus on the specimen and the scientific learning objectives.
8. **Dispose of specimens and waste properly.** Follow the SDS, supplier instructions, and school or district procedures for disposing of specimens, preservatives, tissues, gloves, absorbent materials, and other waste. Do not pour preservative down the drain or place specimens in regular trash unless specifically permitted.
9. **Clean the work area safely.** Clean and disinfect instruments, trays, and work surfaces using products compatible with the specimen’s preservative. Follow the required concentration and contact time. Never mix cleaning chemicals or use bleach unless the procedure specifically permits it.
10. **Remove PPE and wash hands.** Remove contaminated gloves and other protective equipment without touching exposed skin or clothing. Wash hands thoroughly with soap and water for at least 20 seconds after cleanup and before leaving the laboratory.
11. **Report incidents immediately.** Report every cut, puncture, splash, spill, skin exposure, eye exposure, or adverse reaction to the teacher. Follow the school’s first-aid, spill-response, and incident-reporting procedures.
## **Recording Dissection Demonstrations**
A recorded teacher demonstration may support students participating through blended, remote, or asynchronous instruction and may help prepare students for a future hands-on dissection.
Before recording or sharing a demonstration:
- Obtain any required school or district approval.
- Follow applicable student privacy and media policies.
- Keep student names, faces, voices, and identifying information out of the recording unless appropriate authorization has been obtained.
- Demonstrate all required personal protective equipment and safer instrument-handling practices.
- Store and share the recording only through approved school platforms.
These practices align with [NSTA guidance for safer laboratory dissections](https://www.nsta.org/blog/safer-laboratory-dissection-activities).
**Sources**:
Science Safety
[NSTA guidance for safer laboratory dissections](https://www.nsta.org/blog/safer-laboratory-dissection-activities)
---
### [Don't Forget the Dissection Tray!](https://sciencesafety.com/courses/dissection-safety/lessons/dont-forget-the-dissection-tray/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
A dissection tray is a flat, shallow container designed to hold and secure a specimen during a dissection. It helps create a contained, organized, and more stable workspace while protecting the laboratory surface.
Dissection trays are available in several forms, including disposable foam or plastic trays, aluminum trays with replaceable liners, and reusable metal trays with wax bases. Select a tray that is appropriate for the size of the specimen, compatible with the preservative, stable on the work surface, and suitable for the instruments and pins being used.
## **Benefits of Using a Dissection Tray**
1. **Organization:** The tray keeps the specimen, instruments, pins, and related materials within a defined work area. This helps students maintain an orderly workspace and reduces unnecessary movement during the activity.
2. **Containment:** The raised sides help contain fluids, preservatives, and small pieces of tissue. The tray also helps protect the laboratory surface from cuts, punctures, moisture, and contamination.
3. **Stability:** A properly sized tray provides a stable surface for securing the specimen. Wax, foam, rubber, or other purpose-designed liners may hold dissecting pins and help prevent the specimen from shifting.
4. **Cleanup:** The tray contains much of the tissue, fluid, and debris produced during the activity, making cleanup and waste disposal more manageable.
## **Safer Use and Care**
- Place the tray on a stable, level, and slip-resistant work surface.
- Use a tray large enough to contain the specimen without crowding the work area.
- Inspect reusable trays and liners before use. Remove trays with cracks, sharp edges, corrosion, damaged liners, or other defects from service.
- Use only pins and instruments compatible with the tray and liner. Never force a pin into a surface not designed to accept it.
- Keep scalpels, needles, pins, and other sharp instruments visible. Never place or leave sharp instruments underneath a specimen, paper towel, or tray liner.
- Count all pins and sharps before and after the activity. Immediately dispose of damaged or single-use sharps in an approved sharps container.
- Do not carry a tray containing an unsecured specimen, exposed blade, or loose sharp instruments.
- Wear appropriate gloves, indirectly vented splash goggles, and a laboratory apron when handling specimens, preservatives, or contaminated trays.
- Dispose of specimen fluids, preservatives, tissues, and disposable liners according to the Safety Data Sheet and school or district procedures. Do not pour preservatives down the drain unless specifically permitted.
- Clean and disinfect reusable trays according to the manufacturer’s instructions and school or district procedures. Sterilization is not normally required for trays used with commercially prepared classroom specimens.
- Allow reusable trays and instruments to dry completely before storage.
- Dispose of single-use trays and liners after the activity according to applicable waste procedures. Do not attempt to reuse products labeled for single use.
A properly selected and maintained dissection tray supports better organization, containment, instrument control, and overall laboratory safety.
---
### [Safer Use of Dissection Instruments](https://sciencesafety.com/courses/dissection-safety/lessons/safer-use-of-dissection-instruments/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
## **Overview of Common Dissection Instruments**
Dissection instruments are used in biology laboratories to examine specimens and identify internal structures. Instruments range from disposable, single-use tools to reusable economy- and surgical-grade equipment.
All instruments must be appropriate for the activity, properly maintained, and inspected before use. Damaged, loose, dull, corroded, or malfunctioning tools should be removed from service. Students must receive instruction and a teacher demonstration before using any dissection instrument.
## **Common Dissection Instruments**
1. **Scalpel:** A scalpel is a small, extremely sharp cutting instrument used to make precise incisions and separate tissues. Blades are available in different shapes and sizes for specific tasks. Teachers should select the appropriate blade and consider using disposable safety scalpels when possible. Scalpels should never be used to cut bone or other hard structures.
2. **Dissecting scissors:** Dissecting scissors are used to cut tissue and open body cavities. Different styles are designed for fine or heavier tissue. Blunt-point scissors may be appropriate when the risk of an accidental puncture must be reduced. Standard dissecting scissors should not be used to cut bone unless the instrument is specifically designed for that purpose.
3. **Forceps:** Forceps are tweezer-like instruments used to grasp, lift, separate, or manipulate tissues. They are available in plastic or metal and in pointed, blunt, curved, or serrated designs. Forceps should be used instead of fingers to hold tissue near a cutting area.
4. **Probe:** A probe is used to explore, separate, and identify internal structures without cutting them. Blunt probes should be used whenever possible. Pointed probes require additional care because they can puncture skin or damage the specimen.
5. **Dissecting or teasing needle:** A dissecting needle is a sharp instrument used to separate delicate tissues, trace small structures, or carefully lift tissue. Because it presents a puncture hazard, it should be used only when necessary and under direct supervision.
6. **Bone-cutting instruments:** Bone saws, bone cutters, and similar instruments are specialized tools used on hard structures. They are not appropriate for most K–12 student dissections. If their use is permitted, only trained and authorized individuals should operate them after a specific hazard assessment and with the required controls and personal protective equipment.
7. **Bone chisel:** A bone chisel is used to separate or remove sections of bone. Its use may create sharp fragments and additional impact hazards. Bone chisels are not recommended for routine student dissections and should be used only by trained and authorized individuals when permitted by school or district policy.
8. **Specimen restraints:** Dissection chains, hooks, or other purpose-designed restraints may be used to secure larger specimens or hold tissue flaps open. Hooks and chains can create puncture hazards and must be attached, adjusted, and removed carefully. Improvised restraints should not be used.
9. **T-pins and dissecting pins:** Pins are used to secure specimens and hold tissue away from the working area. Select a size appropriate for the specimen and dissecting tray. Insert and remove pins carefully, keep their pointed ends directed away from the body, and account for all pins when the activity is complete.
## Personal Protective Equipment
Personal protective equipment is required during dissection activities. At a minimum, students, teachers, and visitors participating in the activity should wear:
- Nonlatex gloves appropriate for the specimen and preservative
- A protective laboratory apron
- Indirectly vented splash goggles marked **D3** and compliant with the current **ANSI/ISEA Z87.1-2025** standard
The D3 marking identifies eye protection designed for liquid splash and droplet hazards. Standard safety glasses do not provide the same level of splash protection.
Additional protection may be required based on the specimen, preservative, instruments, and procedures being used.
## **Instrument Care and Storage**
Use each instrument only for its intended purpose. Clean and disinfect reusable instruments according to the manufacturer’s instructions, the specimen’s Safety Data Sheet, and school or district procedures. Sterilization is not normally required for preserved classroom specimens.
After the activity:
- Dispose of single-use blades and other disposable sharps in an approved sharps container.
- Have a trained adult remove replaceable scalpel blades using an approved removal device. Never remove blades by hand.
- Clean, disinfect, dry, inspect, and securely store reusable instruments.
- Account for all scalpels, needles, probes, pins, scissors, and other sharp instruments.
- Remove damaged or corroded instruments from service.
Before conducting a dissection, complete a hazard analysis and risk assessment that considers the students’ ages, maturity levels, accessibility needs, the specimen and preservative, the instruments, the physical laboratory layout, and applicable school or district procedures.
These recommendations align with [NSTA guidance for laboratory dissections](https://www.nsta.org/blog/safer-laboratory-dissection-activities) and the current [ANSI/ISEA Z87.1-2025 eye and face protection standard](https://safetyequipment.org/isea-releases-updated-ansi-isea-z87-1-standard-for-eye-and-face-protection/).
---
### [Safer Dissections in the Laboratory](https://sciencesafety.com/courses/dissection-safety/lessons/safer-dissections-in-the-laboratory/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
## **General Safety Instructions**
Dissection activities may involve sharp instruments, chemical preservatives, biological materials, and other hazards. Before conducting a dissection, the teacher must complete a hazard assessment, review the specimen’s Safety Data Sheet (SDS), and ensure that the activity is appropriate for the students’ ages and maturity levels.
## **Preparing for the Dissection**
1. Obtain preserved specimens from a reputable scientific supply company. Fresh specimens should come from an inspected commercial food supplier. Do not use animals found dead or specimens collected from the environment.
2. Review the SDS for each specimen and preservative before the activity. Follow all handling, ventilation, storage, spill-response, and disposal requirements.
3. Conduct the dissection in a clean, organized, well-lit laboratory with appropriate ventilation.
4. Gather the necessary equipment, which may include a dissecting tray, dissecting scissors, forceps, probes, pins, and an appropriate scalpel or safety scalpel.
5. Inspect all instruments before use. Do not use damaged, loose, dull, or corroded tools.
6. Clean and disinfect reusable instruments according to the manufacturer’s instructions and school or district procedures. Sterilization is not normally required for preserved classroom specimens.
7. Wear appropriate personal protective equipment, including nonlatex gloves, indirectly vented chemical splash goggles, and a protective apron. Tie back long hair and secure loose clothing and jewelry.
8. Keep a puncture-resistant sharps container within easy reach before distributing scalpels or blades.
## **Using Dissection Instruments Safely**
1. The teacher must demonstrate the proper use of every dissection instrument before students begin.
2. Use blunt probes, forceps, or dissecting scissors whenever they can accomplish the task safely. Use a scalpel only when the procedure requires one.
3. Secure the specimen in the dissecting tray before making an incision. Use dissecting pins, hooks, or other approved devices to hold tissue away from the cutting area.
4. Hold the scalpel securely using the grip demonstrated by the teacher. Keep fingers away from the blade and cutting edge.
5. Never place the free hand or fingers in front of the blade or within its possible cutting path. Use forceps to lift or stabilize tissue whenever possible.
6. Always cut away from the body and away from other people.
7. Make slow, controlled, shallow incisions. Several shallow cuts are safer and more precise than one deep cut.
8. Do not use fast, forceful, sawing, or stabbing motions. If excessive force is required, stop and ask the teacher for assistance.
9. Do not attempt to cut through bones or other hard structures with a scalpel. Use only the instrument designated by the teacher for that purpose.
10. Keep the cutting area visible at all times. Never cut toward tissue being held by a finger or hand.
11. Place instruments flat in the dissecting tray when they are not in use, with sharp points directed away from students. Never leave a scalpel hidden beneath the specimen, paper towels, or other materials.
12. Do not pass an exposed scalpel directly from one person to another. Place it in a designated tray or neutral area for the other person to retrieve.
13. Never walk around the laboratory while holding an exposed blade or other sharp instrument.
14. If an instrument slips, do not attempt to catch it. Step back and allow it to fall.
## **Cleanup and Disposal**
1. Dispose of single-use blades and disposable scalpels immediately in an approved puncture-resistant sharps container. Never place them in regular trash.
2. Students should never attach or remove scalpel blades by hand. If reusable handles are used, blade installation and removal must be completed by the teacher or another trained adult using an approved device and following school procedures.
3. Never reach into a sharps container, force items into it, or allow it to become overfilled.
4. Clean and disinfect reusable instruments, trays, and work surfaces according to the specimen supplier’s instructions and school or district procedures.
5. Dispose of specimens, preservatives, gloves, absorbent materials, and other waste as directed by the SDS and applicable school, district, and environmental requirements.
6. Remove gloves properly and wash hands thoroughly with soap and water after completing the activity.
7. Report every cut, puncture, splash, spill, or other exposure to the teacher immediately. Follow the school’s first-aid and incident-reporting procedures.
These practices align with [NSTA guidance for safer laboratory dissections](https://www.nsta.org/blog/safer-laboratory-dissection-activities) and established [OSHA sharps-safety principles](https://www.osha.gov/bloodborne-pathogens/evaluating-controlling-exposure).
---
### [Experiments with Plants and Seeds](https://sciencesafety.com/courses/plants-in-the-classroom/lessons/experiments-with-plants/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Content:**
Many classroom activities use plants or seeds to demonstrate germination, growth, development, and maturity. These activities are especially common at the elementary level, where students learn about roots, stems, leaves, flowers, and plant life cycles.
Students may plant radish, bean, carrot, or other seeds and record observations as the plants develop. Investigations may also introduce “What if?” questions by changing variables such as light exposure, water, temperature, soil type, or growing conditions.
Although these activities may appear low-risk, teachers must consider several safety concerns before using plants, seeds, soil, or environmental water samples.
## **Safer Practices for Plant and Seed Investigations**
1. Obtain any required school or district approval before conducting the activity. Ensure that the investigation complies with applicable curriculum, safety, and environmental policies.
2. Review potential allergies, asthma, sensitivities, or other health concerns associated with the selected plants, seeds, pollen, soil, or growing materials. Consult the school nurse when appropriate.
3. Use untreated seeds obtained from a reputable supplier. Do not use seeds treated with pesticides, fungicides, or other chemicals. Follow all supplier instructions and retain the original packaging for identification.
4. Conduct a hazard assessment before the activity and require appropriate personal protective equipment. Gloves may be needed when handling soil, plants with irritating sap, treated materials, environmental samples, or substances that may irritate or contaminate the skin.
5. Require students to wash their hands thoroughly with soap and water after handling plants, seeds, roots, soil, containers, water samples, or other plant-related materials—even when gloves were worn.
6. Use only plants and seeds that have been identified and approved for classroom use. Do not use unidentified or locally collected plants or seeds without administrative approval and an evaluation of potential toxicity, allergy, pesticide, and ecological concerns.
7. Use clean, commercially packaged growing medium rather than soil collected from the schoolyard or another outdoor location. Commercial growing medium is not necessarily sterile, so it should still be handled carefully.
8. Use appropriate gardening tools instead of bare hands when digging, planting, pruning, or handling sharp plant parts. Inspect tools before use and clean them properly after the activity.
9. Treat pond, stream, and lake water as potentially contaminated. Environmental water may contain microorganisms, pollutants, or other unknown hazards. Avoid activities that create splashes or aerosols, wear appropriate personal protective equipment, keep hands away from the face, and wash hands afterward.
10. Do not allow students to eat or drink during plant investigations. Plants grown during classroom experiments should not be eaten unless the activity was specifically designed and approved for food production and all applicable safety requirements have been followed.
11. Clean and disinfect work surfaces and reusable equipment after the activity according to school or district procedures. Dispose of plants, soil, seeds, water samples, gloves, and cleaning materials appropriately.
12. Do not release experimental plants, seeds, soil, or water samples into the environment. Some organisms may be invasive, carry disease, or disrupt the local ecosystem.
**Source**:
[WorksafeSask School Safety](https://www.worksafesask.ca/resources/publications/ohs-school-kit/)
**Image Source:**[
Unsplash](https://images.unsplash.com/photo-1622210445956-ca3320a5e7c5?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=444&q=80)
**Categories:** Plants
---
### [Plant Allergens and Sensitivities](https://sciencesafety.com/courses/plants-in-the-classroom/lessons/plant-allergens-and-sensitivities/)
**Published:** January 31, 2023
**Author:** admin2025Open
**Content:**
Do you experience itchy or watery eyes, sneezing, or a runny nose during the spring or fall? These may be signs of a seasonal pollen allergy.
Keep potential allergies in mind when selecting plants for the *Where Does Pollen Come From?* module. Many trees release airborne pollen during the spring, while grasses and weeds often release pollen during the late summer and fall. Because wind-borne pollen can trigger allergic reactions, teachers should review student health needs, limit exposure when appropriate, and consult the school nurse before beginning the activity.
Other allergic reactions to plants can be more serious. For example, peanut allergies can be life-threatening.
Be sure to ask your students about any known sensitivities or allergies they have before they start working with plants. Some problems can arise the first time we come in contact with a new plant, while others can develop after repeated exposure. Even if students are unaware of any allergies or sensitivities, ask them to immediately report symptoms such as watery eyes, itchy skin, irregular breathing, or a sudden rash.
**Source**:
[Planting Science](https://plantingscience.org/resources/16/download/Investigating_Safely.pdf)
---
### [Plants and Chemical Defenses](https://sciencesafety.com/courses/plants-in-the-classroom/lessons/plants-and-chemical-defenses/)
**Published:** January 31, 2023
**Author:** admin2025Open
**Content:**
In contrast to mechanical defenses, it is impossible to see chemical defenses in plants. Many plants produce molecules that limit infection or herbivory because they are toxic to microbes, fungi, insects, or other herbivores. Some of these chemicals can be used to make valuable medicines, but in their natural state they can be dangerous to humans.
 Digoxin
For example, digoxin, a compound from foxglove, has long been used to treat congestive heart failure. However, its dosage must be very precise to avoid causing further illness or even death. Other chemical defenses have no known human use but deter us very effectively. If you have ever unknowingly run into poison ivy, you know that simply brushing against certain plants can be risky!
Toxic defensive chemicals may be present in leaves, stems, roots, flowers, seeds, or sap. Most of these compounds are toxic by ingestion. This is another reason never eating or drinking in the lab is a good safety practice, even if you’re not working with lab chemicals. Other plant parts may contain chemicals that irritate your skin, eyes, or mouth, or cause you to more easily get sunburned after handling them.
Using soap and water to wash your hands and trying not to touch your face during lab work can help minimize these risks. A little bit of background research on the plant you plan to work with may also be helpful.
**Reminder:** There is a national database of commonly found plants and their associated hazards at the Poison Control Center with images and resources to help identify plants which may be present in your classroom. This link will take you directly to the site where there is an abundance of information on the safer use and selection of plants in school settings.
**If there is any event where someone in your classroom has ingested or touched a plant and is having a reaction, please call the Poison Control Center at 1-800-222-1222 and advise them of the situation and provide as much detail as possible.**
**Source**:
[Planting Science](https://plantingscience.org/resources/16/download/Investigating_Safely.pdf)
---
### [Plants and Mechanical Defenses](https://sciencesafety.com/courses/plants-in-the-classroom/lessons/plants-and-mechanical-defenses/)
**Published:** January 31, 2023
**Author:** admin2025Open
**Content:**
Not all plant mechanical defenses pose a risk to humans. For example, many plants form wood or tough leaves to thwart herbivores. However, plants with mechanical defenses like spines, thorns, and serrated edges on succulent leaves can easily injure someone who isn’t careful around them. If you have ever accidentally run into a cactus or grabbed the wrong part of a rose’s stem, you already know how effective these defenses can be!
Fortunately, you can see mechanical defenses by looking carefully and avoid them by maintaining a safe distance or being careful about which parts of the plant you touch. If you need to hold onto prickly plants like thistles, wearing work gloves may be helpful.
The biggest risk lies in working with a plant you have never seen before, since its spines or thorns may be well camouflaged.
# Mechanical plant defenses
Plants have also managed to develop some rather interesting forms of defenses from potential insect or animal attacks. The three most common mechanical defenses for plants include:
## Thorns and hairs
We can easily recognize that plants such as roses have sharp thorns on their stems to avoid being eaten by herbivores, while desert plants like cacti have thin, often prickly spines surrounding them. These biological mechanical defense adaptations help to keep the plants safer from potential sources of injury or ingestion and serves to protect their internal water inventory storage safe from predation.
## Drooping leaves
Certain plants such as the *Mimosa pudica* has evolved a physical mechanism to ‘close’ its leaves and then point its stems towards the ground when touched by an insect as it lands on it, making it difficult for the insect to feed on the leaves. This is to help ensure that the leaves are not eaten and that other plants would look more suitable for landing to insects.
## Mimicry
Adapting to imitate the environment surrounding plants is a mechanism that certain plants use to protect themselves by attempting to blend into their local area. An example of mimicry is the passion flower vine, which over time evolved small yellow spots on its leaves that imitate eggs from butterflies. Typically, butterflies cannot discriminate from the yellow dots and natural eggs, causing them to leave the plant and find another suitable location. They do this to reduce the potential for competition when the eggs hatch, an the passion flower vine plant does not have its leaves eaten by the butterfly larvae when they are born and feed on the leaves where they were hatched.
**Source**:
[Planting Science](https://plantingscience.org/resources/16/download/Investigating_Safely.pdf)
---
### [Can Plants Be Dangerous?](https://sciencesafety.com/courses/plants-in-the-classroom/lessons/can-plants-be-dangerous/)
**Published:** January 31, 2023
**Author:** admin2025Open
**Content:**
When considering laboratory safety, it may be easy to remember the hazards associated with razor blades, Bunsen burners, and strong acids. Plants, however, can also present risks.
Plants have a variety of natural defenses that protect them from insects and other herbivores. Some defenses are physical, such as thorns, spines, burrs, and sharp-edged leaves. Others are chemical and may cause poisoning, skin irritation, eye irritation, or allergic reactions. Some individuals may also be sensitive or allergic to a particular plant, its pollen, or another plant material.
Learn about a plant and its potential hazards before bringing it into the classroom or using it in an investigation.
## **Safer Plant-Handling Practices**
- Identify the plant and research its potential hazards before beginning an activity.
- Handle plants and plant materials carefully. Wear appropriate personal protective equipment when a plant has sap, thorns, irritating substances, or other known hazards.
- Wash hands thoroughly with soap and water after handling plants, soil, seeds, bulbs, flowers, or other plant materials.
- Keep hands away from the eyes, nose, and mouth while working with plants.
- Do not allow students to eat or drink during plant activities.
- Never allow students to taste or eat a plant unless it has been positively identified as edible and its use has been approved as part of the lesson.
- Dispose of plants and plant materials according to school procedures, particularly when they contain physical or chemical defenses, have been exposed to laboratory chemicals, or may be invasive.
- Never release or dispose of classroom plants where they could enter and affect the local ecosystem.
Many plants—including common houseplants—may contain toxic substances or irritants. Check each plant’s properties before bringing it into the classroom, and do not assume that an unidentified plant is safe.
## **How Do I Know Whether a Plant Is Safe for My Classroom?**
Poison Control maintains an [illustrated guide to poisonous and nonpoisonous plants](https://www.poison.org/articles/plant). This resource can help teachers identify common plants and review their potential hazards. However, a plant’s absence from the guide does not guarantee that it is safe.
If a student swallows or is otherwise exposed to a potentially harmful plant, notify the school nurse immediately and follow the school’s emergency procedures. Do not wait for symptoms to appear before seeking guidance.
In the United States, contact Poison Control at **1-800-222-1222** or use the [webPOISONCONTROL online tool](https://www.poison.org/). Expert assistance is free, confidential, and available 24 hours a day.
If the person collapses, experiences a seizure, has difficulty breathing, or cannot be awakened, **call 911 immediately**.
**Source**:
[Planting Science](https://plantingscience.org/resources/16/download/Investigating_Safely.pdf)
**Image Source:**
Unsplash
---
### [Benefits of Classroom Plants](https://sciencesafety.com/courses/plants-in-the-classroom/lessons/classroom-plant-benefits/)
**Published:** January 31, 2023
**Author:** admin2025Open
**Content:**
As concerns about student stress continue to grow, teachers are exploring a variety of ways to create calmer, more welcoming learning environments. Outdoor walks, mindfulness activities, flexible seating, and sensory tools are common approaches. Classroom plants may offer another simple option.
Research suggests that exposure to classroom greenery may help [reduce stress and support student attention](https://www.sciencedirect.com/science/article/abs/pii/S0169204615002571). Plants may also influence how students perceive their learning environment.
In [one university study](https://journals.ashs.org/hortsci/view/journals/hortsci/44/2/article-p384.xml), students taking the same course from the same instructor were divided between a classroom containing plants and one without plants. Students in the classroom with plants reported more favorable perceptions of both the course and the instructor.
Even a few carefully selected plants can change the atmosphere of a classroom and provide students with a connection to nature. This may be especially helpful for students who find outdoor environments uncomfortable or overstimulating.
“Outside, students complain about heat, rain, bugs, and mud,” explains special education teacher Regina Hawkings. “Having plants in the classroom is not as overstimulating.”
These potential benefits should be balanced with appropriate precautions. Teachers should select nontoxic, low-allergen plants and consider placement, maintenance, student health needs, and applicable school policies.
**Source**:
[Edutopia](https://www.edutopia.org/article/10-best-plants-classroom/)
---
### [Classroom Plants](https://sciencesafety.com/courses/k-8-classrooms/lessons/classroom-plants-2/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
Many teachers keep plants in their classrooms for decorative or educational purposes. Before introducing a plant, verify that it is appropriate for the classroom and does not present a known toxicity, allergy, or physical hazard.
Potentially harmful substances may be present in a plant’s leaves, stems, flowers, sap, berries, bulbs, roots, or seeds. Because not every plant has been fully evaluated for toxicity—and because a plant’s absence from a toxic-plant database does not guarantee that it is safe—teachers should use caution when selecting and handling classroom plants.
## **Safer Practices for Classroom Plants**
- Consult the school nurse or appropriate health personnel before introducing plants that may trigger allergies or other health concerns. Follow all applicable student health plans while protecting students’ privacy.
- If a student experiences an allergic reaction or other symptoms after exposure to a plant, move the student away from the plant, notify the school nurse, and follow the school’s emergency procedures. Remove the plant from the classroom when appropriate.
- Instruct students never to place any part of an unidentified or unapproved plant in their mouths. Common plants such as daffodils, foxglove, and rhododendrons contain parts that may be harmful if eaten. Wild mushrooms may also be toxic and should never be handled or consumed.
- Do not permit students to taste or eat classroom plants unless the activity has been approved, the plant has been positively identified as edible, and all applicable school procedures have been followed.
- Avoid contact with plant sap. Sap from some plants may irritate the skin or eyes. If contact occurs, immediately rinse the affected area with water, notify the teacher, and follow the school’s first-aid procedures.
- During field activities, instruct students not to pick, handle, or eat unidentified flowers, leaves, seeds, berries, mushrooms, or other plant materials.
- Before visiting an area where poison ivy, poison oak, poison sumac, or other hazardous plants may be present, teach students how to identify and avoid them. Students should also wear clothing and footwear appropriate for the location. The [Cornell University Poisonous Plants Database](https://poisonousplants.ansci.cornell.edu/) may be used as a general reference.
- Take precautions to prevent injuries from thorns, burrs, spines, sharp leaves, and other plant structures that could scratch, cut, or puncture the skin.
- Do not allow students to eat or drink while handling plants or plant materials. Everyone participating in the activity should wash their hands thoroughly with soap and water afterward and before handling food.
- Do not burn plant materials in the classroom or laboratory. Smoke and airborne particles from burning plants may irritate or injure the eyes, skin, and respiratory system.
- When using flowers in classroom activities, minimize the release and spread of pollen. Consider students and staff with pollen allergies or respiratory sensitivities when selecting plants.
- Place plants where they will not obstruct exits, walkways, emergency equipment, ventilation systems, or access to classroom materials.
- Clearly label classroom plants and keep a record of their common and scientific names whenever possible.
**Sources**:
[Cornell University Poisonous Plants Database](https://poisonousplants.ansci.cornell.edu/)
[Science Safety Manual, UFT, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Plants
---
### [Lifecycle Considerations for Living Organisms in the Lab](https://sciencesafety.com/courses/live-animals-in-the-classroom/lessons/transfer-disposition-or-fate-of-animals/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
# **Long-Term Planning for Animals in the Laboratory**
Science teachers must be especially mindful when introducing live animals and other organisms into the laboratory or classroom. Responsible use requires a comprehensive plan that addresses the organisms’ daily care, long-term needs, and humane treatment throughout their lives.
Long-term planning is different from providing routine care during the school week, weekends, holidays, and planned or unexpected school closures. Because organisms have different life spans and care requirements, teachers must also plan for illness, unexpected death, and appropriate end-of-life care or disposition.
Before bringing any live organism into the laboratory, determine whether the school can provide suitable housing, care, supervision, and resources for its entire life span or arrange for its responsible placement. Do not introduce an organism without approval from the appropriate school administrator and compliance with district policies.
## **Long-Term Planning Considerations**
When using fish, reptiles, amphibians, small mammals, insects, or other living organisms, teachers should be prepared to answer the following questions:
1. If the teacher is transferred to another classroom or school, who will assume responsibility for the organisms, and how will they be moved safely?
2. Who will care for the organisms during weekends, holidays, school closures, summer vacations, or extended periods of remote learning when the building may be inaccessible?
3. What species-specific care is required, including food, water, temperature, humidity, lighting, pH, sanitation, housing, enrichment, and appropriate handling?
4. Who is qualified and authorized to respond if an organism becomes ill, injured, or distressed?
5. How will the death or humane end-of-life care of an organism be handled in accordance with school district policy and applicable laws?
6. What district procedures govern the handling and disposal of deceased organisms, contaminated bedding, waste, cultures, or other biological materials?
7. How will the teacher ensure that organisms are never released into the local environment? What ecological effects could result from an accidental escape?
8. Was the organism obtained legally, humanely, and sustainably from a reputable source? What documentation can the supplier provide?
9. How will the school accommodate students and staff with allergies, asthma, fears, phobias, or other health and accessibility concerns?
10. What school or district policies govern the use of animals for observation, instruction, experimentation, or research?
11. What qualifies as an approved educational use of an animal or other living organism in the laboratory?
12. What is the plan for the organism when the instructional activity ends or the organism can no longer remain in the classroom?
**Source:**
Science Safety
**Image**:
[Unsplash](https://images.unsplash.com/photo-1517777170473-009c8c3734c1?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=435&q=80)
**Categories:** Animals
---
### [General Guidelines: Live Animals](https://sciencesafety.com/courses/live-animals-in-the-classroom/lessons/general-guidelines-live-animals/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
# **NSTA Position on the Use of Live Animals and Dissection in Science Education**
The [National Science Teaching Association (NSTA)](https://www.nsta.org/) supports the decision of science teachers and their schools or school districts to integrate live animals and dissection into the K–12 science classroom. Student interaction with living organisms can be an effective way to achieve many of the goals outlined in the *National Science Education Standards* (*NSES*).
NSTA encourages educators and school officials to make informed decisions regarding the inclusion of animals in the science curriculum. NSTA opposes regulations or legislation that would eliminate educators’ decision-making authority regarding dissection or deny students the opportunity to learn through animal dissection.
**NSTA encourages school districts to ensure that animals are treated humanely, responsibly, and ethically and receive proper care.** Decisions to incorporate living organisms into classroom instruction should balance the animals’ ethical and responsible care with the educational value of the activity.
Although this position statement focuses primarily on vertebrate animals, NSTA recognizes the importance of following similar ethical practices for all living organisms.
## **Including Live Animals in the Classroom**
NSTA supports the inclusion of live animals in K–12 science instruction. Observing and working with animals firsthand can spark students’ interest in science, promote respect for life, and reinforce key scientific concepts.
NSTA recommends that teachers:
- Educate themselves about the safe and responsible use of animals in the classroom. Teachers should consult reputable sources and become familiar with applicable federal, state, and local laws, regulations, and school policies.
- Learn about the proper acquisition, care, handling, and housing of each species under study to protect the health and safety of both students and animals.
- Follow all applicable laws, policies, and regulations when including living organisms—particularly native species—in classroom activities.
- Integrate live animals into the science program only when their use supports sound curricular and instructional objectives.
- Develop activities that promote observation and comparison skills while helping students appreciate the value of life and the importance of caring for animals responsibly.
- Teach and demonstrate appropriate safety procedures for handling living organisms.
- Establish procedures for addressing animal-related allergies, asthma, fears, and other student or staff concerns.
- Develop and implement a plan for the animals’ continued care or appropriate placement at the conclusion of the study and during weekends, school breaks, and summer vacations.
- Avoid experimental procedures that may cause pain or distress, create nutritional deficiencies, or expose animals to parasites, hazardous or toxic chemicals, or radiation.
- Protect animals when classrooms are being cleaned with chemical products, treated with pesticides, or exposed to other potentially harmful substances.
- Never release an animal into a nonnative environment.
## **Dissection**
NSTA supports teachers’ decisions to use animal dissection when the activity helps students:
1. Develop observation and comparison skills
2. Examine the shared and unique structures and biological processes of specific organisms
3. Develop a greater appreciation for the complexity of life
Teachers must establish specific and clearly defined learning objectives before planning and supervising a dissection activity.
NSTA recognizes science educators as professionals who are qualified to determine when dissection is—or is not—an appropriate instructional activity. Teachers should be sensitive to students’ views and beliefs regarding dissection and respect their right to make an informed decision about participation.
Teachers, particularly those working with younger students, should carefully consider students’ ages and maturity levels when deciding whether to conduct a dissection. When dissection is not appropriate for an individual student or group of students, the teacher should provide a meaningful instructional alternative.
NSTA recognizes that alternatives to animal dissection continue to develop and improve. It also calls for additional research into the effectiveness of dissection activities and their alternatives, including the extent to which each should be integrated into the science curriculum.
## **Recommendations for Dissection Activities**
When conducting dissection activities, science teachers should:
- Provide a meaningful alternative for students whose personal, cultural, ethical, or religious views make participation uncomfortable or inappropriate.
- Conduct all activities with respect, consideration, and appreciation for the organism.
- Plan activities that are appropriate for the students’ ages and maturity levels.
- Use prepared specimens obtained from reputable and reliable scientific supply companies.
- Obtain fresh specimens, such as squid or chicken wings, only from appropriate inspected commercial sources, including butcher shops, fish markets, or supermarkets.
- Never use animals found dead or specimens obtained from unverified sources.
- Conduct activities in a clean, organized workspace using appropriate laboratory procedures.
- Provide adequate ventilation, lighting, furniture, equipment, hot water, and soap.
- Require appropriate personal protective equipment, including gloves, chemical splash goggles, and protective aprons, for students, teachers, and classroom visitors participating in the activity.
- Address allergies, sensitivities, and student discomfort associated with animal specimens before beginning the activity.
- Ensure that specimens are stored, handled, and disposed of properly.
- Provide direct instruction and supervision regarding the safe use of scissors, scalpels, and other sharp instruments.
- Base all laboratory and dissection activities on carefully planned and clearly defined curriculum objectives.
*Adapted from an NSTA position statement adopted by the NSTA Board of Directors in June 2005 and revised in March 2008.*
**Source:**
[NSTA Position on Responsibly Using Animals in the Classroom](https://www.nsta.org/nstas-official-positions/responsible-use-live-animals-and-dissection-science-classroom)
**Image:**
[Unsplash](https://images.unsplash.com/photo-1572916396232-b4e9e64da034?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=838&q=80)
**Categories:** Animals
---
### [School Policies and Legal Considerations](https://sciencesafety.com/courses/live-animals-in-the-classroom/lessons/school-policies-and-legal-considerations/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
# **Example Policy Statement for the Use of Animals in Schools**
Schools that permit animals in classrooms should have a written policy addressing the following:
1. The types of animals permitted in the school
2. The circumstances under which animals may be brought into classrooms for educational purposes
3. The length of time an animal may remain in a classroom
4. Animal care, sanitation, and housekeeping requirements
5. Procedures for accommodating students and staff with allergies, asthma, or other health concerns
6. Procedures for verifying that animals were legally obtained from responsible and reputable sources
7. Potential ecological or environmental effects if an animal escapes or is released into the local environment
## **Sample Policy**
Live animals, except for fish maintained in aquariums, may be brought into the school only for approved educational purposes. Animals that are venomous, toxic, aggressive, unpredictable, or otherwise considered dangerous are prohibited.
Before an animal is brought into a classroom, the teacher must receive approval from the principal or another designated administrator. Parents and guardians of students in the affected classroom must be notified in advance. When an animal’s presence is known at the beginning of the school year, notification should be provided at that time.
Parents and guardians are responsible for notifying the school of any known animal-related allergies or health concerns affecting their children. Staff members should also notify the appropriate administrator of relevant health concerns.
After receiving such notice, the principal will consult with the teacher, school nurse, parent or guardian, and other appropriate personnel to determine reasonable options. These may include:
- Selecting a different animal or species
- Relocating the animal
- Providing the student with an alternative learning environment or activity
- Removing the animal from the classroom
The school will protect the privacy of individuals with animal-related allergies or health conditions and will not disclose their identities to other students or families without appropriate authorization.
If a student develops symptoms after an animal has been introduced, the school will work with the student’s parent or guardian, the school nurse, and the teacher to address the situation promptly. If necessary, the animal will be removed, and the classroom will be thoroughly cleaned to reduce remaining dander, hair, bedding material, or other potential allergens.
## **Examples of Extended Educational Use**
Animals may remain in a classroom for an extended period when they support an approved instructional purpose, such as:
1. Observing normal feeding patterns or nutritional needs without causing pain, distress, or discomfort
2. Studying growth, development, life cycles, behavior, or biological diversity
3. Incubating eggs to observe embryonic development and hatching
## **Examples of Short-Term Educational Use**
Animals may be present for one school day or less for approved activities such as:
1. Introducing students to different animal species and their characteristics
2. Demonstrating appropriate animal care, handling, or obedience training
These examples are not intended to represent every appropriate educational use. The principal or designated administrator has the authority to determine whether a teacher’s proposed use of an animal is educationally appropriate and consistent with school policy.
## **Animal Care and Cleaning**
The teacher responsible for an animal must ensure that its enclosure is appropriately sized, secure, sanitary, and maintained according to the animal’s needs. Enclosures must be cleaned regularly to prevent odors, mold, contamination, and pest problems.
Students should not be responsible for cleaning cages, aquariums, or other animal enclosures. Aquariums must be maintained and cleaned as needed by the teacher or another authorized adult.
Students may handle or feed animals only when the activity is age-appropriate, directly supervised, and permitted by school policy. Proper hygiene and safety procedures must be followed, including washing hands thoroughly with soap and water after contact with animals, their food, bedding, waste, or living areas.
Animals must never be released into the environment. The teacher must establish an appropriate plan for the animal’s continued care or placement when it is no longer needed in the classroom.
Schools may have additional district policies, health requirements, or local and state regulations governing animals in educational settings. All applicable requirements must be reviewed and followed.
**Source:**
[Indiana Department of Education: Animals in the Classroom](https://www.in.gov/health/eph/files/Live-Animals-in-Schools.pdf)
**Image:**
[Unsplash](https://images.unsplash.com/photo-1487001175664-86de872e3cd6?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=372&q=80)
---
### [Responsible Care of Animals](https://sciencesafety.com/courses/live-animals-in-the-classroom/lessons/responsible-care-of-animals/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
## Safer Care Practices for Animals in the Laboratory or Classroom
1. Teachers are responsible for ensuring that classroom animals receive proper care, including appropriate lighting, climate control, food, water, and sanitary living conditions.
2. Plan for the care of classroom animals during weekends, holidays, and other school closures.
3. Cages and other living quarters should be appropriately sized, properly secured, and cleaned according to the needs of the species. Regularly inspect cages, food, and bedding for mold or other contamination.
4. Provide sufficient clean water for all animals.
5. Dispose of animal waste properly. For example, wrap solid waste in newspaper, place it in a sealed plastic bag, and deposit it in the appropriate trash receptacle.
6. Provide clear instructions for handling animals safely, gently, and as little as necessary. Demonstrate proper handling techniques, and never require students to handle animals if they are uncomfortable doing so.
7. Students should wear vinyl or other nonlatex gloves when handling animals or cleaning cages and living areas.
8. Always wash hands thoroughly with soap and water after handling animals or working with animal materials.
9. Avoid sudden movements, jerking motions, and loud noises when working with animals.
10. Allow animals several days to adjust to the classroom environment before permitting students to handle them.
11. Never allow students to tease, frighten, or disturb animals, especially while the animals are eating or sleeping.
12. Purchase or obtain healthy animals only from reputable and reliable sources.
13. Do not allow students to bring wild animals into the classroom. Wild animals—including turtles, snakes, birds, spiders, ticks, mites, and insects—may transmit diseases and behave unpredictably.
14. Discourage students from bringing personal pets to school. If pets are permitted in the classroom, they should be handled only by their owners. Documentation from a veterinarian confirming that the animal is healthy and free from communicable diseases should be required.
15. Venomous, toxic, or otherwise dangerous animals should never be permitted in the classroom. This includes certain species of spiders, insects, reptiles, amphibians, and snakes.
16. Consult the school nurse and parents or guardians regarding students who may have animal-related allergies. Some students may be allergic to animal dander or to mold found in animal food and bedding. Follow the school’s emergency procedures and any student-specific health plans in the event of a severe allergic reaction.
17. Remind students never to place their fingers inside an animal’s cage. Animals may defend themselves by biting, scratching, or kicking.
18. Report all animal bites and scratches immediately to the school nurse or other designated school personnel.
19. Do not handle an animal that has died unexpectedly. The animal may have been carrying a disease. Contact a veterinarian or other qualified professional for guidance regarding evaluation and safe disposal.
20. Invertebrates are generally the most appropriate animals for use in elementary classrooms. Always obtain live animals from a reputable science education supplier.
21. Do not conduct experimental procedures that cause pain, distress, or discomfort to mammals, birds, reptiles, amphibians, or fish. Studies involving vertebrates should be limited to observing normal functions and behaviors, such as growth, feeding, movement, and life cycles.
22. Student-performed dissections are not recommended for most elementary students.
23. Live bacterial and fungal cultures should not be used in elementary science programs.
24. When bringing pond water into the classroom, never collect it from a contaminated or polluted source. Everyone participating in the activity should wash their hands thoroughly with soap and water afterward.
25. When studying insects, watch for signs of an allergic reaction, particularly when working with insects that may bite or sting. Symptoms may include redness, swelling, hives, or difficulty breathing. Contact the school nurse immediately if symptoms appear and follow the school’s emergency procedures.
26. Use only sanitized owl pellets obtained from a reputable science education supplier. Check for student allergies to fur and feathers, which are commonly found in owl pellets.
27. When studying chicken bones, remove all traces of meat and sanitize the bones before classroom use. Teachers should follow an approved preparation procedure and ensure that students do not handle bleach or other disinfecting chemicals.
**Source**:
[NSTA & CSSS Care of Animals in the Lab](https://sciencesafety.com/wp-content/uploads/2023/12/Animals-in-the-classroom.pdf)
**Categories:** Animals
---
### [Preparing for Emergencies (7:14)](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/preparing-for-emergencies-714-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
There is an old saying that you should always plan for the best but prepare for the worst. This is good advice in the lab as well. In this video, you will see two lab emergencies that carry a high risk of injury–spills and fires. The video outlines concrete steps to prevent these emergencies and reviews some of the safety equipment used to address them.
**Source**:
Preparing for Emergencies [American Chemical Society](https://teachchemistry.org/classroom-resources/video-4-preparing-for-emergencies)
**Categories:** Lab Accidents
---
### [Safety Precautions and Dissection Procedures](https://sciencesafety.com/courses/dissection-safety/lessons/safety-precautions-and-dissection-procedures/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Biological dissections provide a hands-on opportunity to examine anatomical structures and better understand how living systems function. However, preserved specimens, sharp instruments, and chemical preservatives can create hazards. Your safety—and the safety of those around you—depends on following all instructions and laboratory procedures.
Before beginning a dissection, listen carefully to your teacher’s instructions and review the purpose and steps of the activity. Become familiar with the specimen, dissection instruments, required personal protective equipment, cleanup procedures, and emergency equipment.
Treat all specimens respectfully and handle them only as directed. If you object to participating in a dissection, speak privately with your teacher about an approved alternative activity.
### **Before You Begin**
Do not begin the dissection until your teacher gives you permission. Make sure:
- Your work area is clean and uncluttered.
- A stable dissection tray is available.
- You know the locations of the eyewash station, safety shower, exits, and other emergency equipment.
- You understand how to use each dissection instrument safely.
- You are wearing all required personal protective equipment.
- You know how to report a spill, injury, damaged instrument, or other problem.
Keep aisles, exits, eyewash stations, safety showers, and other emergency equipment clear. Do not bring food, beverages, gum, or personal items into the dissection area.
If you notice strong or irritating chemical odors, experience difficulty breathing, or develop eye, nose, throat, or skin irritation, stop working and notify your teacher immediately.
### **Personal Protective Equipment and Clothing**
Wear all personal protective equipment required by your teacher. This will generally include:
- Properly fitting, indirectly vented chemical-splash goggles
- Chemical-resistant gloves appropriate for the specimen’s preservative
- A laboratory apron or coat when there is a risk of contaminating your clothing
- Closed-toe, closed-heel shoes
Tie back long hair and secure loose clothing, dangling jewelry, and other items that could interfere with the activity. Open-toed or open-heeled shoes must not be worn during a dissection.
Nitrile gloves are commonly used, but no single type of glove protects against every chemical. Wear only the gloves provided or approved by your teacher. Replace your gloves immediately if they become torn, punctured, or contaminated.
Do not touch your face, eyes, mouth, phone, computer, door handles, or personal belongings while wearing contaminated gloves.
### **Handling Preserved Specimens**
Keep the specimen in its labeled container until your teacher directs you to remove it. Never open specimen containers, pour off preservatives, or rinse specimens without permission.
Whenever possible, schools use specimens preserved without formaldehyde or formalin. Formaldehyde can irritate the eyes, skin, nose, throat, and respiratory system. If a preserved specimen produces irritating vapors or causes discomfort, move away from the specimen and notify your teacher immediately.
Follow these precautions:
- Handle the specimen only with gloved hands and approved instruments.
- Keep the specimen inside the dissection tray.
- Do not smell the specimen or preservative directly.
- Do not play with, misuse, or remove any part of the specimen from the laboratory.
- Keep the specimen moist only with water or a holding solution approved by your teacher.
- Never mix preservatives or other chemicals.
- Never pour a preservative or dissection liquid into a sink unless your teacher specifically directs you to do so.
- Report leaking containers, damaged specimens, spills, or unusual odors immediately.
### **Using Dissection Instruments**
Use only the instruments provided for the activity. These may include scissors, forceps, probes, pins, scalpels, and other specialized tools.
Inspect each instrument before using it. Do not use an instrument that is rusty, loose, bent, cracked, dull, or otherwise damaged. Place it on the work surface and notify your teacher.
Before beginning, make sure you know how to:
- Secure the specimen in the dissection tray
- Hold and use each instrument correctly
- Make shallow, controlled incisions
- Cut away from your body and away from other people
- Keep your hands and fingers out of the cutting path
- Place instruments safely on the work surface when they are not being used
- Report a cut, puncture, spill, or damaged instrument immediately
Never point a sharp instrument toward yourself or another person. Do not walk around the laboratory while holding a scalpel, scissors, probe, or other sharp instrument. Never toss, slide, or hand a sharp instrument directly to another student.
Use only the amount of force necessary to complete the task. If tissue, cartilage, or bone is difficult to cut, stop and ask your teacher for assistance. Never use a scalpel as a prying tool.
Only your teacher or another trained adult may install, remove, or replace a scalpel blade. Never attempt to pick up a loose blade with your hands. Notify your teacher immediately if a blade becomes loose or falls onto the floor or work surface.
Used blades and other contaminated sharps must be placed in an approved sharps container. They must never be placed in regular trash.
### **Securing and Opening the Specimen**
Place the specimen in a stable dissection tray before beginning. Use only the pins, hooks, or ties provided by your teacher.
When securing the specimen:
- Keep your hands and fingers out of the path of the pin or instrument.
- Push pins away from your body.
- Insert pins at an angle that reduces the risk of accidental punctures.
- Do not place pins where they may be hidden by tissue or other materials.
- Keep unused pins in their designated container.
Follow your teacher’s demonstration one step at a time. Begin with shallow, controlled cuts and increase the depth only when directed. Cutting too deeply can damage the structures you are trying to observe and increase the risk of injury.
Use properly sized T-pins to hold tissue flaps open. Position each pin carefully so that its sharp end does not create a puncture hazard.
### **Safe Conduct During the Dissection**
Remain at your assigned work area and focus on the activity. Horseplay, practical jokes, and distracting behavior are prohibited.
Do not:
- Touch another group’s specimen, instruments, or materials.
- Remove your goggles while the dissection is in progress.
- Use an instrument for any purpose other than the one demonstrated.
- Leave sharp instruments hidden beneath the specimen, paper towels, or other materials.
- Attempt to clean up a chemical spill without your teacher’s permission.
- Continue working after an injury, splash, spill, or equipment failure.
Immediately report any unsafe behavior or condition to your teacher.
### **Hygiene, Cleanup, and Disposal**
Follow your teacher’s cleanup and disposal instructions carefully. Different specimens and preservatives may require different disposal procedures.
At the end of the dissection:
- Place reusable instruments in the designated collection container.
- Place single-use blades in an approved sharps container.
- Put specimens, gloves, absorbent materials, and other contaminated waste in the designated containers.
- Clean and disinfect the tray, work surface, and reusable equipment as directed.
- Remove your gloves without touching the contaminated exterior.
- Wash your hands thoroughly with soap and water after removing your gloves.
- Clean and disinfect shared goggles as directed.
- Leave your work area clean, dry, and organized.
Hand sanitizer is not a substitute for washing your hands with soap and water after handling preserved specimens.
Never place specimens, preservatives, blades, contaminated materials, or dissection waste in regular trash or pour them down a drain unless your teacher specifically directs you to do so.
### **Injuries, Spills, and Exposures**
Report every cut, puncture, splash, spill, allergic reaction, or possible exposure immediately—even if it appears minor.
If a chemical or preservative enters your eyes, go immediately to the eyewash station and begin flushing your eyes. Notify your teacher while rinsing and follow all emergency instructions.
If a chemical or preservative contacts your skin or clothing, notify your teacher immediately and use the safety shower or other emergency equipment as directed.
Do not attempt to hide an injury or clean up a spill by yourself. Quick reporting allows your teacher to provide proper first aid, control the hazard, and prevent additional injuries.
### **Activities Requiring Additional Precautions**
Some biology activities—including microbial cultures, recombinant DNA procedures, electrophoresis, and molecular biology experiments—require different safety precautions and specialized equipment.
Depending on the hazard, your teacher may use:
- A chemical fume hood to control hazardous chemical vapors
- A biological safety cabinet to control certain biological aerosols
- Other specialized equipment or procedures identified by the activity’s safety assessment
A laminar-flow clean bench protects the sample but does not protect the user. It must not be used with hazardous chemicals or potentially infectious materials.
Unpolymerized acrylamide, which may be used to prepare polyacrylamide gels, is hazardous. Do not handle acrylamide or prepare gels unless the activity has been specifically approved and your teacher has provided the required training, protective equipment, and chemical controls.
**Always follow the procedures established for the specific activity. Never assume that the safety precautions used for one laboratory investigation are appropriate for another.**
**Sources**:
[NABT—The Use of Animals in Biology Education](https://nabt.org/Position-Statements-The-Use-of-Animals-in-Biology-Education)
[NIOSH Formaldehyde Guidance](https://www.cdc.gov/niosh/reproductive-health/prevention/formaldehyde.html)
[OSHA Laboratory Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)
**Categories:** Biology
---
### [Glassware Concerns in the Lab](https://sciencesafety.com/courses/science-safety-concerns/lessons/glassware-concerns-in-the-lab/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
The availability of scientific glassware in laboratories is very common. The typical lab will have beakers, graduated cylinders, test tubes, flasks, dishes, and specialty glassware for various science purposes and applications. The laboratory usually has smaller vessels since the activities for students typically requires lower volume sizes containers and the larger glassware is found in the chemical store room or prep area. Below are some glassware better and safer practices for the laboratory. Ensure that you consider these concerns when performing your hazard analysis and risk assessment.
1. Evaluate whether you can use plasticware instead of glassware to accomplish your activity goals. Be mindful that elementary programs should not use glassware since there should not be any sources of heat or chemicals. If it is used, demonstrate the proper procedures or perform the activity as the instructor.
2. Always handle glassware carefully. Use two hands when transporting to and from a location. This is especially true with specialized glassware apparatus or large cylinders that are awkward to move.
3. Understand that there will be broken glass in every laboratory. Ensure that there is a dedicated broken glass box for containing the sharp glass. Never use your bare hands to pick up or handle broken glass – instead use a dustpan and a small brush or broom.
4. Having and using glassware requires that it is cleaned properly after use. Depending on the activity and the chemicals or materials handled, there are certain protocols for cleaning glassware properly, Refer to your Chemical Hygiene Plan for your local guidance.
5. Typically, science departments use a glassware cleaner such as Alconox for certain cleaning situations or may use a dishwasher to clean the glassware. If your students will be cleaning the glassware, ensure that you have adequate brushes and drying racks.
6. Inspect glassware for any signs of cracking, scoring or chipping and discard/dispose of the damaged glassware so it does not pose a hazard to others in the lab.
7. While glassware may appear to be useful for drinking, remind students that these vessels are not for eating or drinking.
8. Return the glassware to a secure storage location when finished. Do not leave glassware on the desktop, benchtop, or other location where it can be accidentally broken. Many labs have designated areas for glassware storage that is convenient.
9. Understand that glassware has specific intended uses and should not be used for anything outside of that purpose. Similarly, use appropriate sized tubing and pipets for the task at hand and do not force glassware into stoppers or connections – use a lubricant as required.
10. If using glassware for vacuum purposes, be sure to make certain that the glassware can withstand the pressures and not shatter under the pressure atmospheres causing accidental injury.
There are various types of glassware available, ranging from very inexpensive to very expensive based on the glass material. Typical glassware for lab purposes should be the best quality possible for strength, heat and chemical resistance. Borosilicate glassware is the most popular for its thermal and chemical resistance as well as being optically clear and available from most science suppliers. Certain specialty glassware may be constructed from soda glass or other compounds for specific purposes. Choose wisely, since students are not always cautious with glassware and breakage will be expected in your STEM program.
**Source**:
Science Safety
**Categories:** Elementary School, Glassware
---
### [Cleanup and Disposal](https://sciencesafety.com/courses/dissection-safety/lessons/cleanup-and-disposal-duplicate/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Prepare cleanup materials, labeled waste containers, an approved sharps container, and appropriate disinfectants before the dissection begins. Do not rely on custodial staff to provide supplies or clean preservative spills.
Follow the supplier’s instructions and the specimen’s Safety Data Sheet when preparing the specimen. If a specimen was preserved in formalin, NIOSH recommends rinsing it with water before dissection to reduce formaldehyde exposure. This should be completed by the instructor using the required ventilation, PPE, and waste-disposal procedures. Do not assume that every preserved specimen can be rinsed or that the resulting liquid may be poured down the drain.
Students who wear contact lenses may participate if they wear properly fitting chemical-splash goggles. Contact lenses do not replace required eye protection. Students should not handle or adjust their contact lenses while working in the laboratory.
All students, teachers, and observers in the active laboratory area must wear the eye protection identified by the hazard assessment. Goggles protect against splashes from preservative fluids and biological specimens, as well as accidental contact with dissection materials.
Students who decline to participate in the dissection should be provided with a meaningful alternative, such as a virtual, simulated, or model-based dissection, in accordance with school district policy.
After the activity:
- Place used scalpel blades and other disposable sharps directly into an approved sharps container.
- Place reusable instruments in a designated container for cleaning and disinfection.
- Collect specimens, tissues, gloves, absorbent materials, and other contaminated items in leak-resistant containers or bags.
- Remove gloves properly and wash hands thoroughly with soap and water.
- Clean and disinfect work surfaces, trays, instruments, and shared goggles according to school procedures.
Do not assume that preserved specimens may be placed in regular trash. Disposal requirements depend on the preservative, Safety Data Sheet, supplier instructions, and applicable state and local regulations. Noninfectious specimens preserved with a nonhazardous solution may be placed in regular solid waste only when that method has been approved by the school district and local waste authority.
Notify custodial staff before dissections are conducted and explain how approved, sealed waste will be identified and removed. Custodians should not be expected to handle leaking containers, loose sharps, unidentified chemicals, or unapproved biological waste.
Unused preservative solutions and jars or containers of specimens that will not be used must remain sealed and properly labeled. Process them through the school district’s chemical-waste disposal program. Never pour preservatives down the drain or place chemical containers in regular trash unless that disposal method has been specifically approved.
**Sources**:
[NIOSH formaldehyde guidance](https://www.cdc.gov/niosh/reproductive-health/prevention/formaldehyde.html)
[NABT—The Use of Animals in Biology Education](https://nabt.org/Position-Statements-The-Use-of-Animals-in-Biology-Education)
[OSHA eye and face protection requirements](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.133)
[UFT](https://www.uft.org/chapters/doe-chapters/lab-specialists/you-should-know/dissection-practices-disposal-dissected-and-unused-biological-specimens)
**Categories:** Sanitization, Waste Management
---
### [Cleaning a Microscope (10:58)](https://sciencesafety.com/courses/microscopes/lessons/cleaning-a-microscope-619-duplicate/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
**Source:**
[Ward’s Science](https://www.wardsci.com/us/en/)
**Categories:** Sanitization
---
### [Electric Hot Plate](https://sciencesafety.com/courses/heat-source-options/lessons/electric-hot-plate/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
Hot plates are electrical appliances made of ceramic, cast iron, and other types of material.
Hot plates are generally used at temperatures above 100°C (212°F) and are considered to be much safer than open-flame heaters such as gas burners.
Hot plates should only be plugged into a circuit protected by a ground fault interrupter (GFI), which can protect users from potential electrocutions caused by a spill and exposed wire.
Hot plates are the safer alternative for heating materials in middle school science labs. The recommendation is to use only smooth top hot plates rather than the open heating element style that is prone to spillage and uneven distribution of heat.
Additionally, only handle a hot plate if it is cool to the touch after usage. Some smooth top ceramic or metallic top hot plates may not appear hot even though they still are. Also, do not spray alcohol-based sanitizer onto a recently used hot plate as this is potential source of ignition. Wait until the hot plate is sufficiently cooled to disinfect/sanitize it properly.
**Sources**:
[NSTA](https://www.nsta.org/blog/heat-source-safety)
[ACS secondary-school safety guidelines](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
**Categories:** Electricity, Heat Safety
---
### [The Importance of Labs](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/lessons/the-importance-of-labs/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
In a hands-on chemistry course, students directly experience laboratory chemicals and their properties, chemical reactions, chemical laboratory apparatus, and chemical laboratory instruments. These activities are essential for learning chemistry.
According to National Academies of Science, Engineering, and Mathematics labs support the following learning outcomes:
**Enhancing mastery of subject matter**. Lab experiences may enhance student understanding of specific scientific facts and concepts and of the way in which these facts and concepts are organized in the scientific disciplines.
**Developing scientific reasoning**. Lab experiences may promote a student’s ability to identify questions and concepts that guide scientific investigations; to design and conduct scientific investigations; to develop and revise scientific explanations and models; to recognize and analyze alternative explanations and models; and to make and defend a scientific argument. Making a scientific argument includes such abilities as writing, reviewing information, using scientific language appropriately, constructing a reasoned argument, and responding to critical comments.
**Understanding the complexity and ambiguity of empirical work**. Interacting with the unconstrained environment of the material world in laboratory experiences may help students concretely understand the inherent complexity and ambiguity of natural phenomena. Laboratory experiences may help students learn to address the challenges inherent in directly observing and manipulating the material world, including troubleshooting equipment used to make observations, understanding measurement error, and interpreting and aggregating the resulting data.
**Developing practical skills**. In laboratory experiences, students may learn to use the tools and conventions of science. For example, they may develop skills in using scientific equipment correctly and safely, making observations, taking measurements, and carrying out well-defined scientific procedures.
**Understanding of the nature of science**. Laboratory experiences may help students to understand the values and assumptions inherent in the development and interpretation of scientific knowledge, such as the idea that science is a human endeavor that seeks to understand the material world and that scientific theories, models, and explanations change over time on the basis of new evidence.
**Cultivating interest in science and interest in learning science**. As a result of laboratory experiences that make science “come alive,” students may become interested in learning more about science and see it as relevant to everyday life.
**Developing teamwork abilities**. Laboratory experiences may also promote a student’s ability to collaborate effectively with others in carrying out complex tasks, to share the work of the task, to assume different roles at different times, and to contribute and respond to ideas.
**Source**:
[America’s Lab Report: Investigations in High School Science (2006), National Academies Press](https://www.nap.edu/read/11311/chapter/5)
---
### [NFPA Diamond Indications](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/nfpa-diamond-indications/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Looking at the NFPA 704 diamond, what can you determine about the hazards represented?
The diamond indicates:
- A **health rating of 1** in the blue section, indicating a slight health hazard.
- A **flammability rating of 0** in the red section, indicating that the material will not burn under typical fire conditions.
- An **instability rating of 0** in the yellow section, indicating that the material is normally stable.
- A blank white section, indicating that no special NFPA 704 hazard is identified.
The confined-space warning above the diamond is a separate safety designation and is not part of the NFPA 704 system.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/09/OSHA3678.pdf”\]
**Sources**:
[NFPA – The Importance of Signs and Symbols in Fire and Life Safety](https://www.nfpa.org/news-blogs-and-articles/blogs/2025/03/14/signs-and-symbols-in-nfpa-704-and-nfpa-170)
**Categories:** Fire Safety
---
### [NFPA Guidelines](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/nfpa-guidelines/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
The NFPA 704 diamond is divided into four color-coded sections:
- **Blue:** Health hazards
- **Red:** Flammability hazards
- **Yellow:** Instability hazards
- **White:** Special hazards
The blue, red, and yellow sections use ratings from 0 to 4. A rating of **0 indicates a minimal hazard**, while **4 indicates the most severe hazard**. The white section does not use a numerical rating. It may display one of the recognized special-hazard symbols:
- **OX:** Oxidizer
- **W with a line through it:** Reacts with water; do not use water
- **SA:** Simple asphyxiant gas
NFPA 704 ratings are intended to help emergency responders quickly evaluate hazards during a fire, spill, or similar emergency. They should not be confused with OSHA/GHS hazard-category numbers, which use a different rating system.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/09/OSHA3678.pdf”\]
**Sources**:
[OSHA comparison of NFPA 704 and HazCom labels](https://www.osha.gov/sites/default/files/publications/OSHA3678.pdf)
**Categories:** Fire Safety
---
### [NFPA Diamond Locations](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/nfpa-diamond/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
The NFPA 704 diamond may be displayed at facilities where hazardous materials are stored or used. Its four colored sections—blue, red, yellow, and white—make it easy to recognize on building entrances, storage-area doors, tanks, and other fixed locations.
The primary purpose of the NFPA 704 system is to provide first responders with quick information about a material’s health, flammability, instability, and special hazards during a fire, spill, or other emergency.
NFPA 704 itself does not require a diamond at every laboratory or chemical-storage area. Posting requirements are established by applicable fire codes, local regulations, and the authority having jurisdiction, such as the local fire marshal. Schools should work with their fire department or safety official to determine where placards are required.
When a composite NFPA diamond represents several chemicals in one area, the ratings generally reflect the highest hazard present in each category. Those ratings should be established through a documented inventory review and approved according to local requirements. Individual chemical containers must still be labeled in accordance with the school’s Hazard Communication Plan and applicable OSHA requirements.
**Text Credits:**
[University of North Texas](https://www.unt.edu/index.html) and Science Safety
[National Fire Protection Association](https://www.nfpa.org/news-blogs-and-articles/blogs/2025/03/14/signs-and-symbols-in-nfpa-704-and-nfpa-170)
**Images Sources:**
[University of North Texas](https://www.unt.edu/index.html)
**Categories:** Fire Safety
---
### [Fire Blankets and Emergency Response](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/fire-blankets-and-emergencies/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Fire blankets are made from flame-resistant materials, such as treated wool or fiberglass. Older blankets may contain asbestos and must not be used in schools. If an older blanket’s material is unknown, it should be evaluated by qualified personnel and replaced when necessary.
A fire blanket should not be the primary response when a person’s clothing catches fire. Immediately direct the individual to the safety shower. If a shower is not readily accessible, instruct the person to stop, drop, and roll. Never wrap a standing person in a fire blanket, as flames and hot gases may rise toward the face and neck.
Once the flames are extinguished, use the safety shower to cool the affected areas. Remove burned or contaminated clothing if it can be done safely, but do not remove material that has melted onto or adhered to the skin. Continue flushing with water and obtain immediate medical assistance.
Activate the building’s emergency-response procedures for any fire. Pull the fire alarm, evacuate as directed, and call 911 from a safe location.
After the flames have been extinguished and contaminated clothing has been removed, a clean blanket may be used to provide warmth and privacy while awaiting emergency responders.
Fire blankets should not be used to cover flammable-liquid spills unless that procedure is specifically included in the school’s Chemical Hygiene Plan and performed by trained personnel. Alert others, eliminate ignition sources only when it is safe to do so, and follow the school’s spill-response and evacuation procedures.
**Source**:
[Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Fire Safety
---
### [Safety Showers for Clothing Fires](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/safety-showers-and-fires/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Safety showers are activated by pulling the handle. Once activated, the water will continue to flow until the shower is manually turned off.
If a person’s clothing catches fire, immediately direct them to the safety shower. If a shower is not readily accessible, instruct the person to stop, drop, and roll. Do not allow the person to run, as this can spread the flames.
The large volume of water produced by a safety shower is designed to extinguish the flames, cool the skin, and help reduce the severity of burns. Although its use may cause water damage, protecting the individual is the immediate priority.
While the person remains under the shower, remove contaminated or burned clothing if it can be done safely. Do not remove material that has melted onto or adhered to the skin. Contact emergency services immediately and follow your school’s emergency-response procedures.
Fire blankets should not be presented as an equal first-response option for burning clothing because they may retain heat or press melted fabric against the skin. They may be used after the flames are extinguished to help keep the person warm. [OSHA laboratory guidance](https://www.osha.gov/sites/default/files/publications/OSHA3404LABORATORY-SAFETY-GUIDANCE.pdf) and [ACS chemical safety guidance](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/chemical-safety-manual-teachers.pdf) support prioritizing the safety shower or stop, drop, and roll.
**Sources**:
[Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
[OSHA laboratory guidance](https://www.osha.gov/sites/default/files/publications/OSHA3404LABORATORY-SAFETY-GUIDANCE.pdf)
[ACS chemical safety guidance](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/chemical-safety-manual-teachers.pdf)
---
### [Electrical Panels, Wiring and Equipment](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/electrical-panels-wiring-and-equipment/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
**67% of all lab fire are caused by electricity.** As a professional educator, this is significant statistic to be mindful of, since electricity contributes to 2/3 fires in laboratories. As a reminder, please follow these better professional safer practices when using electricity in your laboratory and ensure that your students are following these procedures as well so that the lab environment is safer. Following these actions will assist you in preventing potential fires caused through the incorrect use of electricity and associated peripherals.
1\. Do not overload electrical equipment. Follow recommendations and do not use multiport receptacles.
2\. Static electrical sparks can ignite flammable liquids and gases. Ensure that all flammable and combustible materials are not located near any potential sources of sparks or shorts from electrical items.
3\. Electrical devices that produce sparks such as motors can cause unplanned fires on nearby combustible materials, including paper, flammable materials, clothing, or other materials.
4\. Do not use extension cords for permanent wiring. Only use a prerly grounded and installed receptacle for using lab equipment and apparatus. Extension cords are NOT to be used for long-term use.
5\. Do not link one power strip to another, (daisy chain) as this is an electrical hazard and potential source of overloading a circuit.
6\. Do not use plug removal as a substitute for an on-off switch. Only use the power switch to engage or disengage the electrical apparatus.
7\. Do not store flammable or combustible solids or liquids in a standard refrigerator or freezer in case of electrical ignition when the compressor cycles on and off. Follow your directions in your CHP for these types of temperature controlled situations.
8\. Lab made electrical devices must be approved by a competent electrician prior to use. Student designed and developed items MUST be approved prior to use from a safety persepctive.
9\. Do not drape electrical cords over light fixtures or other heat producing equipment as these may melt the insulating casing and expose bare wires causing electrical hazards.
10\. Remove from service all frayed or damaged electrical cords. Only solid, undamaged cords may be used — and this includes anything repaired with electrical tape which needs to be replaced.
11\. Replace all 3 wire plugs with a missing or damaged grounding prong.
**Science Safety recommends testing GFCIs monthly to ensure they are functioning properly.**
**Source**:[
Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Electricity
---
### [Planned vs Unplanned Fires](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/planned-vs-unplanned-fires/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Planned fires include open flames produced by Bunsen and alcohol burners, flaming soldering torches, welding torches, and burning matches may also be present.
Flames are a source of heat, light, smoke and ignition of fuels. Flames however, are not the only source of high heat and ignition. Other sources include: electrical resistance heaters in hot plates or heat guns, ovens, autoclaves, microwave ovens, incandescent lamps, overloaded electrical wires and electrical sparks.
Unfortunately, these are the same sources of unplanned fires!
Therefore, unplanned or “accidental fires” occur when laboratory staff lose control of the materials and equipment they are using to perform an exercise, conduct an experiment or complete a standard procedure.
Fire Safety is therefore a set of procedures intended to prevent and respond to planned and unplanned fires in the laboratory: fire control, fire prevention and fire response.
Laboratory staff must remain constantly aware of the presence, the location and the number of fuel-air-ignition sources in order to prevent unplanned fires.
Fire control procedures are designed to control flames and other sources of ignition to produce the intended result.
**Source**:
[Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Fire Safety
---
### [Fires in Chemical Labs](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/two-types-of-fires/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
In the 19th century, chemical laboratories and college chemistry buildings were frequently destroyed by fire. Because of the dangers of fire, laboratories and buildings began to be constructed of noncombustible materials both inside and out: metal, brick and stone.
By 2017 however, wood and plastic may be found in the laboratory due to the installation of water fire suppression systems installed throughout the laboratory. These protective systems are supplemented by building evacuation alarms activated by heat and smoke and designed to protect human health via early warning of dangerous conditions. Sprinkler systems are designed to contain fires, and prevent small fires from growing into large fires. There are dry powder-filled suppresion systems, as well as more advanced systems using Carbon Dioxide gas, water, and foam to contain and extinguish unwanted fires in laboratories. Each of these systems has a specfic application and will be installed based on the types of chemicals and possible hazards resulting from a chemical fire in that location which will be chosen by OH&S specialists and engineers.
In 2015, a laboratory worker spilled a quantity of flammable liquid on the floor. The vapors came into contact with a source of ignition and a large fire began. This activated the fire alarm system and the sprinkler system and the fire was limited to one laboratory. However, the water damage from the sprinkler to expensive scientific equipment and supplies resulted in a loss of $1.6M-$1.9M. There were no injuries to any person. While the fire suppresion system prevented a large scale fire, the resulting water damage to the instruments and apparatus was significant. In this scenario, there was minimal chemical exposure and health concerns from the combustion of chemicals.
OSHA and the National Fire Protection Association (NFPA) have created regulations and standards whose goals are to prevent injury, disease and death from hazards including from fire and smoke. NFPA 45 Fire Protection for Laboratories Using Chemicals is one example of a consensus standard that was developed specifically to address fire safety concerns within the lab environment.
FIre safety is a priority for all employees and occupants in chemistry laboraotries which is why there are legal standards and better professional safer practices such as the NFPA 45 Fire Protection for Laboratories Using Chemicals, NFPA 101 Life Safety Standard, multiple position statements and practical fire safety practices endorsed by associations such as the NSTA, NSELA, CSSS, ACTE, ITEEA, UFT and others involved with educational safety and security.
**Source:**
[Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
Image Credit:
Jean-Pierre from Cosne-Cours-sur-Loire, France. Wikimedia Commons
**Categories:** Chemistry, Fire Safety
---
### [Students Injured in Chemistry Lab Fire (1:23)](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/students-injured-in-chemistry-lab-fire-123/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
A fire in a school laboratory can cause serious physical injuries and lasting emotional effects for students, staff, and families. This module will help you identify common fire hazards and ignition sources, evaluate the risks associated with laboratory activities, and understand the procedures needed to prevent and respond to fires in school settings.
In the incident featured in this video, four students at SMART Academy, part of STRIVE Preparatory Schools in Denver, suffered burns during a classroom demonstration involving methanol. One student was seriously injured. [CBS Colorado](https://www.cbsnews.com/colorado/news/4-students-hurt-at-least-1-seriously-in-lab-fire-at-strive-prep-school/)
As you watch, consider:
- What hazards and ignition sources were present?
- How could the incident have been prevented?
- What controls should have been established before the demonstration?
- What changes would you make in your own program to provide a safer teaching and learning environment?
**Video:** [Chemistry Lab Fire Injures Four Students](https://youtu.be/udX8envct8E)
Educators have a duty of care to act prudently and responsibly when planning and supervising laboratory activities. Before conducting an experiment or demonstration, complete an appropriate hazard analysis and risk assessment, review the Safety Data Sheets, establish necessary control measures, and prepare for foreseeable emergencies.
Teachers should also be familiar with the fire prevention and emergency procedures contained in their employer’s applicable Chemical Hygiene Plan, Hazard Communication Program, Emergency Action Plan, and other school-specific safety policies. Required fire-safety education and training should be completed when assigned and at the intervals established by the employer and applicable regulations.
**Source**:
[Denver7](https://youtu.be/udX8envct8E)
**Categories:** Fire Safety, Lab Accidents
---
### [Fire Extinguisher Basics (2:32)](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/fire-extinguisher-basics-1005/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Most people do not use a fire extinguisher regularly, so understanding the basic procedure before an emergency occurs is essential. When portable fire extinguishers are available for employee use, OSHA requires employers to provide fire-extinguisher education when employees are first hired and at least annually thereafter. Employees designated to use extinguishers as part of an emergency action plan must receive appropriate training. [OSHA](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.157)
A fire extinguisher should be used only by someone who is trained and authorized, and only when the fire is small and contained. Sound the fire alarm, follow the school’s emergency procedures, and make sure you have a clear evacuation route behind you. Never allow fire, heat, or smoke to come between you and your exit. If there is any doubt about your ability to control the fire safely, evacuate immediately and allow emergency responders to handle it.
Remember the acronym **PASS**:
- **P — Pull** the pin.
- **A — Aim** the nozzle at the base of the fire.
- **S — Squeeze** the handle slowly and evenly.
- **S — Sweep** the nozzle from side to side at the base of the fire.
Watch the following instructional video and note the sequence of steps, the importance of maintaining an escape route, and the different types of extinguishers used for specific classes of fire.
**Video:** [Fire Extinguisher Basics](https://youtu.be/ktIviRVBojk)
**Source**:
[Santa Clara Fire Department](https://www.santaclaraca.gov/our-city/departments-a-f/fire-department)
[Fire Extinguisher Basics](https://youtu.be/ktIviRVBojk)
**Categories:** Fire Safety
---
### [Flammable Materials (4:54)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/flammable-materials/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Teachers are responsible for ensuring that flammable and combustible materials are handled, stored, and used safely. Improper use of these materials during classroom demonstrations can cause flash fires and result in serious injuries to students and educators.
**Video:** [After the Rainbow, CSB](https://youtu.be/g6vR0BdRCNY)
Never open or pour from a container of flammable liquid near an open flame, spark, hot surface, or other ignition source. Flammable liquids release vapors that may be invisible and can ignite when they reach an ignition source. The flame may then travel back toward the container, potentially causing flame jetting, a flash fire, or an explosion.
The traditional Rainbow Demonstration has been involved in numerous incidents in which students and teachers suffered serious burn injuries. This demonstration commonly uses methanol or ethanol to produce different flame colors. Both substances produce highly flammable vapors that can spread across work surfaces and ignite without warning.
The traditional Rainbow Demonstration using flammable solvents should not be performed in a K–12 instructional space. Teachers should instead use a safer flame-test procedure, such as wooden splints soaked in salt solutions, to demonstrate characteristic flame colors without placing open containers of flammable liquids near an ignition source.
**Sources:**
[US Chemical Safety Board](https://youtu.be/g6vR0BdRCNY)
[American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 26.
**Categories:** Lab Experiments
---
### [What is the NFPA Diamond? (1:32)](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/what-is-the-nfpa-diamond/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
The “Fire Diamond,” formally known as NFPA 704, is a standardized marking system used at locations where hazardous materials are stored, handled, or used. The diamond provides firefighters and other emergency responders with quick information about the health, flammability, instability, and special hazards associated with those materials.
NFPA 704 refers to the *Standard System for the Identification of the Hazards of Materials for Emergency Response*, maintained by the National Fire Protection Association in the United States.
**Video:** [Understanding the NFPA 704 Fire Diamond](https://www.youtube.com/watch?v=jidO7TfSi5M)
**Source**:
[Future Firefighters](https://www.youtube.com/@futurefirefighters6554)
**Categories:** Fire Safety
---
### [Analysis Using Flame Tests](https://sciencesafety.com/courses/astronomy/lessons/analysis-using-flame-tests-1326/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Flame tests are commonly used to identify elements based on the characteristic colors they produce when heated. Because many of the chemicals used in flame tests are toxic, appropriate precautions must be taken to minimize exposure to hazardous vapors and combustion products.
Flame tests should be conducted only in well-ventilated laboratories. In poorly ventilated or confined spaces, flame tests should be performed in a chemical fume hood. When large numbers of students are conducting flame tests simultaneously, the potential exists for acute exposure among students and chronic exposure for instructors. Appropriate engineering controls and supervision are essential.
Before conducting a flame test, the general nature and hazards of any unknown substance should be determined. Students should never taste or ingest chemicals used in flame test activities.
Because flame tests involve both chemical and burn hazards, students must wear appropriate personal protective equipment (PPE), including indirectly vented chemical splash goggles meeting the [ANSI/ISEA Z87.1 D3 standard,](https://blog.ansi.org/ansi/ansi-isea-z87-1-2025-safety-glasses-eye-protection/) during the setup, hands-on, and cleanup portions of the activity. Additional PPE, such as chemical-resistant gloves and aprons, should be used when warranted by the hazards involved.
Open flames should be used only under direct teacher supervision, and combustible materials should be kept away from the work area. Students should be instructed on the proper use of burners and emergency procedures before beginning the activity.
**Sources**:
[Science Safety Manual, UFT NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf), and Science Safety
**Categories:** Lab Experiments
---
### [How Lasers Support Learning (12:33)](https://sciencesafety.com/courses/astronomy/lessons/how-lasers-support-learning/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
In this video, Félicie Albert, a laser physicist at Lawrence Livermore National Laboratory, uses simple at-home experiments to demonstrate how light and lasers work while explaining key physics concepts.
**Source**:
[Lawrence Livermore National Laboratory](https://www.llnl.gov/)
[Light Experiments at Home with a Laser Physicist](https://www.youtube.com/watch?v=jWpNQO76i4c)
**Categories:** Lasers
---
### [Straw Rockets (2:33)](https://sciencesafety.com/courses/makerspace/lessons/straw-rockets/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
### **Video:** [*Learning Space: Make a Straw Rocket*](https://www.youtube.com/watch?v=aTd2f59TSVo)
**Lesson Plan:** [NASA/JPL – ](https://www.jpl.nasa.gov/edu/resources/project/make-a-straw-rocket/)*Soda-Straw Rockets*
This video from NASA demonstrates how students can design, construct, and launch simple paper rockets using a drinking straw. Through this activity, students explore the engineering design process and investigate how changes to rocket size, shape, and fin design affect flight performance.
By testing and modifying their rockets, students gain a better understanding of aerodynamics, stability, and Newton’s laws of motion. The accompanying lesson plan provides additional instructions and extension activities that encourage students to analyze data and improve their designs through repeated testing.
After viewing the video, students should be able to:
- Identify the major components of a rocket, including the body, nose cone, and fins.
- Explain how changes in design influence rocket stability and distance.
- Describe how engineers use testing and redesign to improve performance.
- Recognize the role of experimentation and data collection in aerospace engineering.
### **Safety Considerations**
- Students should launch straw rockets only in a designated direction and away from other students.
- Eye protection, such as safety glasses with side shields or safety goggles, should be worn during launch activities.
- Never aim or launch rockets toward another person.
- Retrieve rockets only after all launches have been completed and the area has been declared safe.
- Scissors used during construction should be handled and stored appropriately.
- Teachers should provide adequate space and supervision during all launch activities.
Straw rockets provide a safe, inexpensive introduction to aerospace engineering and are an excellent alternative to activities involving combustible rocket engines. They allow students to investigate flight and rocket design while minimizing hazards associated with more complex propulsion systems.
### **Lesson Plan:** [NASA/JPL –](https://www.jpl.nasa.gov/edu/resources/project/make-a-straw-rocket/) *Soda-Straw Rockets*
[CLICK HERE TO VIEW LESSON PLAN](https://www.jpl.nasa.gov/edu/learn/project/make-a-straw-rocket/)
**Sources**:
[NASA](https://www.jpl.nasa.gov/edu/learn/project/make-a-straw-rocket/)
[NASAJPL Edu ](https://www.youtube.com/@nasajpledu3401)– [Make a Straw Rocket](https://www.jpl.nasa.gov/edu/resources/project/make-a-straw-rocket/)
**Categories:** Rockets
---
### [Making a Stomp Rocket (5:36)](https://sciencesafety.com/courses/makerspace/lessons/stomp-rockets/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
### **Video:** [*DIY Space: Stomp Rockets – Make the Rocket (Part 1)*](https://www.youtube.com/watch?v=5bO8dpPuG4E)
In this activity, students design, construct, and launch paper stomp rockets using a teacher-built PVC launcher powered by compressed air generated from a 2-liter bottle. Students investigate how rocket design affects flight performance and apply principles of aerodynamics, engineering, and data collection to improve their rockets through repeated testing and redesign.
Following each launch, students may analyze rocket performance, estimate altitude, and modify their designs to determine how changes to the nose cone, fins, and fuselage influence stability and flight distance.
After viewing the video, students should be able to:
- Identify the major components of a rocket, including the fuselage, nose cone, and fins.
- Explain how rocket design affects flight stability and performance.
- Describe how engineers use testing and redesign to improve rocket systems.
- Recognize the importance of conducting launches in a safe and controlled environment.
### **Safety Considerations**
- PVC launchers should be constructed by the instructor prior to the activity. Use caution when cutting PVC pipe and assembling the launcher.
- Conduct launches outdoors in a large, open area free of overhead obstructions, including trees, buildings, and power lines.
- Keep all students clear of the launch tube and landing area. Only one student, the launcher operator, should be near the launcher during a launch.
- Ensure the launch tube is pointed away from students and spectators before each launch.
- Do not retrieve rockets until they have landed and the launch area has been declared safe.
- Inspect launch bottles and components regularly for damage and replace worn or cracked parts as needed.
- Students should wear appropriate eye protection, such as safety glasses with side shields or safety goggles, during construction and launch activities.
- Activities should be postponed during windy or unsafe weather conditions.
Stomp rockets provide a safe alternative to chemically powered rockets while allowing students to explore the principles of aerospace engineering, aerodynamics, and the engineering design process.
[](http://www.jpl.nasa.gov/edu/images/activities/sr_diagram.jpg) ### **Explore More**
- [NASA’s Space Launch System](https://www.nasa.gov/exploration/systems/sls/index.html)
- [NASA’s Space Launch System: Meet the Rocket](http://www.nasa.gov/sls/multimedia/gallery/sls-infographic3.html)
- [NASA’s Sounding Rockets](https://www.nasa.gov/soundingrockets/)
**Source**:
[NASAJPL Edu](https://www.youtube.com/@nasajpledu3401)
**Categories:** Rockets
---
### [Rocket Safety](https://sciencesafety.com/courses/aerospace/lessons/rocket-safety/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
In some school districts, rockets containing combustible chemicals are considered both illegal and hazardous and should not be used by students or staff. For example, rockets containing combustible chemicals, including commercially available solid rocket fuel engines, are prohibited in [New York City schools](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/).
Air- and water-powered rockets that use compressed air and/or water pressure may be used when appropriate safety precautions are followed.
Use lightweight, nonmetallic materials for the rocket’s nose cone, body, and fins. Rockets should be equipped with a flame-resistant or fire-resistant streamer or parachute to slow their descent, minimize damage, and allow for repeated use.
Rockets should be launched outdoors in a large, open area and only under safe weather conditions. Wind speeds should not exceed 20 mph. Rockets should be launched from a launch rod, tower, or rail positioned within 30 degrees of vertical to promote a stable, nearly vertical flight path. Rockets must never be launched toward buildings, power lines, trees, streetlights, vehicles, or aircraft.
When working with pressurized air or water, students must wear appropriate eye protection that meets the [ANSI Z87.1-2015](https://thevisioncouncil.org/sites/default/files/TVC_ANSI_Z87-1_2015_Overview_v2.pdf) standard. Air and water pressure should not exceed 100 pounds per square inch (psi).
Rockets should not be pressurized until the launch area is clear and the rocket is pointed away from students and spectators. The launch mechanism should allow students to stand at least 10 feet (3 m) from the rocket during launch.
If a rocket fails to launch, it should be approached cautiously. Before inspecting the rocket or determining the cause of the failure, ensure the rocket remains pointed away from students and the teacher.
Before every launch, verify that the intended flight path and recovery area are free of obstacles, including power lines, trees, streetlights, buildings, and low-flying aircraft.
**Source**:
[NYC DOE Science Safety](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/), 2022
**Categories:** Rockets
---
### [Aerodynamics and Paper Airplanes (16:35)](https://sciencesafety.com/courses/aerospace/lessons/aerodynamics-and-paper-airplanes-1635/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
In this video, world record paper airplane designer John Collins explains the science of aerodynamics and demonstrates how different paper airplane designs affect flight performance. Students will learn how the four forces of flight—lift, weight, thrust, and drag—influence the distance, speed, and stability of an aircraft.
Through a series of paper airplane examples, the video highlights how engineering principles and design modifications can improve flight characteristics. Students will also see how scientific concepts used in paper airplanes are applied to modern aircraft and other technologies.
After viewing the video, students should be able to:
- Identify the four forces of flight: lift, weight, thrust, and drag.
- Explain how airplane design influences flight performance.
- Describe how aerodynamics affects stability and distance.
- Recognize the role of engineering and experimentation in aerospace design.
**Science Safety Note:** Paper airplanes should only be launched in a designated direction and under teacher supervision. Students should wear appropriate eye protection, such as safety glasses with side shields or safety goggles, during paper airplane activities.
**Credit**:
[Wired](https://www.youtube.com/watch?v=3KqjRPV9_PY)
**Categories:** Aerospace, Paper Airplanes
---
### [Paper Airplanes](https://sciencesafety.com/courses/aerospace/lessons/paper-airplanes/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Paper airplanes are used to introduce students to the principles of flight and basic aerospace concepts.
Although paper airplanes are generally considered low risk, their pointed or sharp noses can cause eye injuries if they strike another person.
Students should launch paper airplanes in a single designated direction and only when instructed by the teacher. Airplanes should never be thrown toward other students.
All students should wear appropriate eye protection, such as safety glasses with side shields or safety goggles, during this activity.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Earth Science, Paper Airplanes
---
### [CHO Duties & Responsibilities](https://sciencesafety.com/courses/chemical-hygiene-plan/lessons/chemical-hygiene-officer-duties-responsibilities/)
**Published:** March 26, 2022
**Author:** admin2025Open
**Content:**
Being an official Chemical Hygiene Officer (CHO) in an OSHA state—or the equivalent Environmental Hygiene Officer in a school district—comes with significant responsibilities. Under the OSHA Laboratory Standard, any employer operating laboratories that use hazardous chemicals must designate a specific individual as the CHO.
The OSHA standard *Occupational Exposure to Hazardous Chemicals in Laboratories* ([29 CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)), commonly called the “Laboratory Standard,” applies to laboratories where chemical work typically involves small quantities of a limited range of chemicals. It covers hazardous chemicals used in ways that meet the definition of “laboratory use,” and that could reasonably result in employee exposure. In practice, this includes K–12 school laboratories and prep rooms nationwide, and it has been in effect since January 1991.
### **OSHA Lab Standard Fact Sheet:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2022/03/OSHAFACTSHEET-LABORATORY-SAFETY-OSHA-LAB-STANDARD.pdf”\]
To comply, the employer must maintain a Chemical Hygiene Plan (CHP). The CHP is a legal document that describes how the Laboratory Standard is implemented and managed, including (at a minimum):
- General laboratory rules and procedures
- Personal protective equipment (PPE) requirements
- Spill response and accident prevention procedures
- Chemical storage procedures
- Safety equipment requirements and inspection procedures (e.g.., fume hoods, eyewash stations)
- Employee safety training
- Exposure monitoring and medical evaluations
- Emergency evacuation procedures
- Access to Safety Data Sheets (SDS)
- Chemical labeling requirements under HazCom and OSHA Right-to-Know laws
The overarching intent of the CHP is to reduce risk: use appropriate PPE, follow established safety protocols and standard operating procedures, ensure safety equipment is functional, and select the safest feasible chemicals (including the lowest effective concentrations) to achieve the intended instructional outcome. These expectations are part of both the CHP and educators’ broader duty of care.
For a CHP to work, it must be more than a document—it must be implemented and maintained. That requires the following:
- Designating a qualified employee as the CHO to oversee CHP implementation
- Ensuring the CHP reflects recognized/accepted professional practices and is reviewed at least annually
- Conducting physical annual inspections at each school location with labs and chemical storage areas
- Completing and documenting required annual regulatory filings (OSHA or state-equivalent), according to the applicable schedule, to show ongoing updates and progress
OSHA explicitly requires the employer to appoint a Chemical Hygiene Officer, and the CHO must be an employee (not an outside consultant). OSHA defines a CHO as: *“an employee who is designated by the employer, and who is qualified by training or experience, to provide technical guidance in the development and implementation of the provisions of the Chemical Hygiene Plan.”*
In education institutions and school districts that have not formally appointed a CHO/EHO, the responsibility typically defaults to the Superintendent or Director of Education. Many school leaders, including superintendents, are unaware that the CHO responsibility can fall to them by default, and they may not have the technical training or safety background needed to fulfill the role effectively.
**Sources**:
Science Safety
[OSHA Lab Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450AppA)
[The Importance of Chemical Hygiene Plans in School Districts,](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) edCircuit article 2022
[OSHA FactSheet](https://www.osha.gov/sites/default/files/publications/OSHAFACTSHEET-LABORATORY-SAFETY-OSHA-LAB-STANDARD.pdf)
---
### [Recap: Hot Glue Guns](https://sciencesafety.com/courses/hot-glue-guns/lessons/recap-hot-glue-guns/)
**Published:** January 3, 2022
**Author:** admin2025Open
**Content:**
Hot glue guns can be useful tools in STEM, art, design, and makerspace programs when students receive proper instruction and supervision. Both high- and low-temperature glue guns can cause burns, so all users must follow the manufacturer’s directions and established classroom safety rules.
### **Rules for Safe Use**
- Inspect the glue gun, cord, plug, casing, trigger, nozzle, and stand before use. Report any damage to the teacher.
- Place the glue gun on a stable, heat-resistant mat to catch drips and protect the work surface.
- Keep the glue gun upright on its built-in, wire, or metal stand whenever it is not being used.
- Never place a heated glue gun on its side.
- Use only glue sticks recommended for the specific glue gun.
- Allow the gun to heat for the amount of time specified by the manufacturer.
- Never touch the metal nozzle, melted glue, or other heated surfaces.
- Press the trigger slowly and gently. Do not force it.
- Keep the nozzle pointed toward the work surface and away from yourself and others.
- Apply only the amount of glue needed.
- Use hot glue only on materials that will not melt, burn, or become damaged by heat.
- Use a craft stick or another teacher-approved tool to press materials together when heat or glue could reach your fingers.
- Allow the adhesive to cool and harden completely before touching it.
- When the glue stick becomes too short to advance, insert another compatible stick behind it.
- Never place pencils, tools, fingers, or anything other than an approved glue stick into the gun.
- Never pull a partially melted glue stick out through the back of the gun.
- Stop working and notify the teacher if the glue gun smokes, produces an unusual odor, leaks, clogs, or does not operate normally.
### **Cleanup and Storage**
- Return the glue gun to its stand and switch it off, if applicable.
- Unplug the gun by holding the plug rather than pulling the cord.
- Keep the unplugged gun upright on the heat-resistant mat while it cools.
- Leave the remaining glue stick inside the gun.
- Allow the tool to cool completely before cleaning or storing it.
- After the gun is cool, remove solid glue drips and clean the workstation.
- Loosely coil the cord. Do not wrap it tightly around the glue gun.
- Return the cooled tool to its designated storage location.
- Report all burns, equipment problems, and unsafe conditions to the teacher immediately.
---
### [Glue Gun Safety Daily Plans: Appendix A](https://sciencesafety.com/courses/hot-glue-guns/lessons/glue-gun-daily-plans-appendix-a/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Content:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2022/01/TDJ3\_Glue\_Gun\_Appendix\_A\_Daily\_Plans-1.pdf” title=”TDJ3\_Glue\_Gun\_Appendix\_A\_Daily\_Plans”\]
**Source:**
[Ontario Council For Technology Education](https://octe.ca/)
---
### [Hot Glue Gun Safety Lesson](https://sciencesafety.com/courses/hot-glue-guns/lessons/glue-gun-safety-lesson-plan/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Content:**
Before using a hot glue gun, inspect the casing, stand, trigger, nozzle, cord, and plug for damage. Place the tool upright on its stand over a heat-resistant mat, clear combustible materials from the work area, and use only the glue sticks recommended by the manufacturer. Secure long hair and loose clothing, wear required eye protection, and arrange all project materials before plugging in the gun. Allow the tool to heat for the manufacturer’s recommended time without forcing the trigger.
Hold the glue gun by its insulated handle and keep the nozzle pointed toward the work surface. Apply only a small amount of adhesive, return the gun to its stand when not in use, and never touch the nozzle or melted glue. Use a craft stick or another approved tool to press materials together when heat could reach your fingers. When finished, unplug the gun by holding the plug, leave the glue stick in place, and allow the tool to cool completely before cleaning or storage. Report all burns, equipment problems, smoke, or unusual odors to the teacher immediately.
**Source**:
Science Safety
---
### [Hot Glue Gun Safety](https://sciencesafety.com/courses/hot-glue-guns/lessons/glue-guns-rules-for-use-and-clean-up/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Content:**
### **What Is a Hot Glue Gun?**
A hot glue gun is a tool that heats a solid glue stick until the adhesive melts. Hot glue cools and hardens quickly, making it useful for many classroom, art, and STEM projects.
A correctly sized glue stick is inserted into the back of the gun. An internal heating element melts the adhesive, and gently pressing the trigger moves the melted glue through the metal nozzle.
Both the nozzle and melted glue can become hot enough to cause serious burns. They may remain hot after the glue gun has been unplugged.
### **Rules for Safe Use**
- Use a hot glue gun only with your teacher’s permission and supervision.
- Inspect the glue gun, plug, and cord before use. Do not use damaged equipment.
- Place the glue gun on a stable, heat-resistant work surface or mat.
- Keep the glue gun upright on its built-in stand whenever it is not being used.
- Allow the glue gun to heat for the amount of time specified by its manufacturer.
- Never touch the metal nozzle or freshly applied glue.
- Press the trigger slowly and gently. Forcing it may damage the feeding mechanism.
- Keep fingers away from the path of the hot glue.
- Allow the adhesive to cool and harden completely before touching it.
- If heat could pass through the materials, use a craft stick or another teacher-approved tool to press them together.
- Apply only the amount of glue needed for the project.
- Use hot glue only on materials that will not melt, burn, or become damaged by heat.
- When the glue stick becomes too short to advance, insert another correctly sized glue stick behind it.
- Never place pencils, tools, fingers, or anything other than an approved glue stick into the glue gun.
- Never pull a partially melted glue stick out through the back of the gun.
### **Cleaning Up**
- Unplug the glue gun by holding the plug, not by pulling the cord.
- Place the unplugged gun upright on its stand and keep it on the heat-resistant surface.
- Allow it to cool completely according to the manufacturer’s instructions.
- Leave the remaining glue stick inside the gun.
- After the glue gun is completely cool, loosely coil the cord. Do not wrap it tightly around the tool.
- Return the cooled glue gun to its designated storage bin.
### **If a Burn Occurs**
Immediately notify the teacher and cool the affected area under cool running water. Do not apply ice or attempt to pull hardened glue from the skin. Follow the school’s first-aid procedures and seek medical attention when necessary.
**Source**:
[Montgomery Lower Middle School, New Jersey](https://www.mtsd.k12.nj.us/Page/11715)
---
### [Hot Glue Gun Safety: STEM Activity (3:51)](https://sciencesafety.com/courses/hot-glue-guns/lessons/hot-glue-gun-safety-stem-activity/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Content:**
This video reviews essential hot glue gun safety practices for students completing STEM activities. It reinforces proper handling, burn prevention, safe placement of the tool, and responsible use within a supervised learning environment
**Source**:
[Northview Art](https://www.youtube.com/@northviewartclass)
---
### [How To Use A Hot Glue Gun - Safety Tips (1:54)](https://sciencesafety.com/courses/hot-glue-guns/lessons/how-to-use-a-hot-glue-gun-safety-tips-154/)
**Published:** January 10, 2022
**Author:** admin2025Open
**Content:**
This video explains how to use and maintain TEC hot glue guns safely. It provides practical guidance for improving tool performance, preventing damage, and extending the life of the glue gun.
One important reminder is to never pull a partially melted glue stick out through the back of the gun. Doing so may damage the feeding mechanism or expose the user to hot adhesive.
Always follow the instructions provided by the manufacturer of the specific glue gun being used.
**Source**:
[GlueGunsDirect.com](https://www.gluegunsdirect.com/)
---
### [Most Hot Glue Gun Injuries Can Be Prevented](https://sciencesafety.com/courses/hot-glue-guns/lessons/most-hot-glue-gun-injuries-be-prevented/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Content:**
Historical information from the U.S. Consumer Product Safety Commission indicates that most hot glue gun injuries requiring hospital treatment in 2006 involved burns to the fingers and hands. A smaller number of injuries resulted from hot adhesive splashing into the eyes.
Many of these injuries may be prevented by remaining focused, handling the tool correctly, and following basic safety precautions.
This one-page safety guide was created by the University of California Division of Agriculture and Natural Resources 4-H Youth Development Program. It provides practical guidance for reducing the risk of burns and other injuries while using hot glue guns.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2022/01/clover-safe-hot-glue-gun-safety-3260-1.pdf” title=”clover-safe-hot-glue-gun-safety-3260″\]
**Source**:
[University of California Division of Agriculture & Natural Resources 4-H Youth Development Program](https://ucanr.edu/program/university-california-4-h-youth-development-program)
---
### [Glue Gun Safety: School District Training (4:40)](https://sciencesafety.com/courses/hot-glue-guns/lessons/glue-gun-safety-school-district-training-440/)
**Published:** January 1, 2022
**Author:** admin2025Open
**Content:**
This school district training video reviews essential safety practices for using hot glue guns. It addresses proper handling, burn prevention, workspace preparation, and responsible classroom use.
**Source**:
[Upper Grand District School Board, Guelph, ON](@VideoUGDSBgo)
---
### [Hot Glue Gun Safety (4:53)](https://sciencesafety.com/courses/hot-glue-guns/lessons/hot-glue-gun-safety-453/)
**Published:** December 31, 2021
**Author:** admin2025Open
**Content:**
This toolSAFE video reviews the safe use of hot glue guns in a secondary school classroom. It covers important precautions for handling the tool, preventing burns, and supporting safer student use.
The video assumes that supervising teachers have received appropriate training in classroom management and in evaluating students’ ability to use the tool safely.
**Source**:
[Ontario Council For Technology Education (OCTE)](https://www.youtube.com/@OCTEOntario)
---
### [Overview: Hot Glue Guns](https://sciencesafety.com/courses/hot-glue-guns/lessons/overview-hot-glue-guns/)
**Published:** January 3, 2022
**Author:** admin2025Open
**Content:**
Hot glue guns are commonly used in classrooms, makerspaces, art studios, and homes. Although they are relatively simple tools, improper use or handling can cause skin burns, electrical hazards, or accidental application of hot adhesive.
This module examines the safe use of hot glue guns, with particular attention to student supervision, appropriate handling, workspace preparation, and burn prevention. By following established safety procedures, students can use hot glue guns more confidently and complete projects with less risk of injury.
---
### [Ceramics Studio Cleaning and Safety (12:49)](https://sciencesafety.com/courses/ceramic-safety/lessons/ceramics-studio-cleaning-and-safety-1249/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Content:**
This video introduces the basic cleaning procedures and safety practices used in the ceramics studio at [South Puget Sound Community College (SPSCC)](https://spscc.edu/). It demonstrates how proper housekeeping can reduce dust, maintain an organized workspace, and support a safer ceramics environment.
Always follow the specific safety procedures established by your school or studio.
**Source**:
[SPSCC](https://www.youtube.com/@SPSCC)
***Science Safety Note***
During the first two to three minutes of the video, the presenter demonstrates a floor-cleaning process that may still create a potential exposure to hazardous clay dust.
A regular broom should not be used to clean clay dust or other fine particulates from the floor because sweeping can cause the residue to become airborne. Although the presenter first uses what appears to be a dry mop to gather the residue into a pile, the process may leave dust behind. Using a broom and dustpan to collect the remaining material can also release particulates into the air.
A safer cleaning method is to use one of the following:
- A HEPA-filtered vacuum
- A wet mop
- A wet vacuum
The work area should also have adequate fresh-air exchange. In addition, a particulate dust-collection system should be installed above each work area to help capture dust at its source.
---
### [Safety Concerns and Tips for Students Using Clay Materials at Home (18:07)](https://sciencesafety.com/courses/ceramic-safety/lessons/safety-concerns-and-tips-for-students-using-clay-materials-at-home-1807/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Content:**
This video was created by a teacher at William Mason High School in Mason, Ohio, to help students work safely with clay while completing ceramics projects at home during remote learning.
The video reviews common safety concerns and provides practical precautions for handling clay, protecting the work area, and cleaning up safely.
**Source**:
[KaransPotsAndGlass](https://www.youtube.com/user/KaransPotsAndGlass)
---
### [Safety Concerns and Materials Tips for Students: Using Clay at Home! (PDF)](https://sciencesafety.com/courses/ceramic-safety/lessons/safety-concerns-and-materials-tips-for-students-using-clay-at-home-pdf/)
**Published:** February 24, 2022
**Author:** admin2025Open
**Content:**
**Source**:
[KaransPotsAndGlass](https://www.youtube.com/@KaransPotsAndGlass)
---
### [Disposal of Ceramic Waste](https://sciencesafety.com/courses/ceramic-safety/lessons/disposal-of-waste-ceramics/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
Ceramic waste should be reduced, reused, or recycled only when doing so can be accomplished safely. Firing a waste material does not automatically make it safe or eliminate hazardous metals.
### **Recycling Glaze**
Unused liquid glaze may be reused when its identity, composition, and compatibility are known. Keep different glazes and glaze wastes separated and clearly labeled.
Do not routinely combine spray-booth residue, filter debris, floor sweepings, or unknown glaze waste to create a new glaze. These materials may contain incompatible ingredients or hazardous metals. Re-firing them can create additional kiln emissions and produce an unpredictable surface.
Do not apply unidentified waste glaze to the interior of hollow ceramic pieces as a disposal method. Instead:
- Collect glaze waste in a closed, compatible, labeled container.
- Keep hazardous and nonhazardous materials separated.
- Complete a hazardous-waste determination.
- Reuse only clean, identified material under an approved studio procedure.
- Arrange for proper disposal when safe reuse is not possible.
### **Recycling Clay**
Unfired clay that has not been contaminated with glaze, plaster, metal, or other chemicals can often be reclaimed.
A wet-reclaim process is generally preferred because it minimizes airborne dust. Clay scraps can be soaked in water to create a slurry and then allowed to dry to a workable consistency on an appropriate dewatering surface. Keep different clay bodies separated unless they are known to be compatible.
Mechanical clay mixers and pug mills present dust and machinery hazards. Only trained and authorized individuals should operate them. Follow these precautions:
- Keep all machine guards and safety devices in place.
- Never place hands or tools inside operating equipment.
- Disconnect and secure the power before cleaning, servicing, or clearing a jam.
- Avoid adding dry clay powder unless effective local exhaust ventilation is provided.
- Follow the manufacturer’s instructions and the facility’s machine-safety procedures.
### **Potentially Hazardous Ceramic Waste**
Premixed commercial glazes and raw glaze chemicals are not automatically hazardous waste. However, they may require hazardous-waste management if they contain regulated constituents or exhibit a hazardous characteristic.
Potentially hazardous ceramic waste may include:
- Unused or expired glazes containing regulated metals
- Discarded raw glaze chemicals
- Spray-booth filters, overspray, and scrapings
- Glaze-contaminated cleanup debris
- Solvent-based luster glazes, overglazes, and ceramic paints
- Flammable or toxic solvents used for application or cleanup
- Unidentified or improperly labeled ceramic chemicals
Every discarded material should receive an appropriate waste determination. **Do not place ceramic chemicals in regular trash or pour them into a drain unless that disposal method has been specifically approved.**
The [Washington State Department of Health’s ceramics guidance](https://doh.wa.gov/community-and-environment/contaminants/art-hazards/ceramics) recommends reusing uncontaminated, unfired clay when possible and managing metal-containing ceramic waste appropriately. Schools should also maintain an updated chemical inventory, current SDSs, and written disposal procedures.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Ceramics Safety Recommendations](https://sciencesafety.com/courses/ceramic-safety/lessons/safety-suggestions-usage-ceramics/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
Follow these practices to reduce exposure to hazardous dusts, metals, fumes, and other contaminants in ceramics studios and classrooms:
- **Do not use glazes containing lead or cadmium.** Safer substitutes are available and should be selected for school ceramics programs. Individuals who are pregnant, breastfeeding, or planning a pregnancy should avoid exposure to lead and other hazardous metals and consult an appropriate healthcare or occupational-health professional about workplace risks.
- **Purchase premixed, moist clay whenever possible.** Mixing clay from dry powder can release respirable silica and other hazardous particles. Dry clay and glaze ingredients should only be mixed in an area equipped with properly designed local exhaust ventilation.
- **Provide ventilation for all dust- and fume-producing processes.** Kilns, glaze-spraying operations, spray booths, and areas where powdered clay or glaze chemicals are handled must have appropriate exhaust systems.
- **Keep clay and glaze materials wet whenever possible.** Wet methods reduce the amount of dust released into the air.
- **Do not dry sweep or use compressed air.** Clean floors with a wet mop or HEPA-filtered vacuum. Clean work surfaces with a damp sponge or other wet method.
- **Collect contaminated cleaning waste.** Mop water, used HEPA filters, sponges, disposable towels, and collected debris may require a hazardous-waste determination when hazardous metals or other regulated substances are present. Do not pour glaze-contaminated water into a drain without authorization.
- **Use respiratory protection only as part of an approved program.** Respirators should not replace effective ventilation and other engineering controls. When respirator use is required for employees, the employer must comply with applicable requirements for hazard evaluation, respirator selection, medical clearance, fit testing, training, inspection, and maintenance. [OSHA’s Respiratory Protection Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.134) provides the federal workplace requirements.
- **Prevent the spread of contamination.** Wash hands and exposed skin thoroughly after working with clay or glaze. Do not eat, drink, apply cosmetics, or store food in ceramics work areas. Keep contaminated shoes, aprons, and smocks out of homes and other clean areas. Launder reusable protective clothing according to the facility’s procedures.
- **Protect the eyes near operating kilns.** Do not stare into a hot kiln. When visual inspection is necessary, use the designated viewing port and wear protective eyewear specifically rated for the kiln’s infrared-radiation and temperature hazards.
- **Test ceramic foodware.** Pieces intended for cooking, serving, or storing food or beverages should be tested by a qualified laboratory for the leaching of lead, cadmium, and other hazardous metals. Do not describe student- or studio-made ceramicware as food-safe unless its safety has been properly verified. The FDA confirms that lead and cadmium can leach from some ceramicware into food. [FDA lead guidance](https://www.fda.gov/food/environmental-contaminants-food/questions-and-answers-lead-glazed-traditional-pottery), [FDA cadmium guidance](https://www.fda.gov/food/environmental-contaminants-food/cadmium-food-and-foodwares).
These recommendations are not a complete ceramics safety program. Always review product labels and SDSs, follow equipment manufacturers’ instructions, and comply with institutional policies and applicable safety, environmental, fire, and building requirements.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Using Glazes and Firing](https://sciencesafety.com/courses/ceramic-safety/lessons/using-glazes-and-firing/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
 ### **Applying Glazes**
Apply glazes using methods that minimize the production of airborne particles. Whenever possible, use brushing, dipping, or other low-aerosol application methods.
Spraying glazes or applying dry glaze powders can release hazardous particles into the air. These activities should only be performed inside a properly designed and operating spray booth or other approved local exhaust system.
Collect used spray-booth filters, overspray, and booth scrapings for a hazardous-waste determination. If these materials contain regulated metals or exhibit a hazardous-waste characteristic, they must be managed and disposed of as hazardous waste. Spray booths may also be subject to state or local air-quality requirements.
Clean glaze spills, splashes, and accumulated dust using methods that capture the waste:
- Do not dry sweep or use compressed air.
- Use wet-cleaning methods or a HEPA-filtered vacuum.
- Collect contaminated cleaning materials and debris.
- Complete a hazardous-waste determination before disposal.
Store buckets and other large containers of liquid glaze inside compatible secondary-containment trays capable of capturing leaks or spills. Do not store liquid glazes near floor drains or other openings through which a spill could enter the wastewater or stormwater system.
### **Firing Ceramics**
Ceramic firing can release hazardous gases, vapors, and particulates. The specific emissions depend on the clay, glaze, firing temperature, kiln type, fuel, and other materials placed in the kiln.
Potential emissions may include carbon monoxide, carbon dioxide, sulfur dioxide, metal-containing fumes, and other decomposition or combustion products. Carbon monoxide is highly toxic, while elevated carbon dioxide levels can contribute to headaches, dizziness, and oxygen-deficient conditions. Sulfur dioxide can irritate the eyes and respiratory system.
Every kiln must have a properly designed local exhaust system that vents emissions outdoors. Before firing:
- Confirm that the exhaust system is operating correctly.
- Keep the exhaust system running throughout the firing and cooling processes, as recommended by the manufacturer.
- Maintain adequate fresh-air replacement in the kiln room.
- Keep students and unauthorized individuals out of the kiln area.
- Follow all manufacturer instructions and institutional operating procedures.
- Determine whether state or local air-quality permits apply.
### **Protecting the Eyes**
Do not stare directly into an operating kiln or through its viewing port. Intense heat and infrared radiation can damage the eyes and may contribute to cataracts.
If viewing the kiln interior is necessary, use only the designated viewing port and wear protective eyewear specifically rated for the kiln’s temperature and infrared-radiation exposure. Ordinary safety glasses or goggles may protect against impact but do not necessarily provide adequate protection from optical radiation.
The [CPSC Art and Craft Safety Guide](https://www.cpsc.gov/s3fs-public/5015.pdf) recommends using safer ceramic materials, effective local exhaust ventilation, and appropriate personal protective equipment.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Glaze Chemicals](https://sciencesafety.com/courses/ceramic-safety/lessons/glaze-chemicals/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
Ceramic artists who prepare glazes from raw ingredients may work with chemicals regulated under federal or state hazardous-waste requirements. Before discarding unused, expired, contaminated, or off-specification glaze chemicals, the facility must complete a hazardous-waste determination.
Raw materials containing RCRA toxicity-characteristic metals may need to be managed as hazardous waste. The determination should be based on the material’s composition, process knowledge, manufacturer information, or appropriate testing.
### **Vanadium Pentoxide**
Vanadium pentoxide (CAS No. 1314-62-1) may be used as a yellow colorant in some high-fire glaze formulations. Under federal RCRA regulations, discarded commercial-grade or off-specification vanadium pentoxide is identified as **P120 acute hazardous waste**. The listing may also apply to qualifying container residues and materials used to clean up spills.
The P120 designation does not automatically apply to every prepared or fired glaze containing vanadium pentoxide. Those waste streams require a separate hazardous-waste determination based on how the material was used and discarded.
Because even small amounts of P-listed acute hazardous waste can affect a facility’s hazardous-waste generator category, consult the facility’s environmental health and safety representative or the appropriate regulatory authority before disposal. When the P120 listing applies, the waste must be properly identified, contained, labeled, stored, and shipped according to applicable hazardous-waste requirements.
Vanadium pentoxide and other raw glaze chemicals should be kept in their original, properly labeled containers. A handwritten chemical name on a paper sack does not provide adequate hazard information. Each container should have a legible label, and its current SDS should be readily accessible.
The federal P120 listing and its scope are described in [40 CFR § 261.33](https://www.ecfr.gov/current/title-40/chapter-I/subchapter-I/part-261/subpart-D/section-261.33) and the [EPA Hazardous Waste Listings guide](https://www.epa.gov/sites/default/files/2016-01/documents/hw_listref_sep2012.pdf).
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Glazes](https://sciencesafety.com/courses/ceramic-safety/lessons/glazes/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
 ### Glazes
Ceramic glazes may contain metal compounds used as colorants, fluxes, opacifiers, and decorative finishes. Potentially hazardous metals associated with ceramic materials include:
- **Arsenic:** May be present as a contaminant in certain metal-based colorants and raw materials.
- **Barium:** Barium compounds may be used as fluxes in medium- and high-fire glazes. Because a flux can make up a significant portion of a glaze formula, barium may be present at higher concentrations than metals used only as colorants.
- **Cadmium:** Cadmium compounds have traditionally been used to produce bright yellow, orange, and red colors, particularly in some low-fire glazes and ceramic stains.
- **Chromium:** Chromium compounds are used in ceramic colorants and stains, frequently to produce green and other colors.
- **Lead:** Lead compounds and lead-containing frits may be found in some low-fire, specialty, imported, or older glaze products. High firing temperatures may cause lead and other metals to volatilize and enter kiln emissions. School ceramics programs should use lead-free products and should not use unidentified or improperly labeled glazes.
- **Mercury:** Mercury is uncommon in modern ceramic materials but may be present in older specialty luster glazes. Historical products may have used mercury amalgams to produce metallic finishes. Old or unidentified glaze stock should not be used until its contents and hazards have been verified.
- **Selenium:** Selenium compounds may be used in some red, orange, and yellow ceramic pigments, sometimes in combination with cadmium.
- **Silver:** Silver compounds may be present in specialty luster glazes and materials used to create metallic decorative effects. Silver nitrate and other silver compounds may also be found in older studio supplies.
Never rely on a glaze’s color or appearance to determine whether it contains lead, cadmium, or another hazardous metal. Review the product label and SDS, consult the manufacturer, and arrange for testing when the composition remains uncertain.
Glazes may also contain substances involving cobalt, copper, zinc, manganese, antimony, nickel, lithium, boron, or bismuth. Although these substances are not all regulated as toxicity-characteristic metals under RCRA, they may still present health or environmental hazards.
Do not discharge glaze, glaze-contaminated water, or metal-containing ceramic waste into sinks, floor drains, or storm drains unless the disposal method has been specifically approved. Collect the waste and follow applicable federal, state, local, and institutional disposal requirements.
For school programs, the EPA’s K–12 arts-safety guidance recommends avoiding glazes containing lead or cadmium, while the CPSC advises selecting the safest available materials and avoiding lead.
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
[CPSC Art and Craft Safety Guide](https://www.cpsc.gov/s3fs-public/5015.pdf).
---
### [Less Obvious Hazards: Ceramics](https://sciencesafety.com/courses/ceramic-safety/lessons/less-obvious-dangers-ceramics/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
### **Clays**
Most uncolored commercial clays are unlikely to contain regulated concentrations of toxic metals. However, specially colored clays may contain potentially hazardous metal compounds. For example, manganese compounds may be used in black clay, while chromium compounds may be present in some green clay.
Never assume that clay waste can be placed in regular trash or discharged into a floor drain. Review the Safety Data Sheet (SDS), follow the manufacturer’s recommendations, and comply with your facility’s waste-disposal procedures and applicable regulations.
All clay dust can be hazardous when inhaled because clay may contain crystalline silica, talc, kaolin, and other fine particulates. To reduce exposure:
- Purchase premixed, moist clay whenever possible.
- Avoid dry sweeping or brushing.
- Clean floors and surfaces using wet methods.
- Use a HEPA-filtered vacuum when necessary.
- Prevent dried clay residue from accumulating.
### **Glazes**
Commercially prepared and studio-mixed glazes may contain hazardous metals. Always review the product’s SDS and obtain additional information from the manufacturer to determine which substances are present.
Glaze waste containing arsenic, barium, cadmium, chromium, lead, mercury, selenium, or silver may be regulated as hazardous waste under the Resource Conservation and Recovery Act if it exceeds established toxicity limits. This can include unused glaze, spills, contaminated absorbent materials, and debris collected from floors or work surfaces. The Toxicity Characteristic Leaching Procedure (TCLP) may be used to determine whether a waste exhibits the toxicity characteristic. [EPA guidance identifies these eight regulated metals](https://www.epa.gov/sites/default/files/2015-07/documents/tclp-1994_0.pdf).
An SDS is an important source of hazard information, but it may not identify every ingredient at every concentration. OSHA’s reporting thresholds generally distinguish between hazardous ingredients and carcinogens, with lower thresholds applying to carcinogenic ingredients. Therefore, the absence of a metal or chemical from an SDS does not guarantee that the waste will pass a TCLP analysis. [OSHA provides additional guidance on mixture-classification thresholds](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200AppA).
Contact the manufacturer when additional information is needed. Depending on the materials used and the amount of waste generated, managing potentially hazardous glaze waste as hazardous waste may be safer and more practical than testing each waste stream. Always follow federal, state, local, and institutional disposal requirements.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Major Hazards: Ceramic](https://sciencesafety.com/courses/ceramic-safety/lessons/major-dangers-ceramics/)
**Published:** February 23, 2022
**Author:** admin2025Open
**Content:**
### **Inhalation of Clay and Glaze Dust**
Respirable crystalline silica presents one of the most serious hazards in ceramics because it is commonly found in clay and glaze materials. Repeated exposure to airborne silica dust can cause silicosis, a permanent lung disease that may result in shortness of breath, lung scarring, and an increased susceptibility to respiratory infections.
Many ceramic processes involve combining powders with water to produce clay, slips, or glazes. When these materials dry, they can generate extremely fine dust. These particles may remain suspended in the air even when they are not visible, making accidental inhalation more likely.
Ceramic materials may also contain other hazardous particulates, including kaolin and talc. Some talc-containing products may be contaminated with trace amounts of asbestos, which can cause lung cancer and permanent lung scarring.
To reduce exposure:
- Work with wet materials whenever possible.
- Avoid activities that create airborne powder or dust.
- Wear properly selected and fitted respiratory protection when dust cannot be adequately controlled.
- Never dry sweep ceramic work areas because sweeping can make settled dust airborne.
- Clean floors and surfaces with a wet mop or damp sponge.
- Use a HEPA-filtered vacuum when thoroughly cleaning dusty areas.
- Maintain adequate ventilation and fresh-air exchange in the work area.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Autoclave and Lab Sterilization Safer Practices](https://sciencesafety.com/courses/biological-waste/lessons/autoclave-and-lab-sterilization-safer-practices/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Autoclave use can pose physical hazards (e.g.. heat, steam and pressure) and biological hazards (e.g.. improperly autoclaved infectious materials). This fact sheet provides basic guidance on the safe operation of autoclaves. Schools often choose to use an autoclave for commonly used lab utensils, petri dishes, and other items that have been exposed to biologicals. The use of a biological autoclave bag for
### **How can I protect myself?**
**TRAINING**
Each person working in the laboratory shall be provided safety training before operating an autoclave. All training must be documented and the records maintained in the lab with other safety training certificates. This should be in the Chemical Hygiene Plan as well in the standard operating procedures. At a minimum, training must cover the safety guidance provided in this fact sheet as well as the operating instructions in the user manual for the specific model of autoclave.
**GENERAL AUTOCLAVE SAFETY PRACTICES**
Do not autoclave items containing corrosives, solvents, volatiles or radioactive materials.
**Prior to loading**
1. Before using the autoclave, check inside the autoclave chamber for any items left by previous users that could pose a hazard.
2. Ensure that the drain strainer is clean before loading the autoclave.
3. Ensure that the door gaskets have not deteriorated, but are still intact and pliable.
**Loading the Autoclave**
1. Load the autoclave as per the manufacturer’s recommendation. DO NOT overload the autoclave. The autoclave works as designed with the appropriate amount of materials inside. Less is more.
2. Individual glassware pieces should be placed in a heat-resistant plastic tray on a shelf or rack, and never placed directly on the autoclave chamber bottom or floor.
3. Make sure that the door of the autoclave is fully closed and latched, and ensure that the correct cycle for the items being autoclaved has been selected before starting the cycle.
4. The cycle most often used in autoclave sterilization involves raising the temperature to a constant 121 degrees at 15psi for 30 minutes. Follow the directions on your specific autoclave and make accommodations for elevation and the load inside the autoclave.
**Opening the Autoclave**
1. Wear the proper PPE, including:
- Heat resistant gloves and arm sleeves
- Rubber apron– If no hot liquids are involved, a lab coat is sufficient
- Eye protection
- Faceshield (when hot liquids are handled)
- Closed-toe shoes. If handling sharps (e.g., broken glass), use tongs or ensure gloves are cut-resistant.
2\. Open the door slowly. Keep your head, face, and hands away from the opening.
3\. Allow materials inside the autoclave to cool for at least 10 minutes with the door open before unloading the autoclave. Removing contents too soon may cause heat stress and fracturing of materials, especially glass.
**MONITORING**
Autoclave operators shall ensure that each autoclave is monitored as follows:
Heat Sensitive Tape Monitoring – Operators shall use heat sensitive sterilization indicator tape for **each load** to indicate that the load has undergone an effective steam sterilization process.
Note that this tape only indicates that the proper temperature for the cycle has been reached, but does not indicate that it was heated at the proper pressure or for the appropriate length of time.
Ensure that the heat sensitive tape used does not contain a lead based indicator, as this type of tape must be collected and managed as hazardous waste.
**INSPECTION AND MAINTENANCE**
Manufacturer-recommended periodic inspection and preventive maintenance shall be conducted and recordkeeping shall be maintained.
### **Emergency Procedures**
If an injury occurs during autoclave use, seek prompt medical attention.
As soon as conditions permit, report the incident to your supervisor.
**How do I dispose of this material?**
**Biological Indicators**
Operators who autoclave medical/ biohazardous red bag waste must do the following:
At least once a month, autoclave a biological indicator such as Bacillus stearothermophilus (sold under the name [ProSpore2](https://shop.benco.com/Product/3674-188/prospore2-biological-indicator-plastic-ampoules-bo)) placed at the center of a load processed under standard operating conditions to confirm adequate sterilization.
### **Special Problems and Procedures**
**ADDITIONAL PRACTICES FOR AUTOCLAVING LIQUIDS**
When running an autoclave cycle with liquids, the cycle time is longer but uses lower temperatures to minimize evaporation of the liquids. Liquid cycles also have a longer depressurization time to avoid “boil-over” of liquids.
1\. To prevent bottles from shattering during pressurization and heating, the caps of containers with liquids must be loosened before loading.
2\. Use only borosilicate glass (Pyrex™ or Kimax™) which can withstand the high autoclave temperatures.
3\. Use a heat-resistant “autoclave” tray with a solid bottom and walls to contain the contents and catch spills.
4\. Liquids should be within a heat-resistant plastic tray containing an inch of water, to ensure even heating.
a. Bottles of liquid should not be more than 2/3 full.
b. Keep 1-2 inches of space between bottles.
5\. After unloading from the autoclave, let the liquids cool for at least a full hour before touching with ungloved hands. Be sure to let others in the area know that a heat hazard is present.
**ADDITIONAL PRACTICES FOR AUTOCLAVING DRY LOADS**
1\. Add ¼ to ½ inch of water to the tray so that the contents will heat evenly.
2\. Check plastic materials to ensure that they are compatible with being autoclaved at that temperature.
a. For example, polyethylene plastics (LDPE and HDPE) cannot be autoclaved since their material properties will not survive the temperature and pressures inside the autoclave.
3\. After unloading from the autoclave, let the materials cool for a minimum of 15 minutes before touching with ungloved hands.
**AUTOCLAVE FAILURE**
Discontinue use immediately if an autoclave is not working properly. Post a sign alerting others not to use the autoclave.
Mechanical failures need to be attended to by a trained technician. Contact the service company responsible for the maintenance of your autoclave or your department’s safety representative for further guidance.
**Common Sterilization Methods in Lab Settings**
### 1. Wet Heat (Autoclaving)
Autoclaving is the most popular method of lab sterilization. This process uses pressurized steam to heat the item that requires sterilization. Autoclaving is an incredibly effective procedure. It will effectively kill all microbes, spores, and viruses. However, for some specific biosafety levels, higher steam temperatures or longer incubation periods are necessary.
The steam generated from autoclaves contains seven times more heat than water at the same temperature. Additionally, when it contacts the material, it instantly delivers heat and can even penetrate a denser, thick surface.
Autoclaving’s speed and efficiency at sterilizing materials is what makes it the most popular choice. Since these are vital to a lab’s daily operations, it is important to [service and repair your autoclaves](https://cryostarindustries.com/laboratory-equipment-repair-services/) regularly.
### 2. Dry Heat (Baking or Flaming)
Dry heat sterilization is considered the most effective method for maintaining anything involving fats, oils, powders or materials more likely to rust. Essentially, the primary difference between dry heat and autoclaving is the absence of water or steam in dry heat sterilization. Some labs prefer dry heat to sterilize biosafety cabinets.
Basically, dry heat sterilization involves raising the temperature of an item to 325 degrees Fahrenheit or higher under normal air pressure. We use dry heat sterilization daily, and not just in lab settings. When we cook meat or poultry in an oven, we’re utilizing dry heat sterilization to remove the bacteria and microbes. With dry heat, higher temperatures are required to properly sterilize the item.
### 3. Filtration
Filtration is a method of lab sterilization that does not require heat. Additionally, it is the only method of sterilization that relies on force to separate microbes or bacteria in liquid rather than kill. Filters function by passing the liquid solution through a filter with pore diameters too small for microbes to move through. Essentially, the filter removes the organisms from the solution.
When it comes to proper sterilization, the filters used are usually membranous filters made from cellulose esters. In order to remove bacteria, they usually have an average pore diameter of 0.2 μm. However, if viruses or phage are a concern, filters are not a good technique for sterilization. These organisms can usually travel through even the finest of filters.
### 4. Chemicals/Solvents
Heating and filtration can be effective methods of sterilization and preventing contamination. However, in many cases, the heat can damage the materials that need to be sterilized. This is where the use of chemicals and solvents can come in handy.
While the chemicals used to sterilize are hazardous to humans, they won’t damage the items that must be sterilized. Even gases are solvents that can sterilize items. They provide swift sterilization by quickly penetrating the materials without the use of accelerated heat. In addition, they’re excellent for sanitizing high-traffic areas when they’re not currently populated.
Chemicals and solvents sterilize by denaturing proteins through procedures that require water. In order to be effective, they must be diluted by 60-90% in water.
Hydrogen peroxide, nitrogen dioxide, and formaldehyde solutions are some of the most common chemical sterilizers. While these solvents are excellent at killing microbial cells, they do not affect spores. Typically in a high school science department, the use of approved sanitizers and disinfectants, including common products such as bleach or Lysol, is used. Follow the directions on the label and the standard operating procedures in the Chemical Hygiene Plan.
### 5. Radiation
Radiation use can make excellent techniques for lab sterilization. Ultraviolet light, X-rays, and gamma rays are the kinds of electromagnetic radiation that swiftly pulverize DNA.
In air, UV has limited penetration capabilities. Basically, what this means is that the sterilization will only occur in a relatively small area directly within the lamp. However, it’s one of the safer methods of sterilization. It’s often used in small areas such as laminar flow hoods.
Gamma and x-rays have excellent penetration capability. While this makes them inherently more dangerous, it also means they’re effective for sterilization on a much larger scale.
**Sources**:
[Stanford University Environmental Health & Safety ](https://ehs.stanford.edu/reference/autoclave-safety)SEPS – 5 Common Methods for Lab Sterilization
Image Credit: USGS
**Categories:** Sanitization
---
### [Emergency Shower and Eyewash Requirements](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/emergency-shower-and-eyewash-requirements/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
Most science teachers know that emergency showers and eyewash stations are required when potential biological, chemical, and physical hazards are present. But which ones should they choose, and how should they be installed, operated, and maintained? The best source for answers is the American National Standard for Emergency Eyewash and Shower Equipment ([ANSI/ISEA Z358.1](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/)).
#### **Plumbed vs. self-contained showers**
Science labs and lecture rooms should use plumbed showers (connected to a continuous source of drinking water) rather than self-contained showers (which contain their own flushing fluid). That’s because laboratory accidents require a continuous flow of water for at least 15 minutes. Note: Some elementary science classrooms that use hazardous chemicals only occasionally might only require an eyewash station. To make sure, conduct a hazards analysis and risk assessment to determine if a shower might also be needed.
#### **Shower specifications**
The ANSI/ISEA Z358.1 standard suggests that:
• The shower must provide tepid flushing fluid (15.6–37.8°C or 60–100°F).
• The valve can be activated in one second or less.
• The shower heads should be positioned from 208 to 244 cm above the work surface.
• The spray pattern will have a minimum diameter of 50.8 cm at 152.4 cm above the work surface.
• Flow rate should be equal to 75.7 liters/minute for a minimum of 15 minutes at 20.7 Newtons per square centimeter.
• The center of the spray pattern must be located at least 40.6 cm from any obstruction.
#### **Installation**
• Showers must be located in the same room as the hazard, in a well-lit area with appropriate signage and within reach of hazards such as caustic acids.
• The pathway to the shower must be free from obstructions.
• Provisions must be made to prevent an unauthorized shutoff if shutoff valves are installed in the supply line.
#### **Maintenance and training**
• Plumbed emergency showers must be flushed weekly to make sure they operate correctly.
• All employees must be trained to use the equipment prior to working with or near hazards.
• All showers must be inspected annually to make sure they meet ANSI Z358.1 performance requirements.
• Showers must have tags with the date of the last inspection printed on them.
#### **Eyewash specifications**
The installation, maintenance, and training requirements for eyewash stations are virtually identical to those for emergency showers. The specifications, however, are a bit different. The standard states that:
• Eyewash stations must provide tepid flushing fluid (15.6–37.8°C or 60–100°F)
• Valves should activate in one second or less.
• The fluid should flow between 83.8 and 134.6 cm from the work surface.
• Eyewash stations should be 15.2 cm from the wall or nearest obstruction.
• Stations should deliver 1.5 liters per minute of tepid water for 15 minutes, at 20.7 Newtons per square centimeter.
• Shower heads and flushing fluid units must be covered with plastic caps to protect them from airborne contaminants.
• The removal of any protective devices, including eye and face protection and protective clothing, must not require a separate motion by the user.
#### **Drench hoses**
For some schools, emergency shower and eyewash stations may be outside of their budget. These schools may opt for the drench hose system instead, provided it meets the performance requirements of ANSI Z358.1.
A *drench hose* is a supplemental device connected to a laboratory sink. Drench hoses flush the eyes, face, and body. Installation, maintenance, and training are the same as for emergency showers and eyewash stations.
#### **In the end**
Contractors who install these units, facility managers, and/or safety compliance officers are responsible for certifying that the emergency eyewash and shower systems meet ANSI Z358.1. The custodian is usually responsible for inspecting and activating the emergency shower, eyewash station, and drench hoses each week. The annual inspection, as recommended by the ANSI standard, should check for problems such as valve leakage, clogged openings and lines, and adequate fluid volume. A record of these inspections should be kept.
**Source**:
[ NSTA](https://www.nsta.org/blog/requirements-emergency-showers-and-eyewash-stations)
---
### [Decision Tree For Eye Exposures](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/decision-tree-for-eye-exposures/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2022/08/decision-tree-for-eye-exposures-ccohs-1.pdf” title=”decision-tree-for-eye-exposures-ccohs”\]
[decision-tree-for-eye-exposures-ccohs-1](https://sciencesafety.com/wp-content/uploads/2022/08/decision-tree-for-eye-exposures-ccohs-1-2.pdf)
**Source**:
[CCOHS](https://www.ccohs.ca/products/publications/firstaid/skin.pdf)
---
### [Recap: Duty of Care](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/recap-duty-of-care/)
**Published:** December 8, 2021
**Author:** admin2025Open
**Content:**
### **Duty of Care: Key Takeaways**
- **School staff and school or district leaders** (including supervisors and administrators) are legally required to **anticipate reasonably foreseeable harm** to students and others in the school environment and to **take appropriate action to prevent injury or damage**.
- **Failure to fulfill any Duty of Care obligation** may result in a determination that a teacher and/or administrator is **legally liable for damages**, potentially leading to judgments or awards against the individual and/or the school district.
- **Duty of Care requires teachers to provide appropriate safety instruction and supervision** during every laboratory or hands-on activity conducted in instructional settings, including classrooms, laboratories, field sites, and off-site locations.
- **Teachers must inspect equipment** before, during, and after laboratory activities to ensure that all tools, materials, and safety devices are in proper working condition.
- **Teachers must practice all demonstrations and laboratory procedures in advance** of student use to identify hazards and confirm that all necessary safety precautions are understood and implemented.
- **Teachers have an obligation to ensure that all personal protective equipment (PPE), engineering controls, and laboratory equipment** meet manufacturer specifications and applicable regulatory standards, including OSHA requirements or equivalent state health and environmental safety regulations in non-OSHA states.
- If these conditions are not met, **the laboratory activity must not be conducted** in that space at that time.
- **Duty of Care obligations apply to all educators**, including elementary teachers who may not use chemicals but still assign hands-on or remote activities.
- When teaching in a **distance education or hybrid environment**, teachers must ensure that all activities are **approved by the school district** and conducted in accordance with established safety expectations.
*The following checklist is intended to support educators in applying the Duty of Care principles summarized above and to document reasonable professional decision-making.*
### **Duty of Care Compliance Checklist**
**Science, STEM, and Hands-On Instruction**
#### **A. Foreseeable Risk & Planning**
☐ I have identified **reasonably foreseeable hazards** associated with this activity
☐ I have taken **reasonable steps to eliminate or minimize risks**
☐ The activity is **age-appropriate** and aligned with student skill level
☐ The activity has been **approved by the school/district** (especially for off-site or remote instruction)
#### **B. Safety Instruction (Duty of Instruction)**
☐ Students have received **explicit safety instruction** relevant to this activity
☐ Safety rules and expectations have been **reviewed immediately prior** to the activity
☐ I have demonstrated the **safe use of tools, equipment, and materials**
☐ Safety warnings are included in **written instructions and verbally reinforced**
☐ A signed **student safety acknowledgment/safety contract** is on file for each student
#### **C. Supervision (Duty of Supervision)**
☐ Students are under **continuous, active supervision** during the activity
☐ All students remain within my **direct line of sight** when tools or hazardous materials are in use
☐ I am prepared to **intervene immediately** if unsafe behavior occurs
☐ Students exhibiting unsafe behavior will be **removed from the activity,** and appropriate disciplinary procedures will be followed
☐ Students are **never left unattended** during laboratory or hands-on activities
#### **D. Equipment & Environment (Duty of Maintenance)**
☐ Equipment has been **inspected before, during, and after use**
☐ All equipment and safety devices are in **good working condition**
☐ Defective equipment has been **tagged and removed from service**
☐ I have personally **performed or rehearsed the activity** in advance
☐ Engineering controls (eyewash, ventilation, guards, etc.) are operational
#### **E. PPE & Engineering Controls**
☐ Required **personal protective equipment (PPE)** is available and worn correctly
☐ PPE meets **manufacturer and regulatory specifications**
☐ Engineering controls meet **OSHA or equivalent state safety standards**
☐ The activity will **not proceed** if PPE or engineering controls are unavailable or nonfunctional
#### **F. Remote / Offsite Instruction (If Applicable)**
☐ A **remote safety acknowledgment** has been completed and filed
☐ Parents/guardians have been **informed of supervision expectations**
☐ The activity has been **approved for distance or off-site instruction** by the district
☐ Hazards, emergency procedures, and supervision requirements were clearly communicated
☐ Materials and procedures are **appropriate for home or field environments**
#### **G. Legal & Professional Accountability**
☐ My actions align with **professional safety standards** ([NSTA](https://www.nsta.org), [ACS](https://www.acs.org/), [NABT](https://nabt.org/), [CSSS](https://cosss.wildapricot.org/))
☐ I have acted as a **reasonable and prudent educator** would under similar circumstances
☐ Safety considerations are documented in **lesson plans or activity records**
#### **Final Decision**
☐ **All Duty of Care requirements have been met** — activity may proceed
☐ **One or more requirements not met** — activity must be modified or postponed
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/12/Duty\_of\_Care\_Compliance\_Checklist-1.pdf” title=”Duty\_of\_Care\_Compliance\_Checklist (1)”\]
---
### [Fume Hoods and Exhaust Systems](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/fume-hoods-and-exhaust-systems/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
Approved fume hoods and exhaust systems are installed to limit workplace exposure to hazardous or noxious fumes, vapors, or dusts. In general, fresh air is drawn into the hood through the open front and exhausted outside the building in a ducted system.
Fume hoods are designed for use when working with chemicals and **must not** be used for chemical storage. Users should be periodically reminded to open hood sashes slowly and to keep them open only when necessary. Chemical fume hoods must be located in areas with minimal air turbulence; foot traffic past the hood and unrelated activities nearby should be minimized.
The Certificate of Fitness holder must ensure that these systems are maintained in good working order and that the face velocity of chemical fume hoods, exhaust systems, and laboratory special exhaust systems is inspected and tested annually by qualified inspectors.
With the exception of educational facilities, fume hood installations in pre-existing laboratories were required to provide a minimum average face velocity of 100 feet per minute (fpm), with no point measuring less than 75 fpm. Although no maximum face velocity or sash height criteria were originally adopted, nationally recognized standards identified acceptable ranges of 120 to 150 fpm and sash heights between 12 and 18 inches.
For new laboratories, NFPA 45 requires evaluation using [**ASHRAE Standard 110**](https://blog.ansi.org/ansi/ansi-ashrae-110-testing-laboratory-fume-hoods/), [*Method of Testing Performance of Laboratory Fume Hoods*](https://antoandoluong.com/Files/Docs/2020318155715360.pdf). ASHRAE Standard 15 indicates that face velocities between 80 and 120 fpm generally provide adequate containment. NFPA 45, however, does not specify a required sash height for face-velocity testing.
To allow pre-existing laboratories to comply with NFPA 45 and to promote uniformity, fume hood installations in existing labs are required to meet an average face-velocity range of **80 to 150 fpm** at sash heights between **12 and 18 inches**. New laboratories must meet an upper limit of **120 fpm** or successfully pass an ASHRAE 110 test.
Fume hoods operating outside these ranges must be repaired, replaced, or modified unless deemed acceptable by the Fire Department following evaluation by a qualified professional. Any hood that fails to meet these criteria must be removed from service until corrective action is taken. Hoods taken out of service must be clearly labeled (e.g., **“DO NOT USE”**).
The physical condition of the hood interior, sash, and ductwork must be visually inspected to ensure they are clean, dry, secure, and free of excessive friction. An annual inspection label must be affixed to each hood and include the inspection interval, most recent inspection date, average face velocity, and the inspector’s name.
**Sources**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
[ANSI/ASHRAE 110: Laboratory Fume Hoods Performance Testing](https://blog.ansi.org/ansi/ansi-ashrae-110-testing-laboratory-fume-hoods/)
[NFPA 45](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45)
[Methods of Testing Performance of Laboratory Fume Hoods](https://antoandoluong.com/Files/Docs/2020318155715360.pdf)
---
### [Safe Disposal of Broken or Damaged Glassware](https://sciencesafety.com/courses/glassware/lessons/safe-disposal-of-glassware/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Broken or damaged glassware presents a significant laceration hazard and should be handled with care. Students should not be permitted to clean up broken glass. Cleanup and disposal should be performed by trained personnel using appropriate protective equipment and tools.
When handling broken glassware, appropriate cut-resistant gloves should be worn. A brush and dustpan reserved exclusively for broken-glass cleanup should be used to collect glass fragments. Broken glass should never be picked up with bare hands.
If the glassware is contaminated with hazardous chemicals, biological materials, or other dangerous substances, it should be treated as contaminated waste and disposed of in accordance with the Chemical Hygiene Plan and applicable regulations.
Broken, uncontaminated glassware should be placed in designated broken-glass disposal boxes or approved sharps containers. These containers should be clearly labeled and maintained in accordance with the manufacturer’s recommendations.
When broken-glass disposal boxes are used, the entire box should be discarded when full. The inner plastic liner or bag should not be removed separately, and the disposal box should never be reused.
Proper inspection, handling, cleanup, and disposal of laboratory glassware are essential to preventing cuts, puncture wounds, and accidental exposures. By following established laboratory procedures and using safer alternatives whenever possible, educators can significantly reduce the risk of injuries associated with glassware in the science laboratory.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
**Categories:** Glassware
---
### [Safer Cleanup of Broken Glass (1:46)](https://sciencesafety.com/courses/glassware/lessons/safe-cleanup-of-broken-glass/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
### **Video:** *Safety: Dealing with Broken Glass*
###
Broken glass is one of the most common sources of injuries in science laboratories. Improper cleanup techniques can result in cuts, puncture wounds, and potential exposure to hazardous materials. This video demonstrates safe procedures for handling and disposing of broken laboratory glass.
After viewing the video, participants should be able to:
- Recognize the hazards associated with broken laboratory glass.
- Explain why broken glass should never be handled with bare hands.
- Identify appropriate tools, such as brushes, dustpans, forceps, and tongs, for collecting broken glass.
- Describe the proper disposal of broken glass using designated broken-glass or sharps containers.
- Explain the importance of wearing appropriate personal protective equipment when cleaning up broken glass.
**Safety Reminder:** Never pick up broken glass with bare hands. Use appropriate cut-resistant gloves and mechanical devices, such as forceps, tongs, brushes, and dustpans, to safely collect and dispose of glass fragments. Broken glass should always be placed in designated broken-glass or sharps containers, and materials should never be removed from these containers once deposited.
**Source**:
[Micro at Texas A&M University-Corpus Christi](https://www.youtube.com/@microattamu-cc3314) – [Safety: Dealing with Broken Glass](https://www.youtube.com/watch?v=ly9VHceHOtY)
**Categories:** Glassware
---
### [Broken Lab Glassware Injuries](https://sciencesafety.com/courses/glassware/lessons/broken-lab-glassware-injuries/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
In the event of an injury involving broken glass or another sharp object, consult your school district’s standard operating procedures and follow the guidance provided in the Chemical Hygiene Plan. In general, the following actions should be taken:
- Encourage minor bleeding of the wound, but do not massage the area or attempt to forcibly remove embedded glass fragments.
- Wash the wound thoroughly with soap and water, if available, and rinse the affected area with copious amounts of water.
- Apply appropriate first aid and seek medical attention as warranted by the severity of the injury.
- Immediately report the incident to the laboratory supervisor or other designated personnel. All laboratory injuries, exposures, and near-miss incidents should be documented and reported in accordance with school and district policies.
- If the injury involves actual or suspected exposure to infectious materials, seek immediate medical attention and follow established exposure-control procedures.
- When the risk of exposure to infectious materials is unknown or uncertain, particularly in biological research areas, the injury should be treated as a potential exposure and reported immediately.
Prompt treatment, reporting, and follow-up are essential to minimizing complications and preventing future incidents involving broken laboratory glassware.
**Source**:
[University of Iowa](https://ehs.research.uiowa.edu/glass-and-other-sharps-injury-and-illness-prevention-labs)
**Image Credit:**
Wikimedia Commons
**Categories:** Glassware
---
### [Preventing Broken Glassware Injuries](https://sciencesafety.com/courses/glassware/lessons/preventing-broken-glassware-injuries/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Laboratory glassware should be inspected before each use. Glassware with chips, cracks, star fractures, or other defects should be removed from service and disposed of properly.
Broken glass should never be handled with bare hands. Appropriate cut-resistant gloves should be worn when handling broken glass or cleaning up glass debris.
Forceps, tongs, scoops, or other mechanical devices should be used to retrieve broken glass from the work area, sink, or chemical fume hood. Small shards and fragments should be collected using a brush and dustpan. Pasteur pipettes and other sharp glass fragments should also be disposed of using these methods.
Broken glass should be placed in a designated broken-glass container or approved sharps container. Once materials have been placed into a sharps container, they should never be removed.
Whenever possible, plasticware or other shatter-resistant materials should be substituted for glassware. Plastic desiccators and other plastic laboratory equipment can significantly reduce the risk of injuries resulting from breakage.
Careful inspection, proper cleanup procedures, and the use of safer alternatives are essential to preventing cuts and other injuries associated with broken glassware.
**Source**:
[University of Iowa](https://ehs.research.uiowa.edu/glass-and-other-sharps-injury-and-illness-prevention-labs)
**Categories:** Glassware
---
### [Section 5: Rocks & Minerals Resources](https://sciencesafety.com/courses/earth-science/lessons/section-5-rocks-minerals-resources/)
**Published:** February 6, 2023
**Author:** admin2025Open
**Content:**
The following resources and activities provide opportunities for students to explore the properties of rocks and minerals. Teachers should review all activities and implement the safety practices described throughout this module before conducting demonstrations or hands-on investigations.
### [**The Rock Cycle**](https://mineralseducationcoalition.org/education-database/the-rock-cycle/)
Explore the Geological Society of London’s interactive resource, which includes an animation of the rock cycle, a glossary, demonstrations, experiments, and background information describing how surface and deep Earth processes produce the rocks we encounter every day.
### [**Wild and Cool Colors**](https://mineralseducationcoalition.org/education-database/wild-and-cool-colors/)
Observe fascinating optical properties such as schiller, iridescence, pleochroism, and the alexandrite effect, which cause minerals to display unique colors and color changes.
### [**Very Attractive Minerals**](https://mineralseducationcoalition.org/education-database/very-attractive-minerals/)
Investigate naturally magnetic minerals and determine which rocks, minerals, and materials are attracted to magnets.
### [**Time to Split**](https://mineralseducationcoalition.org/education-database/time-to-split/)
Examine cleavage and fracture by breaking mineral specimens. Minerals such as calcite, halite, and mica provide excellent examples of how mineral structure influences the way a specimen breaks.
### [**The Popcorn Mineral**](https://mineralseducationcoalition.org/education-database/the-popcorn-mineral/)
Observe how vermiculite rapidly expands when heated. Because this activity involves an open flame and heated materials, it should be performed only as a teacher demonstration using appropriate personal protective equipment and heat-resistant tools.
### [**The Mineral That Gets A Suntan**](https://mineralseducationcoalition.org/education-database/the-mineral-that-gets-a-suntan/)
Investigate tenebrescence, a phenomenon in which certain minerals change color when exposed to ultraviolet light. Unlike fluorescence, these color changes may persist temporarily before returning to their original appearance.
### [**Tested by Fire**](https://mineralseducationcoalition.org/education-database/tested-by-fire/)
Discover how elements produce characteristic colors when heated. Flame tests provide insight into fireworks, mineral chemistry, and spectrum analysis. Appropriate PPE and ventilation are required when conducting these demonstrations.
### [**Soft as a Baby’s Skin**](https://mineralseducationcoalition.org/education-database/soft-as-a-babys-skin/)
Compare the relative hardness of minerals using the Mohs Hardness Scale. Students can investigate how common materials, including fingernails, interact with minerals of different hardness.
### [**Sink and Float Rocks**](https://mineralseducationcoalition.org/education-database/sink-and-float-rocks/)
Explore density differences among rocks and minerals by comparing specimens such as pumice and scoria and observing whether they sink or float in water.
### [**Scratch and Sniff Minerals**](https://mineralseducationcoalition.org/education-database/scratch-and-sniff-minerals/)
Investigate how odor can help identify certain rocks and minerals. Some minerals release characteristic smells when scratched, providing clues about their composition and the presence of fluid inclusions.
***Science Safety Note:*** Activities involving ultraviolet light, acids, open flames, or specimen breakage should be conducted in accordance with the safety procedures outlined in this module.
**Source**:
[Minerals Education Coalition](https://mineralseducationcoalition.org/education-resources/hands-on-activities/)
---
### [Section 4: Ultraviolet Light Safety](https://sciencesafety.com/courses/earth-science/lessons/ultraviolet-light/)
**Published:** January 11, 2022
**Author:** admin2025Open
**Content:**
Prolonged exposure to [ultraviolet (UV) radiation](https://www.who.int/news-room/questions-and-answers/item/radiation-ultraviolet-(uv)) can cause serious injury to the eyes and skin. Depending on the wavelength and intensity of the source, exposure may result in eye irritation, corneal damage, retinal injury, and skin burns. Students and staff should never look directly into a source of ultraviolet radiation.
For activities involving extended UV exposure, such as observing fluorescent minerals or charged electroscope phenomena, students should wear UV-protective eyewear appropriate for the wavelength of ultraviolet light being used. Ordinary eyeglasses, polycarbonate lenses, and glass shields positioned between the demonstrator and students may provide an additional level of protection but should not be considered substitutes for properly rated UV safety goggles.
The hazards associated with ultraviolet radiation can be minimized by following these safety precautions:
- Wear UV-protective goggles meeting the ANSI/ISEA Z87.1 standard and appropriate for the wavelength of ultraviolet light being used.
- Never look directly into a UV source or intentionally expose the eyes or skin to ultraviolet radiation.
- Never operate ultraviolet lamps near water sources or in damp environments.
- Wear appropriate personal protective equipment (PPE), including protective clothing that minimizes skin exposure.
- Turn ultraviolet light sources off when they are not in use.
- Limit exposure time and maintain a safe distance from ultraviolet sources whenever possible.
- Inspect UV lamps and associated electrical equipment regularly for damaged housings, cracked lenses, faulty wiring, or other defects before use.
Careful selection, inspection, and operation of ultraviolet light sources are essential to ensuring safe Earth science investigations involving fluorescent minerals and other UV-related phenomena.
**Source**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
---
### [Section 3: Acid Tests with Rocks and Minerals](https://sciencesafety.com/courses/earth-science/lessons/acid-tests-rocks-and-minerals/)
**Published:** January 5, 2022
**Author:** admin2025Open
**Content:**
Acid tests are commonly used to identify carbonate-containing rocks and minerals such as limestone, marble, and calcite. These investigations typically involve the use of dilute [hydrochloric acid (HCl)](https://www.fishersci.com/store/msds?partNumber=SA49&productDescription=HCL+ACID+SOL+CONC+10N+CR+100ML&vendorId=VN00033897&countryCode=US&language=en) to observe the release of carbon dioxide gas. Because gases and vapors may be produced, acid tests should be conducted only in well-ventilated areas or in a chemical fume hood when appropriate.
Students should wear appropriate personal protective equipment (PPE), including chemical splash goggles meeting the ANSI/ISEA Z87.1 D3 standard, chemical-resistant gloves, and aprons when warranted by the hazards involved.
Students should never handle concentrated acids. Only dilute hydrochloric acid solutions should be used in Earth science activities, and all acid handling should be performed under the direct supervision of the teacher.
When preparing dilute acids, always add the acid to the water slowly while stirring. Never add water to concentrated acid, as the resulting heat may cause violent splattering. Dilutions should be prepared in heat-resistant containers that are free of chips or cracks and cooled as necessary.
Containers of volatile chemicals, including hydrochloric acid, should be opened in an operating chemical fume hood to minimize exposure to harmful vapors. Teachers should follow their Chemical Hygiene Plan and Safety Data Sheets (SDSs) when handling acids and bases.
Students should never taste chemicals or products formed during chemical reactions. If acids or bases come into contact with the skin or clothing, the affected area should be flushed immediately with large amounts of water, and appropriate emergency procedures should be followed.
Careful preparation, proper ventilation, and the use of appropriate PPE are essential for conducting safe acid tests in Earth science investigations.
***Science Safety Note:*** For additional information regarding acid and base safety, refer to the Chemistry Safety Module.
**Source**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
---
### [Section 2: Safety with Rock & Mineral Explorations](https://sciencesafety.com/courses/earth-science/lessons/section-2-safety-with-rock-mineral-explorations/)
**Published:** February 6, 2023
**Author:** admin2025Open
**Content:**
### **Cleavage and Fracture Tests**
When performing cleavage and fracture tests, approved eye protection meeting the ANSI/ISEA Z87.1 standard must be worn by all students and instructors. Flying rock fragments can travel beyond a student’s immediate work area, so students should be made aware of hazards created by nearby groups.
Rock and mineral samples should be secured with long-handled pliers or another appropriate holding device to prevent movement and reduce the risk of injury to the hands and fingers. Students should remain outside the range of potential flying particles while specimens are being struck.
Students should not handle or be exposed to asbestos-bearing minerals, including tremolite and chrysotile. Any suspect mineral specimens should be removed from instructional use.
Teachers should demonstrate proper hammering techniques before beginning the activity. Debris should be collected and disposed of appropriately after testing.
**Reference Activity:** *Cleavage and Fracture Activity – Maine Geological Survey*
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2023/02/Maine-Geological-Survey-activity-21.pdf”\]
### **Hardness Tests**
Students must be instructed in the proper techniques used to determine mineral hardness. When scratching one mineral against another, care should be taken to avoid cuts and abrasions. Sharp or angular specimens should be handled while wearing appropriate gloves.
When using a glass plate for hardness testing, the plate should never be held in the palm of the hand. The glass should be thick enough for this purpose and should never be a microscope slide. The plate should be placed on a flat surface and scratched away from the body. Eye protection must be worn to protect against broken glass or mineral fragments.
### **Stream Tables**
Stream tables often use electric motors to circulate water. Care should be taken to prevent water from coming into contact with electrical components. Electrical equipment should be routinely inspected for damaged housings, loose connections, and frayed power cords.
Because of the potential for inhalation hazards, diatomaceous earth should be avoided in stream tables. Diatomaceous earth may contain crystalline silica, and prolonged inhalation of silica particles can lead to silicosis. Safer substitute materials should be considered whenever possible.
### **Air Pressure Demonstrations**
Compressed air and pressure differences can cause containers or components to fail suddenly and violently. Only equipment designed to withstand pressure or vacuum conditions should be used. Glass containers should not be subjected to pressure changes unless specifically manufactured for that purpose.
Students must wear approved eye protection when conducting air pressure activities.
Magdeburg hemispheres are commonly used to demonstrate atmospheric pressure. Students should be warned that a sudden release of the hemispheres can cause loss of balance or collisions with nearby objects. The vacuum should never be released while students are actively pulling on the apparatus.
### **Mercury-Containing Devices**
Barometers, sling psychrometers, and thermometers should be inspected to ensure that they do not contain mercury. Mercury-containing devices should be removed from instructional use and disposed of in accordance with local, state, and federal hazardous waste regulations.
Whenever possible, mercury-free alternatives should be used in Earth science classrooms.
**Sources**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
Maine Geological Survey (PDF)
---
### [Overview: Earth Science](https://sciencesafety.com/courses/earth-science/lessons/overview-earth-science/)
**Published:** January 18, 2022
**Author:** admin2025Open
**Content:**
Earth science activities help students investigate the materials, processes, and systems that shape our planet. While many Earth science investigations are considered low risk, activities involving rocks and minerals, acids, ultraviolet (UV) light, field studies, and laboratory equipment require appropriate safety precautions.
This module introduces common hazards associated with Earth science activities and provides guidance for conducting investigations safely. Particular emphasis is placed on the safe use of acid tests and ultraviolet light during rock and mineral identification activities.
### **Module Outcomes**
Upon completion of this module, participants will be able to:
- Identify common hazards associated with Earth science laboratories, demonstrations, and field investigations.
- Apply appropriate safety practices when handling rocks, minerals, and geological specimens.
- Describe the hazards and safe operating procedures associated with acid testing for mineral identification.
- Explain the risks associated with ultraviolet (UV) light and implement appropriate protective measures during UV investigations.
- Select and use appropriate personal protective equipment (PPE) for Earth science activities.
- Promote a safe learning environment during Earth science investigations.
### **Video:** *Rocks and Minerals Safety*
###
**Sources:**
[Cecily Trenka](https://www.youtube.com/@ctrenka) – [Rocks and minerals safety](https://www.youtube.com/watch?v=eijWsV-tDMw&t=1s)
Science Safety
---
### [Chemicals Used in Flame Tests (5:05)](https://sciencesafety.com/courses/astronomy/lessons/chemicals-often-used-in-flame-tests/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
### **Video:** *Flame Test Demonstration*
Flame tests are commonly used to demonstrate how elements emit characteristic colors when heated. These colors form the basis of spectrum analysis and help astronomers determine the chemical composition of stars and other celestial objects.
Many compounds used in flame tests present chemical and health hazards. Examples include sodium chloride, strontium chloride, lithium chloride, copper chloride, and barium chloride. In general, the greater the health hazard associated with a chemical, the greater the need for appropriate engineering controls, personal protective equipment (PPE), and safe handling procedures.
When conducting flame tests, the nichrome wire or paper clip should be held with a well-insulated holder or long-handled pliers. Hot wires and holders should be placed on an insulated surface and allowed to cool completely before handling.
Only known chemicals should be used for flame tests. Unknown substances should never be placed into a flame. Overloading the wire with chemicals may result in splattering and contamination of burner openings.
Students and teachers must wear indirectly vented chemical splash goggles meeting the ANSI/ISEA Z87.1 D3 standard during the setup, hands-on, and cleanup portions of the activity. Safety glasses do not provide adequate protection for flame test activities.
Because of the potential for chemical exposure and open-flame hazards, many teachers choose to use spectrum tubes and power supplies to demonstrate spectrum analysis. Spectrum tubes provide a safer alternative and can be used in most classroom settings. Care should be taken when changing tubes, as they may become hot after several minutes of operation.
After viewing the video, students should be able to:
- Explain how flame tests are used in spectrum analysis.
- Describe the hazards associated with chemicals commonly used in flame tests.
- Identify appropriate PPE for flame test activities.
- Explain why unknown chemicals should never be introduced into a flame.
- Recognize safer alternatives, such as spectrum tubes, for demonstrating atomic emission spectra.
**Science Safety Note:** Videos and demonstrations may not always depict current best practices. Educators should follow established laboratory safety protocols and ensure that appropriate PPE, including indirectly vented chemical splash goggles meeting the ANSI/ISEA Z87.1 D3 standard, is used during all flame test activities.
**Sources**:
[Science Safety Guide, NYC DOE, UFT](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[FlinnScientific](https://www.youtube.com/@FlinnScientific) – [Flame Test Demonstration](https://www.youtube.com/watch?v=QzQI8Cg1iXU&t=1s)
[](https://www.youtube.com/@FlinnScientific)
**Categories:** Lab Experiments
---
### [Laser Safety (18:18)](https://sciencesafety.com/courses/astronomy/lessons/laser-classroom-demo/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
**Video:** *Laser Safety*
**Source:** Lund University
Lasers are widely used in science, engineering, medicine, and astronomy, but they can present significant hazards if not used properly. This video introduces the potential risks associated with laser use and explains the importance of following established safety procedures to prevent injuries.
Students will learn about the hazards associated with direct beam exposure, reflected beams, and improper laser use. The video also emphasizes the importance of understanding laser classifications, controlling beam paths, and maintaining awareness of surrounding hazards.
After viewing the video, students should be able to:
- Recognize the hazards associated with laser radiation.
- Explain how direct and reflected laser beams can damage the eyes.
- Describe the importance of laser classifications and safety controls.
- Identify appropriate practices for the safe use of lasers in educational settings.
- Explain why lasers should never be aimed at people, animals, aircraft, vehicles, or reflective surfaces.
**Safety Reminder:** Students should not operate lasers above Class I. Laser demonstrations involving Class II devices should be conducted only under direct teacher supervision. Class III and higher lasers are not recommended for K–12 classroom use because of the increased risk of eye injury.
Laser pointers, including green laser pointers commonly used during astronomy activities, should be used only by the instructor and never by students. Laser beams should never be directed toward another person, aircraft, vehicles, or reflective surfaces, and should never be viewed directly. Even brief exposure to laser radiation can result in permanent eye injury. Whenever possible, safer alternatives to laser pointers should be considered for classroom and outdoor astronomy activities.
**Source**:
[Lund University](https://www.youtube.com/@LundUniversity) – [Laser Safety](https://www.youtube.com/watch?v=lV6s7NoFsSU&t=2s)
**Categories:** Lasers
---
### [Different Classes of Lasers](https://sciencesafety.com/courses/astronomy/lessons/different-classes-of-lasers/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Lasers are classified according to the amount of radiation they emit and the potential hazards they present. Educational scientific supply companies may sell Class II and Class III lasers for instructional purposes; however, their use in schools requires careful consideration and appropriate safety precautions.
Students should not be permitted to operate lasers above Class I. It is strongly recommended that lasers above Class II not be used in K–12 classrooms because of the increased risk of eye injury.
Direct exposure to Class II lasers can result in eye damage following prolonged viewing. Class III lasers present a greater hazard and may cause eye injury after only brief exposure.
When lasers are used, the room should be adequately illuminated. In darkened rooms, the pupils of the eyes dilate, allowing more laser energy to enter the eye and increasing the risk of retinal injury.
Students should never intentionally look into a laser beam or point a laser at another person. Laser beams should never be directed toward reflective surfaces, mirrors, windows, or optical devices such as binoculars or telescopes.
**Notes:**
1. Laser pointers are commonly classified as Class II or Class III devices and should be used only under direct teacher supervision.
2. Some states and school districts restrict or prohibit the use of laser pointers in K–8 classrooms. Teachers should consult state regulations and district policies before using laser devices for instructional purposes.
3. Whenever possible, Class I laser devices should be selected for classroom activities because they present the lowest level of risk.
**Science Safety Note:**
Laser demonstrations should be performed by the teacher, with students acting as observers rather than operators.
**Source**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Earth Science, Lasers
---
### [Watching a Solar Eclipse (1:17)](https://sciencesafety.com/courses/astronomy/lessons/how-to-safely-watch-a-solar-eclipse/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
### **Video:** *How to Safely Watch a Solar Eclipse*
Viewing a solar eclipse requires careful attention to eye safety. Looking directly at the Sun without proper protection can result in permanent eye damage. During partial eclipses, certified eclipse glasses or indirect viewing methods must be used at all times.
This video explains how to safely observe a solar eclipse and highlights the importance of understanding when eye protection is required. Students will learn that regular sunglasses do not provide adequate protection and that eclipse glasses must meet the ISO 12312-2 international safety standard.
After viewing the video, students should be able to:
- Explain why direct viewing of the Sun is hazardous.
- Identify safe methods for observing a solar eclipse.
- Recognize the importance of using certified eclipse glasses that comply with the ISO 12312-2 international safety standard.
- Describe why regular sunglasses are not appropriate for solar viewing.
- Explain the importance of following local eclipse timing information and teacher instructions during eclipse events.
**Safety Reminder:** It is never safe to look directly at the Sun without proper eye protection. Students should be supervised during eclipse-viewing activities and should only use approved eclipse glasses or indirect viewing methods. Cameras, binoculars, and telescopes require specially designed solar filters and should never be used without them.
**Source:
[NASA Goddard](https://www.youtube.com/@NASAGoddard) –** [How to Safely Watch a Solar Eclipse](https://www.youtube.com/watch?v=ExonFXrnHKE)
**Categories:** Solar Eclipse
---
### [Protecting Your Eyes (1:17)](https://sciencesafety.com/courses/astronomy/lessons/protecting-your-eyes-when-viewing-an-eclipse/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
### **Video:** *This Is Why You Need Special Glasses to View the Total Solar Eclipse*
Looking directly at the Sun without proper eye protection can result in permanent retinal damage and vision loss. During a solar eclipse, the reduced brightness may make it easier to stare at the Sun, but harmful radiation can still cause serious injury to the eyes. Because the retina does not contain pain receptors, damage may occur without immediate discomfort or warning.
This video explains why special eclipse glasses are required for safe solar viewing and how they protect the eyes from harmful solar radiation.
After viewing the video, students should be able to:
- Explain why direct viewing of the Sun is hazardous.
- Describe how solar radiation can damage the retina.
- Recognize that regular sunglasses do not provide adequate protection.
- Identify the importance of using eclipse glasses that comply with the ISO 12312-2 international safety standard.
- Describe safe alternatives for viewing a solar eclipse, including indirect projection methods.
**Safety Reminder:** Never look directly at the Sun through cameras, binoculars, telescopes, or other optical devices unless they are equipped with approved solar filters. Regular sunglasses are not sufficient for solar viewing. Certified eclipse glasses or indirect viewing methods should always be used.
**Source**:
[Washington Post](https://www.youtube.com/@WashingtonPost) – [This is why you need special glasses to view the total solar eclipse](https://www.youtube.com/watch?v=zKmehcQGp8c)
[](https://www.youtube.com/@WashingtonPost)
**Categories:** Solar Eclipse
---
### [Viewing the Sun and Solar Eclipses](https://sciencesafety.com/courses/astronomy/lessons/viewing-the-sun/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Directly viewing the Sun, including during a solar eclipse, can cause permanent eye damage. Students must be clearly instructed never to look directly at the Sun or view it through optical devices such as cameras, binoculars, telescopes, or magnifying lenses unless appropriate solar filters are being used.
Watching a live stream or recorded video is the safest way to observe a solar eclipse.
If viewing an eclipse in person, students may safely observe the event by projecting an image of the Sun onto a screen or sheet of paper using a pinhole projector or other indirect viewing method. Solar eclipses may also be viewed using eclipse glasses that comply with the [ISO 12312-2](https://eclipse.aas.org/eye-safety/iso12312-2) international safety standard.
Teachers should inspect eclipse glasses before use and discard any glasses that are damaged, scratched, or do not meet the ISO 12312-2 standard. Students should be supervised during all solar viewing activities to ensure safe observation practices are followed.
**Science Safety Note:**
Regular sunglasses do not provide adequate protection for viewing the Sun and should never be used in place of certified eclipse glasses.
**Source**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
**Categories:** Solar Eclipse
---
### [Straw Rocket Data Log](https://sciencesafety.com/courses/makerspace/lessons/straw-rocket-data-log/)
**Published:** November 28, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/11/nasa-strawrocket_worksheet.pdf)
**Source**:
[NASA](https://www.jpl.nasa.gov/edu/learn/project/make-a-straw-rocket/)
---
### [Model Rocket Explosion (2:19)](https://sciencesafety.com/courses/makerspace/lessons/model-rocket-explodes-killing-student-219/)
**Published:** November 28, 2021
**Author:** admin2025Open
**Content:**
Model rockets and rocket engines contain significant amounts of stored energy and, when improperly designed, assembled, or handled, can pose serious hazards. Failure to follow established safety procedures may result in severe injuries or fatalities.
This news report describes an incident involving two high school students who launched a model rocket at an elementary school field. During the activity, the rocket exploded, resulting in the death of one student and serious injuries to another.
The incident highlights the importance of using only approved rocket systems, following manufacturer instructions, maintaining safe distances, and conducting launches in accordance with established safety guidelines and local regulations.
After viewing the video, students should be able to:
- Describe how improper design, assembly, or handling of rocket systems can lead to catastrophic consequences.
- Recognize the hazards associated with model rockets and rocket engines.
- Explain why established safety procedures and manufacturer instructions must always be followed.
- Identify the importance of maintaining appropriate separation distances during launch activities.
**Video:** *Model Rocket Explosion*
**Safety Reminder:** In some school districts, rockets containing combustible chemicals or solid rocket fuel engines are prohibited. Air- and water-powered rockets provide a safer alternative for classroom aerospace activities and should be used in accordance with established safety procedures.
**Source**:
[CBS Los Angeles](https://www.youtube.com/watch?v=mIILBStC99s)
---
### [Two Ways a Waste Can Be Considered Hazardous ](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/two-ways-a-waste-can-be-considered-hazardous/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
There are two ways in which a waste can be considered hazardous:
- It can be listed as a hazardous waste; and/or
- It can exhibit specific hazardous characteristics identified through EPA hazardous waste characteristic codes ([D codes](https://ehs.okstate.edu/site-files/documents/toxicity_characteristics.pdf)).
Hazardous wastes are therefore generally classified as either characteristic hazardous wastes (D codes) or listed hazardous wastes (F, K, P, and U Lists).
## **Characteristic Hazardous Wastes (D Codes)**
In addition to listed hazardous wastes, a waste may also be classified as hazardous if it exhibits one or more hazardous characteristics. These wastes are identified using EPA hazardous waste “D codes.”
[A waste may carry a D code](https://nj.gov/dep/dshw/hwr/alld.htm) even if it does not appear on one of the hazardous waste lists.
The four hazardous waste characteristics are:
### **Ignitability (D001)**
Ignitable wastes can easily catch fire and may include:
- Flammable solvents
- Alcohols
- Aerosols
- Certain paints and thinners
Examples commonly found in schools or art rooms may include acetone, alcohol-based products, and some solvent-based cleaners.
### **Corrosivity (D002)**
Corrosive wastes are typically strong acids or bases that can corrode metal or cause severe skin burns.
A waste is generally considered corrosive if it has:
- A pH less than or equal to 2; or
- A pH greater than or equal to 12.5
Examples may include:
- Hydrochloric acid
- Sulfuric acid
- Sodium hydroxide solutions
Even if a chemical does not appear on the F, K, P, or U Lists, it may still be hazardous due to corrosive properties and carry a D002 waste code.
### **Reactivity (D003)**
Reactive wastes are unstable and may:
- Explode under certain conditions
- React violently with water
- Generate toxic gases
- Become unstable when heated
Examples may include:
- Certain peroxide-forming chemicals
- Cyanide- or sulfide-containing wastes
- Some laboratory reagents
### **Toxicity (D004–D043)**
Toxic wastes contain contaminants that may be harmful to human health or the environment if improperly managed.
Examples may include wastes containing:
- Lead
- Mercury
- Chromium
- Cadmium
Some school science labs, art programs, photography processes, and career-technical education programs may generate wastes that exhibit toxicity characteristics.
### **Multiple Waste Codes**
Some hazardous wastes may carry more than one waste code, especially when chemicals are mixed together in laboratory or shop settings.
For example, a waste solution may be:
- Ignitable and toxic; or
- Corrosive and reactive
Proper waste characterization is important to ensure compliant storage, transportation, and disposal.
### **Working with Qualified Hazardous Waste Vendors**
Schools are strongly encouraged to work with qualified hazardous waste vendors or environmental health and safety professionals when identifying and managing hazardous waste.
Hazardous waste determinations can become complex, particularly in laboratory environments where mixed chemical solutions are generated.
## **Listed Hazardous Wastes**
There are [four regulatory lists of hazardous wastes](https://www.epa.gov/hw/defining-hazardous-waste-listed-characteristic-and-mixed-radiological-wastes): F, K, P, and U.
F-listed wastes are generated from generic industrial processes.
K-listed wastes come from specific industrial sectors.
P- and U-listed wastes consist of unused pure chemical products and commercial formulations.
Of these categories, U, P, and several K wastes may apply to art-related activities. Such wastes are considered hazardous based on their origin and are therefore classified as listed hazardous wastes. The lists are summarized below (see Appendix A for the complete listings).
## **F List**
The F List includes hazardous wastes from common industrial and manufacturing processes. Because these processes can occur across many sectors, F-listed wastes are referred to as coming from non-specific sources.
There are seven groups of wastes within the F List:
- Spent solvent wastes (waste codes F001–F005)
- Electroplating and other metal-finishing wastes (F006–F012 and F019)
- Dioxin-bearing wastes (F020–F023 and F026–F028)
- Chlorinated aliphatic hydrocarbon production wastes (F024 and F025)
- Wood-preserving wastes (F032, F034, and F035)
- Petroleum refinery wastewater treatment sludges (F037 and F038)
- Multisource leachate (F039)
Of these groupings, the two most likely to be encountered in an art studio or shop are spent solvent wastes (F001–F005) and electroplating and metal-finishing wastes (F006–F012 and F019).
## **K List**
The K List contains wastes generated by very specific industrial and manufacturing sectors. These wastes are therefore considered to come from specific sources.
There are 13 industry categories included in the K List, none of which typically apply to standard art classrooms, studios, or school shops. As a result, this list is not discussed further in this document.
## **P and U Lists**
The P and U Lists cover unused pure chemicals and commercial-grade chemical formulations that are being disposed of. Chemicals may become waste for many reasons, including:
- Spills
- Expiration of shelf life
- Changes in activities that eliminate the need for the chemical
- Obsolescence
- Failure to meet specifications for intended use
For a waste to fall under the P or U Lists, it must meet one of the following criteria:
- The listed chemical is unused and is a commercial chemical product that is the sole active ingredient in the formulation; or
- The waste is a residue or contaminated medium that contains a chemical listed on the P or U Lists.
P-listed wastes are considered acutely hazardous. Generating or storing even small quantities—1 kilogram (2.2 pounds)—may subject a facility to large-quantity generator management and disposal requirements.
Containers that previously held P-listed wastes are also considered hazardous unless they are triple-rinsed, with the rinsate managed as P waste. However, it is generally recommended that such containers be managed and disposed of as P waste rather than rinsed, as this approach is often safer and more cost-effective.
In some cases, a waste may carry both a listed waste code and a characteristic hazardous waste code.
## **Examples of P and U Wastes in Schools and Art Spaces**
Some examples of P and U wastes that may be found in art studios, classrooms, and school buildings include, but are not limited to:
### **P Wastes**
- Cyanide salts used in photography
- Certain pesticides used in buildings and grounds
- Some chemicals found in chemistry classrooms and physics labs
- Epinephrine and nitroglycerin in nurses’ stations
### **U Wastes**
- Acetone
- 2-butanone
- Ethyl acetate
- Ethyl ether
- Dichloromethane
- Methyl ethyl ketone
- Certain solvents
- Acrylamide
- Hydrofluoric acid
- Thiourea used in jewelry making and photography
**Sources**:
[Environmental health and safety](https://ehs.okstate.edu/site-files/documents/toxicity_characteristics.pdf) – [Oklahoma State](https://ehs.okstate.edu/)
[D WASTE CODES: *CHARACTERISTICS OF HAZARDOUS WASTE* ](https://nj.gov/dep/dshw/hwr/alld.htm)– NJ.gov[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Recap: Physics](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/recap-physics/)
**Published:** January 18, 2022
**Author:** admin2025Open
**Content:**
Physics is one of the most dynamic and foundational scientific disciplines, helping us better understand the forces, motion, energy, matter, and interactions that shape the universe around us. Offering a robust and comprehensive physics program requires students and educators to develop a wide range of laboratory, analytical, technical, and safety skills. These skills are grounded in professional safety standards, safer laboratory practices, and risk awareness when working with tools, apparatus, electrical systems, optics, radiation sources, rotating equipment, projectiles, magnets, lasers, vacuum systems, and other specialized scientific materials.
By remaining mindful of the equipment, apparatus, chemicals, specimens, and materials used during laboratory investigations — and by following the safety rules and procedures associated with them — students and teachers help create a safer learning environment for everyone in the classroom and laboratory.
Classical physics, built upon the major foundations of Newtonian mechanics, electromagnetism, and thermodynamics, dramatically expanded humanity’s understanding of the universe. Newtonian mechanics introduced the concept of predictability, suggesting that the universe operated according to fixed laws that could, in theory, be understood completely. Pierre-Simon Laplace famously proposed that if the position and velocity of every particle in the universe were known, the future itself could be predicted with certainty.
Maxwell’s theory of electromagnetism unified electricity, magnetism, and light, while thermodynamics explained the relationships among heat, energy transfer, work, and entropy, helping scientists understand how natural systems evolve and how disorder increases in the universe over time.
However, discoveries at the end of the 19th century and beginning of the 20th century challenged the classical view of a perfectly predictable universe. Newtonian mechanics failed to accurately describe behavior at the atomic and subatomic scale, leading to the development of quantum mechanics and Einstein’s theory of relativity. Maxwell’s electromagnetic theory could not fully explain how radiation interacts with matter, eventually leading to quantum electrodynamics (QED).
Modern developments in chaos theory further demonstrated that even tiny changes in initial conditions can produce dramatically different outcomes in complex systems, making long-term predictions extremely difficult or impossible. Together, quantum mechanics and chaos theory revealed that uncertainty and probability are fundamental aspects of nature.
Despite these revolutionary changes in scientific understanding, some aspects of physics have remained constant throughout history:
- Observation remains central to scientific discovery.
- Models are created to explain observations.
- Theories are developed to organize and predict behavior.
- Experimental testing is required to validate scientific ideas.
- Scientific understanding continues to evolve as new discoveries are made.
The process of scientific discovery often requires creativity, imagination, critical thinking, and experimentation. Like great works of art, literature, or music, scientific theories are created through human insight and innovation. However, scientific theories must also withstand careful experimental testing before they can be accepted as valid explanations of nature.
A scientific law or principle is established when observations and experiments repeatedly confirm a consistent relationship or behavior across a wide range of conditions.
## **Safety and Professional Responsibility in Physics**
As with all laboratory activities involving tools, equipment, apparatus, electrical systems, optics, radiation sources, heat, pressure, and motion, students should always:
- Listen carefully to instructor directions.
- Review laboratory procedures and safety expectations before beginning activities.
- Ask questions whenever clarification is needed.
- Inspect equipment before use.
- Report damaged or malfunctioning equipment immediately.
- Stop any activity if unsafe conditions develop.
- Wear appropriate personal protective equipment (PPE).
- Follow professional laboratory practices at all times.
Performing safety assessments and risk analyses before and during laboratory activities is critical to creating safer science learning environments. Understanding hazards, recognizing risks, and following safer operating procedures are essential skills for every physics student and educator.
Now that you have completed this Physics Safety Pathway, you should have a greater appreciation for both the excitement of physics and the responsibilities associated with safely exploring this highly engaging and evolving scientific discipline.
---
### [Centripetal Force Activity](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/centripetal-force-activity/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
This centripetal force investigation allows students to explore the relationship between centripetal force, mass, tangential speed, and radius during uniform circular motion using a rotating apparatus, force sensor, and photogate system.
Because this activity involves rotating equipment, moving masses, electrical components, suspended cables, and powered apparatus, proper safety procedures must be followed throughout the investigation.
## Learning Objectives
Students will:
- Investigate the relationship between centripetal force and mass.
- Explore how speed affects centripetal force.
- Analyze how radius influences circular motion.
- Apply Newton’s Laws and uniform circular motion concepts.
The relationship explored in this activity is:
Fc = mv2 / r
Where:
- *Fc* = centripetal force
- *m* = mass
- *v* = tangential speed
- *r* = radius of rotation
The apparatus setup and theory are outlined in the PASCO Centripetal Force investigation manual.
[](https://sciencesafety.com/wp-content/uploads/2022/01/Centripetal_Force-PASCO.pdf)
## **General Safety Guidelines**
### **Teacher Supervision**
- The teacher should inspect and set up the apparatus before student use whenever possible.
- Students should receive instruction on rotating apparatus safety before beginning the activity.
- Rotating systems should never be operated without supervision.
### **Rotating Apparatus Safety**
- Ensure all components are securely fastened before operation, including:
- Rotating arm assemblies
- Sliding masses
- Counterweights
- Cables
- Sensor connections
- Inspect the apparatus for:
- Loose hardware
- Frayed cables
- Damaged pulleys
- Bent rods
- Cracked plastic components
- Students should remain clear of the rotating arm while the apparatus is in motion.
- Long hair, jewelry, hoodie strings, loose clothing, and lanyards should be secured away from moving components.
- Never attempt to stop the rotating arm by hand.
### **Electrical Safety**
The apparatus uses powered electrical equipment and a signal generator.
- Verify all electrical connections before powering the apparatus.
- Ensure the signal generator is turned OFF before connecting or adjusting equipment.
- Keep liquids and drinks away from the setup area.
- Inspect power cords and sensor cables before use.
### **Signal Generator Warning**
The PASCO setup instructions specifically caution users that the apparatus may begin rotating immediately once the signal generator is turned on.
- Before activating the apparatus:
- Ensure the rotating arm has full clearance.
- Confirm no students or objects are within the rotation path.
- Verify counterweights are attached properly.
- Announce before powering on the system so students are aware motion is about to begin.
### **Counterweight and Mass Safety**
- Counterweights must be attached properly to minimize wobbling and imbalance during rotation.
- Masses should be tightened securely before operation.
- Never exceed manufacturer-recommended mass limits.
- If unusual vibration occurs:
- Turn off the apparatus immediately.
- Inspect the setup before restarting.
### **Cable and String Safety**
- Inspect cables regularly for fraying, kinks, or stretching.
- Store cables carefully between uses to prevent damage.
- Ensure cables are aligned properly to avoid snagging or sudden release.
### **Eye Protection**
- Students and teachers should wear ANSI Z87.1-compliant safety goggles during rotating apparatus activities.
- Eye protection is especially important due to the possibility of:
- Detached masses
- Loose hardware
- Snapped cables
- Unexpected motion
## **Setup Safety Considerations**
The PASCO manual emphasizes careful leveling and alignment of the apparatus for safe and accurate operation.
- Ensure the base is stable and level before operation.
- Verify the force sensor is positioned directly above the center of rotation.
- Keep the apparatus as low as possible on the support rod to improve stability.
## **Operational Safety**
- Start the apparatus at lower speeds whenever possible.
- Observe the apparatus for wobbling or excessive vibration before increasing speed.
- Maintain a clear safety zone around the rotating apparatus.
- Do not lean over the rotating arm during operation.
- Shut off power immediately if:
- Components loosen
- The apparatus becomes unstable
- Excessive vibration occurs
- The cable binds or snags
## **Classroom Considerations**
- Students should work in small supervised groups.
- Only one group should operate the apparatus at a time if space is limited.
- Teachers should review emergency stop procedures before beginning the activity.
- Ensure the lab area is free of clutter and tripping hazards.
- Keep backpacks, notebooks, and loose materials away from moving equipment.
## **Scientific Discussion Opportunities**
This investigation provides opportunities to discuss:
- Newton’s First and Second Laws
- Circular motion
- Tangential velocity
- Centripetal acceleration
- Experimental error
- Frictional effects
- Data collection and graphing
The activity also allows students to compare experimental results to theoretical predictions using the centripetal force equation.
**Source**:
[PASCO](https://www.pasco.com/resources/lab-experiments/1222/1)
---
### [Infrared Apparatus](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/infrared-apparatus/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
Infrared apparatus is commonly used in science classrooms and laboratories for demonstrations and investigations involving heat transfer, electromagnetic radiation, sensing technologies, spectroscopy, and energy transfer. Because infrared radiation may generate significant heat and concentrated energy, proper safety precautions must be followed to reduce the risk of burns, eye irritation, fire hazards, or equipment damage.
## **General Infrared Safety Guidance**
- When transmitting infrared radiation using parabolic reflectors, focusing devices, or concentrated beam systems, students should avoid areas where focused infrared beams may cause skin irritation, discomfort, or burns.
- Teachers should supervise all infrared demonstrations and ensure students remain at safe observation distances.
## **Infrared Apparatus Safety Procedures**
### **Use Appropriate Personal Protective Equipment (PPE)**
- Wear appropriate safety equipment when working with infrared apparatus, including:
- ANSI Z87.1-compliant safety glasses or goggles
- Heat-resistant gloves when handling heated components
- Protective clothing when necessary
### **Follow Manufacturer Instructions**
- Always follow the manufacturer’s operating instructions and safety recommendations.
- Operate infrared equipment only within approved:
- Temperature ranges
- Voltage requirements
- Exposure times
- Power settings
### **Keep Flammable Materials Away**
Infrared apparatus may generate significant heat and can ignite combustible materials.
- Keep flammable materials away from infrared devices, including:
- Solvents
- Paper products
- Fabrics
- Aerosols
- Plastic materials
- Chemical vapors
- Operate infrared equipment only on stable, heat-resistant surfaces.
### **Use Shields and Protective Barriers**
- Use appropriate shields, guards, or barriers to reduce direct exposure to infrared radiation.
- Ensure barriers are securely positioned before operation begins.
- Teachers should position equipment so concentrated beams are directed away from students and observers.
### **Avoid Direct Exposure to Infrared Sources**
- Never look directly at infrared light sources or focused beams.
- Some infrared radiation may not be visible to the human eye but can still cause eye damage or heat-related injuries.
- Use protective eyewear appropriate for the infrared wavelengths being used.
### **Avoid Contact with Hot Surfaces**
- Infrared equipment and nearby surfaces may become extremely hot during operation.
- Do not touch heated components without appropriate heat-resistant gloves or protective tools.
- Allow equipment to cool fully before moving, adjusting, or storing it.
### **Turn Equipment Off When Not in Use**
- Always power down infrared apparatus when demonstrations or investigations are complete.
- Never leave operating infrared equipment unattended.
- Disconnect power sources before maintenance or adjustments.
## **Classroom and Laboratory Considerations**
- Students should receive safety instruction before participating in infrared activities.
- Demonstrations involving concentrated infrared beams should be conducted only by the teacher whenever possible.
- Keep work areas organized and free from unnecessary clutter.
- Emergency procedures for burns or overheating incidents should be reviewed before operation.
- Inspect cords, lenses, reflectors, and electrical connections regularly for damage before use.
Proper supervision, equipment maintenance, and adherence to safety procedures help ensure infrared demonstrations remain safe, educational, and effective in science classrooms and laboratories.
**Source**:
NYC DOE Science Safety Manual, 2022
---
### [X-ray Tubes (Crookes Tubes)](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/x-ray-tubes/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
Crookes tubes are early experimental devices used to study cathode rays and the behavior of electrically charged particles in low-pressure gases. While these tubes can provide engaging demonstrations related to the history of physics and atomic theory, they must be handled carefully due to the potential hazards associated with high voltage, fragile glass, and possible X-ray production.
## Important Safety Notice
- X-ray tubes may be displayed for educational purposes but should not be operated to intentionally generate X-rays.
- Crookes tubes should never be connected to voltages high enough to produce X-rays.
- If there is any uncertainty regarding safe operating voltages, always consult the manufacturer’s specifications and safety guidance before use.
- Crookes tube demonstrations should be conducted only by the teacher and not directly by students.
## Classroom Demonstration Guidance
To safely demonstrate Crookes tubes in the classroom:
- Connect the power supply to opposite ends of the Crookes tube according to the manufacturer’s instructions.
- Reduce or dim classroom lighting to improve visibility of the illuminated tube effects.
- Gradually vary the voltage only within the approved operating range to safely illuminate the tube.
- Different Crookes tubes may display different visual effects, which can help engage students in discussions related to electricity, radiation, and atomic theory.
- Students should observe demonstrations from a safe distance and should not handle energized equipment.
## **General Crookes Tube Safety Procedures**
### **Handle Tubes Carefully**
- Crookes tubes are made of glass and may break or implode if dropped, twisted, struck, or improperly handled.
- Always support the tube securely with both hands when transporting or positioning it.
- Inspect tubes before use for cracks, chips, loose fittings, or signs of damage.
### **Electrical Safety**
- Crookes tubes may retain electrical charge even after power is disconnected.
- Ensure power supplies are turned off and properly discharged before handling or adjusting equipment.
- Use only approved high-voltage power supplies that match the manufacturer’s recommended specifications.
- Never exceed the recommended operating voltage.
### **Personal Protective Equipment (PPE)**
When working with Crookes tubes or high-voltage demonstration equipment, appropriate PPE may include:
- ANSI Z87.1-compliant safety goggles or glasses
- Protective gloves when handling glass apparatus
- Closed-toe shoes
### **Fire and Spark Hazards**
- Crookes tubes and associated equipment may generate sparks or heat during operation.
- Keep all flammable or combustible materials away from the demonstration area.
- Operate the apparatus only on stable, nonflammable surfaces.
### **Disposal and Hazardous Materials**
Some Crookes tubes may contain hazardous materials such as:
- Lead glass
- Mercury vapor
- Other regulated substances
Damaged or discarded Crookes tubes should be disposed of through approved hazardous or electronic waste disposal procedures according to local regulations.
## **Classroom and Laboratory Considerations**
- Students should never independently operate Crookes tubes or high-voltage equipment.
- Demonstrations should always be supervised directly by the teacher.
- Never leave energized high-voltage apparatus unattended.
- Keep the demonstration area clear of unnecessary equipment and distractions.
- Emergency shutoff procedures should be reviewed before demonstrations begin.
Proper supervision, voltage control, equipment inspection, and adherence to manufacturer safety guidance are essential to safely demonstrating Crookes tubes in educational environments.
**Source**:
NYC DOE Science Safety Manual, 2022
---
### [Cathode Ray Tube](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/cathode-ray-tube/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
Cathode ray tubes (CRTs) were commonly used in older televisions, oscilloscopes, and computer monitors to produce images. Although CRT technology is less common today, older equipment containing CRTs may still be found in schools, laboratories, storage areas, and demonstration equipment.
CRTs present several serious hazards, including:
- Implosion hazards from fragile evacuated glass tubes
- Electrical shock hazards from stored high voltage
- Exposure to hazardous materials
- Flying glass if damaged or improperly handled
Because of these hazards, CRT equipment should be handled with extreme caution.
## **General CRT Safety Guidelines**
- Cathode ray tubes are fragile and may implode if cracked, struck, dropped, or placed under stress.
- Older computer monitors, oscilloscopes, televisions, and CRT-based devices should only be repaired or serviced by qualified and licensed repair personnel.
- Before any repair work is attempted:
- Equipment must be disconnected from the 120-volt electrical supply.
- High-voltage capacitors must be properly discharged.
- The picture tube shield and electrical systems must be safely discharged by trained personnel.
- Students should never attempt to repair or disassemble CRT equipment.
## **Handling CRT Equipment**
- Always handle CRT devices carefully using both hands and proper lifting techniques.
- Avoid twisting, dropping, or striking the glass tube.
- Do not place excessive pressure on the screen, neck, or rear section of the CRT.
- Store CRT equipment in stable, secure locations where it cannot fall or be bumped accidentally.
## **Electrical Shock Hazards**
- CRTs can retain dangerous electrical charges even after being unplugged.
- Never assume equipment is safe simply because power has been disconnected.
- Use only approved discharge tools and procedures performed by qualified personnel.
- Avoid touching high-voltage components, including the anode cap and internal circuitry.
- If removal of the anode cap is necessary, insulated tools and appropriate protective equipment must be used by trained personnel only.
## **Personal Protective Equipment (PPE)**
When handling or servicing CRT equipment, appropriate PPE may include:
- ANSI Z87.1-compliant safety glasses or goggles
- Protective gloves
- Closed-toe footwear
- Protective clothing when appropriate
Eye protection is especially important due to the risk of shattered glass during implosion.
## **Hazardous Materials and Disposal**
CRTs may contain hazardous substances, including:
- Lead
- Phosphors
- Heavy metals
- Other regulated electronic waste materials
CRT equipment should never be disposed of in regular trash containers.
- Follow local, state, and federal hazardous waste disposal regulations.
- Contact approved electronic waste or hazardous waste disposal facilities for proper recycling or disposal procedures.
## **Classroom and Laboratory Considerations**
- Do not allow students to dismantle or explore CRT devices without strict supervision and approved instructional procedures.
- Replace aging or damaged CRT equipment whenever possible with modern alternatives.
- Keep CRT equipment away from high-traffic areas where accidental impact may occur.
- Inspect stored CRT equipment periodically for cracks, loose components, or signs of deterioration.
Proper handling, storage, supervision, and disposal procedures are essential to reducing risks associated with cathode ray tube equipment in educational environments.
**Source**:
NYC DOE Science Safety Manual, 2022
---
### [Electrostatic Generators (2:42)](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/electrostatic-generators/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
Electrostatic generators, such as Van de Graaff generators and Wimshurst generators, are highly engaging demonstration tools used in the study of electrostatics and electrical charge. While these devices can capture student interest and effectively demonstrate static electricity concepts, they also produce high-voltage electrical charges that require careful handling and strict safety procedures.
This introductory video provides an overview of electrostatic generators and static electricity concepts:
## **General Electrostatic Generator Safety Procedures**
The following safety procedures should always be followed when using electrostatic generators in classrooms or laboratories:
### **1. Teacher Operation Only**
- Electrostatic generators should only be operated by or directly under the supervision and direction of the teacher.
- Students should not independently operate high-voltage electrostatic equipment unless specifically authorized and closely supervised.
### **2. Protect Electronic Devices**
- Sparks generated by electrostatic generators can permanently damage electronic devices such as:
- Cell phones
- Computers
- Cameras
- Tablets
- Smart watches
- Storage devices
- Electronic equipment should be kept at least 50 feet away from operating electrostatic generators whenever possible.
- Ideally, electronic devices should be stored in another room during demonstrations.
### **3. Use Surge Protection**
- Always connect the generator through an approved surge protector to reduce electrical risks and equipment damage.
### **4. Medical Safety Considerations**
- Individuals with the following conditions should not operate or stand near electrostatic generators:
- Pacemakers
- Epilepsy or seizure disorders
- Heart conditions
- Nervous system disorders
- Implanted medical devices
- Teachers should be aware of student medical needs before conducting demonstrations.
### **5. Keep Away from Flammable Materials**
- Electrostatic generators can create sparks capable of igniting flammable vapors or combustible materials.
- Never operate electrostatic generators near:
- Flammable liquids
- Aerosols
- Solvents
- Paper piles
- Open flames
- Combustible gases
### **6. Never Leave Operating Equipment Unattended**
- Electrostatic generators should always remain under direct supervision while operating.
- Turn off and discharge equipment completely before leaving the demonstration area.
## **Van de Graaff Generator Safety**
A Van de Graaff generator is designed to generate high-voltage static electricity using a moving belt and conductive dome.
### **Additional Van de Graaff Safety Tips**
- Wear appropriate protective equipment when necessary, including rubber-soled shoes and eye protection.
- Never touch the generator while it is actively operating unless the demonstration specifically requires controlled contact under teacher supervision.
- Keep the generator away from water, damp surfaces, or liquids, as water conducts electricity.
- Do not overload or modify the generator beyond manufacturer specifications.
- Ensure long hair, jewelry, loose clothing, and hoodie strings are secured away from moving components.
- Always follow manufacturer operating instructions and maintenance guidance.
**Sources**:
NYC DOE Science Safety Manual, 2022
[Muséum Genève](https://www.youtube.com/@museumgeneve6708) – Electrostatic generator
[](https://www.youtube.com/@museumgeneve6708)
Wimshurst Machine for Electrostatics
## **Wimshurst Generator Safety**
A Wimshurst generator produces electrostatic charges through rotating disks and metal collection plates.
## **Additional Wimshurst Generator Safety Tips**
- Never touch metal plates, discharge terminals, or rotating components while the generator is operating.
- Use only approved grounded discharge tools, such as grounded metal rods, to safely discharge stored electrical charge.
- Keep the generator away from water or moisture.
- Inspect disks, belts, and rotating parts before operation for cracks or damage.
- Avoid overloading or forcing the generator beyond recommended operating speeds.
- Ensure all moving parts are stable and securely mounted before operation.
## **Personal Protective Equipment (PPE)**
When working with electrostatic generators, appropriate PPE may include:
- ANSI Z87.1-compliant safety goggles
- Rubber-soled shoes
- Protective gloves when appropriate
- Non-conductive footwear and surfaces
## **Classroom and Laboratory Considerations**
- Demonstration areas should remain clear of unnecessary materials and clutter.
- Students should remain at a safe viewing distance unless directly participating in a supervised demonstration.
- Teachers should explain emergency shutdown procedures before demonstrations begin.
- Students should understand that high voltage does not always mean high current, but all electrical demonstrations must still be treated with caution and respect.
Proper planning, supervision, and adherence to safety procedures help ensure electrostatic demonstrations remain safe, educational, and engaging for students.
---
### [Tool Safety Tips](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/tool-safety-tips/)
**Published:** January 5, 2022
**Author:** admin2025Open
**Content:**
The safe use of tools is essential in science classrooms, laboratories, STEM spaces, makerspaces, and engineering activities. Improper use of hand tools or heated equipment can result in cuts, burns, eye injuries, or other serious accidents. Students should always receive instruction and supervision before using tools.
## **General Tool Safety Guidelines**
- Never use a dull cutting tool. Dull blades require additional force and are more likely to slip, increasing the risk of serious injury.
- Always cut away from your body and away from others when using sharp instruments or cutting tools.
- Use only sharp shears or approved cutting tools when cutting sheet metal or similar materials.
- After cutting sheet metal, smooth rough or sharp edges using a file, emery cloth, or other approved finishing tool to help prevent cuts and lacerations.
- Inspect tools before use for damage, loose handles, cracked parts, or excessive wear. Damaged tools should be removed from service immediately.
- Use the correct tool for the specific task. Improvised or incorrect tool use can create unnecessary hazards.
- Keep workspaces clean and organized to reduce tripping hazards and accidental contact with sharp tools.
## **Soldering Safety**
Soldering equipment presents both burn and inhalation hazards and should be used only under proper supervision and ventilation.
- Always place hot soldering irons on approved metal stands when not in use to reduce the risk of burns and fires.
- Never leave a hot soldering iron unattended.
- Use pliers, clamps, or helping-hand devices to hold wires and metal components during soldering rather than holding materials by hand.
- Soldering activities should be conducted inside a properly functioning fume hood or in a well-ventilated area to reduce exposure to soldering fumes and vapors.
- Avoid inhaling soldering paste, flux fumes, or smoke generated during soldering activities.
- Allow soldering irons and soldered materials to cool completely before handling or storing them.
- Keep flammable materials away from soldering stations and heated equipment.
## **Personal Protective Equipment (PPE)**
Students and staff should wear appropriate PPE when using tools, including:
- Safety goggles meeting ANSI Z87.1 standards
- Heat-resistant gloves when appropriate
- Closed-toe shoes
- Protective aprons or lab coats when needed
Long hair, loose clothing, jewelry, and hoodie strings should be secured away from moving tools or heated equipment.
## **Classroom and Laboratory Considerations**
- Teachers should provide direct supervision during tool use activities.
- Students should receive safety instruction and demonstrations before operating tools or soldering equipment.
- Emergency procedures for cuts, burns, and fire response should be reviewed prior to beginning activities.
- Power tools and specialized equipment should only be used by trained individuals following manufacturer safety instructions.
For additional information regarding the safe use, inspection, maintenance, and storage of tools, refer to the Tools Safety Module.
**Source**:
NYC DOE Science Safety Manual 2022
---
### [High Speed Rotating Apparatus](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/high-speed-rotating-apparatus/)
**Published:** January 5, 2022
**Author:** admin2025Open
**Content:**
Image from VWR Avantor Cenco Physics
High-speed rotating apparatus should be operated only by teachers for demonstration purposes and should not be handled directly by students.
Rotating equipment can present significant hazards if improperly operated, including flying parts, entanglement risks, impact injuries, and equipment failure caused by excessive rotational speeds. Teachers should exercise caution whenever using apparatus that spins or rotates at high speeds.
Examples of high-speed rotating apparatus include:
- Savart tooth wheels
- Siren disks
- Centrifugal hoops
- Grindstones
- Rotating flywheels
- Motor-driven rotational demonstration equipment
## **Safety Guidelines for High-Speed Rotating Apparatus**
- Carefully inspect all rotating equipment before use to ensure that all parts are secure and functioning properly.
- Make certain that all safety nuts, retaining screws, guards, and fasteners are tightly secured before operation.
- Operate apparatus only at moderate speeds recommended by the manufacturer. Avoid excessive speeds that may cause vibration, instability, or equipment failure.
- Students should remain a safe distance away from rotating equipment during demonstrations.
- Whenever possible, demonstrations should be conducted behind a protective shield or barrier.
- Long hair, loose clothing, jewelry, hoodie strings, and lanyards should be secured away from moving parts.
- Never attempt to stop rotating equipment by hand.
- Disconnect power before making adjustments, repairs, or changing components.
- Do not use rotating equipment that shows signs of:
- Cracks
- Loose components
- Excessive vibration
- Damaged bearings
- Bent shafts
- Missing guards
- Keep the demonstration area free of loose materials or objects that could become caught in moving parts.
- Eye protection meeting ANSI Z87.1 standards should be worn during demonstrations involving rotating apparatus.
## **Classroom Considerations**
- Teachers should review safety expectations before demonstrations begin.
- Students should observe demonstrations from designated viewing areas only.
- Horseplay or crowding near rotating equipment should never be permitted.
- Emergency shutoff procedures should be reviewed before operating powered rotating apparatus.
Proper maintenance, supervision, and moderate operating speeds are essential for safely demonstrating high-speed rotational concepts in science classrooms and laboratories.
**Source**:
NYC DOE Science Safety Manual 2022
---
### [Magnetism](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/magnetism/)
**Published:** January 5, 2022
**Author:** admin2025Open
**Content:**
## **Why Does Studying Electromagnetism Matter?**
Electromagnetism is one of the fundamental forces of nature and plays a major role in modern technology and everyday life. Understanding magnetism and electromagnetism helps students explore how electricity and magnetic fields interact to power many of the systems and devices used today, including:
- Electric motors
- Generators
- Speakers and headphones
- MRI machines
- Maglev transportation
- Cell phones and computers
- Renewable energy systems
- Communication technologies
Electromagnetism also helps students develop critical thinking and engineering skills through hands-on investigations involving magnetic fields, current flow, and electromagnetic forces.
This educational video may help students better understand the importance of electromagnetism:
## **How to Use Magnets More Safely**
Magnets can be fascinating and engaging tools for classroom investigations, but improper handling can create safety risks. Students and teachers should follow the safety guidance below whenever magnets are used in science activities or demonstrations.
## **General Magnet Safety Guidelines**
### **1. Avoid Heavy or Extremely Powerful Magnets**
- Avoid the use of very strong or heavy magnets in classroom settings.
- Powerful magnets can rapidly attract loose steel or metal objects, causing them to move unexpectedly and potentially injure anyone in their path.
- Strong magnets can also pinch fingers or damage surfaces and equipment if mishandled.
### **2. Use Safer Magnetic Materials**
- Avoid iron filings that contain fine black iron powder, as the powder may irritate cuts or abrasions on the skin.
- Use polished magnetic chips or iron chips that are dust-free and specifically designed for educational use.
- Magnetic chips and polished filings are safer alternatives and are available from science supply companies.
### **3. Wear Appropriate Personal Protective Equipment (PPE)**
- Safety goggles meeting ANSI Z87.1 standards should be worn during magnet investigations involving iron filings, chips, or moving magnetic objects.
- Disposable gloves are recommended when handling iron filings or magnetic chips to reduce skin contact and simplify cleanup.
### **4. Proper Cleanup Procedures**
- Students should use long-handled brushes or designated cleanup tools to collect iron filings or chips from lab benches and workspaces.
- All equipment and work surfaces should be carefully brushed and cleaned until free of magnetic particles.
- Magnetic debris should never be left on floors, tables, or equipment where it could create future hazards.
## **Classroom Magnet Safety**
### **Supervision**
- Students should always be supervised while working with magnets.
- Teachers or qualified adults should provide instruction and monitor activities to ensure safe handling procedures are followed.
### **Use Age-Appropriate Magnets**
- Select magnets appropriate for the students’ age, maturity, and skill level.
- Avoid small, high-powered rare-earth magnets that could be swallowed or cause serious internal injury.
### **Keep Magnets Away from Electronics**
Strong magnets can damage:
- Cell phones
- Computers
- Tablets
- Credit cards
- Electronic storage devices
- Medical devices such as pacemakers
Magnets should be kept away from all sensitive electronic equipment.
## **Keep Magnets Away from Loose Metal Objects**
- Magnets can attract nearby metal objects unexpectedly, creating pinch hazards or flying object hazards.
- Work in clear, open spaces free of unnecessary metal materials.
## **Never Place Magnets in the Mouth**
- Magnets should never be placed in the mouth, nose, or ears.
- Swallowed magnets can cause severe internal injuries and may require emergency surgery.
- Students should immediately report any missing magnets to the teacher.
## **Proper Storage**
- Magnets should be stored securely in labeled containers or on designated magnetic storage boards.
- Store magnets away from younger children, pets, and electronic devices.
- Inspect magnets regularly for cracks, chips, or damage before classroom use.
## **Additional Safety Considerations**
- Avoid horseplay during magnet activities.
- Teach students proper handling techniques before investigations begin.
- Use caution when separating strong magnets to avoid pinching injuries.
- Students with pacemakers or implanted medical devices should avoid direct exposure to strong magnetic fields unless cleared by medical professionals.
Proper supervision, equipment selection, and safety instruction can help ensure that magnetism investigations remain safe, engaging, and educational for all students.
**Source**:
[National Geographic](https://www.youtube.com/@NatGeo) – [Electromagnetism 101 | National Geographic](https://www.youtube.com/watch?v=Elv3WpL32UE&t=5s)NYC DOE Science Safety Manual 2022
[](https://www.youtube.com/@NatGeo)
---
### [Pressurized and Vacuum Systems](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/pressurized-and-vacuum-systems/)
**Published:** January 5, 2022
**Author:** admin2025Open
**Content:**
Vacuum and pressurized systems are subjected to significant internal and external forces and may implode or explode if they are not properly operated, inspected, or maintained. Failures involving these systems can result in flying glass, chemical splashes, burns, pressure-related injuries, or fire hazards.
Whenever possible, teachers should consider safer alternatives, such as videos or virtual demonstrations, in place of live demonstrations involving vacuum or pressurized apparatus.
All components of pressurized or vacuum systems — including chambers, valves, tubing, hoses, regulators, and vacuum lines — should be inspected carefully and regularly to ensure they are in proper working condition prior to use. When not in use, pressurized apparatus should be securely stored in a cabinet or designated preparation room area.
## **General Safety Guidelines**
### **1. Vacuum Pumps and Pressurized Systems**
- Use only hoses, connectors, clamps, vacuum plates, and fittings specifically designed for vacuum or pressurized systems.
- Any glassware used in vacuum or pressure demonstrations, such as bell jars or vacuum flasks, must be manufactured and rated specifically for vacuum or pressurized applications.
- Never substitute ordinary laboratory glassware for pressure-rated or vacuum-rated equipment.
- Students should remain a safe distance away from vacuum or pressurized systems during demonstrations, preferably behind a safety shield or outside the immediate work zone.
- Whenever possible, demonstrations involving vacuum or pressurized systems should be conducted inside a properly functioning fume hood or behind a protective barrier.
- Inspect all apparatus before use for:
- Cracks
- Loose fittings
- Damaged tubing
- Weak seals
- Corrosion
- Faulty valves
Any damaged equipment should be removed from service immediately.
### **2. Vacuum Pump Safety**
- Vacuum pump exhaust should always be vented into a properly operating fume hood.
- Do not allow water, solvents, corrosive gases, or chemical vapors to enter mechanical vacuum systems unless the system is specifically designed for such use.
- Mechanical vacuum pumps should not be used for distillation or concentration procedures involving volatile materials.
- When working with volatile substances, use a water aspirator or other approved alternative instead.
- Ensure vacuum tubing is securely connected before operation to prevent accidental pressure release or hose whipping.
### **3. Assembly of Vacuum Apparatus**
- Assemble vacuum apparatus carefully to avoid placing strain on glassware, especially the necks of flasks and connecting joints.
- Support heavy components independently whenever possible.
- Use clamps and ring stands to stabilize glassware and tubing during operation.
- Avoid overtightening clamps or connectors, which may crack glass components.
### **4. Steam and Pressure Generation Safety**
- Any apparatus designed to generate pressure using steam should be inspected in advance to ensure excessive pressure cannot develop.
- Safety valves on commercial equipment, such as pressure cookers or model steam engines, must be maintained and tested according to manufacturer instructions.
- When generating steam in a test tube or flask:
- Never insert stoppers tightly.
- Never wire stoppers down.
- Ensure pressure can vent safely if needed.
- Steam outlets should always be directed away from faces, hands, and nearby observers.
- In systems involving multiple valves, at least one valve must remain open at all times to prevent dangerous pressure buildup.
## **Classroom and Laboratory Considerations**
- Students should receive safety instruction before participating in demonstrations involving pressure or vacuum systems.
- Eye protection meeting ANSI Z87.1 standards should be worn during activities involving vacuum or pressurized apparatus.
- Teachers should minimize crowding near demonstrations and establish designated observation zones.
- Never leave active pressurized or vacuum systems unattended.
- Emergency shutdown procedures should be reviewed before beginning demonstrations.
Proper inspection, maintenance, supervision, and equipment selection are essential to reducing risks associated with vacuum and pressurized systems in science classrooms and laboratories.
**Source**:
NYC DOE Science Safety Manual 2022
---
### [Masses, Weights, and Projectiles](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/masses-weights-and-projectiles/)
**Published:** January 5, 2022
**Author:** admin2025Open
**Content:**
## **Masses and Weights**
- No individual masses or weights greater than 500 g should be provided directly to students.
- If heavier total mass is required for an activity or demonstration, teachers should combine multiple smaller masses, such as:
- 50 g
- 100 g
- 200 g
- 500 g
- Smaller individual masses reduce the risk of injury from dropped equipment and allow students to handle materials more safely during investigations.
- Teachers should inspect masses regularly for cracks, loose fittings, sharp edges, or damaged hooks before use.
## **Projectile and Falling Object Safety**
Students and teachers must exercise caution during laboratory activities involving projectiles, moving objects, or falling masses, including demonstrations related to:
- Hooke’s Law
- Newton’s Laws of Motion
- Momentum and collisions
- Gravity and free-fall investigations
### **General Safety Precautions**
- Ensure the anticipated path of any projectile or falling object is completely clear of students, staff, and equipment.
- Verify that there are no nearby objects or hard surfaces that could cause a projectile to ricochet or rebound unpredictably.
- Use lightweight projectiles whenever possible to minimize impact forces during launches or collisions.
- Provide cushioned or padded landing surfaces to absorb impact energy and reduce bouncing or ricochets.
- Students should remain behind designated safety zones during launches or demonstrations.
- Eye protection should be worn whenever there is a risk of flying objects or unexpected motion.
## **Paper Airplane Activities**
Paper airplane investigations can help students explore concepts such as lift, drag, thrust, and aerodynamics; however, they also present safety concerns.
- The pointed nose of a paper airplane may cause eye injuries if improperly launched.
- Students must launch airplanes in a single direction away from classmates and observers.
- Students should never throw paper airplanes directly at another person.
- All students participating in airplane activities should wear appropriate eye protection.
- Teachers should establish clear launch zones and retrieval procedures before beginning the activity.
## **Rocket Safety**
### **Prohibited Rocket Activities**
Rockets containing combustible chemicals or commercially available solid rocket fuel engines are dangerous and prohibited in New York City schools.
This includes:
- Chemical-propelled rockets
- Solid-fuel rocket engines
- Any rocket system involving explosive or combustible propellants
### **Permissible Rocket Activities**
Rockets powered by compressed air and/or water pressure may be used with appropriate safety precautions and teacher supervision.
### **Water and Air Rocket Safety Procedures**
- Use lightweight, non-metal materials for rocket bodies, fins, and nose cones.
- Rockets should include a flame-resistant or fire-resistant streamer or parachute to slow descent and reduce landing impact.
- Launch rockets outdoors in large open spaces away from:
- Buildings
- Roads
- Trees
- Power lines
- Airports or aircraft flight paths
- Rockets should only be launched during safe weather conditions with wind speeds below 20 mph.
- Use a launch rod, rail, or tower angled no more than 30 degrees from vertical so the rocket travels nearly straight upward.
- Students and staff must wear ANSI Z87.1-2015 compliant eye protection when working with compressed air or water systems.
- Air or water pressure must not exceed 100 pounds per square inch (psi).
- Rockets must not be pressurized until the launch area is completely clear and the rocket is pointed away from students and spectators.
- Launch systems should allow students to stand at least 10 feet away from the rocket during launch.
- Misfired or failed rockets must be approached cautiously and always pointed away from students and staff while troubleshooting.
## **General Safety Considerations**
- Teachers should review all safety expectations before beginning projectile or rocket activities.
- Horseplay or unsafe launching behavior should never be tolerated.
- Emergency procedures and launch commands should be clearly established before demonstrations begin.
- Activities involving moving objects should always be directly supervised by the instructor.
Proper planning, supervision, and equipment selection can help ensure that investigations involving masses, motion, and projectiles remain safe and educational for all students.
**Source**:
NYC DOE Science Safety Manual 2022
---
### [Section 4: Lasers in the Classroom](https://sciencesafety.com/courses/earth-science/lessons/lasers-in-the-classroom/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
In this video Félicie Albert, Lawrence Livermore National Laboratory laser physicist, describes what lasers do and demonstrates how they can support understanding of physics concepts.
**Source**:
[Lawrence Livermore National Laboratory](https://www.youtube.com/@LivermoreLab) – [Light Experiments at Home with a Laser Physicist](https://www.youtube.com/watch?v=jWpNQO76i4c&t=2s)
### **Lasers in the Classroom: What is Safe & Legal**
The lasers that are most useful for teaching science are those that emit low-power continuous-wave visible beams (wavelengths ranging from 400 to 700 nanometers). For special demonstrations or students’ projects that require other types of lasers, close supervision by trained and knowledgeable personnel is important to avoid safety hazards. New York City code 10-134.2 Regulation of laser pointers prohibits selling or providing laser pointers to individuals under the age of 19; therefore, laser pointers should be considered to be potentially hazardous, and should only be used for teacher demonstrations.
All lasers used in schools must comply with the Laser Performance Standard of the U.S.. Department of Health and Human Resources and with Title 21, Chapter 1, Subchapter J, Part 1040 of the Code of Federal Regulations.
These regulations specify safety features and classify lasers into four classes. The least dangerous is Class 1 and the most dangerous is Class 4.
**Caution: It is strongly recommended that any laser with a rating above Class 2 be removed from the schools, and it is also strongly recommended that students not be allowed to operate any laser above Class 1.**
The classifications for Laser Devices were altered in 2009 and the table below reflects these changes:
**Laser Class** **Safety Information** **Class 1** Safe under all conditions of normal use **Class 1M** Safe for all conditions except when passed through magnifying optics, such as a microscope or telescope. **Class 2** Considered safe because the “blink reflex” will limit exposure to no more than 0.25 seconds (limited to 1mW continuous wave) **Class 2M** Safe due to the “blink reflex” if not viewed through optical instruments. **Class 3R** Considered safe if handed correctly with restricted beam viewing (limited to 5 MW) **Class 3B** Hazardous to the eye if exposed directly, but diffused reflections are not harmful. **Class 4** Highest and most dangerous class of laser; can burn the skin and/or cause devastating and permanent eye damage. May be a fire risk by igniting combustible material. **Class 1.** The power of a beam emitted by a Class 1 laser (below 0.4 microwatt) presents very little risk of damage to any part of the human body.
**Class 2.** The beam emitted by a Class 2 laser (visible light 0.4 microwatt to 5 milliwatts) is not considered hazardous to the skin regardless of the exposure time. However, because of the beam’s dazzling brightness, a long exposure can present hazards to the eyes. Normal eye reflexes automatically prevent exposures longer than 0.25 second. However, an intentional exposure of 15 minutes or more, by deliberately staring into the beam, is considered hazardous and should never be allowed.
**The following classes of lasers have been determined to be unsafe for school use:**
**Class 3A.** A focused beam from a Class 3A laser entering the eye, or a spread-out beam viewed for an extended time is definitely hazardous.
**Class 3B.** The direct beams emitted by a class 3B laser (5 to 500 milliwatts) are considered to be an acute hazard to the skin and eyes.
**Class 4.** Both the direct and diffuse beams from Class 4 lasers (greater than 500 milliwatts) are not only dangerous fire and skin hazards, but they can cause immediate death.
**Source**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
**Regulations for Lasers in Educational Settings**
ANSI has published several standards that deal with laser safety. ANSI Z136.1-2007 addresses laser safety officer duties and laser hazard evaluations. ANSI Z136.5 addresses Safe Use of Lasers in Educational Environments, this document is currently being updated. This document provides guidance on laser safety from elementary to the undergraduate level.
ANSI Z136.5 is intended for faculty and students using lasers at the primary, secondary and college levels of education, not including graduate level research. The wavelength range includes ultraviolet, visible, and infrared regions of the electromagnetic spectrum, specifically the wavelength from 0.18 micrometers to 1.0 millimeter.
In any instance where a Class 3B and Class 4 laser is in use, a Laser Safety Officer must be designated. This person is charged with administering and managing the laser use at the facility, they should be knowledgeable of laser hazards and controls.
Signage is required outside any area where lasers are in use. Avoid staring into any laser or viewing it with optical instruments. Safety Glasses or Goggles rated with the proper rating for the type of laser in use can protect the eyes from hazardous reflected light, scattered laser light or direct exposure to a laser beam of Class 1, 1M, 2, 2M or 3R lasers:
- Class 1 – Safe, even for long term intentional exposure
- Class 1 M – Should not be used with optical instruments
- Class 2 – Safe for unintentional exposure of ¼ second or less
- Class 2 M – Should not be used with optical instruments
- Class 3R – Unintentional or accidental exposure to direct beam has a low risk but should be avoided
- Class 4 – Severe eye hazard, avoid exposure to direct or reflected beam
Before using any laser, consult local rules and regulations. There are currently no marking designations for eye protection to lasers in the Z87.1-2015 standard.
Laser class 3B and Class 4 should not be used at the K-12 academic level, given their potential hazards and risks. Also be aware that some states ban the use of lasers and laser pointers at the K–8 levels. Teacher need to check with their state departments of education for additional information.
**Source**:
[National Science Teaching Association](https://www.nsta.org/eye-protection-and-safer-practices-faq)
# **Additional Laser Safety**
Educational scientific supply houses sell both Class II and Class III (a & b) lasers for school use.
Students should not be allowed to operate any lasers above Class I.
It is strongly recommended that any lasers above Class II be removed from the schools.
Emissions from Class II lasers can cause eye damage after direct, long term exposure while Class III lasers will cause eye damage in a shorter interval of exposure.
Keep the room well-illuminated when using lasers. The pupils of the eyes will dilate if the amount of light in the room is low. This will increase the chances of damage from the laser beam.
Notes:
1\. Class II and Class III lasers are pointers.
2\. **Some states do not allow students to use laser pointers in K-8 classes. Always check with your state department of education prior to considering use of laser pointers in labs.**
**Source**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
### **Laser Safety**
**Source**:
[Lund University](https://www.youtube.com/@LundUniversity) – [Laser Safety](https://www.youtube.com/watch?v=lV6s7NoFsSU)
## Laser Safety Guidance
Lasers are commonly used in science classrooms and laboratories to demonstrate concepts involving light, optics, reflection, refraction, interference, and wavelengths. Because laser beams are highly concentrated and intense, students and staff must exercise caution and follow appropriate safety procedures whenever lasers are used.
## **Common Laser Wavelengths**
Common wavelengths used in educational laser activities include:
- 405 nm — Violet
- 473 nm — Blue
- 532 nm — Green
- 593.5 nm — Orange/Yellow
- 650–670 nm — Red
Different wavelengths produce different visible colors and may require specific laser safety eyewear depending on the type and power of the laser being used.
## **General Laser Safety Practices**
- Students and staff should wear laser safety glasses or goggles with the correct wavelength protection and optical density rating appropriate for the laser being used.
- Never look directly into a laser beam, even briefly.
- Never point a laser beam at another person, animal, or yourself.
- Lasers with power outputs greater than 5 mW can cause permanent eye damage and should be used only with appropriate supervision and safety controls.
- Be aware that some laser beams may not be visible to the naked eye, particularly infrared wavelengths.
- Do not point lasers at reflective surfaces such as mirrors, polished metal, glass, watches, jewelry, or electronic screens. Reflected beams can be just as hazardous as direct exposure.
- Never observe a laser beam using optical instruments such as microscopes, telescopes, binoculars, cameras, or magnifying lenses unless the equipment is specifically designed and approved for laser use.
- Keep lasers secured when not in use and only allow trained individuals to operate laser equipment.
- Use lasers only in controlled environments where beam paths are clearly identified and accidental exposure risks are minimized.
- Ensure all students understand emergency procedures and proper shutdown procedures before beginning any laser activity.
## **Classroom and Laboratory Considerations**
- Teachers should inspect laser devices before use for damage or malfunction.
- Low-power classroom demonstration lasers should be used whenever possible.
- Avoid darkening rooms completely unless necessary for the activity, as limited visibility may increase accident risks.
- Clearly establish “no horseplay” expectations before laser demonstrations or investigations begin.
- Students should remain seated or positioned safely during demonstrations involving laser beams.
## **Laser Safety Standards**
The ANSI Z136.5-2009 standard provides laser safety guidance for educational institutions and outlines procedures for evaluating and minimizing hazards associated with laser radiation in classroom and laboratory settings at all educational levels.
Additional laser safety information and standards can be found through [Laser Institute of America](https://www.lia.org) and [ANSI Laser Safety Standards](https://webstore.ansi.org).
**Source**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
---
### [Section 3: Solar Eclipse Resources](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/section-3-solar-eclipse-resources/)
**Published:** February 6, 2023
**Author:** admin2025Open
**Content:**
The following eclipse education resources may help educators provide safe, engaging, and standards-aligned instruction related to solar eclipses, optics, astronomy, and Earth-space science topics.
## **Eclipse Education Websites**
- [2017 Solar Eclipse Resources](https://www.astrosociety.org/education/2017-solar-eclipse-information-resources/) (Astronomical Society of the Pacific)
- [2017 Solar Eclipse: The Celestial Event of the Century](http://www.starnetlibraries.org/2017eclipse/) (Science‐Technology Activities and Resources for Libraries)
- [Classroom Eclipse Activities](https://web.archive.org/web/20191225143500/http://eclipse.aaq.org.au:80/index.php/classroom-activities/eclipse-activities) (Astronomical Association of Queensland, Australia)
- [Eclipse 2017 Outreach Resources](https://nightsky.jpl.nasa.gov/download-view.cfm?Doc_ID=588) (Night Sky Network)
- Eclipse Resources for Earth & Space Science Education (NASA Wavelength)
- [Educational Activities Related to the Sun](https://web.archive.org/web/20190111085901/http://www.fpsci.com:80/education.html) (Michael Bakich, Front Page Science)
- [Education Resources](http://eclipse2017.nasa.gov/education) (NASA Eclipse 2017 Website)
- [Educator Resources](http://eclipse2017.nso.edu/educators/) (National Solar Observatory)
- [Explore Science: Earth & Space 2017 Toolkit](http://www.nisenet.org/earthspacekit-2017) (National Informal STEM Education \[NISE\] Network)
- [Total Solar Eclipse 2017 NASA Resources for Informal Education](https://web.archive.org/web/20161216093304/https://informal.jpl.nasa.gov/museum/content/eclipse-2017) (Museum Alliance)
- [Total Solar Eclipse 2017: Research-Based Teaching Resources](http://aapt.org/resources/eclipse2017/) (American Association of Physics Teachers)
- [Yardstick Eclipse Activity](https://myasp.astrosociety.org/product/KT110/yardstickeclipseactivity.php) (Astronomical Society of the Pacific)
## **Free Online Course at Coursera**
- [The Sun & the Total Eclipse of August 2017](https://www.coursera.org/learn/eclipse) (Douglas Duncan, University of Colorado, Boulder)
## **Eclipse Education PDFs**
**For All Educators:**
- “[Observer’s Guide to the All-American Eclipse of August 21, 2017](https://eclipse.aas.org/sites/eclipse.aas.org/files/NSTA-Solar-Science-Insert.pdf)” (Andrew Fraknoi & Dennis Schatz, National Science Teachers Association)
**For Elementary-School & Early-Learner Educators:**
- “[Countdown to the Great American Eclipse](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_2.pdf)” (Charles Fulco, *Science & Children,* February 2017, NSTA Press)
- “[Eclipses Across the Curriculum](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_4.pdf)” (Charles Fulco, *Science & Children,* April/May 2017, NSTA Press)
- “[Eclipses & Eye Safety](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_3.pdf)” (Charles Fulco, *Science & Children,* March 2017, NSTA Press)
- “[Get Ready for the Great American Eclipse!](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_1.pdf)” (Charles Fulco, *Science & Children,* January 2017, NSTA Press)
- “[Preparing for the Eclipse: How to Safely Observe the Sun with Young Children](https://eclipse.aas.org/sites/eclipse.aas.org/files/Hurst-etal-S%26C-Mar2017.pdf)” (A. Hurst, J. Plummer, S. Gurton & D. Schatz, *Science & Children,* March 2017, NSTA Press)
For Middle-School Educators:
- “[The August 2017 Total Solar Eclipse: The Perfect Opportunity to Highlight Three-Dimensional Science Learning](https://eclipse.aas.org/sites/eclipse.aas.org/files/Schatz-Fraknoi-SS-Mar2017.pdf)” (D. Schatz & A. Fraknoi, *Science Scope,* March 2017)
- “[Science Teachers as Community Eclipse Outreach Agents](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fraknoi-Schatz-SS-Mar2017.pdf)” (A. Fraknoi & D. Schatz, *Science Scope,* March 2017, NSTA Press)
- “[Exploring Lunar & Solar Eclipses via a 3-D Modeling Design Task](https://eclipse.aas.org/sites/eclipse.aas.org/files/Miranda-etal-SS-Oct2016.pdf)” (R. Miranda, B. Kruse & R. Hermann, *Science Scope,* October 2016, NSTA Press)
**For High-School Educators:**
- “[Total Eclipse: An Ideal Opportunity to Practice Three-Dimensional Science Learning](https://eclipse.aas.org/sites/eclipse.aas.org/files/Schatz-Fraknoi-TST-Mar2017.pdf)” (D. Schatz & A. Fraknoi, *The Science Teacher,* March 2017, NSTA Press)
- “[Becoming a Solar Eclipse Outreach Agent](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fraknoi-Schatz-TST-Mar2017.pdf)” (A. Fraknoi & D. Schatz, *The Science Teacher,* March 2017, NSTA Press)
- “[Modeling the Eclipse: Using Various Models & Perspectives to Help Students Visualize the Eclipse](https://eclipse.aas.org/sites/eclipse.aas.org/files/Thornburgh-Trettyer-TST-Mar2017.pdf)” (W. Thornburgh & T. Tretter, *The Science Teacher,* March 2017, NSTA Press)
## **Eclipse Education Books**
- [*Solar Science: Exploring Sunspots, Seasons, Eclipses & More*](http://www.nsta.org/solarscience) (Dennis Schatz & Andrew Fraknoi, 2016, National Science Teachers Association)
- [*When the Sun Goes Dark*](http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681400112) (Andrew Fraknoi & Dennis Schatz, 2017, National Science Teachers Association)
## **Educational Videos About Solar Eclipses**
- “[2017 Eclipse & the Moon’s Orbit](https://svs.gsfc.nasa.gov/4324/)” (Ernie Wright, NASA Science Visualization Studio)
- “[2017 Eclipse: Earth, Moon & Sun](https://svs.gsfc.nasa.gov/4390)” (Ernie Wright, NASA Science Visualization Studio)
- “[2017 Eclipse Shadow Cones](https://svs.gsfc.nasa.gov/4321/)” (Ernie Wright, NASA Science Visualization Studio)
- “[2017 Total Solar Eclipse in the U.S..](https://svs.gsfc.nasa.gov/4314/)” (Ernie Wright, NASA Science Visualization Studio)
- “[America’s Coast-to-Coast Total Solar Eclipse](https://www.youtube.com/watch?v=jmM1MjOZGL8)” (Kelly Beatty, *Sky & Telescope*)
- “[August 21, 2017: Solar Eclipse Across America](https://eclipse.aas.org/sites/eclipse.aas.org/files/AAS-Solar-Eclipse-Intro.mp4)” (American Astronomical Society)
- “[August 21, 2017, Total Solar Eclipse as Seen from the Moon](https://vimeo.com/103958350)” (Michael Zeiler, GreatAmericanEclipse.com)
- “[Experiencing the 2017 Total Solar Eclipse](https://www.youtube.com/watch?v=vOvfsFK8qBg)” (Ana Aceves, *Sky & Telescope*)
- “[Great American Eclipse of 2017](https://www.youtube.com/watch?v=K4KnxE6yAuI)” (Fred Espenak at the Northeast Astronomy Forum)
- “[How to Safely Watch a Solar Eclipse](https://eclipse.aas.org/sites/eclipse.aas.org/files/AAS-Solar-Eclipse-Safety.mp4)” (American Astronomical Society)
- [“People of Earth” Eclipse Promotional Video](https://www.youtube.com/watch?v=MLjfebaU_6k) (Mark Bender / Eclipse Across America)
- “[Tracing the 2017 Solar Eclipse](http://svs.gsfc.nasa.gov/12412)” (Ernie Wright, NASA Science Visualization Studio)
---
### [Section 2: Optics, Eclipses and More](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/section-2-optics-eclipses-and-more/)
**Published:** February 6, 2023
**Author:** admin2025Open
**Content:**
Optics Safety
Optics activities involving mirrors, lenses, prisms, and light sources can provide valuable hands-on learning opportunities in science classrooms. However, proper safety procedures must always be followed to reduce the risk of burns, eye injuries, and damage to equipment.
- Avoid the use of burning candles to produce images with mirrors or lenses due to the potential risk of fire and burns.
- Use low-wattage bulbs or approved classroom light sources instead of open flames whenever possible.
- Do not use broken or cracked glass slabs, mirrors, lenses, or prisms. Damaged optical equipment should be removed from use immediately.
- Handle all optics equipment carefully, as lenses and mirrors are often fragile and can easily chip, crack, or shatter if dropped.
- Keep work areas clean and organized to reduce the risk of accidents and equipment damage.
- Students should never look directly into bright light sources, lasers, or reflected beams during optics activities.
There are many educational resources related to optics, light, color, interference, and related STEM topics available through [NASA STEM Optics Resources](https://www.nasa.gov/learning-resources/search/) that may benefit both educators and students.
## **Viewing the Sun**
## **Viewing the Sun and Solar Eclipses**
Light from the sun — including during partial or total solar eclipses — can cause serious and permanent eye damage if viewed directly. Students must be clearly instructed never to look directly at the sun or at sunlight focused through lenses, telescopes, binoculars, or other optical devices, even for a brief moment.
### **Safer Solar Eclipse Viewing Practices**
- Watching a live video or recorded broadcast of a solar eclipse is the safest method for classroom viewing.
- If observing an eclipse outdoors, indirect viewing methods should be used whenever possible.
- Students may safely project an image of the sun onto paper using:
- A pinhole projector
- A convex lens projection setup
- Approved solar projection devices
- Direct viewing of a solar eclipse should only occur while using special eclipse glasses that comply with the ISO 12312-2 international safety standard.
### **Important Eclipse Safety Reminders**
- Regular sunglasses do not provide adequate protection for solar viewing.
- Eclipse glasses should be inspected before use for scratches, punctures, or damage.
- Students should remove eclipse glasses only after looking away from the sun.
- Teachers should supervise all eclipse viewing activities closely.
- Never use optical equipment such as binoculars, telescopes, or cameras with eclipse glasses unless the equipment has approved solar filters specifically designed for direct solar observation.
Proper planning, supervision, and protective equipment can help ensure that optics and eclipse activities remain safe, educational, and engaging experiences for students.
**Sources**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
[Tennessee STEM Innovation Network](https://www.tsin.org/) – [Solar Eclipse Video 1- What to Expect & Direct Solar Viewing](https://www.youtube.com/watch?v=VgNSMIrdJI8&t=8s)
[Tennessee STEM Innovation Network](https://www.tsin.org/) – [Solar Eclipse Video 3-Indirect Viewing Tips](https://www.youtube.com/watch?v=rJ2yPF6XeZA)
[NASA Goddard](https://www.youtube.com/@NASAGoddard) – [How to Safely Watch a Solar Eclipse](https://www.youtube.com/watch?v=ExonFXrnHKE)
[](https://www.youtube.com/@NASAGoddard)
[](https://www.youtube.com/@TNSTEM)
---
### [Section 1: Protecting Your Eyes Introduction](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/section-1-protecting-your-eyes-introduction/)
**Published:** February 6, 2023
**Author:** admin2025Open
**Content:**
## **Module Outcomes**
- Understand the importance of proper eye protection in science classrooms and laboratory settings.
- Recognize the risks associated with common science activities that may cause eye injuries or vision damage.
- Develop a comprehensive understanding of lasers, laser classifications, and laser safety procedures used in educational environments.
- Identify appropriate personal protective equipment (PPE) for different science and laboratory hazards.
- Apply safer laboratory practices to reduce the risk of eye injuries during demonstrations, investigations, and hands-on activities.
## **Why Eye Protection Matters**
Eye injuries can occur quickly and often without warning in science classrooms and laboratories. Hazards may include:
- Flying particles or broken glass
- Chemical splashes
- Heat sources and open flames
- Ultraviolet (UV) radiation
- Lasers and intense light sources
- Electrical sparks
- Dust, debris, or projectiles from experiments
Proper eye protection is one of the most important safety measures in any laboratory or STEM environment. Students, teachers, aides, and visitors should wear appropriate eye protection whenever hazards are present.
## **Eye Protection Standards**
Eye protection used in educational and laboratory settings should comply with the ANSI/ISEA Z87.1 standard for occupational and educational eye and face protection devices.
Common markings include:
- **Z87** — Basic impact protection
- **Z87+** — High-impact protection
- **D3** — Splash and droplet protection
- **U** — UV filter protection
Safety glasses should include side shields, while chemical splash goggles should fit snugly around the eyes for greater protection.
## **Laser Safety in the Classroom**
Lasers are commonly used in physics, optics, and STEM demonstrations. Even low-powered classroom lasers can damage the eyes if misused.
### **Important Laser Safety Practices**
- Never look directly into a laser beam.
- Never point lasers at another person.
- Avoid reflective surfaces such as mirrors or polished metal that may redirect laser beams.
- Use only teacher-approved lasers in the classroom.
- Store lasers securely when not in use.
- Follow manufacturer operating instructions at all times.
### **Laser Classifications**
Lasers are categorized into classes based on their potential hazard level.
Laser ClassDescriptionClass 1Safe during normal useClass 2Low-power visible lasers; brief accidental exposure is generally safeClass 3RModerate risk if viewed directlyClass 3BHazardous to eyes from direct exposureClass 4Severe eye and skin hazard; may also present fire risks
Protective laser eyewear may be required when working with Class 3B or Class 4 lasers.
## **Ultraviolet (UV) Light and Eye Safety**
Ultraviolet light can damage the cornea and retina. UV sources used in science activities should only be operated with proper protective equipment and supervision.
Safety recommendations include:
- Wear UV-rated goggles or safety glasses.
- Limit exposure time.
- Never stare directly into UV sources.
- Use barriers or shields when possible.
- Ensure UV equipment is turned off when not in use.
## **Safer Laboratory Practices**
To reduce eye injury risks:
- Keep work areas clean and organized.
- Inspect equipment before use.
- Tie back long hair and secure loose clothing.
- Report damaged safety glasses or goggles immediately.
- Wash hands after laboratory activities.
- Follow all teacher instructions and laboratory safety procedures.
Teachers should model proper eye protection behavior at all times.
## **Video Resource**
This video provides additional guidance on eye safety and laboratory protection procedures:
**Source**:
[Washington Post](https://www.youtube.com/@WashingtonPost) – [This is why you need special glasses to view the total solar eclipse](https://www.youtube.com/watch?v=zKmehcQGp8c&t=4s)
[](https://www.youtube.com/@WashingtonPost)
---
### [Investigating Planck's Constant with LEDs: Lesson With Safety Guidance](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/investigating-plancks-constant-with-leds-lesson-with-safety-guidance/)
**Published:** January 19, 2022
**Author:** admin2025Open
**Content:**
Planck’s constant (h = 6.626 × 10⁻³⁴ J·s) is one of the most fundamental quantities in quantum physics. This classroom investigation allows students to measure Planck’s constant while exploring the quantum nature of light and photons through the use of light-emitting diodes (LEDs). The activity provides students with a hands-on opportunity to connect abstract quantum concepts to observable experimental results.
This lesson is structured as a guided laboratory investigation in which students build simple electrical circuits, observe LED behavior, record threshold voltages, graph data, and analyze the relationship between voltage and light frequency to experimentally determine Planck’s constant.
## **Educational Purpose**
The lesson helps students:
- Understand the relationship between energy, frequency, and light using the equation:
E=hfE
- Explore the relationship between electrical energy and photon energy in LEDs.
- Develop practical laboratory skills, including circuit building, voltage measurement, data collection, graphing, and scientific analysis.
- Connect modern quantum physics concepts to real-world technologies such as LEDs, displays, and energy-efficient lighting systems.
## **Materials**
Typical materials for this investigation include:
- LEDs of multiple colors (red, amber, yellow, green, blue)
- 9-V or 6-V battery or variable power supply
- Voltmeter or multimeter
- Resistors or conductive dough
- Potentiometer or variable resistor
- Alligator clips and leads
- Paper clips or aluminum foil (for conductive dough circuits)
## **Safety Guidance**
Because this lesson involves electricity, LEDs, and light exposure, the following safety precautions must be followed throughout the investigation.
### **LED and Light Safety**
- Never stare directly into brightly illuminated LEDs, especially blue LEDs, as intense light exposure may cause eye strain or retinal discomfort.
- Students should observe LEDs indirectly whenever possible and avoid prolonged close-range exposure.
- Instructors should remind students that LEDs emit concentrated light upward, so observations should be brief and controlled.
### **Electrical Safety**
- LEDs should never be connected directly across a battery terminal without appropriate resistance. Excess current can permanently damage the LED and create overheating hazards.
- Inspect all wires, leads, batteries, and electrical components before use. Do not use frayed wires, damaged insulation, or cracked equipment.
- Ensure students understand proper polarity when connecting LEDs. Incorrect polarity may damage equipment or prevent proper operation.
- Disconnect power sources when circuits are not actively being tested or adjusted.
- Keep liquids, drinks, and damp materials away from all electrical components and testing areas.
### **Conductive Dough Safety**
For investigations using conductive dough:
- Students should wash hands after handling conductive dough.
- Disconnect batteries when measurements are not being made to reduce electrolysis and corrosion of metal components.
- Replace heavily corroded paper clips or conductive materials immediately.
- Conductive dough should not be eaten or placed near the face or eyes.
### **Heat and Equipment Safety**
- Some electrical components may become warm during prolonged use. Allow equipment to cool before handling or storing.
- Keep workspaces organized and free of clutter to reduce accidental pulling of wires or equipment.
- Avoid placing circuits near the edge of tables where equipment could fall.
### **Classroom Supervision**
- All experiments should be conducted under direct teacher supervision.
- Students should receive instruction on safe handling of electrical equipment before beginning the activity.
- Teachers should verify all circuits before students apply power.
- Laboratory expectations and emergency shutoff procedures should be reviewed before starting the lesson.
## **Scientific Background**
The investigation is based on the relationship between electrical energy and photon energy in an LED. When electrons move across the semiconductor junction in an LED, photons are emitted. The energy relationship can be expressed as:
***eΔV=hfe***
Where:
- *e* = elementary charge
- *ΔV* = threshold voltage
- *h* = Planck’s constant
- *f* = frequency of emitted light
Students graph voltage versus frequency, and the slope of the resulting graph can be used to calculate Planck’s constant.
## **Sources of Experimental Error**
Students should understand that measured values may differ from the accepted value of Planck’s constant due to:
- Difficulty identifying the exact moment an LED first emits visible light
- Variations in LED manufacturing and wavelength ranges
- Human observational error
- Measurement uncertainty from voltmeters or multimeters
- Ambient classroom lighting conditions
## **Real-World Connections**
This lesson provides an excellent opportunity to discuss how quantum physics directly impacts modern technology. LEDs are widely used in:
- Computer and television displays
- Smartphones and tablets
- Vehicle headlights and traffic signals
- Flashlights and home lighting
- Medical devices and communication technologies
The invention of blue LEDs, which led to modern white LED lighting and high-efficiency displays, earned the [2014 Nobel Prize in Physics](https://www.nobelprize.org/prizes/physics/2014/popular-information/).
[](https://sciencesafety.com/wp-content/uploads/2022/01/Investigating_Plancks_Constant_with_LEDs.pdf)
**Source**:
[Perimeter Institute](https://resources.perimeterinstitute.ca/products/investigating-plancks-constant-with-leds)
---
### [Optics](https://sciencesafety.com/courses/makerspace/lessons/optics/)
**Published:** January 11, 2022
**Author:** admin2025Open
**Content:**
When working with optics in a high school setting, it is important to follow proper safety procedures to help prevent accidents, injuries, and damage to equipment. Optics activities often involve light sources, lasers, lenses, mirrors, prisms, and delicate scientific instruments that require careful handling and supervision.
### **General Optics Safety Guidelines**
- Wear appropriate protective equipment, including safety glasses or goggles, whenever optics equipment or bright light sources are being used.
- Avoid direct exposure to laser beams. Never look directly into a laser source or point lasers toward another person. Use only classroom-approved lasers and appropriate protective eyewear when necessary.
- Handle optics equipment carefully. Lenses, mirrors, prisms, and glass components are fragile and can easily break or become scratched if mishandled.
- Keep workspaces clean, organized, and free of clutter to reduce the risk of accidents, tripping hazards, or damaged equipment.
- Follow all manufacturer operating instructions, including recommended settings, power requirements, and exposure limitations for optics equipment.
- Avoid touching optical surfaces such as lenses and mirrors with bare fingers. Oils, scratches, and dirt can affect image quality and damage sensitive equipment.
- Turn off all optics equipment when not in use to prevent overheating, electrical hazards, or accidental exposure to intense light sources.
### **Light Ray Boxes, Lasers, Lenses, and Prisms**
Light ray boxes, laser boxes, lenses, and prisms are delicate scientific tools that must be handled with care. Depending on the power source and bulb type, some ray boxes may generate significant heat during operation and can cause burns if touched improperly.
- Allow heated equipment to cool before handling or storing.
- Never place flammable materials near light sources or heated equipment.
- Inspect cords, plugs, and light sources regularly for damage before use.
- Always follow the manufacturer’s safer operating procedures and handling recommendations for all optics equipment.
### **General Considerations**
- Avoid using burning candles to produce optical images with mirrors or lenses due to the risk of burns and fire hazards.
- Use low-wattage light bulbs or approved classroom light sources instead of open flames.
- Do not use broken or cracked glass slabs, mirrors, lenses, or prisms. Damaged optical equipment should be removed from use immediately.
- Ensure students understand that optics equipment is scientific equipment — not toys — and should only be used under teacher supervision.
There are many educational resources related to optics, light, color, interference, and related topics available through [NASA STEM Optics Resources](https://www.nasa.gov/stem-ed-resources/optics-guide.html) that may benefit both educators and students.
**Sources**:
[NYC DOE Science Safety Manual 2022](https://sciencesafety.com/lessons/nyc-doe-science-manual-2022/)
[NASA STEM Optics Resources](https://www.nasa.gov/stem-ed-resources/optics-guide.html)
---
### [Specific Types of Electricity Equipment Appliances](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/specific-types-of-electricity-equipment-appliances/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
Information pertaining to the safe use of electrical equipment and appliances is outlined below:
- At the start of any activity involving electricity, remind students never to experiment with household electrical current at school or at home.
- Be familiar with the location of the electrical shut-off switch, fuse box, and circuit breaker panel. Electrical panels must remain accessible at all times. OSHA and NFPA standards require at least three feet of clearance around electrical panels.
- Even low-amperage and low-voltage electrical sources can pose serious hazards. While low-voltage DC sources may typically cause burns, AC sources as low as 24 volts have been known to cause fatal injuries. Students should avoid water spills near electrical equipment and never insert objects into electrical devices.
- Electrical cords should never hang over the edge of tables or counters, as loose cords can create tripping hazards and damage equipment.
- Regularly inspect all electrical equipment for frayed cords, exposed wires, broken insulation, or loose connections. Damaged equipment should only be repaired or replaced by qualified personnel.
- Warn students that electrical devices may remain hot after use and can cause burns. Electrical equipment used in classrooms should have a maximum voltage of 30 volts whenever possible. Safer alternatives include batteries or rechargeable battery systems.
- Inspect all circuits before students apply power. Take precautions to prevent accidental short circuits. In labs with keyed electrical shut-off systems, teachers should use them in the same manner as gas shut-off systems to improve safety and reduce equipment damage.
- All power supplies and outlets located at teacher stations or student workstations should include clearly marked on/off switches and visible indicators showing whether power is active.
- Electrical equipment used in physics classrooms should include on/off switches and external replaceable fuses. Equipment and outlet switches must always be turned off before plugging in or unplugging devices.
- Avoid the use of heavy lead-acid batteries in instructional settings. Lightweight alkaline or rechargeable battery systems are safer and easier to manage.
- Battery eliminators or multi-voltage adapters with external fuses are recommended instead of disposable dry cells. If dry cells leak chemicals, follow proper disposal procedures and ensure anyone exposed washes their hands thoroughly.
- Appliances connected to wall outlets should use polarized two-prong plugs or grounded three-prong plugs. Always remove plugs by grasping the plug itself — never pull on the cord.
- The total electrical load on a single circuit should not exceed 1500 watts.
- Avoid running extension cords across classrooms or lab spaces, as they create tripping hazards.
- Use surge protectors when operating multiple devices to help prevent circuit overloads and equipment damage.
- Student electrical experiments should be limited to a maximum of 30 volts unless students are working in specialized electrical or vocational training environments with proper supervision and advanced instruction.
- Cover exposed water faucets and grounded metal fixtures with insulating materials whenever there is a possibility of contact with live electrical circuits.
- Always make adjustments or repairs only when equipment is completely powered off and unplugged. Devices containing capacitors, such as televisions, radios, and computer monitors, may retain dangerous electrical charges even after being turned off.
- Clearly label high-voltage terminals on equipment such as induction coils, and caution students never to touch energized terminals.
- Never insert foreign objects into electrical equipment, especially while devices are connected to power sources.
- Protective devices such as fuses and circuit breakers must never be bypassed. Replacement fuses must always match the manufacturer’s recommended current rating.
- Students and staff should thoroughly dry their hands before handling electrical equipment, plugging in cables, or disconnecting devices. Equipment should always be turned off before cables are disconnected.
**Source**:
NYC DOE Science Safety Manual, 2022
---
### [Equipment and Supply Usage and Storage](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/equipment-and-supply-usage-and-storage/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
- Keep all tools, equipment, and sharp-edged instruments in good working condition. Store them securely in locked cabinets or designated storage areas when not in use.
- Use only explosion-proof refrigerators for storing laboratory chemicals or materials that may produce flammable vapors. Refrigerators used for instructional or laboratory purposes must never be used to store food or beverages.
- Secure all compressed gas cylinders in an upright position using approved straps, chains, or cylinder stands while in use or storage. During transport, cylinders must be properly secured to an approved hand truck or cylinder cart with the protective cap in place.
**Source**:
NYC DOE Science Safety Manual, 2022
---
### [Overview: Physics](https://sciencesafety.com/courses/physics-safety-for-educators/lessons/overview-physics/)
**Published:** January 18, 2022
**Author:** admin2025Open
**Content:**
Physics is the most fundamental of the experimental sciences, seeking to explain the universe itself — from the smallest subatomic particles to the enormous distances between galaxies. Despite the exciting and groundbreaking developments throughout the history of physics, observation remains at the core of the discipline. Scientists develop models to better understand observations, and over time, these models may evolve into theories that explain how the natural world works.
Through the study of physics, students gain insight into how scientists investigate questions, test ideas, and communicate findings with one another. While the scientific method can take many forms, physics places a strong emphasis on observation, experimentation, data collection, and practical application.
Physics education also helps students understand the broader “Nature of Science,” including how scientific knowledge develops over time, how discoveries impact society, and how scientists work collaboratively in the modern world. This includes exploring the ethical responsibilities, limitations, and creative problem-solving involved in scientific and technological advancement during the 21st century.
---
### [Using Hot Plates Safely](https://sciencesafety.com/courses/bunsen-burner-and-hot-plate-safety/lessons/using-hot-plates-safely/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Hot plates are commonly used in science and STEM laboratories as controlled heat sources for activities such as:
- Heating liquids
- Preparing water baths
- Conducting chemistry investigations
- Replacing open-flame heat sources in safer applications
While hot plates are often considered safer alternatives to Bunsen burners, they still present several potential hazards, including:
- Burns
- Electrical shock
- Fire hazards
- Glassware failure
- Chemical ignition
- Equipment malfunction
Improper use of hot plates can result in injuries, laboratory disruptions, equipment damage, and possible loss of experimental data.
## **Common Hot Plate Hazards**
### **Burn Hazards**
Hot plates remain extremely hot during use and may stay hot long after they have been turned off. Some laboratory hot plates are capable of reaching temperatures near or above 500°C.
Potential injuries may include:
- Skin burns
- Contact burns from heated surfaces
- Burns from heated glassware or liquids
- Scalds from boiling liquids
One major concern is that a hot plate may appear visually identical whether it is hot or cool.
### **Electrical Shock Hazards**
Electrical hazards may occur if:
- Power cords become damaged
- Wires contact hot surfaces
- Liquids spill onto electrical components
- Grounding systems are compromised
If electrical insulation melts or fails, users may be exposed to electrical shock risks.
### **Fire Hazards**
Older hot plate designs may present spark hazards due to:
- On/off switches
- Internal thermostats
- Corroded components
- Electrical failures
If sparks occur near combustible or flammable materials, a fire may result.
Hot plates are NOT:
- Explosion proof
- Intrinsically safe
- Designed for uncontrolled flammable vapor environments
Extra caution should always be used when heating flammable or volatile substances.
## **Basic Hot Plate Safety Precautions**
### **Use Approved Equipment**
Only use hot plates approved by recognized testing organizations such as:
- UL Solutions (UL)
For educational laboratories, flat ceramic-top hot plates are strongly preferred over exposed ring-element designs because they:
- Provide greater stability
- Reduce tipping risks
- Better support laboratory glassware
- Reduce spill and splash hazards
### **Read Manufacturer Instructions**
Before using any hot plate:
- Review the manufacturer’s instructions
- Follow operating guidelines carefully
- Register equipment with the manufacturer when possible to receive recall or safety notifications
### **Inspect Equipment Before Use**
Teachers and students should inspect hot plates regularly for:
- Damaged plugs or cords
- Frayed wiring
- Missing grounding pins
- Corrosion
- Sparks
- Faulty switches
- Signs of overheating
Do not use damaged equipment.
Test the off switch periodically to ensure:
- The heating element turns off properly
- The unit begins cooling appropriately
### **Use Appropriate Glassware**
Only use heat-resistant borosilicate glassware designed for laboratory heating applications.
Do NOT use:
- Thick-walled glass containers not rated for heating
- Soft glass bottles or jars
- Plastic containers
- Cracked or damaged glassware
Inspect all glassware carefully for:
- Cracks
- Scratches
- Chips
- Abrasions
- Weak points
Damaged glassware may fail unexpectedly when heated.
### **Prevent Cord Contact with Heat**
Electrical cords and temperature probe wires should never contact heated surfaces.
Keep cords:
- Away from the hot plate surface
- Away from liquids
- Organized to reduce trip hazards
### **Turn Off Hot Plates When Not in Use**
Hot plates should always be turned off immediately after use.
Many hot plate injuries occur because:
- Users assume the plate has cooled
- The stirrer function is turned off while the heating function remains active
- Equipment is left unattended
Always verify:
- The heating element is off
- Indicator lights are not active
- The surface has cooled before handling or storing
## **Teacher Tips for Safer Hot Plate Use**
### **Avoid Unattended Heating**
Whenever possible:
- Do not leave hot plates unattended
- Use timers or automatic shutoff systems if extended heating is necessary
- Monitor heating procedures continuously
### **Match Vessel Size to Heating Surface**
The heating surface should be larger than the container being heated whenever possible to:
- Improve stability
- Promote even heating
- Reduce tipping risks
### **Use Boiling Stones When Appropriate**
Boiling stones may help liquids boil more evenly and reduce sudden bumping or splashing.
### **Avoid Heating Containers Completely Dry**
Heating liquids until containers become completely dry may cause:
- Glass cracking
- Glass failure
- Overheating
- Fire hazards
Monitor liquid levels carefully during heating procedures.
### **Use Appropriate Temperature Settings**
Most laboratory liquids should be heated using:
- Medium
- Medium-high settings
Avoid excessive heat whenever possible, especially with:
- Low-boiling liquids
- Volatile materials
- Flammable solvents
Always review the Safety Data Sheet (SDS) for information regarding:
- Flash points
- Boiling points
- Thermal hazards
- Recommended handling procedures
### **Heating Flammable Liquids**
Heating flammable liquids should only occur with appropriate exposure controls such as:
- Certified chemical fume hoods
- Proper ventilation systems
- Secondary containment systems
If boiling solvents:
- Use condensers rather than open containers whenever possible
- Prevent vapors from accumulating
- Keep ignition sources away
Secondary containment may help prevent spills or leaks from contacting hot surfaces.
### **Oxidizers and Oil Baths**
Strong oxidizers should not be heated in oil baths because leaks or spills may create dangerous chemical reactions or fire hazards.
### **Combination Hot Plate/Stirrers**
Combination hot plate/stirrer units present additional risks because users may accidentally activate the heating element when only stirring is intended.
Always verify:
- The heating function is off when only stirring is required
- Controls are clearly understood before operation
## **Hot Plate Safety Requires Continuous Awareness**
Hot plates may appear safer than open flames, but they still require:
- Hazard analysis
- Risk assessment
- Proper supervision
- PPE use
- Equipment inspection
- Careful operating procedures
Strong hot plate safety practices help reduce burns, fires, electrical hazards, and laboratory accidents while supporting safer science and STEM instruction.
**Sources**:
[Harvard University Environmental Health & Safety](https://www.ehs.harvard.edu/sites/default/files/lab_safety_guideline_hot_plate_safety.pdf)
Science Safety
**Categories:** Heat Safety
---
### [Using Bunsen Burners Safely (4:10)](https://sciencesafety.com/courses/bunsen-burner-and-hot-plate-safety/lessons/using-bunsen-burners-safely/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Gas burners, such as Bunsen burners and Tyrell burners, are among the most common heat sources used in academic science laboratories. While these burners are effective tools for heating materials and conducting demonstrations, they also present significant hazards due to the use of open flames and flammable gases.
One of the major challenges with gas burners is that it can be difficult to precisely control the flame temperature. In addition, the presence of flammable gas in the laboratory increases the potential for:
- Fires
- Burns
- Scalds
- Ignition of vapors
- Gas leaks
- Clothing or hair ignition
Heating organic or flammable liquids such as alcohols with active flames can create serious fire hazards and should NEVER occur in K–12 laboratories.
Gas burners should generally be used only for heating:
- Water
- Aqueous salt solutions
- Other nonflammable materials
### Safer Alternatives
A safer alternative to traditional burners may include portable butane laboratory burners, which may provide:
- Greater stability
- Reduced tipping hazards
- Trigger ignition systems
- Easier flame control
- Simple on/off operation
However, teachers should always follow:
- Local Chemical Hygiene Plans (CHP)
- District laboratory safety policies
- Manufacturer operating instructions
- Local fire code requirements
Burners must always match the intended fuel source. For example:
- A propane burner should not be connected to a natural gas system
- A natural gas burner should not be used with propane fuel
Using incompatible equipment can create serious safety hazards.
## **Safety Protocols for Using Gas Burners**
Before lighting any burner or heat source:
- Tie back long hair completely
- Secure loose clothing and jewelry
- Wear appropriate PPE, including indirectly vented chemical splash goggles
- Ensure workspaces are clear of combustible materials
Teachers should always model proper Bunsen burner techniques before allowing students to work independently. Students should be encouraged to ask for assistance whenever they are unsure about procedures or equipment operation.
Reviewing fire safety procedures and the location of emergency equipment before beginning any open flame activity is an essential part of the teacher’s Duty of Care responsibility.
### Safer Practices for Gas Burner Use
- Use only the appropriate burner type for the fuel source being supplied.
- Know the location of the master gas shut-off valve and ensure it is operational.
- Use only approved burner tubing that meets recognized safety standards.
- Do not use latex tubing for gas delivery systems.
- Inspect burners, tubing, and hose connections for cracks, leaks, or damage before use.
- Encourage students to inspect their equipment before ignition.
- Use ceramic-centered wire gauze rather than asbestos-centered materials.
- Use a striker or approved safety lighter to ignite the burner.
- Carefully bring the flame toward the barrel while slowly turning on the gas supply.
- If ignition occurs at the base of the burner, immediately shut off the gas.
- Adjust the flame to an appropriate medium blue color and height.
- Remember that burners remain hot after use and should not be touched until fully cooled.
- Never lean across or reach over an active flame.
- Never leave an open flame unattended.
### Bunsen Burner Safety Video
The following video from Ontario Tech University reviews Bunsen burner safety procedures and demonstrates how to properly light a burner.
### **Science Safety Note About the Video**
Please note that during the “How to Light a Bunsen Burner” portion of the video, the presenter discusses pulling long hair back; however, some hair remains hanging forward near the face.
Best laboratory safety practice is to ensure that:
- All long hair is fully secured away from the face and flame
- Loose strands are restrained
- Hair cannot accidentally move into the flame area
This serves as a reminder that even instructional videos should be reviewed critically and supplemented with proper teacher modeling and local safety expectations.
Strong preparation, supervision, PPE use, and hazard awareness are essential when using Bunsen burners in science and STEM laboratories.
**Sources**:
[NSTA Heat Source Safety](https://www.nsta.org/blog/heat-source-safety)
[teachinglearninguoit](https://www.youtube.com/@teachinglearninguoit) – [How to Light a Bunsen Burner](https://www.youtube.com/watch?v=N7ssCM3qM3U)
[](https://www.youtube.com/@teachinglearninguoit)
**Categories:** Heat Safety
---
### [Bunsen Burner Safety Introduction](https://sciencesafety.com/courses/bunsen-burner-and-hot-plate-safety/lessons/bunsen-burner-safety-introduction/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Bunsen burners have been commonly used in academic and research laboratories for well over a century as a source of heat for laboratory experiments, demonstrations, and scientific investigations. While these devices remain valuable instructional tools, they also introduce significant hazards and risks due to the presence of open flames and flammable gas sources.
The use of open flames in science and STEM laboratories presents natural safety concerns, including:
- Fire hazards
- Burn injuries
- Scald injuries
- Ignition of flammable materials or vapors
- Gas leaks
- Improper flame control
Bunsen burners are available in different styles and may use different fuel sources depending on the intended laboratory application and available infrastructure within the science program.
Because of the hazards associated with open flames, teachers must carefully evaluate whether the use of Bunsen burners is educationally appropriate and whether safer alternative heat sources — such as hot plates or water baths — may better support the instructional objective.
### **Common Laboratory Accidents Involving Bunsen Burners**
Recent school laboratory incidents involving open flames and Bunsen burners demonstrate the importance of proper supervision, hazard analysis, and safety training.
Common injuries associated with Bunsen burners may include:
- Burns from touching heated glassware
- Burns from touching burner barrels or tips before they cool
- Scalds from heated liquids
- Fires caused by improper flame use
- Injuries from improper ignition techniques
- Clothing or hair ignition
Improper lighting procedures, including unsafe use of wooden splints, matches, or hooded lighters, may increase the risk of accidents.
Flames may also be adjusted incorrectly, resulting in:
- Flames that are too large
- Flames that are unstable
- Flames that are too hot
- Incomplete combustion
- Unexpected flare-ups
Teachers and students should be properly trained on flame adjustment, ignition procedures, and emergency shutdown procedures before using burners in the laboratory.
### **Flammable Materials and Open Flames**
Extreme caution should be exercised whenever chemicals or combustible materials are present in areas where open flames are being used.
Potential ignition hazards may include:
- Flammable solvents
- Alcohols
- Methanol
- Paper products
- Wood materials
- Chemical vapors
- Organic compounds
There have been documented school laboratory accidents involving methanol and open flames that resulted in severe burns and life-altering injuries. These incidents reinforce the importance of:
- Proper hazard analysis
- Limiting flammable chemical quantities
- Maintaining separation distances
- Using safer alternatives when appropriate
- Following established laboratory safety procedures
### **Purpose of This Safety Module**
The purpose of this safety module is to review:
- Potential hazards associated with Bunsen burners and heat sources
- Resulting risks in school science laboratories
- Safer operating procedures
- Proper storage and maintenance practices
- Appropriate supervision and PPE requirements
- Fire prevention strategies
- Emergency response considerations
This module will also help educators evaluate when open flames are appropriate and when safer alternative heat sources may better support safe science instruction.
### **Safety Requires Professional Judgment**
Teachers should always conduct hazard analyses and risk assessments before using Bunsen burners or open flames in laboratory activities. Decisions regarding heat sources should consider:
- Student age and maturity
- Classroom setup
- Available ventilation
- Chemical hazards present
- Emergency preparedness
- Local district policies and Chemical Hygiene Plans
Strong preparation, supervision, and safety awareness are essential for minimizing risks and supporting safer science and STEM laboratory experiences.
**Sources**:
Science Safety
National Aeronautics and Space Administration (NASA)
**Categories:** Heat Safety
---
### [Safety Protocols for Using Heat Sources](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/safety-protocols-for-using-heat-sources/)
**Published:** November 28, 2021
**Author:** admin2025Open
**Content:**
After selecting the appropriate heat source for a science or STEM activity, it is important to follow established safety procedures to help reduce the risk of burns, fires, electrical hazards, and other laboratory incidents.
Before using any heat source:
- Tie back long hair
- Secure loose clothing and jewelry
- Wear appropriate PPE, including indirectly vented chemical splash goggles
- Keep workspaces clear and organized
- Review emergency procedures and equipment locations
Teachers and students should also follow their district’s Chemical Hygiene Plan (CHP), laboratory safety manual, and Standard Operating Procedures (SOPs) for additional local guidance regarding heat-producing equipment and open flame use.
The following recognized safer practices are adapted from guidance provided by the National Science Teaching Association (NSTA).
## **Gas Burners**
Gas burners such as Bunsen burners require careful supervision and proper setup procedures.
### **Safer Practices for Gas Burners**
- Use only the appropriate burner type for the fuel source being supplied.
- Know the location of the master gas shut-off valve before beginning any activity.
- Verify that the gas shut-off system is operational.
- Use only approved laboratory gas tubing connectors that meet appropriate safety standards.
- Do not use latex tubing or inappropriate plastic tubing for gas connections.
- Inspect burners, tubing, and hose connections for cracks, leaks, or damage before use.
- Use ceramic-centered wire gauze rather than older asbestos-centered materials.
- Ignite burners using a striker or approved safety lighter.
- Carefully ignite the burner while slowly turning on the gas supply.
- If the flame ignites at the base of the burner, immediately shut off the gas.
- Adjust the flame to the appropriate size and color, typically a medium blue flame.
- Remember that metal burner surfaces remain hot after use.
- Never reach over or lean across an active flame.
- Never leave an open flame unattended.
## **Electric Hot Plates**
Electric hot plates are often considered safer alternatives to open flames but still require careful operation.
### **Safer Practices for Hot Plates**
- Plug hot plates only into Ground Fault Interrupter (GFI/GFCI) protected outlets.
- Use only grounded or three-prong plug hot plates with recognized safety certification listings.
- Ensure the hot plate is clean and dry before use.
- Inspect electrical cords and wiring for damage.
- Use caution because the surface may still be hot from previous use.
- Keep electrical cords away from heat and water sources.
- Unplug the hot plate when finished using it.
- Allow the surface to cool before storage or handling.
## **Candles**
Candles may be used in some demonstrations but present open flame and burn hazards.
### **Safer Practices for Candles**
- Never place candles near combustible or flammable materials.
- Trim wicks to approximately ¼ inch before use.
- Use stable, heat-resistant candle holders or supports.
- Avoid using candles in areas with strong drafts or ventilation currents.
- Extinguish candles that produce excessive smoke or unusually large flames.
- Use candles only in well-ventilated areas.
- Stop using candles when wax becomes low.
- Never touch melted wax while hot.
- Keep burning candles within direct supervision at all times.
- Never leave candles unattended.
## **Hot Water Baths**
Hot water baths provide indirect heating but still present burn and spill hazards.
### **Safer Practices for Hot Water Baths**
- Follow the same safety precautions used for hot plates or gas burners.
- Use caution around heated water to prevent splashing and burns.
- Handle heated glassware carefully.
- Immediately clean any water spills from floors or work surfaces to prevent slips and electrical hazards.
## **Laboratory Incubators and Ovens**
Laboratory ovens and incubators require proper electrical safety and temperature monitoring.
### **Safer Practices for Incubators and Ovens**
- Plug equipment into GFI/GFCI protected outlets whenever possible.
- Use only properly grounded equipment with recognized safety certifications.
- Use heat-resistant gloves when handling heated objects or glassware.
- Avoid heating paper products above their combustion temperature.
- Do not place plastics in drying ovens unless specifically approved for that use.
- Monitor equipment for thermostat malfunction or overheating.
- For incubators, add water only according to manufacturer instructions.
- Use distilled water when required.
- Remove standing water and dry the unit after incubation activities are complete.
## **Microwave Ovens**
Microwave ovens have limited laboratory uses and require strict safety precautions.
### **Safer Practices for Microwave Ovens**
- Never heat flammable liquids, hazardous chemicals, or radioactive materials in a microwave oven.
- Never attempt to bypass or disable door safety interlock systems.
- Do not place wires, tubing, or objects between the microwave door and seal.
- Do not modify microwave electrical or mechanical systems.
- Laboratory microwaves should never be used for food preparation.
- Do not place sealed containers inside microwave ovens because pressure buildup may cause explosions.
- Monitor heated materials carefully to prevent overheating or splattering.
## **Heat Source Safety Requires Planning and Supervision**
All heat-producing equipment introduces potential hazards into the laboratory environment. Teachers should:
- Conduct hazard analyses and risk assessments before activities
- Select the safest heat source possible
- Ensure proper PPE is used
- Maintain direct supervision
- Verify emergency equipment accessibility
- Reinforce laboratory safety expectations consistently
Strong heat source safety procedures help reduce the risks of burns, fires, electrical hazards, and laboratory accidents while supporting safe and engaging science and STEM learning experiences.
**Sources**:
[NSTA](https://www.nsta.org/blog/heat-source-safety)
[University of Nottingham](https://www.nottingham.ac.uk/safety/documents/microwaves.pdf)
---
### [Gas Burners](https://sciencesafety.com/courses/heat-source-options/lessons/gas-burners/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
The most common heat source used in academic science laboratories is the gas burner, including devices such as:
- Bunsen burners
- Tyrell burners
- Portable laboratory burners
These burners typically use natural gas or propane supplied through dedicated laboratory gas lines or approved portable fuel systems. School laboratory gas systems should be routinely inspected and maintained to help identify leaks, pressure issues, or damaged connections.
Gas burners are capable of producing high temperatures and are commonly used in laboratory activities involving:
- Heating liquids
- Sterilization procedures
- Flame testing
- Combustion demonstrations
- Heat transfer investigations
### **Hazards Associated with Gas Burners**
Although gas burners are widely used in science laboratories, they present several significant safety concerns, including:
- Open flame hazards
- Burns
- Fire risks
- Gas leaks
- Ignition of flammable vapors
- Difficulty controlling exact temperatures
Because gas burners rely on flammable fuel sources, proper supervision, hazard awareness, and laboratory safety procedures are essential whenever they are used.
### **Flammable Liquids and Open Flames**
Heating organic or flammable liquids near active flames can create serious fire and explosion hazards.
Examples of flammable materials may include:
- Alcohols
- Organic solvents
- Acetone
- Certain cleaning products
Teachers and students should exercise extreme caution when:
- Dispensing flammable liquids
- Transferring chemicals
- Working near open flames
- Conducting demonstrations involving vapors
Whenever possible, flammable liquids should be kept well away from ignition sources.
Because of these hazards, gas burners are generally better suited for heating:
- Water
- Aqueous salt solutions
- Nonflammable materials
### **Portable Butane Burners**
Portable butane laboratory burners are sometimes considered a safer alternative to traditional gas burners because they may provide:
- Greater stability
- Reduced tipping hazards
- Trigger ignition systems
- Simple on/off controls
- Improved portability
These features may help reduce certain operational risks associated with traditional burners.
However, some school districts, states, or jurisdictions may restrict or prohibit the use of portable butane burners. Teachers should always consult:
- Their district’s Chemical Hygiene Plan (CHP)
- Standard Operating Procedures (SOPs)
- Local fire code requirements
- School safety policies
before using portable fuel-burning equipment in the classroom or laboratory.
### **Safer Practices When Using Gas Burners**
When operating gas burners, teachers and students should:
- Tie back long hair and secure loose clothing
- Wear appropriate PPE
- Inspect gas hoses and connections before use
- Use approved ignition tools
- Keep flammable materials away from flames
- Never leave burners unattended
- Shut off gas immediately after use
- Maintain clear workspaces and exits
- Ensure proper ventilation
Teachers should also know:
- Emergency gas shutoff locations
- Fire extinguisher locations
- Emergency evacuation procedures
- How to respond to gas leaks or fire emergencies
### **Open Flame Safety Requires Preparation**
Open flames should only be used when educationally appropriate and when safer alternatives are not practical for the learning objective.
Proper hazard analysis, risk assessment, supervision, and adherence to laboratory safety procedures are essential for minimizing risks associated with gas burners and maintaining safer science and STEM learning environments.
**Source**:
[NSTA](https://www.nsta.org/blog/heat-source-safety)
**Categories:** Heat Safety
---
### [Open Flames](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/open-flames/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Open flames present significant fire, burn, explosion, and ignition hazards in science and STEM laboratories. Whenever open flames are used, teachers should conduct a hazard analysis and risk assessment beforehand and ensure that all appropriate safety procedures and controls are in place.
Whenever possible, educators should consider safer alternatives such as hot plates or other controlled heat sources instead of open flames.
### **Igniting Open Flames**
Use an approved sparking or striker tool to ignite burners whenever possible rather than:
- Matches
- Disposable lighters
- Butane lighters
Sparking tools help increase distance between the user’s hand and the ignition source while reducing accidental burns.
### **Inspect Gas Connections**
Before using gas burners:
- Inspect hoses and connections carefully
- Ensure fittings are secure and leak-free
- Check for signs of cracking, wear, or deterioration
A simple soap solution may be used to help identify gas leaks. If bubbles form around connections, a leak may be present and the equipment should not be used until repaired.
### **Proper Gas Tubing**
Do not use plastic or inappropriate tubing to connect burners to gas outlets.
Laboratory burners should be connected using:
- Natural rubber laboratory gas hose
- Properly rated laboratory tubing
- Hose lengths typically 3 feet or shorter when possible
Using improper tubing may increase the risk of:
- Gas leaks
- Melting
- Cracking
- Fire hazards
### **Flammable Vapors and Flashback Hazards**
Flammable vapors and gases can travel quickly and may ignite unexpectedly if exposed to an ignition source.
Teachers and students should:
- Avoid creating vapor clouds
- Keep flammable materials away from flames
- Work in well-ventilated areas
- Be aware that vapors may ignite and “flash back” toward the source container
Even vapors that are not easily visible may create serious fire or explosion hazards.
### **Never Leave Open Flames Unattended**
Open flames should never be left unattended for any length of time.
Before leaving the laboratory or moving away from the work area:
- Extinguish burners completely
- Shut off gas supplies
- Confirm flames are fully extinguished
Continuous supervision is essential whenever flames or heated equipment are in use.
### **Keep Flammable Liquids Away from Flames**
Open flames and high heat sources should never be used near flammable liquids or vapors.
As a general safety guideline:
- Do not use open flames within 6 feet of flammable liquid containers whenever possible
- Remove unnecessary combustible and flammable materials from the area
- Store flammable liquids properly in approved storage locations
Heating flammable liquids with open flames greatly increases the risk of:
- Flash fires
- Vapor ignition
- Explosions
- Severe burns
### **Use Fume Hoods When Appropriate**
Whenever feasible, open flame procedures involving hazardous vapors or fumes should be performed in a properly functioning chemical fume hood designed for such use.
When using open flames in a fume hood:
- Remove all unnecessary flammable and combustible materials
- Do not store chemical waste or flammable liquids inside the hood
- Ensure adequate airflow and ventilation
- Avoid overcrowding the hood workspace
Fume hoods are designed for ventilation and hazard control — not chemical storage.
### **Open Flame Safety Requires Constant Awareness**
Open flames demand careful supervision, preparation, and hazard awareness. Teachers should:
- Model safe behavior
- Reinforce laboratory safety rules
- Ensure students understand fire risks
- Verify emergency equipment is accessible
- Maintain clear evacuation routes
- Know emergency shutdown procedures
Strong open flame safety practices help reduce the risk of fires, burns, explosions, and laboratory accidents while supporting safer science and STEM learning environments.
**Source**:
[Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Fire Safety, Lab Experiments
---
### [Heat Source Options in Science and STEM Laboratories](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/heat-source-options/)
**Published:** November 28, 2021
**Author:** admin2025Open
**Content:**
Many hands-on science and STEM activities require the use of a heat source. Selecting the appropriate heat source is an important part of hazard analysis and risk assessment because each heating method presents different safety concerns, benefits, and limitations.
Teachers should carefully evaluate:
- The educational purpose of the activity
- The type of material being heated
- The required temperature range
- Student age and experience level
- Available safety equipment and ventilation
- Fire and burn hazards
- Emergency response considerations
Whenever possible, teachers should select the safest heat source capable of accomplishing the instructional objective.
## **Common Heat Source Options and Safety Considerations**
### **Alcohol Burners**
Traditional alcohol burners or alcohol lamps use flammable liquid fuel and open flames. These devices may present significant fire and burn hazards, especially if spilled, tipped over, or improperly extinguished.
Potential hazards include:
- Fire from spilled fuel
- Explosions caused by vapor ignition
- Burns from flames or hot surfaces
- Difficulty seeing the flame in brightly lit rooms
Some jurisdictions or school systems restrict or prohibit the use of traditional alcohol lamps with exposed wicks.
If alcohol burners are used:
- Wickless alcohol burners are generally considered safer alternatives
- Quantities of fuel should be minimized
- Proper supervision and fire safety equipment are essential
Many safety professionals recommend avoiding alcohol burners in K–12 classrooms whenever safer alternatives are available.
### **Candles**
Candles are sometimes used in demonstrations involving heat transfer, combustion, or fire safety concepts.
Potential hazards include:
- Open flames
- Clothing or hair ignition
- Burns from hot wax
- Fire risks if left unattended
If candles are used:
- Long hair and loose clothing should be secured
- Flammable materials should be removed from the area
- Students should remain supervised at all times
- Proper extinguishing procedures should be followed
Candles may also serve as instructional tools for teaching fire prevention and emergency awareness.
### **Electric Hot Plates**
Electric hot plates are commonly considered one of the safer heating options for many school laboratories, particularly in middle school settings.
Advantages include:
- No open flame
- More controlled heating
- Stable heating surfaces
- Reduced fire risk compared to gas burners
Potential hazards include:
- Burns from hot surfaces
- Electrical shock hazards
- Fires caused by overheating or damaged wiring
- Chemical spills onto electrical components
Hot plates should:
- Be inspected regularly
- Be plugged into Ground Fault Interrupter (GFI/GFCI) protected outlets
- Be kept away from water spills when possible
- Be used on stable, heat-resistant surfaces
Hot plates are often preferred for heating aqueous solutions and low-risk laboratory procedures.
### **Gas Burners**
Gas burners such as Bunsen burners and Tyrell burners are common laboratory heat sources capable of producing high temperatures.
Potential hazards include:
- Open flames
- Fire risks
- Gas leaks
- Burns
- Difficulty controlling exact temperatures
- Ignition of flammable vapors or liquids
Gas burners should generally:
- Be used only under direct supervision
- Be inspected regularly
- Be kept away from flammable materials and solvents
- Be operated only when appropriate ventilation is available
Heating flammable organic solvents near open flames significantly increases fire and explosion risks and should generally be avoided.
Portable butane burners may offer some safety advantages, including:
- Greater stability
- Easier ignition controls
- Controlled fuel systems
- Reduced tipping hazards
### **Hot Water Baths**
A hot water bath uses heated water to transfer heat indirectly to another container or material.
This method may reduce direct flame exposure and provide more controlled heating for some experiments.
Potential hazards include:
- Burns from hot water splashes
- Burns from heated containers
- Steam exposure
- Fire risks if an open flame is used to heat the water bath
Teachers should ensure:
- Stable setups
- Proper handling techniques
- Careful movement of heated containers
- Appropriate PPE use
### **Laboratory Incubators**
Laboratory incubators are used primarily in biological and microbiological investigations to maintain controlled temperatures for sample growth and storage.
Potential hazards may include:
- Electrical hazards
- Burns from heated surfaces
- Contamination risks
- Biological exposure concerns
- Fire risks if equipment malfunctions
Teachers should:
- Follow manufacturer instructions
- Monitor temperatures carefully
- Avoid overcrowding incubators
- Maintain proper sanitation and cleaning procedures
### **Laboratory Ovens**
Laboratory ovens are used for controlled heating, drying, annealing, or sterilization procedures.
Advantages include:
- Controlled temperatures
- Uniform heating
- Reduced direct flame exposure
Potential hazards include:
- Burns from heated surfaces
- Fire hazards
- Overheating due to thermostat failure
- Melting plastics or combustible materials
- Ignition of paper or flammable materials
Teachers should:
- Avoid storing combustible materials near ovens
- Monitor oven temperatures regularly
- Inspect equipment for damage or malfunction
- Follow manufacturer safety guidelines
### **Microwave Ovens**
Microwave ovens have limited laboratory applications but may be used for heating liquids or melting certain materials.
Potential hazards include:
- Container explosions
- Superheating of liquids
- Ignition of flammable vapors
- Burns from hot materials
- Leaks or spills from heated containers
Microwaves should:
- Never be used with sealed containers
- Not be used for heating flammable chemicals
- Be monitored during operation
- Be used only with microwave-safe materials
## **Selecting the Safest Heat Source**
When selecting a heat source, educators should always ask:
- Is there a safer alternative?
- Is an open flame truly necessary?
- Can the activity be modified to reduce hazards?
- Is the heat source appropriate for the student age level?
- Are adequate safety controls and PPE available?
The safest heat source is often the one that minimizes:
- Open flames
- Flammable vapor exposure
- Electrical hazards
- Burn risks
- Uncontrolled temperature conditions
### **Safety First in STEM and Science Laboratories**
All heat sources involve some level of risk. Proper hazard analysis, supervision, PPE use, ventilation, emergency planning, and equipment maintenance are essential for reducing those risks and supporting safer science and STEM learning environments.
Teachers should consistently model safe heating procedures and reinforce proper laboratory behavior whenever heat-producing equipment is used.
**Source**:
[NSTA](https://www.nsta.org/blog/heat-source-safety)
---
### [Alcohol Flames and Accidents in Schools](https://sciencesafety.com/courses/methanol-safety/lessons/alcohol-flames-and-accidents-in-schools/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
**Methanol in Science and STEM programs is a Preventable HAZARD,** edCircuit article, [October 2022](https://edcircuit.com/methanol-in-k-12-is-a-preventable-hazard/)
Many high school science departments still store methanol (methyl alcohol), also known as wood alcohol, wood spirits, carbinol, or methyl hydrate, in chemical storerooms—typically secured in approved flammable-materials cabinets. While this is the correct storage location, **proper storage alone does not eliminate risk**.Recent tragic events, including a [chemistry accident in Virginia](https://sciencesafety.com/blog/be-safe-virginia-chemistry-accident-lit-students-on-fire/) where three students and a teacher were injured, clearly illustrate the dangers associated with methanol use in school laboratories. Incidents like these reinforce a critical reality: **methanol presents an unacceptable risk in K–12 educational settings**, even when handled by experienced educators.With more than two decades of experience in science education, chemical supply, safety compliance, and teacher preparation, I feel a professional obligation to raise awareness of methanol use in secondary school environments. This perspective is informed by years spent supporting safer instructional practices and helping jurisdictions transition to less hazardous alternatives.
### **Why Methanol Does Not Belong in Schools**
I do not support the use of methanol in K–12 schools—period. Based on my experience as a former Director of Education, Director of Safety and Compliance for a major chemical supplier, and as a certified educator, the **risks associated with methanol far outweigh its instructional value**.In many cases, methanol can be substituted with a more stable and less hazardous alcohol such as **ethanol**, allowing students to achieve the same learning outcomes with significantly reduced risk. Organizations such as [**Beyond Benign**](https://www.beyondbenign.org/), along with professional associations including **[NSTA](https://www.nsta.org/), [ACS](https://www.acs.org/), ACT, [NABT](https://nabt.org/), [NSELA](https://www.nsela.org/), and [CSSS](https://cosss.wildapricot.org/)**, offer guidance and resources to support safer, greener chemistry practices in classrooms.
### **Learning From Past Safety Decisions**
As scientific understanding and safety awareness evolve, educational practices must adapt. History shows this progression clearly. Substances once commonly used in schools—such as **PCBs, leaded gasoline, benzene, asbestos, DDT, BPA**, and heavy metal compounds like **lead, cadmium, chromium, arsenic, and mercury**—have been removed from classrooms due to well-documented health risks.The same rationale led to the widespread removal of **formaldehyde-preserved biological specimens** from biology labs. Educators recognized the health risks, and suppliers responded with safer alternatives that preserved instructional value while protecting students and staff.Methanol should be evaluated using this same evidence-based lens. Its **low flash point, high vapor hazard, and severe toxicity** make it fundamentally incompatible with the duty of care owed to students and educators.
### **Addressing Common Counterarguments**
Some educators argue that methanol can be used safely by experienced teachers for demonstrations such as the “Rainbow Flame” or “Whoosh Bottle.” While these demonstrations are visually compelling, **the risk associated with methanol use exceeds the educational benefit**. Numerous severe burn incidents—including permanent disfigurement—have resulted from these activities.Although methanol has legitimate industrial applications—as a solvent, fuel additive, antifreeze component, or reagent in organic synthesis—**industrial utility does not justify classroom use**. K–12 laboratories are not industrial facilities, and students are not trained chemical workers.***Editor’s Note:** This article has been reposted for instructional use and edited for clarity and flow. The core meaning, safety guidance, and conclusions remain unchanged.*
### **Underreporting of School Chemical Accidents**
Another critical concern is that many chemical accidents in schools go **unreported**. There is no federal requirement for schools to report all laboratory incidents to the[ U.S. Chemical Safety and Hazard Investigation Board](https://www.csb.gov/). As a result, the actual number of student and teacher injuries involving hazardous chemicals—particularly methanol—is likely far higher than available data suggest.
### **Key Takeaway**
Methanol is a **preventable hazard** in school science and STEM programs. Safer alternatives exist, and the educational community has both the knowledge and responsibility to act. Removing methanol from K–12 laboratories is not a limitation on science education—it is a commitment to **safer learning environments, responsible risk management, and student well-being**.
***Related Video:** Underreporting of Chemical Accidents in Schools*
[CLICK HERE TO WATCH VIDEO](https://okcfox.com/news/spotlight-on-america/more-than-160-students-teachers-nationwide-hurt-in-science-experiments-gone-wrong)
**Sources:**
[Methanol in K12 is a Preventable Hazard, edCircuit 2022](https://edcircuit.com/methanol-in-k-12-is-a-preventable-hazard/)
[Science Safety](https://sciencesafety.com/blog/be-safe-virginia-chemistry-accident-lit-students-on-fire/)
[Science Safety Methanol in Science and STEM programs is a Preventable HAZARD ](https://sciencesafety.com/blog/methanol-in-k12-is-a-preventable-hazard/)
[OKC Fox 25](https://okcfox.com/news/spotlight-on-america/more-than-160-students-teachers-nationwide-hurt-in-science-experiments-gone-wrong)
Image: Wikimedia Commons, Mfomich
---
### [Recap: Evaluating Risk](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/recap-evaluating-risk/)
**Published:** December 16, 2021
**Author:** admin2025Open
**Content:**
Now that you have developed a greater understanding of hazards, risks, and the importance of hazard analysis and risk assessment, you are better prepared to serve as both an educator and the lead safety advocate within your science or STEM learning environment.
The more frequently you perform potential hazard analyses and resulting risk assessments — often referred to as the “3-A” or “AAA” safety evaluation process — the more effective and efficient you will become at recognizing potential concerns before incidents occur.
Involving students in age-appropriate safety discussions and risk evaluations also helps build:
- Safety awareness
- Critical thinking skills
- Personal responsibility
- Laboratory readiness
- A stronger culture of safety within the classroom
### **Building Safety Awareness Through Experience and Training**
Developing a thorough understanding of laboratory hazards and risks often comes from:
- Experience
- Ongoing professional learning
- Safety training
- Collaboration with trusted safety organizations and professionals
- Reviewing incidents and near misses
- Consistent hazard evaluation practices
Science and STEM educators should continue expanding their knowledge of:
- Chemical safety
- Biological safety
- Equipment safety
- Emergency procedures
- PPE requirements
- Risk management strategies
- Legal and professional responsibilities
### **Understanding Duty of Care**
Teachers have a professional and legal “Duty of Care” responsibility to provide a reasonably safe learning environment for students, staff, and visitors.
This responsibility includes:
- Anticipating foreseeable hazards
- Taking reasonable steps to reduce risks
- Providing proper supervision
- Implementing appropriate safety procedures
- Maintaining safe laboratory conditions
- Ensuring proper training and PPE use
By proactively identifying and minimizing hazards before activities begin, educators help reduce the likelihood of injuries, exposure incidents, and liability concerns.
### **Safer Learning Environments Support Better Learning**
Strong laboratory safety practices do not limit meaningful science and STEM instruction — they support it.
When educators consistently prioritize:
- Preparation
- Hazard analysis
- Risk assessment
- Supervision
- Communication
- Safe procedures
- Student accountability
they create learning environments where students can safely engage in hands-on exploration, experimentation, innovation, and problem-solving.
### **Continuing the Safety Journey**
Safety awareness is not a one-time lesson or checklist. It is an ongoing process of evaluation, improvement, communication, and leadership.
By continuing to strengthen your understanding of hazards and risks, you are helping to:
- Protect students and staff
- Promote responsible scientific practices
- Build confidence in laboratory instruction
- Strengthen your science or STEM program
- Foster a lasting culture of safety awareness
Effective science and STEM instruction begins with safety, preparation, and thoughtful decision-making.
---
### [Reducing Risk](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/hazard-recognition/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Science and STEM educators should be able to identify and evaluate the relative hazards associated with the chemicals, materials, equipment, and procedures used during laboratory activities and demonstrations. This includes understanding how to:
- Recognize hazards
- Evaluate resulting risks
- Select appropriate safety procedures
- Choose proper personal protective equipment (PPE)
- Conduct activities using safer professional practices
One of the best places to begin a hazard analysis and risk assessment is by reviewing:
- The chemical label
- The Safety Data Sheet (SDS)
- Manufacturer safety documentation
- Laboratory procedures and instructions
These resources provide important information regarding:
- Chemical hazards
- Exposure risks
- Required PPE
- Safe handling procedures
- Storage requirements
- Emergency response procedures
- Disposal guidelines
Many science and STEM suppliers also provide safety summaries, teacher guides, or laboratory safety instructions with kits, materials, and equipment. These resources can help teachers identify safer procedures and better understand the hazards associated with classroom activities.
### **Methods for Reducing Risk**
Once hazards and risks have been identified, the next step is determining how those risks can be eliminated or minimized.
### **Substitution**
One of the most effective methods for reducing risk is substitution.
Substitution involves replacing a hazardous chemical, material, or procedure with a safer alternative that still allows the learning objective to be achieved.
Examples may include:
- Using dilute solutions instead of concentrated chemicals
- Replacing highly toxic substances with lower-toxicity alternatives
- Using simulations or videos instead of higher-risk demonstrations
- Choosing safer heat sources or equipment
Whenever possible, eliminating or reducing the hazard at the source is considered a best professional safety practice.
### **Administrative Controls**
Administrative controls involve modifying procedures, practices, or laboratory operations to reduce exposure risks.
Examples of administrative controls may include:
- Changing the order of procedures
- Limiting chemical quantities
- Restricting student access to hazardous materials
- Improving supervision
- Conducting safety briefings
- Scheduling activities differently
- Establishing laboratory rules and SOPs
- Providing additional safety training
Administrative controls help reduce the likelihood of exposure or accidents by improving how activities are managed and performed.
### **Personal Protective Equipment (PPE)**
Personal protective equipment should be selected based on the hazards identified during the risk assessment.
Appropriate PPE may include:
- ANSI/ISEA Z87.1 D3-certified indirectly vented chemical splash goggles
- Gloves
- Lab aprons or lab coats
- Face shields
- Respiratory protection when appropriate and approved
- Closed toe shoes
PPE helps reduce exposure to hazards that cannot be eliminated through other methods.
However, it is important to understand that:
> Using PPE as the primary hazard control is generally considered poor safety practice.
Whenever possible, hazards should first be controlled through:
1. Elimination or substitution
2. Engineering controls
3. Administrative controls
PPE should serve as an additional layer of protection rather than the only safety measure in place.
### **Building a Safer Laboratory Environment**
Reducing risk requires preparation, planning, and continuous evaluation. Teachers should routinely:
- Review laboratory procedures
- Evaluate hazards before activities begin
- Update safety practices when needed
- Reinforce proper laboratory behavior
- Model safe professional practices
Strong hazard analysis and risk reduction strategies help create safer science and STEM learning environments while still supporting meaningful, hands-on educational experiences.
**Source**:
[Kathy Benedict, Widener University](https://web.archive.org/web/20240718193928/https://science.widener.edu/svb/olcc_safety/papers/benedict.pdf)
---
### [Evaluating Potential Risk](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/evaluating-potential-risk/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
When evaluating laboratory activities, demonstrations, or procedures, teachers must consider both the likelihood that an incident may occur and the severity of the possible outcome if something goes wrong.
Risk is generally based on two major factors:
- **Probability** — How likely is the incident to occur?
- **Severity** — How serious would the outcome be if it did occur?
Understanding the relationship between probability and severity is an important part of making safer instructional decisions in science and STEM education.
### **Probability vs. Severity**
Many people naturally recognize and respond to hazards that are:
- High probability
- Low severity
However, individuals may underestimate or overlook hazards that are:
- Low probability
- High severity
Even though severe incidents may occur infrequently, the consequences can be catastrophic when they do happen.
### **Examples of Risk Evaluation**
#### **High Probability / Lower Severity Risks**
These are incidents that may happen more frequently but often result in less severe outcomes.
Examples may include:
- Minor chemical spills
- Small cuts
- Minor burns
- Slips or trips
- Minor equipment malfunctions
Examples outside the laboratory:
- Automobile accidents
- Everyday workplace injuries
#### **Low Probability / High Severity Risks**
These events may occur less frequently but could result in severe injury, major property damage, or loss of life.
Examples may include:
- Large laboratory fires
- Explosions
- Major chemical releases
- Electrical fires
- Severe chemical exposures
Examples outside the laboratory:
- Airplane crashes
- Structural failures
- Large-scale industrial accidents
Teachers and laboratory staff should not dismiss low-probability events simply because they are uncommon. Risk assessments must consider the potential severity of the outcome, not just how often the event may occur.
### **Balancing Educational Value and Risk**
Science and STEM education often involve some level of controlled risk because hands-on learning experiences are valuable and engaging for students.
Educators must continually ask:
- Does the educational value justify the risk?
- Can the hazards be reduced or controlled?
- Are safer alternatives available?
- Is the activity developmentally appropriate for students?
- Is the laboratory properly equipped and supervised?
### **Important Questions Before Conducting an Activity**
Before performing experiments or demonstrations where hazards cannot be completely eliminated, teachers should carefully consider questions such as:
- Is the activity truly worth doing?
- Can the same educational objective be achieved more safely?
- Would the potential outcome be considered unacceptable by:
- The teacher?
- The school?
- The district?
- Parents or guardians?
- Have all reasonable safety controls been implemented?
- Are there possible legal or liability concerns?
- Would I feel comfortable defending this activity if an incident occurred?
These questions help educators make thoughtful, defensible, and professionally responsible decisions regarding laboratory safety.
### **Reducing Risk Through Safety Controls**
Risks may often be reduced through:
- Safer chemical substitutions
- Reduced chemical quantities
- Improved supervision
- Proper PPE
- Engineering controls such as fume hoods
- Safety shields and barriers
- Clear procedures and safety briefings
- Proper training and preparation
The goal is not necessarily to eliminate all risk, but to reduce risk to an acceptable and manageable level while maintaining educational value.
### **Professional Responsibility in Risk Evaluation**
Teachers have both an educational and professional responsibility to evaluate risks carefully before conducting laboratory activities. Strong risk assessment practices help:
- Protect students and staff
- Reduce accidents and injuries
- Support safer learning environments
- Minimize liability concerns
- Reinforce a culture of safety awareness
Thoughtful risk evaluation is one of the most important components of responsible science and STEM instruction.
**Source**:
[Kathy Benedict, Widener University](https://web.archive.org/web/20240718193928/https://science.widener.edu/svb/olcc_safety/papers/benedict.pdf)
---
### [Hazard vs. Risk](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/hazard-vs-risk/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The terms “hazard” and “risk” are often used interchangeably, but they have different meanings in laboratory safety and risk management.
A **hazard** is any source or condition that has the potential to cause harm, injury, illness, damage, or adverse health effects under certain conditions. Hazards may exist in workplaces, laboratories, classrooms, or everyday environments.
Examples of hazards may include:
- Wet floors
- Hazardous chemicals
- Open flames
- Broken glass
- Electrical equipment
- Biological materials
- Sharp instruments
- Poor ventilation
A **risk** is the likelihood or probability that someone may actually be harmed by exposure to a hazard.
For example:
- A wet floor is the hazard.
- The possibility that someone may slip, fall, and become injured is the risk.
Understanding this distinction is important because hazards cannot always be completely eliminated, but risks can often be reduced through proper planning, procedures, and safety controls.
### **Reducing Risks**
Risks may be minimized by implementing measures that reduce exposure to the hazard or lessen the severity of potential harm.
Using the wet floor example:
- Posting warning signs
- Blocking access to the area
- Cleaning the spill promptly
all help reduce the risk associated with the hazard.
In science and STEM laboratories, risk reduction strategies may include:
- Limiting chemical quantities
- Using safer substitute materials
- Providing appropriate PPE
- Using chemical fume hoods or ventilation systems
- Installing safety barriers or shields
- Establishing safe operating procedures
- Improving supervision
- Conducting safety briefings
- Restricting student access to hazardous materials
### **What Is a Risk Assessment?**
Risk assessment is the process of evaluating:
- The severity of a hazard
- The likelihood of exposure
- The probability that harm may occur
Risk assessments help educators determine whether activities can be conducted safely and what precautions are necessary before beginning laboratory work.
A risk assessment should consider:
- Chemicals being used
- Equipment and apparatus involved
- Student age and experience level
- Potential exposure pathways
- Required PPE
- Emergency procedures
- Waste disposal methods
- Ventilation and engineering controls
### **Conducting and Documenting Risk Assessments**
Teachers and laboratory staff should know how to properly conduct and document risk assessments for laboratory activities and demonstrations.
An effective risk assessment helps educators:
- Identify hazards before incidents occur
- Select appropriate safety controls
- Improve student and staff protection
- Reduce liability concerns
- Support safer instructional practices
Risk assessments should become a routine part of science and STEM instruction rather than something completed only for high-risk activities.
### **Building Safer Learning Environments**
The goal of laboratory safety is not to eliminate all risk — which is often impossible in hands-on science — but rather to manage risks responsibly through preparation, training, supervision, and safer professional practices.
By understanding the relationship between hazards and risks, educators can make informed decisions that support both engaging instruction and safer learning environments.
**Sources:**
[American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
---
### [How Toxic is Too Toxic](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/how-toxic-is-too-toxic/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Chemicals can cause harm in many different ways. Depending on their properties and how they are used, chemicals may be:
- Flammable
- Explosive
- Corrosive
- Reactive
- Toxic
- Radioactive
- Irritating to the skin, eyes, or respiratory system
It is important to understand that all chemicals have some level of toxicity. The key factor is the dose and exposure conditions. A chemical may be relatively safe under one set of conditions and hazardous under another.
Before working with any chemical, teachers and students should understand:
- The hazards associated with the chemical
- How exposure may occur
- The potential health effects
- Proper handling and storage procedures
- Required PPE
- Emergency response procedures
Toxicology is the study of the harmful effects of chemicals on biological systems. Understanding basic toxicology concepts helps educators make safer decisions in science and STEM laboratories.
### **How Chemicals Enter the Body**
Chemicals may enter the body through several exposure routes, including:
- Inhalation
- Absorption through the skin or eyes
- Ingestion
- Injection through punctures or cuts
The NYC Department of Education toxicology presentation explains these exposure pathways and emphasizes how chemicals may impact the body differently depending on the route of exposure.
### **Dose-Response Relationship**
One of the foundational principles of toxicology is the dose-response relationship:
> “The greater the amount of a substance that enters the body, the greater is the health effect on the body.”
This concept reinforces why:
- Chemical quantities should be minimized
- Exposure time should be limited
- Proper ventilation and PPE are essential
- Safer alternatives should be considered whenever possible
### **Types of Chemical Health Effects**
Chemical exposures may cause many different types of health effects, including:
- Skin irritation or burns
- Respiratory irritation
- Allergic reactions or sensitization
- Organ damage
- Neurological effects
- Reproductive harm
- Cancer-causing effects (carcinogens)
- Genetic mutations (mutagens)
- Birth defects (teratogens)
The toxicology presentation also highlights how certain chemicals may interact with one another, sometimes creating more dangerous conditions when combined improperly. For example:
- Ammonia and bleach may produce chlorine gas
- Certain solvents and chemicals may create toxic vapors or byproducts
### **Target Organ Effects**
Some chemicals primarily affect specific organs or body systems known as target organs. These may include:
- Lungs
- Skin
- Liver
- Kidneys
- Nervous system
- Blood system
- Eyes
- Reproductive system
Understanding target organ effects helps educators identify risks associated with repeated or improper exposure.
### **Controlling Chemical Exposure**
The presentation outlines several important methods for controlling exposure risks, including:
- Engineering controls (fume hoods, ventilation, isolation)
- Administrative controls (training, safety procedures, scheduling)
- Personal protective equipment (PPE)
Engineering controls should always be considered first whenever possible. PPE should be viewed as one layer of protection within a larger safety system.
### **Science Safety Notes and Corrections**
When reviewing the NYC Department of Education toxicology presentation, please note the following recommended corrections from Science Safety:
- The first photo frame titled “Hazard Communication & Right-to-Know Laws” should instead read:
**“Hazard Communication & Right-to-Understand Laws.”**
- The final photo frame contains an image labeled “goggles” that actually depicts safety glasses.
The title should be corrected to:
**“Safety Glasses.”**
These corrections help reinforce accurate laboratory safety terminology and clearer hazard communication practices.
### **Toxicology Presentation**
The following NYC Department of Education toxicology presentation provides additional information regarding chemical hazards, toxicology principles, exposure pathways, and exposure control methods.
**NYC Department of Education Toxicology Presentation (PDF)**
[](https://sciencesafety.com/wp-content/uploads/2021/06/doe-toxicology-presentation.pdf)
Understanding toxicology and chemical exposure risks is an essential part of creating safer science and STEM learning environments. Proper training, hazard awareness, PPE use, ventilation, and risk assessment all work together to help minimize exposure risks and support responsible laboratory practices.
**Source**:
[UFT](https://www.uft.org/chapters/doe-chapters/lab-specialists/you-should-know/how-toxic-toxic)
**Categories:** Chemical Hazards
---
### [Hazard Analysis and Risk Assessment](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/fdny-rules-hazards/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
Prior to conducting demonstrations or student laboratory activities involving hazardous chemicals, a documented hazard analysis and risk assessment should be completed by a qualified individual. Hazard analyses and risk assessments are essential components of safer laboratory planning and help educators identify, evaluate, and minimize potential hazards before activities begin.
A properly developed hazard analysis and risk assessment should include:
1. An evaluation of potential hazards associated with the activity
2. Required personal protective equipment (PPE)
3. Emergency procedures and response protocols
4. Safer work practices and operating procedures
5. Waste disposal and cleanup procedures
These assessments help educators balance educational value with student and staff safety while supporting compliance with professional laboratory safety practices and applicable regulations.
### **Teacher Responsibilities**
Whenever demonstrations or experiments involving hazardous materials are performed, teachers should:
- Be fully familiar with the hazard analysis and risk assessment
- Understand the properties and hazards of the materials being used
- Conduct a safety briefing before the activity
- Ensure required PPE is available and used correctly
- Verify that safety equipment and barriers are in place
- Supervise students directly throughout the activity
Teachers should model proper laboratory behavior and reinforce safe practices consistently during all science and STEM activities.
### **Supervision Requirements**
Educational and instructional laboratory activities should remain under the direct supervision of a qualified teacher while the laboratory is in operation.
Teachers working in laboratory settings should be trained and knowledgeable in:
- Fire safety procedures
- Emergency response plans
- Hazard communication
- PPE selection and use
- Chemical safety
- Laboratory safety procedures
- Hazard analysis and risk assessment practices
### **Student Safety Briefings**
Before beginning experiments or demonstrations, teachers should conduct a safety briefing that includes:
- Hazards associated with the chemicals or materials being used
- Required PPE
- Proper laboratory procedures
- Emergency response procedures
- Waste disposal expectations
- Behavioral and safety expectations
Students should understand the hazards involved and know how to respond appropriately if an incident occurs.
### **Chemical Storage and Quantity Limits**
Bulk chemical storage should occur in secured storage rooms or approved chemical storage areas outside the classroom whenever possible.
Within educational laboratories:
- Only the minimum amount of chemicals needed for daily instruction should be kept in the laboratory
- Chemicals should be stored in appropriate locked cabinets when not in use
- Quantities should be limited to the lowest amount necessary for instruction
Limiting chemical quantities helps reduce exposure risks, fire hazards, spills, and accidental misuse.
### **Chemical Dispensing Procedures**
Whenever possible, dispensing bulk chemicals for demonstrations or experiments should occur in a designated preparation room outside the classroom.
For laboratories without dedicated prep rooms:
- Chemicals should be prepared before students enter the room
- Only the minimum quantity needed for the activity should be transferred
- Chemicals should be placed into properly labeled, sealable containers or dropper bottles
This reduces unnecessary student exposure to bulk chemicals and improves overall laboratory safety.
### **Laboratory Layout and Emergency Access**
Experiments and demonstrations should never block access to exits or emergency egress routes within the laboratory.
Teachers should ensure that:
- Walkways remain clear
- Emergency equipment remains accessible
- Students can evacuate quickly if necessary
- Laboratory layouts support safe movement and supervision
### **Ventilation and Fume Control**
Experiments or demonstrations that generate hazardous fumes, vapors, gases, or particulates should be performed inside a properly functioning chemical fume hood or another approved ventilation system designed to capture hazardous materials.
If a fume hood is unavailable and adequate separation distance cannot be maintained, additional protective measures such as safety shields should be used.
### **Safety Shields and Demonstration Protection**
Experiments conducted outside a fume hood that involve elevated risks should be protected using impact-resistant safety shields made from tempered glass or approved plastic materials.
Safety shields should:
- Be properly secured to the work surface
- Extend adequately around the hazard area
- Provide a protective barrier between the activity and observers
When proper protective equipment or shielding is unavailable, teachers should consider using videos or virtual demonstrations instead of performing live demonstrations.
### **Separation Distances**
When demonstrations involving hazardous chemicals are performed outside of a fume hood without shielding, activities should be conducted at a safe distance from students whenever possible.
Maintaining separation distance helps reduce exposure risks associated with splashes, fires, reactions, or projectiles.
### **Flammable Liquids and Open Flames**
Demonstrations involving flammable liquids and open flames present elevated risks and should only be performed by properly trained and qualified personnel following district policies, fire code requirements, and approved laboratory safety procedures.
### **Emergency Planning and Shutdown Procedures**
Laboratory shutdown procedures during emergencies or evacuations should be clearly documented within the school’s safety planning documentation.
Teachers and laboratory staff should know:
- Emergency shutdown procedures
- Utility shutoff locations
- Evacuation routes
- Spill response procedures
- Fire extinguisher locations
- Emergency communication procedures
### **Hazard Communication and Safety Signage**
Laboratory hazard communication systems and safety signage should follow recognized safety standards and use consistent symbols, colors, and warning formats to help communicate hazards effectively.
Proper hazard communication helps students, staff, and visitors quickly identify:
- Chemical hazards
- PPE requirements
- Emergency equipment
- Restricted areas
- Safety procedures
### **Building a Safer Laboratory Environment**
Hazard analysis and risk assessment are not simply paperwork exercises — they are essential tools for preventing injuries and improving science and STEM safety culture.
Strong laboratory safety programs rely on:
- Preparation
- Training
- Supervision
- Communication
- Appropriate PPE
- Safe procedures
- Ongoing risk evaluation
By carefully evaluating hazards and implementing safer professional practices, educators can create engaging, hands-on learning environments that prioritize both educational quality and laboratory safety.
**Source**:
Science Safety Manual, NYC DOE 2021
---
### [Overview: Evaluating Risk](https://sciencesafety.com/courses/evaluating-risk/lessons/introduction-evaluating-risk/)
**Published:** December 16, 2021
**Author:** admin2025Open
**Content:**
Are you aware of what a hazard analysis and risk assessment should look like for the activities conducted in your science or STEM program? Can you identify potential hazards by reviewing the chemicals, equipment, apparatus, tools, products, and procedures required to complete an activity?
Understanding and evaluating risk is one of the most important responsibilities of science and STEM educators. Effective hazard analysis and risk assessment help educators make safer, curriculum-based decisions while also reducing the likelihood of injuries, accidents, and liability concerns.
Science and STEM education often involves a careful balancing act between:
- Educational value
- Student engagement
- Hands-on learning opportunities
- Potential hazards and resulting risks
Teachers must continually evaluate whether activities can be conducted safely and determine what safety controls, procedures, PPE, supervision, and modifications may be necessary before students participate.
### **Risk Assessment Applies at All Grade Levels**
Some elementary educators mistakenly believe that hazard analyses and risk assessments apply only to middle school or high school laboratories using hazardous chemicals or expensive equipment. However, safety responsibilities apply at every grade level.
All educators should be able to:
- Recognize potential hazards
- Evaluate resulting risks
- Implement appropriate safety controls
- Supervise students effectively
- Modify activities when necessary
Even simple elementary science activities may involve:
- Sharp objects
- Heat sources
- Allergens
- Biological materials
- Electrical devices
- Slips, trips, and falls
- Chemical exposure risks
- Student misuse of materials
Hazard awareness and risk assessment are essential for all science and STEM programs, regardless of grade level.
### **Hazards Are Present in All Science and STEM Laboratories**
Science and STEM laboratories naturally contain potential hazards because students are often working with:
- Chemicals
- Glassware
- Electrical devices
- Heat sources
- Biological materials
- Sharp tools
- Mechanical equipment
- Laboratory apparatus
- Unfamiliar materials and procedures
Many students may have little or no prior experience handling laboratory equipment or conducting scientific investigations. As a result, strong supervision, training, and safety preparation are critical.
### **What Is a Hazard Analysis?**
A hazard analysis is the process of identifying anything that may cause harm during an activity, demonstration, or experiment.
Potential hazards may include:
- Chemical hazards
- Biological hazards
- Fire hazards
- Electrical hazards
- Mechanical hazards
- Physical hazards
- Allergens
- Environmental hazards
- Behavioral or supervision concerns
Teachers should review all materials, procedures, and equipment before conducting activities and identify possible exposure risks or accident scenarios.
### **What Is a Risk Assessment?**
A risk assessment involves evaluating:
- The likelihood that an incident may occur
- The severity of potential injuries or damage
- The effectiveness of safety controls
- Whether the activity can be conducted safely
Risk assessments help educators determine:
- What PPE is needed
- What supervision level is required
- Whether modifications are necessary
- Whether safer alternatives should be used
- Whether the activity is appropriate for the age and skill level of students
### **Reducing Hazards and Managing Risks**
One of the best ways to reduce hazards and manage risk is through ongoing, practical safety training and preparation.
Effective risk reduction strategies may include:
- Using safer alternative materials or procedures
- Providing proper PPE
- Improving supervision
- Conducting safety demonstrations before activities
- Reviewing laboratory rules and procedures
- Ensuring equipment is properly maintained
- Limiting access to hazardous materials
- Maintaining organized laboratory spaces
- Reinforcing proper student behavior expectations
### **Building a Culture of Safety**
Creating a culture of safety awareness requires consistency, preparation, communication, and leadership. Teachers play a critical role in modeling safe behaviors and reinforcing safety expectations during every laboratory or STEM activity.
Safety should not be viewed as an obstacle to hands-on learning. Instead, strong safety practices support more effective, engaging, and responsible science and STEM instruction.
Through proper hazard analysis, thoughtful risk assessment, and ongoing safety training, educators can create learning environments that balance educational value with safer professional practices and responsible decision-making.
---
### [Sharps Injury Logs](https://sciencesafety.com/courses/what-is-bbp/lessons/sharps-injury-logs/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
The Bloodborne Pathogens Standard requires employers to establish and maintain a Sharps Injury Log to document contaminated sharps injuries that occur within a facility or workplace.
A sharps injury log helps schools and organizations:
- Track exposure incidents
- Identify patterns or recurring hazards
- Improve safety procedures
- Evaluate safer equipment options
- Support compliance with occupational safety requirements
Sharps may include:
- Needles
- Scalpels
- Broken contaminated glass
- Lancets
- Razor blades
- Other contaminated sharp instruments or devices
### **Required Information**
For each contaminated sharps injury, the log should include information such as:
- The type and brand of device involved in the incident
- The department, classroom, laboratory, or work area where the incident occurred
- An explanation of how the incident happened
The log should also allow the incident to be connected to the injured employee while maintaining appropriate confidentiality protections.
### **Recordkeeping Requirements**
Sharps injury records should be:
- Maintained securely
- Kept confidential
- Easily retrievable for review and compliance purposes
- Retained for a minimum of five years, or longer if required by local regulations or district policy
Schools and organizations may document this information using formats such as:
- OSHA 300 logs
- OSHA 301 incident forms
- Internal district reporting systems
- Electronic safety reporting platforms
Regardless of the format used, records should be identifiable to each specific incident and available for review when necessary.
### **Importance of Sharps Injury Tracking**
Maintaining a sharps injury log allows schools and organizations to:
- Identify unsafe procedures or equipment
- Improve staff training
- Strengthen exposure prevention programs
- Evaluate safer sharps devices and controls
- Reduce future injury risks
In educational settings, sharps injuries may occur during:
- Science laboratory activities
- Healthcare or medical pathway programs
- Career and technical education (CTE) courses
- Custodial or maintenance activities
- First aid or emergency response situations
### **Prevention Remains the Priority**
The best protection against sharps injuries involves prevention through:
- Proper training
- Safe sharps handling procedures
- Use of appropriate PPE
- Proper sharps disposal containers
- Strong supervision
- Clear laboratory and workplace safety expectations
All sharps injuries or exposure incidents should be reported immediately according to school district procedures and exposure control plans.
**Source**:
[Washington State Schools](https://www.k12.wa.us/sites/default/files/public/healthservices/pubdocs/guidelineshivbloodborne.pdf)
**Categories:** Lab Accidents
---
### [Exposure Control Plans](https://sciencesafety.com/courses/what-is-bbp/lessons/exposure-control-plans/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
A school’s Exposure Control Plan (ECP) should be a written policy and procedure document designed to help prevent and respond to exposure incidents involving bloodborne pathogens (BBP) and other potentially infectious materials.
The Exposure Control Plan serves as an important component of a school’s overall health, safety, and risk management program and helps establish consistent procedures for protecting employees, students, and visitors.
### **Development of the Exposure Control Plan**
The Exposure Control Plan should be developed by the school district’s chief administrative officer or designated leadership personnel in collaboration with:
- School nurses
- School health services personnel
- Medical advisors
- Safety coordinators
- Risk management personnel
- Other appropriate stakeholders
Developing the plan collaboratively helps ensure that procedures are practical, medically informed, and aligned with the specific needs of the district.
### **Use Established Public Health and Safety Guidance**
Exposure Control Plans should utilize guidance and recommendations from trusted public health and occupational safety organizations, which may include:
- Centers for Disease Control and Prevention (CDC)
- Occupational Safety and Health Administration (OSHA)
- State Departments of Health (DOH)
- Local health departments
- State education agencies
- School district legal and safety guidance
Districts should ensure that their plans align with current federal, state, and local regulations applicable to their jurisdiction.
### **Annual Review and Updates**
Exposure Control Plans should be reviewed regularly and updated at least annually or whenever:
- Procedures change
- New hazards are identified
- Regulations are updated
- New equipment or instructional activities are introduced
- Exposure incidents reveal areas needing improvement
Regular review helps ensure that plans remain accurate, effective, and aligned with current safety practices.
### **District-Specific Requirements**
Every school district has unique facilities, staffing structures, programs, and operational needs. Exposure Control Plans should therefore be customized to reflect:
- Local procedures
- Staffing responsibilities
- Emergency response protocols
- Reporting procedures
- PPE availability
- Laboratory and classroom activities
- Athletic, healthcare, and custodial operations
The plan should provide clear guidance that is practical and specific to the district’s environment and operational structure.
### **Relationship to Chemical Hygiene Plans (CHP)**
In many districts, bloodborne pathogen procedures and exposure response protocols may also be incorporated into broader safety documents such as:
- Chemical Hygiene Plans (CHP)
- Environmental Hygiene Plans
- Laboratory Safety Manuals
- Standard Operating Procedures (SOPs)
- Emergency Response Plans
These documents often contain additional guidance related to:
- Blood and bodily fluid cleanup
- PPE requirements
- Exposure reporting
- Spill response
- Disinfection procedures
- Training requirements
Teachers and staff should familiarize themselves with their district’s specific plans and procedures and know where these documents are located for quick reference during emergencies or exposure incidents.
### **Importance of Preparation and Training**
An effective Exposure Control Plan helps schools:
- Reduce exposure risks
- Improve emergency response
- Maintain regulatory compliance
- Protect employees and students
- Promote safer laboratory and workplace practices
Regular staff training, consistent safety procedures, and clear communication are essential components of maintaining an effective exposure control program within schools and educational environments.
**Source**:
[Washington State Public Schools](https://www.k12.wa.us/sites/default/files/public/healthservices/pubdocs/guidelineshivbloodborne.pdf)
**Categories:** Bloodborne Pathogens
---
### [After Possible Exposure](https://sciencesafety.com/courses/what-is-bbp/lessons/after-possible-exposure/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
If you believe you may have been exposed to bloodborne pathogens or other potentially infectious materials, you should immediately report the incident to your supervisor, school nurse, administrator, or designated medical personnel.
Prompt reporting is important because it helps ensure that proper medical evaluation, documentation, counseling, and follow-up procedures can begin as quickly as possible.
### **Examples of Possible Exposure Incidents**
Exposure incidents may include:
- Needlestick or sharps injuries
- Cuts involving contaminated materials
- Blood or body fluid contact with broken skin
- Blood splashes to the eyes, nose, or mouth
- Human bites involving broken skin
- Contact with contaminated surfaces or equipment
All exposure incidents should be taken seriously, even if the exposure appears minor.
### **Employer Responsibilities Following Exposure**
Following a reported exposure incident, employers are generally required to make confidential medical evaluation and follow-up services available to the exposed employee.
Follow-up procedures should:
- Be provided at no cost to the employee
- Be made available at a reasonable time and place
- Be performed by or under the supervision of a licensed healthcare provider
- Follow current public health and occupational safety recommendations
The purpose of the evaluation is to assess exposure risk and determine whether additional medical treatment, testing, counseling, or preventive measures are necessary.
### **Post-Exposure Evaluation and Treatment**
Post-exposure medical care may be necessary when direct contact occurs with blood or other potentially infectious materials.
This may include situations involving:
- Needlesticks
- Cuts from contaminated sharps
- Blood splashes to mucous membranes
- Human bites
- Exposure through broken skin
The appropriate follow-up response depends on several factors, including:
- The type of exposure
- The material involved
- Whether the source individual is known to carry bloodborne pathogens such as HBV, HCV, or HIV
- The vaccination status of the exposed individual, particularly regarding Hepatitis B vaccination
### **Importance of Immediate Medical Referral**
Referral to a licensed healthcare professional should occur as soon as possible after an exposure incident so that appropriate evaluation and preventive measures can begin promptly.
In some situations, post-exposure treatment or preventive medication may help reduce the risk of infection. Decisions regarding testing, treatment, counseling, and follow-up care should always be made by qualified healthcare professionals following current medical guidance and occupational safety protocols.
### **Exposure Prevention Remains the Best Protection**
The most effective way to reduce the risk of bloodborne pathogen transmission is prevention through:
- Universal precautions
- Proper PPE use
- Hand hygiene
- Safe sharps handling
- Immediate spill cleanup
- Proper training and supervision
- Prompt reporting of unsafe conditions and incidents
Teachers, staff, and students should understand that reporting exposure incidents immediately is a critical part of maintaining a safer school and laboratory environment.
**Source**:
[Washington Public Schools](https://www.k12.wa.us/sites/default/files/public/healthservices/pubdocs/guidelineshivbloodborne.pdf)
**Categories:** Bloodborne Pathogens
---
### [Students and Blood](https://sciencesafety.com/courses/what-is-bbp/lessons/students-and-blood/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Keeping yourself safe from bloodborne pathogens is important, but protecting students during a potential exposure incident is equally critical.
In school settings, students may react differently when they see blood or an injury. Some students may become frightened or anxious, while others may instinctively try to help the injured individual or assist with cleanup efforts. During these situations, it is important for the teacher or supervising adult to remain calm, take control of the environment, and follow established safety procedures.
### Keep Students Away from Exposure Areas
Students should be instructed to:
- Remain calm
- Stay seated or move to a safe area
- Stay away from blood or bodily fluids
- Avoid touching contaminated surfaces or materials
- Wait for instructions from the teacher or supervising adult
Teachers should establish a controlled environment and prevent students from crowding around the injured person or spill area.
### Responding to Injuries
If an injury is serious:
- Assist the injured individual while following universal precautions
- Use appropriate PPE such as gloves and eye protection
- Request assistance from another adult, school nurse, administrator, or emergency personnel if needed
- Maintain supervision of the remaining students
At the teacher’s discretion, a responsible student may be sent to seek help from another adult if immediate assistance is required.
### Students Should Not Clean Up Blood
Students — including older high school students — should generally not be responsible for cleaning up blood or bodily fluid spills because of the potential risk of exposure to bloodborne pathogens.
Cleanup procedures should be handled by:
- Trained staff members
- Custodial personnel
- School nurses
- Other authorized adults following district safety procedures
Teachers should focus first on:
- Maintaining student safety
- Supervising the classroom
- Securing the area
- Assisting the injured individual
- Preventing exposure risks
### Ask for Assistance When Needed
Teachers should never hesitate to request assistance from custodial staff, school nurses, administrators, or other trained personnel during exposure incidents.
In some situations, managing student behavior and maintaining a calm environment may be more important than personally handling cleanup procedures immediately.
### Maintaining a Safe and Calm Environment
Students often look to adults for reassurance during emergencies or accidents. Remaining calm, speaking clearly, and following established procedures helps:
- Reduce panic or anxiety
- Prevent additional exposure risks
- Maintain classroom control
- Reinforce safety expectations
- Support a safer response to the incident
Proper preparation, clear safety procedures, and strong supervision are essential components of bloodborne pathogen response and overall school safety planning.
**Source**:
Michigan Virtual
**Categories:** Bloodborne Pathogens
---
### [How to Clean Up Blood](https://sciencesafety.com/courses/what-is-bbp/lessons/how-to-clean-up-blood/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Appropriate cleaning equipment and supplies should be readily available to staff members responsible for responding to bodily fluid spills, especially spills involving blood. Common supplies may include:
- Mops and buckets
- Disposable towels or absorbent materials
- Hand soap
- Approved disinfectants
- Bleach solutions when permitted by district policy
- Latex, vinyl, or nitrile gloves
- Appropriate eye protection
All blood and bodily fluids should be treated as potentially infectious and handled using universal precautions.
### **Before Beginning Cleanup**
Before performing any cleanup involving blood or body fluids:
- Cover any open cuts, scrapes, or broken skin
- Avoid direct skin contact with contaminated materials
- If necessary, request assistance from another trained staff member
Appropriate PPE should always be worn during cleanup procedures. Recommended PPE may include:
- Latex, vinyl, or nitrile gloves
- ANSI/ISEA Z87.1 D3-certified indirectly vented chemical splash goggles
- Protective aprons or additional protective clothing when appropriate
### **Cleaning Blood Spills**
Blood and bodily fluid spills should be cleaned promptly and according to school district procedures.
Initial cleanup may involve:
- Using approved absorbent materials or sanitary absorbent agents
- Carefully removing contaminated materials
- Applying an approved disinfectant according to manufacturer directions and district policy
Some school procedures may include the use of diluted bleach solutions, such as one part household bleach to ten parts water, when permitted by district guidelines. If bleach solutions are used:
- Prepare solutions according to approved procedures
- Ensure proper ventilation
- Avoid mixing bleach with other cleaning chemicals
- Follow all safety precautions and manufacturer instructions
Disinfectants and cleaning products used should be effective against bloodborne pathogens and approved by the school district or applicable authority.
### **Cleaning and Disinfecting Equipment**
Mops, buckets, reusable tools, and other cleaning equipment used during spill response should also be properly cleaned and disinfected after use.
Reusable PPE or equipment should be:
- Inspected for damage
- Cleaned according to manufacturer instructions
- Properly stored after sanitation
### **Handwashing After Cleanup**
Hands should always be washed thoroughly with soap and water immediately after:
- Removing gloves
- Completing cleanup procedures
- Contact with blood or bodily fluids
- Contact with contaminated equipment or surfaces
Proper handwashing is essential to help prevent the spread of contamination to:
- Other surfaces
- Laboratory materials
- The face, eyes, nose, or mouth
- Other individuals
### **Proper Waste Disposal**
Contaminated materials and cleanup waste should be disposed of according to:
- OSHA requirements
- School district policies
- Local and state regulations
- Approved exposure control procedures
Sharps and contaminated items should never be disposed of in regular trash containers unless specifically permitted by local procedures.
### **Safety Reminder**
Blood and bodily fluid cleanup should only be performed by individuals who have received appropriate training and understand the required safety procedures and exposure prevention practices.
Maintaining proper cleanup supplies, PPE, hygiene practices, and response procedures helps reduce exposure risks and supports safer classrooms, laboratories, and school environments.
*Adapted from Sarasota County School Board OSHA guidance.*
**Sources**:
[Sarasota County Schools](https://www.sarasotacountyschools.net/o/scs/page/infection-control)
Science Safety
**Categories:** Bloodborne Pathogens
---
### [Transmission of Disease](https://sciencesafety.com/courses/what-is-bbp/lessons/transmission-of-disease/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Bloodborne pathogens (BBP) are microorganisms that can cause disease and are transmitted through blood and certain other potentially infectious materials. Two well-known examples of bloodborne pathogens are:
- Hepatitis B Virus (HBV)
- Human Immunodeficiency Virus (HIV)
Understanding how bloodborne pathogens spread is essential for maintaining safer laboratory, classroom, healthcare, and workplace environments.
### **How Bloodborne Pathogens Spread**
For a bloodborne pathogen to be transmitted, infected blood or certain body fluids from one person must enter the bloodstream or body of another person.
One of the most common occupational exposure risks occurs when infected blood enters another person’s bloodstream through:
- Open cuts or wounds
- Punctures from needles or sharps
- Broken skin
- Accidental injuries involving contaminated objects
Because exposure may occur unexpectedly, all blood and body fluids should be treated as potentially infectious using universal precautions.
### **Mucous Membrane Exposure**
Bloodborne pathogens may also enter the body through mucous membranes, including:
- Eyes
- Nose
- Mouth
Exposure may occur if contaminated blood or fluids become aerosolized through coughing, sneezing, or splashing, or if contaminated hands touch the face before proper handwashing occurs.
This is one reason why students and staff should never:
- Eat or drink in the laboratory
- Apply lip balm or cosmetics in laboratory areas
- Touch their face with contaminated gloves or hands
Proper handwashing and PPE use are essential in reducing these exposure risks.
### **Other Methods of Transmission**
Some bloodborne pathogens may also spread through:
- Sexual contact
- Sharing contaminated needles or syringes
- Mother-to-child transmission during pregnancy or birth
While these situations are generally outside the scope of school laboratory activities, understanding all major transmission routes helps reinforce the importance of proper exposure prevention and hygiene practices.
### **Preventing Bloodborne Pathogen Exposure**
Important prevention practices include:
- Following universal precautions
- Wearing appropriate PPE such as gloves and eye protection
- Proper handwashing and hygiene
- Safe sharps handling and disposal
- Proper cleaning and disinfection procedures
- Reporting exposure incidents immediately
- Avoiding direct contact with blood or body fluids
Most K–12 schools prohibit activities involving actual human blood or body fluids because of the risks associated with bloodborne pathogen exposure. Simulations and safer alternatives are commonly used instead.
### **Bloodborne Pathogen Transmission Video**
The following video provides additional information about how bloodborne pathogens and diseases may spread and why proper safety practices are important.
**Bloodborne Pathogen Transmission Video:**
Understanding disease transmission and consistently following proper safety procedures help reduce exposure risks and support safer laboratory and educational environments.
**Sources**:
[CDC](https://web.archive.org/web/20240425211755/https://www.cdc.gov/hai/pdfs/bbp/Exp_to_Blood.pdf)
[OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/Bloodborne-Pathogens-Worker-protections-against-occupational-exposure-to-infectious-diseases-_-Occupational-Safety-and-Health-Administration.pdf)
[ProCPR](https://www.youtube.com/@procpr) – [How Bloodborne Pathogens and Disease are Spread](https://www.youtube.com/watch?v=vVIte0uRBnw)
[](https://www.youtube.com/@procpr)
**Categories:** Bloodborne Pathogens
---
### [HIV (3:26)](https://sciencesafety.com/courses/what-is-bbp/lessons/hiv/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
HIV (Human Immunodeficiency Virus) is a virus that attacks the body’s immune system, specifically targeting cells that help the body fight infection. If HIV is not properly treated, it can progress to AIDS (Acquired Immunodeficiency Syndrome), a more advanced stage of infection that severely weakens the immune system.
Although there is currently no cure for HIV, modern medical treatments allow many people living with HIV to manage the condition effectively and live long, healthy lives.
### How HIV Spreads
HIV is spread through contact with certain body fluids from a person who has HIV. These fluids may include:
- Blood
- Semen
- Vaginal fluids
- Rectal fluids
- Breast milk
In educational, laboratory, healthcare, and workplace settings, the primary concern involves potential exposure to infected blood or other potentially infectious materials.
Because HIV is classified as a bloodborne pathogen, it is important to follow universal precautions and proper exposure prevention procedures at all times.
### Symptoms of HIV
Some individuals may experience flu-like symptoms within 2 to 4 weeks after infection during what is known as acute HIV infection. Possible symptoms may include:
- Fever
- Chills
- Rash
- Night sweats
- Muscle aches
- Sore throat
- Fatigue
- Swollen lymph nodes
- Mouth ulcers
However, many individuals may not experience symptoms at all during the early stages of infection. These symptoms are not unique to HIV and may also occur with other illnesses.
### **Testing and Treatment**
The only way to know for certain whether someone has HIV is through proper medical testing.
Early testing and diagnosis are important because:
- Treatment can begin sooner
- Health outcomes improve significantly
- The risk of transmission can be reduced
- Long-term immune system damage may be minimized
With proper medical care and effective HIV treatment, many people living with HIV can maintain healthy immune systems and significantly reduce the risk of transmitting the virus to others.
### **Prevention and Safety Practices**
Important practices that help reduce the risk of HIV exposure include:
- Following universal precautions
- Wearing appropriate PPE such as gloves and eye protection
- Avoiding direct contact with blood or body fluids
- Proper handwashing and hygiene
- Safe sharps handling and disposal
- Proper cleaning and disinfection procedures
- Reporting exposure incidents immediately
Most K–12 schools prohibit classroom activities involving actual human blood or body fluids because of the potential risks associated with bloodborne pathogens. Simulations and safer alternatives are typically used instead.
### **HIV Video**
The following video provides an overview of HIV, including symptoms, testing, treatment, and prevention information.
**HIV Overview Video:**
**Sources**:
[CDC](https://www.cdc.gov/hiv/about/)
[NYU School of Global Public Health](https://www.youtube.com/@NYUGlobalPublicHealth) – [What is HIV/AIDS?](https://www.youtube.com/watch?v=7LTianIkaU0)
**Categories:** Bloodborne Pathogens
---
### [Hepatitis C (2:28)](https://sciencesafety.com/courses/what-is-bbp/lessons/hepatitis-c/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Hepatitis C is a liver infection caused by the Hepatitis C Virus (HCV). HCV is classified as a bloodborne pathogen and spreads primarily through contact with infected blood.
Today, one of the most common methods of transmission involves sharing needles or equipment used to prepare or inject drugs. However, exposure to contaminated blood through other routes may also present a risk.
Because Hepatitis C is transmitted through blood exposure, it is important for students, teachers, healthcare workers, and laboratory personnel to understand proper exposure prevention and safety practices.
### **Acute and Chronic Infection**
For some individuals, Hepatitis C may be a short-term illness. However, for more than half of infected individuals, the infection becomes chronic, meaning it remains in the body long term.
Chronic Hepatitis C may lead to serious health complications, including:
- Liver damage
- Cirrhosis
- Liver failure
- Liver cancer
One challenge with Hepatitis C is that many individuals with chronic infection may have no symptoms for years and may not realize they are infected until significant liver damage has occurred.
### **Possible Symptoms**
When symptoms do occur, they may include:
- Fatigue
- Fever
- Nausea
- Loss of appetite
- Joint pain
- Dark urine
- Abdominal pain
- Jaundice (yellowing of the skin or eyes)
Symptoms are often associated with more advanced stages of liver disease.
### **Prevention and Safety Practices**
There is currently no vaccine available for Hepatitis C. Because of this, prevention and exposure control are especially important.
Important prevention measures include:
- Following universal precautions
- Avoiding contact with blood or potentially infectious materials
- Wearing appropriate PPE such as gloves and eye protection
- Proper handwashing and hygiene
- Safe sharps handling and disposal
- Proper cleaning and disinfection procedures
- Immediate reporting of exposure incidents
Educational settings should continue using safer alternatives and simulations instead of actual human blood or body fluids whenever possible.
### **Testing and Treatment**
Testing for Hepatitis C is important because many infected individuals may not experience symptoms. Modern medical treatments are highly effective and can cure many Hepatitis C infections within 8 to 12 weeks when properly diagnosed and treated.
### **Hepatitis C Video**
The following video provides an overview of Hepatitis C, including transmission, symptoms, prevention, and treatment information.
**Hepatitis C Video:**
Understanding Hepatitis C and following proper bloodborne pathogen safety procedures help support safer classrooms, laboratories, workplaces, and healthcare environments.
**Sources**:
[CDC](https://www.cdc.gov/hepatitis/hcv/index.htm)
[Johns Hopkins Medicine](https://www.youtube.com/@JohnsHopkinsMedicine) – [What is Hepatitis C and Why Should You Care?](https://www.youtube.com/watch?v=IxCelFhuhQo)
**Categories:** Bloodborne Pathogens
---
### [Hepatitis B (2:42)](https://sciencesafety.com/courses/what-is-bbp/lessons/hepatitis-b/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Hepatitis B is a vaccine-preventable liver infection caused by the Hepatitis B Virus (HBV). HBV is considered a bloodborne pathogen and can cause both short-term and long-term health complications.
HBV spreads when blood or certain body fluids from an infected person enter the body of someone who is not infected. Transmission may occur through:
- Contact with infected blood
- Exposure to contaminated sharps or needles
- Sharing syringes or drug-injection equipment
- Sexual contact
- Exposure to contaminated body fluids
- Transmission from mother to child during birth
Because HBV can spread through blood and other potentially infectious materials, understanding exposure prevention and proper hygiene practices is important in educational, healthcare, laboratory, and workplace settings.
### **Signs and Symptoms**
Not everyone infected with HBV experiences symptoms. However, when symptoms do occur, they may include:
- Fatigue
- Loss of appetite
- Stomach pain
- Nausea
- Vomiting
- Dark urine
- Joint pain
- Jaundice (yellowing of the skin or eyes)
For some individuals, Hepatitis B may be a short-term illness. For others, it can develop into a chronic infection that may lead to serious health complications, including:
- Liver damage
- Cirrhosis
- Liver failure
- Liver cancer
### **Prevention and Safety Practices**
Several important safety practices help reduce the risk of HBV exposure and transmission:
- Following universal precautions
- Wearing appropriate PPE such as gloves and eye protection
- Proper handwashing and hygiene
- Safe sharps handling and disposal
- Proper cleanup and disinfection of contaminated surfaces
- Immediate reporting of exposure incidents
- Following school or workplace exposure control plans
Vaccination is one of the most effective ways to prevent Hepatitis B infection. Many healthcare workers and individuals in occupations with potential blood exposure risks are encouraged or required to receive the HBV vaccine series according to workplace or public health guidelines.
### **Educational and Laboratory Considerations**
Most K–12 schools prohibit activities involving actual human blood or body fluids because of the potential risk of bloodborne pathogen exposure. Simulations and safer alternatives are commonly used in science and STEM programs.
Teachers should reinforce that all blood and body fluids should be treated as potentially infectious and that students should immediately report any exposure incidents, injuries, or unsafe situations.
### **Hepatitis B Video**
The following video provides an overview of Hepatitis B, its transmission, symptoms, and prevention.
**Hepatitis B Video:**
Understanding Hepatitis B and following proper exposure prevention procedures are important components of maintaining a safer laboratory, classroom, and workplace environment.
**Sources**:
[(Department of Health) WA Health](https://www.youtube.com/@wahealth) – [What you need to know about Hepatitis B](https://www.youtube.com/watch?v=ENlo5JOwL2Q)
[CDC](https://www.cdc.gov/hepatitis/hbv/index.htm)
**Categories:** Bloodborne Pathogens
---
### [Hand Sanitizer (2:37)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/hand-sanitizer/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Germs are everywhere. They can spread onto hands, surfaces, laboratory equipment, and shared items during daily activities and may contribute to illness transmission if proper hygiene practices are not followed.
Cleaning hands at key times using soap and water or an appropriate hand sanitizer is one of the most important steps individuals can take to reduce the spread of germs and support safer classroom and laboratory environments.
### **Choosing the Right Hand Sanitizer**
When using hand sanitizer, it is important to select products that contain:
- Ethanol (ethyl alcohol), or
- Isopropyl alcohol
Alcohol-based hand sanitizers should generally contain at least 60% alcohol to be effective against many common germs and pathogens.
Hand sanitizers containing methanol (methyl alcohol) should never be used. Methanol is toxic to humans and may be absorbed through the skin or cause serious health effects if inhaled or ingested.
Schools and laboratories should use hand sanitizer products from reputable suppliers and follow applicable safety guidance and labeling requirements.
### **Alcohol-Free Hand Sanitizers**
Alcohol-free hand sanitizers are also available for individuals who may have allergies or sensitivities to alcohol-based products. These products may contain ingredients such as:
- Benzalkonium chloride
- Hydrogen peroxide-based formulations
- Other antimicrobial alternatives
Users should always follow the manufacturer’s instructions for proper use and understand that hand sanitizer does not replace proper handwashing with soap and water.
### **Soap and Water vs. Hand Sanitizer**
There are important differences between handwashing and hand sanitizer use.
Soap and water:
- Physically remove dirt, grease, chemicals, and many types of germs from the skin
- Are generally considered the preferred method for hand hygiene when available
Hand sanitizers:
- Help reduce the number of certain germs on the skin
- Are useful when soap and water are not immediately available
- May not effectively remove all pathogens, chemicals, pesticides, or heavy metals
Soap and water are often more effective than hand sanitizer for removing certain organisms and contaminants, including:
- Norovirus
- Cryptosporidium
- Clostridioides difficile
- Chemical residues
- Heavy metals such as lead
For this reason, hand sanitizer should often be viewed as a temporary hygiene measure until proper handwashing with soap and water can occur.
### **Proper Hand Hygiene Practices**
Whether using soap and water or hand sanitizer, individuals should:
- Clean hands frequently during laboratory activities
- Wash hands after removing gloves or PPE
- Wash hands after handling biological or chemical materials
- Avoid touching the face, eyes, or mouth with contaminated hands
- Follow proper hygiene protocols consistently
### **Hand Sanitizer Video**
The following video provides additional information about hand sanitizer use and hand hygiene practices.
**Hand Sanitizer Video:**
Strong hand hygiene practices remain one of the simplest and most effective ways to support health, safety, and infection prevention in schools, laboratories, and STEM learning environments.
**Sources**:
[CDC](https://web.archive.org/web/20240502033622/https://www.cdc.gov/handwashing/hand-sanitizer-use.html)
[U.S. Food and Drug Administration](https://www.youtube.com/@US_FDA) – [Safely Using Hand Sanitizer](https://www.youtube.com/watch?v=MtlPiiuTZaU&t=1s)
**Categories:** Infection Control
---
### [Proper Handwashing Requires Time and Scrubbing](https://sciencesafety.com/courses/what-is-bbp/lessons/how-to-effectively-wash-your-hands/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
Simply rinsing hands quickly with water or briefly applying soap before rinsing is not enough to effectively remove dirt, contaminants, or potentially harmful pathogens from the skin.
Proper handwashing requires both time and active scrubbing. Effective hand hygiene should include:
- Washing hands with soap and water for a minimum of 20 seconds
- Scrubbing the palms, backs of hands, wrists, fingertips, thumbs, and between fingers
- Rinsing thoroughly with clean running water
- Drying hands with a clean towel or air dryer
To help ensure proper handwashing duration, individuals are often encouraged to:
- Slowly count to 20
- Sing the alphabet song once
- Sing the “Happy Birthday” song twice
These simple timing methods help reinforce proper hand hygiene habits for students and staff.
### **Why Proper Handwashing Matters**
Proper handwashing helps:
- Remove dirt, grease, and contaminants
- Reduce the spread of germs and pathogens
- Minimize cross-contamination
- Reduce the risk of exposure to bloodborne pathogens and biological materials
- Support safer laboratory and classroom environments
Handwashing is especially important:
- After removing gloves or PPE
- After laboratory activities
- After handling biological or chemical materials
- Before eating or drinking
- After contact with potentially contaminated surfaces
### **Handwashing Demonstration Video**
The following video demonstrates the importance of proper handwashing techniques and why effective scrubbing and timing matter.
**Proper Handwashing Video:**
Consistent and thorough handwashing remains one of the simplest and most effective ways to support health, hygiene, and laboratory safety practices in schools and science/STEM environments.
**Source**:
[Centers for Disease Control and Prevention (CDC)](https://www.youtube.com/@CDC) – [Fight Germs. Wash Your Hands!](https://www.youtube.com/watch?v=eZw4Ga3jg3E)
---
### [Handwashing](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/handwashing/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Handwashing is one of the most important — and easiest — practices used to help prevent the transmission of bloodborne pathogens and other infectious materials in schools, laboratories, healthcare settings, and workplace environments.
Proper hand hygiene helps remove germs, contaminants, biological materials, and potentially infectious substances that may not be visible on the skin.
### **Handwashing After Exposure Incidents**
Hands and any other exposed skin should be washed thoroughly as soon as possible following an exposure incident or contact with blood, body fluids, biological materials, chemicals, or contaminated surfaces.
When washing hands:
- Use soap and running water whenever possible
- Wash for a minimum of 20 seconds
- Thoroughly clean the palms, backs of hands, wrists, fingertips, thumbs, and between fingers
- Rinse completely with clean water
- Dry hands with a clean towel or air dryer
If available, mild or antibacterial soaps may be used to support hygiene practices. Harsh or abrasive soaps should generally be avoided because they may irritate the skin, damage fragile tissue, or worsen cuts, scrapes, or dry skin conditions.
### **Handwashing After Removing PPE**
Hands should always be washed immediately — or as soon as feasible — after removing gloves or other personal protective equipment (PPE).
Even when gloves are worn properly, contamination can still occur during glove removal or from unnoticed tears or damage. Proper handwashing after PPE removal is a critical part of laboratory and workplace hygiene protocols.
### **Know the Location of Handwashing Facilities**
Teachers, students, laboratory personnel, and staff should familiarize themselves with the location of nearby handwashing facilities before beginning activities involving biological materials, chemicals, or potential exposure risks.
Common handwashing locations may include:
- Laboratory sinks
- Classroom sinks
- Public restrooms
- Health office sinks
- Janitorial or custodial sinks
Handwashing stations should be supplied with:
- Soap
- Running water
- Paper towels or drying systems
- Waste receptacles
### **Alternative Hygiene Methods**
If soap and running water are not immediately available, alternative hygiene methods may temporarily be used, including:
- Antiseptic cleansers
- Hand sanitizer
- Antiseptic towelettes
- Clean paper towels or cloths
However, these alternatives should not fully replace proper handwashing. Hands should still be washed with soap and running water as soon as possible after using temporary cleaning methods.
### **Hand Hygiene Supports a Culture of Safety**
Strong hand hygiene practices are essential components of laboratory safety, infection prevention, and exposure control. Consistent handwashing procedures help reduce the spread of contaminants and reinforce responsible safety behaviors within science classrooms, STEM programs, healthcare pathways, and school environments.
Teachers should consistently model proper handwashing practices and reinforce the importance of hand hygiene during all laboratory and hands-on learning activities.
**Source**:
[Mesa Community College](https://web.archive.org/web/20240702202221/https://www.mesacc.edu/sites/default/files/pages/section/employees/occupational-health-safety/bbp_training.pdf)
**Categories:** Bloodborne Pathogens
---
### [Glove Comparisons](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/glove-comparisons-duplicate/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Gloves are among the most commonly used forms of personal protective equipment (PPE) in schools, particularly in science, STEM, healthcare, custodial, and career pathway programs. The two most frequently used glove types in educational settings are latex gloves and nitrile gloves.
When reviewing Safety Data Sheets (SDS) or manufacturer chemical resistance charts, it is important to understand that glove recommendations are often based on extended occupational exposure scenarios, including up to 8 hours of continuous chemical contact. In most K–12 laboratory settings, exposures are significantly shorter in duration and involve limited handling rather than prolonged immersion.
However, gloves should still always be selected based on the hazards associated with the activity and should be used properly to help reduce exposure risks.
### **Latex Gloves**
Latex gloves are:
- Inexpensive
- Widely available
- Flexible and form-fitting
- Effective barriers against many biological materials and bloodborne pathogens (BBP)
Because latex gloves fit closely to the hand, they allow for excellent dexterity and precision during laboratory activities. However, the thinner material may be more susceptible to punctures, tears, or damage when handling:
- Broken glass
- Sharp instruments
- Scalpels
- Needles or sharps
Care should always be taken when using latex gloves around sharp edges or pointed materials.
One important consideration is that some individuals may have latex allergies or sensitivities. Schools should be aware of student and staff allergies before using latex-containing products.
### **Nitrile Gloves**
Nitrile gloves provide many of the same advantages as latex gloves while eliminating the natural rubber latex proteins that may trigger allergic reactions.
Nitrile gloves are:
- Durable
- Resistant to punctures
- Flexible and comfortable
- Effective barriers against many chemicals and BBP
- Latex-free
Because of their durability and allergy-friendly design, nitrile gloves are commonly preferred in many educational and healthcare settings.
### **Proper Glove Use**
Gloves should always:
- Be selected based on the activity and hazards present
- Fit properly
- Be inspected for tears or damage before use
- Be removed carefully to avoid contamination
- Be disposed of properly after use
- Never be reused unless specifically designed for reuse and properly sanitized
It is also important to remember that gloves are not a substitute for proper handwashing. Hands should always be washed thoroughly with soap and water immediately after gloves are removed.
### **Classroom Availability**
While school nurses and health offices often maintain supplies of latex or nitrile gloves, it is considered a best practice for science and STEM classrooms to keep appropriately sized gloves readily available for immediate use.
Teachers should ensure that:
- Gloves are accessible during laboratory activities
- Multiple glove sizes are available for students and staff
- Supplies are regularly monitored and replenished
- Students understand when and how gloves should be used
Maintaining proper glove supplies and reinforcing correct glove usage procedures are important components of building a strong culture of safety awareness within school laboratory environments.
**Sources**:
Michigan Virtual
[UAB](https://www.uab.edu/ehs/images/docs/bio/BIO315-Bloodborne-Pathogens-2015-Course-Update_2014-12-22.pdf)
**Categories:** Gloves
---
### [Proper Use and Maintenance of PPE in Science and STEM Laboratories](https://sciencesafety.com/courses/sanitizing-equipment/lessons/cleaning-sanitizing-disinfecting-ppe-for-a-safer-lab-experience/)
**Published:** January 7, 2022
**Author:** admin2025Open
**Content:**
It is essential that all occupants in a science or STEM laboratory wear appropriate personal protective equipment (PPE) during hands-on activities and demonstrations. This includes students, instructors, support staff, and visitors.
The type of PPE required should always be determined through a hazard analysis and risk assessment of the activity being performed. Depending on the hazards present, appropriate PPE may include:
- ANSI/ISEA Z87.1 D3-certified indirectly vented chemical splash goggles
- Gloves
- Lab aprons or lab coats
- Face shields
- Safety glasses
- Protective footwear
Goggles, gloves, and aprons are among the most commonly used forms of PPE in school laboratories. Because some PPE may be shared between users, schools should establish proper cleaning, sanitizing, inspection, and storage procedures to maintain safety and hygiene standards.
Teachers, laboratory staff, administrators, and students should understand:
- How to properly wear PPE
- When PPE is required
- How to inspect PPE for damage
- How to clean and sanitize reusable PPE
- Proper storage procedures between uses
- The limitations of specific PPE
### **Shared PPE Considerations**
Some schools choose to provide individual PPE for students to reduce sharing and improve accountability. While this may help minimize wear and simplify management, there can still be challenges related to:
- Cost
- Replacement of lost or forgotten PPE
- Storage and organization
- Ensuring equipment meets proper safety standards
If students are permitted or required to provide their own goggles, schools should verify that the goggles meet the ANSI/ISEA Z87.1 D3 standard for indirectly vented chemical splash protection.
### **PPE Supports a Culture of Safety**
Proper PPE use is one of the most important components of laboratory safety. However, PPE alone does not eliminate risk. Safe laboratory behavior, proper supervision, strong housekeeping, hazard awareness, and consistent safety procedures must work together to create a safer laboratory environment.
Teachers should consistently model proper PPE use and reinforce expectations during every laboratory activity. Students are more likely to follow safety procedures when they see them practiced consistently by instructors and staff.
**Source**:
[Dr. Ken Roy, NSTA](https://www.nsta.org/blog/cleaningsanitizingdisinfecting-ppe-safer-lab-experience)
---
### [School PPE and Supply List](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/school-ppe-and-supply-list/)
**Published:** November 28, 2021
**Author:** admin2025Open
**Content:**
Schools should maintain appropriate personal protective equipment (PPE), sanitation materials, cleaning supplies, and health-related safety equipment to help support a safer learning environment for students, staff, and visitors.
The following items represent common PPE and safety-related supplies that schools may maintain as part of their health, safety, emergency preparedness, or infection-control planning efforts.
### **Recommended PPE and Safety Supplies**
- Surgical masks for adults
- Surgical masks for children
- N95 respirators (when appropriate and permitted by district policy and training requirements)
- Face shields for adults
- Disposable gloves
- Hand sanitizer
- Disinfecting sprays or disinfecting wipes
- Cleaning towels or disposable paper products
- Electrostatic sprayers for approved disinfecting procedures
- Daily and nightly cleaning supplies
- No-contact thermometers for temperature screening or wellness monitoring
### **Classroom and Laboratory Safety Considerations**
Schools should ensure that safety and hygiene supplies are:
- Easily accessible
- Properly stored
- Clearly labeled
- Used according to manufacturer instructions and district procedures
- Replenished regularly
In science laboratories and STEM classrooms, additional PPE such as ANSI/ISEA Z87.1 D3-certified indirectly vented chemical splash goggles, lab aprons, and chemical-resistant gloves may also be required depending on the activity and associated hazards.
### **Cleaning and Disinfection Practices**
Routine cleaning and disinfection procedures help reduce contamination risks in classrooms, laboratories, offices, common areas, and shared equipment spaces.
Teachers and staff should:
- Follow district-approved cleaning procedures
- Use disinfectants according to manufacturer instructions
- Ensure proper ventilation when using cleaning products
- Properly store chemicals and cleaning supplies
- Wash hands after cleaning or disinfecting activities
### **Respirators and Specialized PPE**
N95 respirators and other specialized PPE may require:
- Proper fit testing
- Medical clearance
- Employee training
- Compliance with applicable occupational safety regulations
Schools should follow local, state, and federal guidance regarding respirator use and respiratory protection programs.
### **Maintaining a Safe Learning Environment**
Having appropriate PPE, sanitation supplies, and emergency preparedness materials available supports a proactive approach to school safety and health preparedness. Proper planning, training, and consistent use of safety equipment help schools respond more effectively to everyday health concerns, laboratory hazards, and emergency situations while promoting a safer educational environment for all occupants.
**Source**:
[United Federation of Teac](https://www.uft.org/your-rights/safety-health/coronavirus/school-year-2020-21-faq/safety/school-ppe-and-supply-list)[hers](https://www.uft.org/your-rights/safety-health/coronavirus/school-year-2020-21-faq/safety/school-ppe-and-supply-list)
---
### [Personal Protective Equipment (PPE)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/ppe-defined/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Personal protective equipment, commonly referred to as “PPE,” is specialized equipment worn to help minimize exposure to hazards that can cause serious injuries or illnesses in the workplace or laboratory environment.
In science laboratories and STEM classrooms, PPE serves as an important layer of protection against a wide variety of potential hazards. These hazards may include:
- Chemical exposure
- Biological hazards
- Radiological hazards
- Physical hazards
- Electrical hazards
- Mechanical hazards
- Heat or flame exposure
- Flying particles or broken glass
Proper PPE use helps reduce the risk of injury and supports safer laboratory practices for students, teachers, laboratory staff, and visitors.
### **Common Types of PPE**
Personal protective equipment may include:
- Gloves
- Safety goggles
- Safety glasses
- Face shields
- Lab coats or aprons
- Closed toe shoes
- Earplugs or earmuffs
- Hard hats
- Respirators
- Protective coveralls or full-body suits
- High-visibility safety vests
The type of PPE required depends on the specific hazards associated with the activity, materials, or equipment being used.
### **Laboratory Eye Protection Requirements**
Eye protection is one of the most important forms of PPE in laboratory settings. Whenever chemicals, glassware, heat sources, projectiles, or other eye hazards are present, appropriate eye protection must be worn by everyone in the laboratory, including:
- Students
- Teachers
- Laboratory staff
- Visitors
ANSI/ISEA Z87.1-2020 D3-certified indirectly vented chemical splash goggles are considered the appropriate standard for laboratory eye protection involving splash hazards. Indirectly vented goggles provide significantly greater protection against chemical splashes compared to standard safety glasses.
Teachers should ensure that:
- Goggles fit properly
- Students wear goggles correctly throughout the activity
- Damaged or scratched goggles are replaced
- Goggles are cleaned and sanitized after use
- Eye protection policies are consistently enforced
### **PPE Is Only Effective When Used Properly**
Personal protective equipment is only effective when:
- The correct PPE is selected for the hazard
- It is worn properly
- It fits correctly
- It is maintained and stored appropriately
- Users are trained on its proper use and limitations
Teachers should model proper PPE use at all times. Students are far more likely to follow laboratory safety expectations when they consistently observe instructors using appropriate protective equipment and demonstrating safe laboratory behaviors.
### **Building a Culture of Safety**
PPE should never be viewed as optional in laboratory environments. Proper PPE use is a critical part of creating a strong culture of safety awareness and risk reduction within science and STEM programs.
By consistently reinforcing PPE expectations and safe laboratory practices, schools can help reduce preventable injuries while promoting responsible scientific investigation and hands-on learning experiences.
**Source**:
[OSHA](https://www.osha.gov/personal-protective-equipment)
**Categories:** PPE
---
### [Bloodborne Pathogens Waste](https://sciencesafety.com/courses/what-is-bbp/lessons/bloodborne-pathogens-waste/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Bloodborne pathogens waste should be treated as infectious materials that can transfer disease. It should be bagged or contained (like a sharps container) in plastic and labeled as biowaste so all individuals in the disposal process know it is particularly hazardous.
Image Credit FDA
A regulated waste is any of the following:
- Liquid or semi-liquid blood or other potentially infectious materials (OPIM);
- Contaminated items that would release blood or OPIM in a liquid or semi-liquid state, if compressed;
- Items that are caked with dried blood or OPIM and are capable of releasing these materials during handling;
- Contaminated sharps;
- Pathological and microbiological wastes containing blood or OPIM.
Bandages which are not saturated to the point of releasing blood or OPIM if compressed would not be considered as regulated waste.
Note that sharps disposal guidelines and programs vary depending on your location. Check with your local or state health department or trash removal services to see which of the disposal methods are available in your area.
**Sources**:
[Washington State University ](https://biosafety.wsu.edu/biohazardous-waste/)
[CDC](https://sciencesafety.com/wp-content/uploads/2023/12/Bloodborne-pathogen-standard-as-it-applies-to-regulated-waste.-_-Occupational-Safety-and-Health-Administration.pdf)
Science Safety
**Categories:** Bloodborne Pathogens
---
### [Bloodborne Pathogens (14:22)](https://sciencesafety.com/courses/what-is-bbp/lessons/bloodborne-pathogens-1422/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Exposures to blood and other body fluids can occur in a wide variety of educational and workplace environments. Teachers, school staff, healthcare workers, emergency responders, custodians, coaches, and public safety personnel may all encounter situations where exposure to blood or potentially infectious materials is possible.
Bloodborne pathogens (BBPs) are bacteria, viruses, or other microorganisms found in human blood and certain body fluids that can cause disease in humans. Exposure may occur through:
- Needlestick or sharps injuries
- Cuts or broken skin
- Contact with mucous membranes such as the eyes, nose, or mouth
- Contact with contaminated surfaces or materials
- Improper cleanup or disposal procedures
The bloodborne pathogens of primary concern include:
- Human Immunodeficiency Virus (HIV)
- Hepatitis B Virus (HBV)
- Hepatitis C Virus (HCV)
Because exposure risks can exist in laboratory settings, classrooms, athletic facilities, healthcare pathways, and emergency situations, it is important that teachers and students understand proper safety procedures and exposure prevention practices.
### Important Bloodborne Pathogen Safety Practices
Safer practices for reducing exposure risks include:
- Wearing appropriate PPE such as gloves and eye protection
- Using proper cleanup and disinfection procedures
- Avoiding direct contact with blood or body fluids
- Properly disposing of contaminated materials and sharps
- Washing hands thoroughly after exposure risks
- Reporting all exposure incidents immediately
- Following school and district exposure control plans
Many schools prohibit activities involving real human blood or body fluids in classroom laboratories due to the risks associated with bloodborne pathogens. Simulations, virtual activities, and safer alternatives are commonly used instead.
Teachers should ensure that students understand that all blood and body fluids should be treated as potentially infectious, a concept often referred to as “Universal Precautions.”
The following video provides an overview of bloodborne pathogens, exposure risks, and safer workplace practices.
**Bloodborne Pathogens Training Video:**
Understanding bloodborne pathogen risks and following proper exposure prevention procedures are essential components of maintaining a safer learning and working environment in schools, laboratories, and educational programs.
**Sources**:
[JCPS Employee](https://www.youtube.com/@JCPSEmployee) – [Bloodborne Pathogen Training](https://www.youtube.com/watch?v=updsvW3faoU)
[CDC](https://www.cdc.gov/niosh/healthcare/risk-factors/bloodborne-infectious-diseases.html)
**Categories:** Bloodborne Pathogens
---
### [Other Potentially Infectious Materials (OPIM)](https://sciencesafety.com/courses/what-is-bbp/lessons/other-potentially-infectious-materials/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
In addition to blood, there are several other materials that may contain harmful microorganisms and should be treated as potentially infectious. These materials are commonly referred to as Other Potentially Infectious Materials (OPIM).
Teachers, laboratory personnel, custodians, healthcare staff, and students involved in certain educational or career pathway programs should understand that exposure to these materials may present health risks if proper safety procedures are not followed.
Other Potentially Infectious Materials may include:
- Semen
- Vaginal secretions
- Cerebrospinal fluid
- Synovial fluid
- Pleural fluid
- Pericardial fluid
- Peritoneal fluid
- Amniotic fluid
- Saliva involved in dental procedures
- Any body fluid visibly contaminated with blood
- Any body fluid where it is difficult or impossible to identify the specific fluid
In addition, OPIM may also include:
- Any unfixed human tissue or organ (other than intact skin) from a living or deceased individual
- HIV-containing cell or tissue cultures
- Organ cultures
- HIV- or HBV-containing culture media or laboratory solutions
- Blood, organs, or tissues from experimental animals infected with HIV or HBV
Because these materials may contain bloodborne pathogens or other infectious agents, they should always be handled using established safety procedures and universal precautions.
### Universal Precautions
Universal precautions are safety practices designed to reduce the risk of exposure to bloodborne pathogens and infectious materials. Under universal precautions, all blood and potentially infectious materials are treated as though they are capable of transmitting disease.
Key universal precaution practices include:
- Wearing appropriate PPE such as gloves, goggles, face shields, or protective clothing
- Avoiding direct contact with body fluids or contaminated materials
- Proper handwashing after glove removal or exposure risks
- Proper cleanup and disinfection procedures
- Safe sharps handling and disposal
- Immediate reporting of exposure incidents
### School and Laboratory Considerations
Most K–12 schools prohibit the use of actual human blood or body fluids in classroom activities due to safety concerns and exposure risks. Simulations, synthetic materials, digital activities, and virtual laboratory experiences are often used as safer instructional alternatives.
Teachers should always follow:
- District safety policies
- Exposure control plans
- Chemical hygiene plans
- Laboratory Standard Operating Procedures (SOPs)
- Local, state, and federal safety regulations
### Exposure Response and Reporting
Any potential exposure to blood or other potentially infectious materials should be reported immediately to the teacher, supervisor, school nurse, or designated safety personnel.
Exposure incidents may require:
- Immediate washing or flushing of affected areas
- Medical evaluation
- Incident documentation
- Follow-up procedures according to school or workplace policies
Maintaining awareness of bloodborne pathogens and OPIM helps create safer educational and laboratory environments while reinforcing responsible health and safety practices for students and staff.
**Source**:
[North Carolina Department of Labor](https://www.labor.nc.gov/bloodborne-pathogens)
**Categories:** Bloodborne Pathogens
---
### [Safer Use of Live Organisms and Plants in Biology](https://sciencesafety.com/courses/biology-lab-protocols/lessons/safer-use-of-live-organisms-and-plants-in-biology/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
## **Using Live Organisms in the Laboratory**
Experiments and activities involving live organisms can provide valuable, hands-on learning experiences for students in biology classrooms. However, these activities also require careful planning, supervision, ethical consideration, and adherence to established safety procedures to ensure the well-being of both the organisms and the students.
Teachers should always prioritize safety, humane treatment, and responsible laboratory practices when incorporating live organisms into instructional activities.
### **Obtain Necessary Approvals and Follow Local Policies**
Before conducting activities involving live organisms, teachers should ensure that all necessary approvals, permits, and district requirements have been addressed. Certain organisms, including some invertebrates or vertebrates, may be restricted or regulated by local, state, or federal agencies.
Schools may also have policies regarding classroom animals, laboratory organisms, housing requirements, disposal procedures, or approved instructional activities. Teachers should verify that all activities align with district expectations, curricular outcomes, and applicable regulations.
### **Select Appropriate Organisms**
Organisms selected for classroom use should be appropriate for the planned activity, the age and developmental level of students, and the classroom or laboratory environment.
Teachers should consider:
- The organism’s care requirements
- Student safety concerns
- Potential allergies or sensitivities
- Humane treatment considerations
- Appropriate containment and supervision needs
Whenever possible, organisms should be selected that are well-suited for educational environments and that minimize unnecessary risks.
### **Provide Proper Care and Housing**
Live organisms require proper care and humane treatment throughout the duration of any activity or observation. Appropriate housing, feeding, lighting, temperature control, humidity, and sanitation should be maintained according to recommended care guidelines for the specific species being used.
Teachers are responsible for ensuring that organisms are not neglected, improperly housed, or subjected to unnecessary stress or harm during laboratory activities.
### **Use Proper Handling Techniques**
Safe handling procedures should always be followed when working with live organisms. Depending on the activity and organism involved, appropriate PPE such as gloves, lab coats, or eye protection may be necessary.
Teachers and students should:
- Handle organisms gently and responsibly
- Use sterile instruments when appropriate
- Wash hands thoroughly after handling organisms
- Avoid unnecessary contact or exposure
- Prevent cross-contamination between organisms and materials
Students should be directly supervised during all activities involving live organisms.
### **Follow Ethical and Humane Practices**
All work involving live organisms should follow accepted ethical and humane treatment practices. Organisms should be treated with care and respect at all times, and unnecessary harm, stress, or suffering should be avoided.
Teachers should use laboratory activities as opportunities to reinforce responsibility, empathy, scientific ethics, and stewardship within the science classroom.
### **Properly Dispose of Waste Materials**
Waste materials generated during activities involving live organisms, including bedding, biological waste, food waste, feces, or contaminated materials, should be disposed of according to school policies and approved safety procedures.
Proper cleaning, sanitation, and disinfection practices should be followed after activities are completed to minimize contamination risks and maintain a safe laboratory environment.
### **Ensure Student Safety**
Teachers should provide clear safety instruction, establish expectations before activities begin, and actively supervise students throughout all laboratory experiences involving live organisms.
Students should immediately report:
- Bites or scratches
- Allergic reactions
- Spills or contamination
- Unsafe conditions
- Improper handling incidents
Maintaining open communication and strong supervision helps reduce risks and supports safer learning experiences.
## **Using Plants in the Biology Laboratory**
Plants are commonly used in biology laboratories for investigations involving growth, genetics, photosynthesis, ecosystems, and environmental science. Although plants are generally considered safer than many other laboratory organisms, they can still present potential hazards if not handled properly.
Teachers and students should remain aware of possible risks associated with plant materials, pollen, soil, pesticides, allergens, and invasive species.
### **Toxicity Hazards**
Some plants contain toxic compounds that may be harmful if ingested or if they come into contact with skin or eyes. Certain plant saps, oils, or leaves may cause irritation, burns, or toxic reactions.
For example, plants such as giant hogweed may produce sap that can cause severe skin reactions when exposed to sunlight. Teachers should carefully research all plant species used in classroom activities before introducing them into the laboratory.
### **Allergies and Sensitivities**
Some students or staff may have allergies or sensitivities to specific plants, pollens, molds, or plant materials. Exposure may trigger respiratory symptoms, skin irritation, or allergic reactions.
Examples include:
- Ragweed pollen allergies
- Mold exposure in soil or plant material
- Skin irritation from certain plant species
Teachers should be aware of student allergies and consider safer alternatives when necessary.
### **Pests and Infestation Risks**
Plants may attract insects, mites, rodents, fungi, or other pests that can create sanitation concerns or spread disease. Regular inspection and proper maintenance of classroom plants can help minimize infestation risks.
Dead plant material, standing water, or improperly maintained containers should be addressed promptly to prevent pest or mold growth.
### **Environmental and Chemical Hazards**
Some plant-related activities may involve fertilizers, pesticides, herbicides, or soil additives that can create chemical exposure risks if improperly handled.
Teachers should:
- Follow approved chemical safety procedures
- Properly label and store materials
- Avoid unnecessary chemical use
- Ensure proper ventilation when needed
Students should never handle pesticides or hazardous plant treatment chemicals without proper supervision and PPE.
### **Invasive Species Concerns**
Certain plant species may become invasive if released into the environment. Invasive plants can disrupt local ecosystems and negatively impact native species.
Teachers should avoid introducing prohibited or potentially invasive species into classroom activities and should properly dispose of plant materials according to local environmental regulations and school policies.
### **Safer Practices When Working with Plants**
To help reduce risks when using plants in biology laboratories:
- Wear gloves when handling unknown or irritating plants
- Wash hands thoroughly after activities
- Avoid touching eyes or face during activities
- Properly label plant materials
- Dispose of plant waste appropriately
- Monitor students for allergic reactions or sensitivities
- Follow all school and laboratory safety procedures
By maintaining awareness of potential hazards and reinforcing proper safety procedures, teachers can create engaging and safer hands-on learning experiences involving live organisms and plants in the biology laboratory.
**Source**:
Science Safety
---
### [Proper and Improper Lab Techniques](https://sciencesafety.com/courses/biology-lab-protocols/lessons/proper-and-improper-lab-techniques/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
### **Improper Lab Techniques**
There are many common laboratory safety mistakes that can create unsafe and preventable situations in science and STEM classrooms. Understanding what *not* to do in the laboratory is an important part of building safer habits and reinforcing professional laboratory expectations.
By reviewing examples of improper laboratory techniques, teachers and students can better recognize unsafe behaviors, identify potential hazards, and understand the importance of following established safety procedures at all times.
Examples of improper laboratory techniques may include:
- Failure to wear appropriate personal protective equipment (PPE)
- Long hair or loose clothing left unsecured
- Improper handling of chemicals or biological materials
- Horseplay or distracting behavior in the laboratory
- Eating or drinking in the lab
- Improper disposal of chemicals or broken glass
- Failure to report unsafe conditions or accidents
- Using damaged equipment or glassware
- Improper heating or flame procedures
- Removing goggles during laboratory activities
- Poor housekeeping and cluttered workspaces
Even small shortcuts or lapses in attention can lead to injuries, contamination, fires, chemical exposure, or other laboratory incidents. Teachers should help students understand that laboratory safety is built on consistency, awareness, preparation, and accountability.
When reviewing images or examples of improper laboratory behavior, students should focus on identifying unsafe actions, missing PPE, poor laboratory habits, and any conditions that may increase risk in the learning environment.
Photo Credit Global InstitutesAbout this photo. There are several improper lab techniques in this photo. **No goggles worn, no labels on chemicals, no aprons or lab coats, no gloves worn when handling liquids.**
### **Proper Lab Techniques**
Proper laboratory techniques form the foundation of a strong culture of safety awareness within the science department. Safe laboratory environments are created when teachers consistently model professional behaviors, reinforce expectations, and demonstrate proper laboratory procedures every day.
As the lead safety role model in the laboratory, the instructor should always demonstrate:
- Proper use of PPE
- Safe handling and dispensing techniques
- Proper chemical storage and labeling
- Safe heating and flame procedures
- Correct cleanup and disposal methods
- Proper hygiene and handwashing
- Organized and uncluttered workspaces
- Appropriate student supervision
- Consistent adherence to laboratory rules and procedures
Students often mirror the behaviors they observe from the teacher. When instructors consistently demonstrate proper safety practices and refuse to take shortcuts, students are more likely to adopt those same safer behaviors and habits in the laboratory.
Developing a lasting culture of safety requires ongoing reinforcement, modeling, communication, and accountability. Laboratory safety should not be viewed as a one-time lesson, but rather as a continuous expectation integrated into every activity and procedure.
Trusted organizations such as the National Science Teaching Association ([NSTA](https://www.nsta.org/)), National Science Education Leadership Association ([NSELA](https://www.nsela.org/)), CareerSafe Safety System ([CSSS](https://cosss.wildapricot.org/)), International Technology and Engineering Educators Association ([ITEEA](https://www.iteea.org/)), Association for Career and Technical Education ([ACTE](https://www.acteonline.org/)), and the American Chemical Society ([ACS](https://www.acs.org/)) provide valuable guidance and resources on safer laboratory practices and responsible chemical management.
These safer practices should be incorporated into the school’s Standard Operating Procedures (SOPs), Chemical Hygiene Plan, and laboratory safety expectations.
Teachers and students should take time to carefully review examples of both improper and proper laboratory techniques. By identifying unsafe behaviors and reinforcing correct procedures, schools can help create safer science learning environments that prioritize prevention, responsibility, and safety awareness.
Model the behaviors and safety culture you want students to follow.
Photo Credit Berkeley Lab Roy KaltschmidtAbout this photo.
In terms of proper lab techniques, there are labels on chemicals, they are wearing lab coats, and gloves are worn when handling liquids. **But this photo does not illustrate correct safety protocols, as they are wearing safety glasses instead of the required [ANSI/ISEA Z87.1 D3](https://safetyglassesusa.com/blogs/news/what-does-ansi-z871-certified-mean?srsltid=AfmBOorwxK-zrsVn9VG0_CkXZAw-S8Y_V4tEDChgTVnlBn32x_k_exsx), indirectly vented chemical splash safety goggles.**
**Categories:** Lab Safety
---
### [Closed Toe Shoes in the Lab (42sec)](https://sciencesafety.com/courses/biology-lab-protocols/lessons/closed-toe-shoes-should-be-worn-in-the-lab-42sec/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Closed toe shoes should always be worn in the laboratory to help protect feet from chemical spills, broken glass, falling objects, hot materials, and other potential hazards.
Sandals, flip-flops, open-back shoes, mesh-top athletic shoes, and other footwear that leaves portions of the foot exposed are not considered appropriate laboratory footwear. Even small spills or dropped materials can result in serious injuries when feet are not properly protected.
Teachers should clearly communicate laboratory footwear expectations to students before laboratory activities begin and reinforce these safety requirements consistently throughout the school year.
The following video from Utah State University demonstrates what *not* to do regarding footwear safety in the laboratory.
**Closed Toe Shoe Safety Video:**
Proper laboratory attire, including closed toe shoes, is an important part of maintaining a safer science learning environment and reducing preventable injuries in the laboratory.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[Utah State University Research](https://www.youtube.com/@USUResearch) – [Laboratory Attire Part 1](https://www.youtube.com/watch?v=BY0UtOPdmlE)
[](https://www.youtube.com/@USUResearch)
**Categories:** Lab Safety
---
### [Report All Dangerous Situations](https://sciencesafety.com/courses/biology-lab-protocols/lessons/report-all-dangerous-situations/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Students should be instructed to immediately report all dangerous, unsafe, or potentially hazardous situations to the teacher. Prompt reporting allows the teacher to quickly assess the situation, intervene if necessary, and help prevent accidents, injuries, contamination, or damage within the laboratory environment.
Dangerous situations may include:
- Chemical spills or leaks
- Broken glass or damaged equipment
- Unsafe behavior or horseplay
- Injuries or cuts
- Strange odors, smoke, or unusual reactions
- Exposure to chemicals or biological materials
- Improper use of laboratory equipment
- Missing PPE or unsafe laboratory conditions
Students should understand that reporting a safety concern is part of maintaining a safe learning environment and is never considered “getting someone in trouble.” Quick communication and awareness are essential parts of laboratory safety culture.
Teachers should reinforce the importance of speaking up immediately whenever a student notices something unsafe, even if the situation appears minor.
## **Common Substances Used in Biology Can Be Hazardous — Be Aware of These Hazards!**
Many substances commonly used in biology laboratories may appear harmless but can still present hazards if improperly handled, stored, or used. Teachers and students should always follow established laboratory safety procedures, use appropriate personal protective equipment (PPE), and remain aware of potential risks associated with laboratory materials.
### **Sugars**
Sugars are frequently used in biology experiments as energy sources for microorganisms and other biological samples. While sugars are commonly found in everyday environments, some laboratory-grade sugars or concentrated solutions may cause skin irritation or discomfort if they come into contact with skin, eyes, or mucous membranes.
Proper laboratory practices should include:
- Wearing gloves and safety goggles when handling materials
- Avoiding direct skin or eye contact
- Cleaning spills promptly
- Properly labeling and storing containers
Students should avoid tasting or ingesting any laboratory substances, even if the material appears familiar or food-related.
### **Salts**
Salts are commonly used in biology laboratories for experiments involving cell function, osmosis, protein purification, and solution preparation. Some salts may be hazardous if inhaled, ingested, or exposed to skin and eyes.
Safety precautions include:
- Wearing gloves and appropriate eye protection
- Avoiding inhalation of powders or dust
- Properly labeling containers
- Storing materials safely to avoid confusion or accidental misuse
Even commonly used salts can create irritation or health concerns if improperly handled.
### **Starch**
Starch is often used in biological investigations, microbiology activities, and molecular biology experiments. Powdered starches may create airborne dust that can irritate the respiratory system if inhaled.
Certain starches, including some potato starch products, may also trigger allergic reactions in sensitive individuals.
Safer laboratory practices include:
- Wearing gloves and eye protection
- Avoiding the creation of airborne dust
- Using dust masks or respiratory protection when appropriate
- Properly labeling and storing materials
Teachers should also be aware of potential student allergies or sensitivities before conducting laboratory activities involving powders or biological materials.
### **Prevent Cross-Contamination**
Cross-contamination can occur when materials, tools, workspaces, or specimens unintentionally come into contact with one another. Proper laboratory hygiene and cleaning procedures are essential for minimizing contamination risks.
Students should:
- Wash hands thoroughly after activities
- Clean workspaces before and after use
- Properly dispose of waste materials
- Avoid touching their face, eyes, or mouth during lab activities
- Use designated tools and containers appropriately
### **Follow Laboratory Safety Procedures**
All materials used in biology laboratories should be handled according to approved school or district laboratory safety procedures. Teachers should review hazards, safety precautions, PPE requirements, and disposal procedures before each activity.
Even substances that seem harmless in everyday life can become hazardous in concentrated forms, powdered forms, or laboratory environments. Maintaining awareness, practicing proper hygiene, and following established safety protocols help create a safer laboratory experience for everyone involved.
**Source**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Lab Safety
---
### [Prevention and Safety Awareness in Biology (Teacher and Student)](https://sciencesafety.com/courses/biology-lab-protocols/lessons/prevention-and-safety-awareness-in-biology/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
Prevention and safety awareness are critical components of every biology laboratory program. Biology labs often involve chemicals, biological materials, sharp instruments, glassware, heat sources, and laboratory equipment that can create potential hazards if proper safety procedures are not followed. Teachers and students must work together to create and maintain a culture of safety within the laboratory environment.
Teachers have a responsibility to model safer laboratory behaviors, provide clear safety instruction, conduct hazard analyses and risk assessments for laboratory activities, and ensure that students understand proper laboratory procedures before participating in any activity. Students also play an important role by following instructions, using personal protective equipment (PPE) properly, reporting unsafe conditions, and practicing safe laboratory techniques at all times.
### **Awareness of Hazards in the Biology Laboratory**
There are several common hazards that may be encountered in a biology laboratory setting. Understanding these risks is essential for preventing accidents and injuries.
### **Contamination Risks**
Biology laboratories can be vulnerable to contamination from microorganisms, biological materials, contaminated surfaces, or improperly sanitized equipment. Contamination may occur due to poor hygiene practices, improper sterilization procedures, or accidental exposure to contaminated materials.
Maintaining strong cleaning, sanitation, disinfection, and hygiene procedures is essential for reducing contamination risks in the laboratory. Teachers should reinforce proper handwashing, workspace cleaning, and PPE usage consistently throughout all laboratory activities.
### **Accidental Exposure**
Accidental exposure to biological agents or hazardous substances can occur through inhalation, ingestion, skin contact, or exposure to mucous membranes. Exposure incidents may result in illness, irritation, allergic reactions, or other health concerns.
Properly fitting PPE, including gloves, goggles, aprons, and lab coats, should always be used when appropriate. Students should be encouraged to immediately report any spills, accidents, injuries, or potential exposures to the teacher for prompt intervention and response.
### **Chemical Hazards**
Although biology laboratories are often associated primarily with living organisms, many biology activities utilize chemicals such as preservatives, stains, acids, bases, and disinfectants that may pose hazards if improperly handled.
Teachers should ensure that all chemicals are properly labeled, stored safely, and used according to approved laboratory procedures. Students should be trained on proper handling techniques, disposal procedures, and emergency response protocols for spills or accidental exposure.
### **Equipment and Apparatus Hazards**
Laboratory equipment failures or improper equipment use can result in injuries or hazardous exposures. Equipment such as hot plates, microscopes, centrifuges, electrical devices, scalpels, and glassware all require proper instruction and supervision.
Even commonly used apparatus can create hazards if damaged, improperly maintained, or used incorrectly. Teachers should routinely inspect equipment for damage or defects and remove unsafe items from student use immediately.
### **Physical Hazards**
Physical hazards in biology labs may include slips, trips, falls, burns, cuts, broken glass injuries, or injuries caused by sharp instruments such as scalpels and scissors.
Teachers should carefully evaluate laboratory activities to ensure they are age-appropriate and aligned with the developmental level and skill set of students. Laboratory spaces should remain organized, uncluttered, and properly supervised during all activities.
### **Electrical and Fire Hazards**
Some biology laboratory equipment requires electrical power and may create shock hazards if exposed to moisture or used improperly. In addition, certain laboratory materials, including alcohols, stains, or preservatives, may be flammable.
Teachers and students should follow proper electrical safety practices and avoid using electrical equipment near water or damaged outlets. Flammable materials should be stored properly and kept away from heat sources or open flames.
### **Teacher Responsibilities for Laboratory Safety**
Teachers play a critical leadership role in biology laboratory safety. Responsibilities include:
- Modeling safe laboratory behaviors and techniques
- Reviewing laboratory procedures before activities begin
- Conducting hazard analyses and risk assessments for activities
- Providing proper supervision during laboratory work
- Ensuring students use PPE correctly
- Maintaining safety documentation and safety acknowledgment forms
- Inspecting laboratory equipment and materials regularly
- Following district safety policies and established safety procedures
Teachers should also ensure they are properly trained on the safe operation of laboratory equipment, materials, and instructional activities used within the biology program.
### **Student Responsibilities for Laboratory Safety**
Students are expected to actively participate in maintaining a safe laboratory environment by:
- Following all teacher instructions and laboratory rules
- Wearing required PPE properly
- Reporting unsafe conditions or accidents immediately
- Using laboratory equipment responsibly
- Practicing proper hygiene and handwashing
- Avoiding horseplay or unsafe behavior
- Following approved disposal procedures for materials and waste
Students should understand that laboratory safety is a shared responsibility and that their actions can directly impact the safety of others in the laboratory environment.
### **Building a Culture of Safety**
Creating a strong culture of safety in the biology laboratory requires consistency, communication, preparation, and accountability. Safety should not be treated as a one-time discussion but rather as an ongoing part of every laboratory experience.
When teachers consistently model safer practices and students understand the importance of following laboratory procedures, schools can significantly reduce risks while creating engaging, hands-on science learning environments that prioritize both education and safety.
**Source**:
Science Safety
---
### [Proper Use of Laboratory Eye Protection](https://sciencesafety.com/courses/biology-lab-protocols/lessons/when-goggles-must-be-worn-227/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Safety goggles must be worn by all students whenever any activity occurring in the laboratory could pose a potential eye hazard. If chemicals, glassware, heat sources, open flames, projectiles, or other hazardous materials are being used, everyone in the laboratory — including students, teachers, support staff, and visitors — should wear appropriate eye protection.
Certified ANSI/ISEA Z87.1 D3-approved indirectly vented chemical splash goggles are considered the appropriate standard for laboratory activities involving chemical splash hazards. Standard safety glasses are not designed to provide the same level of splash protection as indirectly vented goggles.
Eye protection should be worn for the duration of the laboratory activity and should not be removed until all hazardous materials and equipment have been properly secured and the activity has concluded.
Teachers should also ensure that goggles fit properly over prescription glasses when necessary and that students understand how to correctly wear, adjust, clean, and store their eye protection.
The following video demonstrates the correct use of laboratory eye protection while also wearing a face mask.
**Laboratory Eye Protection Video:**
Proper eye protection is one of the most critical components of laboratory safety and helps significantly reduce the risk of serious eye injuries in science classrooms and laboratory environments.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[UNODC – United Nations Office on Drugs and Crime](https://www.youtube.com/@UNODCHQ) – [UNODC Laboratory: Correct use of eye protection with an N95 particulate mask](https://www.youtube.com/watch?v=TXjHrCXExUs)
[](https://www.youtube.com/@UNODCHQ)
---
### [Secure Long Hair and Loose Clothing in the Laboratory](https://sciencesafety.com/courses/biology-lab-protocols/lessons/hair-and-loose-clothing-should-be-secured/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Long hair, loose clothing, dangling jewelry, hood strings, neckties, and oversized or loose sleeves should always be secured before beginning laboratory activities.
Unsecured hair or clothing can easily come into contact with open flames, chemicals, hot surfaces, biological materials, moving equipment, or glassware. These preventable hazards can lead to burns, contamination, spills, fires, or other serious laboratory accidents.
Teachers should reinforce the importance of tying back long hair, rolling up loose sleeves, securing drawstrings, and removing or securing dangling jewelry before students begin working in the laboratory. This expectation should become part of routine laboratory preparation and safety procedures.
The following video demonstrates the importance of securing long hair and loose clothing when working in a laboratory environment.
**Laboratory Hair and Clothing Safety Video:**
**Important Safety Note:**
This video from Science Safety demonstrates proper hair safety practices; however, viewers should note that the individual using the Bunsen burner while demonstrating how to pull hair back is **not wearing eye protection**. Proper laboratory safety procedures require appropriate eye protection, such as indirectly vented chemical splash goggles, whenever open flames, chemicals, or laboratory hazards are present.
This serves as an important reminder that all laboratory safety protocols — including PPE requirements — should be followed consistently at all times.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[Norges miljø- og biovitenskapelige universitet](https://www.youtube.com/@umbno) – [Put up hair in lab](https://www.youtube.com/watch?v=w54J3gCH3IM)
[](https://www.youtube.com/@umbno)
**Categories:** Lab Safety
---
### [Gloves and Bleach Should Be Available (4:40)](https://sciencesafety.com/courses/biology-lab-protocols/lessons/gloves-and-bleach-should-be-available-440/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Latex, vinyl, or nitrile gloves and bleach solutions should be readily available in the laboratory or classroom to support safer cleanup procedures and reduce exposure risks during accidents involving body fluids, biological materials, chemicals, or contaminated surfaces.
Disposable gloves help provide a protective barrier between the skin and potentially hazardous substances. Many schools and laboratories prefer nitrile gloves because they are durable, resistant to many chemicals, and reduce concerns associated with latex allergies.
Bleach solutions are commonly used as part of approved cleaning and disinfection procedures for laboratory surfaces and accidental spills involving biological contamination. Always follow local district policies, manufacturer recommendations, and approved dilution procedures when using disinfectants.
Teachers and students should also understand the proper way to remove gloves safely to avoid cross-contamination. Improper glove removal can transfer contaminants from the glove surface onto hands, clothing, or work areas.
The following video provides helpful tips and techniques for properly using and removing nitrile gloves in laboratory and safety settings.
**Nitrile Glove Safety Video:**
Proper glove use, combined with effective cleaning and disinfection procedures, helps create a safer laboratory environment and supports stronger hygiene and contamination-control practices in science classrooms.
**Source**:
[Michael Evans](https://www.youtube.com/@mevansthechemist) – [Gloves in the Laboratory](https://www.youtube.com/watch?v=NleP1PydPTI)
[](https://www.youtube.com/@mevansthechemist)
**Categories:** Lab Accidents, Gloves
---
### [Use Proper Wafting Techniques in the Laboratory](https://sciencesafety.com/courses/biology-lab-protocols/lessons/how-to-waft-vapors/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Teachers should demonstrate the proper way to smell substances in the laboratory by using the wafting technique. Students should never place their nose directly over a container to smell a chemical or biological material.
Wafting is a safer laboratory practice used to detect odors while reducing the risk of inhaling potentially harmful vapors, fumes, or airborne particles. The proper technique involves gently fanning vapors toward the nose with the hand while keeping the face a safe distance away from the substance.
Direct inhalation of chemicals or unknown substances can expose students and staff to irritants, toxic vapors, allergens, or hazardous fumes. Even materials that appear harmless may produce dangerous vapors under certain conditions.
Teachers should model and reinforce proper wafting procedures before students participate in any laboratory activity involving odors or volatile substances.
The following video from [Wittenberg University](https://www.wittenberg.edu/) demonstrates the proper way to use the wafting technique safely in the laboratory.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[Wittenberg University](https://www.youtube.com/watch?v=sOxN60sl6D8&t=5s)
---
### [Wash Hands After Using Lab Materials](https://sciencesafety.com/courses/biology-lab-protocols/lessons/wash-hands-after-using-lab-materials/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Students should always wash their hands thoroughly with soap and water after handling laboratory materials, chemicals, biological specimens, equipment, or removing personal protective equipment (PPE).
Proper handwashing is one of the most effective ways to reduce the spread of germs, contamination, and potentially harmful substances in the laboratory environment. The [Centers for Disease Control and Prevention (CDC)](https://www.cdc.gov/index.html) emphasizes that washing hands with soap and water helps remove germs and contaminants that may not be visible.
Students should wash their hands:
- After completing any laboratory activity
- After removing gloves or other PPE
- After handling biological or chemical materials
- Before leaving the laboratory
- Before eating or drinking
Proper handwashing should include scrubbing with soap and water for at least 20 seconds, paying close attention to fingertips, between fingers, and under fingernails.
The following video reinforces the importance of proper handwashing and safer hygiene practices in laboratory and educational settings.
Consistent handwashing practices help create a safer laboratory environment and reduce the risk of cross-contamination, accidental exposure, and the spread of illness in the classroom.
**Sources**:
[Centers for Disease Control and Prevention (CDC)](https://www.cdc.gov/index.html)
[Cleveland Clinic Lerner Research Institute](https://www.youtube.com/@clevelandcliniclernerresea1950) – [Lab Safety – Correct Handwashing Technique](https://www.youtube.com/watch?v=yaeYhWEsGKo)
**Categories:** Lab Safety
---
### [Don't Eat, Drink, or Inhale Anything in the Lab (57sec)](https://sciencesafety.com/courses/biology-lab-protocols/lessons/dont-eat-drink-or-inhale-anything-in-the-lab-57sec/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
Students should never eat, drink, taste, or intentionally inhale anything in the laboratory unless specifically instructed to do so by the teacher as part of an approved activity.
Food, beverages, gum, candy, and cosmetics should always remain outside of the laboratory setting. Biological materials, chemicals, and lab surfaces may contain contaminants that can accidentally enter the body through ingestion or inhalation. Even small exposures can create significant health and safety risks.
Students should also avoid smelling chemicals or biological materials directly. When instructed by the teacher, the proper wafting technique should be used to safely detect odors from a distance.
The following video provides an important reminder about what *not* to do in the laboratory and reinforces safer lab behaviors for students.
**Lab Safety Video:**
**Sources**:
[Science Safety Manual](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf) [UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[Utah State University Research](https://www.youtube.com/@USUResearch) – [Food and Drink in the Laboratory](https://www.youtube.com/watch?v=8BcsKI77GCM)
[](https://www.youtube.com/@USUResearch)
**Categories:** Lab Safety
---
### [Safer Practices in Biology Programs](https://sciencesafety.com/courses/biology-lab-protocols/lessons/safer-practices-in-biology-programs/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
### **Overall Biology Safer Practices**
Biology safety protocols are essential for minimizing the risks associated with working with biological materials, including dissection specimens, bacteria, viruses, microorganisms, and invertebrates. Always follow the established Standard Operating Procedures (SOPs) outlined in your school’s science safety manual, chemical hygiene plan, or district safety policies. The following are general biology lab safety practices that should be consistently implemented in K–12 laboratory environments.
### **Wear Appropriate Personal Protective Equipment (PPE)**
Personal protective equipment (PPE) should be worn at all times when working with biological materials to reduce the risk of contamination and exposure to harmful agents. Appropriate PPE may include gloves, lab coats or aprons, safety glasses, face shields, and indirectly vented chemical splash goggles.
If liquids are being used or there is any possibility of fluid release from a specimen, indirectly vented ANSI/ISEA D3-certified chemical splash goggles are considered a safer professional practice. PPE should be removed and disposed of according to local protocols after use. Hand washing with soap and water immediately after removing PPE is essential and should never be skipped.
### **Handle Biological Materials Safely**
Biological materials should always be handled carefully using approved procedures for storage, transportation, use, and disposal. Materials should be properly labeled according to their hazard level and stored in appropriate containers.
Even materials that appear harmless or inert may present hazards under certain conditions. Teachers and students should remain vigilant and consistently follow safer operating procedures and handling techniques throughout all laboratory activities.
### **Use Proper Ventilation**
Biology laboratories should maintain proper ventilation to help prevent the buildup of harmful airborne agents. Biological Safety Cabinets (BSCs) should be used when working with infectious agents or conducting procedures that may generate aerosols.
Most K–12 schools prohibit the use of human fluids such as saliva or blood due to the potential risk of exposure to bloodborne pathogens and communicable diseases. Many schools now utilize simulations, virtual bacterial colony software, or other safer alternatives instead of traditional petri dish incubation activities. Always follow your local district policies and approved safety guidelines regarding these activities.
### **Disinfect Surfaces and Equipment**
All laboratory surfaces, instruments, and equipment should be properly cleaned and disinfected before and after use to minimize contamination and reduce the spread of harmful agents.
The increased emphasis on cleaning, sanitation, and disinfection practices following the pandemic has reinforced the importance of maintaining hygienic laboratory environments. Ensure that all workspaces and instruments are thoroughly sanitized after each class or activity.
### **Follow Proper Waste Disposal Procedures**
Biological waste should be disposed of in designated biohazard containers and labeled appropriately. Sharps, including blades and needles, must be placed in approved sharps containers immediately after use.
Broken glass should be disposed of in designated broken glass receptacles. Any broken, damaged, or unsafe instruments, tools, or apparatus should be removed from student access immediately and replaced with a safer alternative before future use.
### **Review and Practice Emergency Procedures**
Biology laboratories should have clearly established emergency procedures in place for accidental exposure, spills, injuries, or contamination incidents. All laboratory personnel and students should understand how to respond appropriately in the event of an emergency.
Review safety procedures before beginning laboratory activities and model proper techniques for students. Maintaining a record of daily safety reminders and procedures in a lesson plan book or safety log is considered a best practice and may also assist in documentation and liability protection in the event of an incident.
### **Follow Established Laboratory Protocols**
Always follow approved laboratory procedures and prescribed protocols for activities, demonstrations, and investigations. This includes adhering to all safety requirements related to handling, storage, use, and disposal of biological materials.
Teachers should carefully evaluate each activity to ensure that appropriate safety measures, PPE, supervision, and instructional supports are in place before students begin laboratory work.
### **Final Safety Reminder**
Biology safety protocols are critical for minimizing the hazards and risks associated with working with biological materials and laboratory equipment. Consistently following established safety procedures helps prevent accidents, reduces exposure risks, and promotes a safer learning environment for all students and staff.
Remain mindful of the materials, equipment, and procedures being used during every activity. Ensure that PPE is worn correctly and that students consistently follow all laboratory safety rules, expectations, and safer practices in the biology lab.
**Source**s:
Science Safety
Image [UnSplash ](https://images.unsplash.com/photo-1572884267966-02340ebc90ac?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=870&q=80)
---
### [Recap: Universal Design](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/recap-universal-design/)
**Published:** December 27, 2021
**Author:** admin2025Open
**Content:**
**Universal Design (UD)** provides a proactive framework for creating **equitable access to education** for all learners and educators. It ensures that science and STEM environments are designed to support a wide range of **physical, cognitive, and behavioral needs** from the outset.
### **Key Areas of Universal Design in Science Labs**
Effective UD implementation considers:
- **Lab climate and safety culture**
- **Physical access, usability, and safety**
- **Instructional delivery methods**
- **Accessible information and resources**
- **Student interaction and participation**
- **Ongoing feedback mechanisms**
- **Flexible assessment strategies**
- **Planning for accommodations when needed**
### **Proactive vs. Reactive**
> **Universal Design is proactive**—it builds accessibility into the system.
> **Accommodations are reactive**—they are added after a need is identified.
### **Critical Safety and Accessibility Considerations**
- Ensure all **engineering controls** (e.g., eyewash stations, safety showers) are **ADA compliant**
- Provide access to **paraprofessional or special education support staff** when needed for:
- Instructional assistance
- Lab safety support
### **Planning for the Future**
When designing or renovating science and STEM spaces:
- Anticipate the needs of students with:
- Mobility challenges (e.g., wheelchair access)
- Visual impairments
- Hearing impairments
- Advocate for **proactive design decisions** that improve access and outcomes for all students
### **Key Takeaway**
> Universal Design improves **safety, access, and learning outcomes** for every student—not just those with identified needs.
---
### [Universal Design Considerations](https://sciencesafety.com/courses/universal-design-and-lab-safety/lessons/universal-design-considerations/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
Many accommodations can be proactively built into science labs using **Universal Design (UD)** principles. By planning ahead, educators can create environments that are **accessible, safe, and effective for all students**, reducing the need for individual modifications later.
At the core of science and STEM programs is **student success**, which depends on equitable access to **hands-on, minds-on, and virtual learning experiences**.
### **Instruction and Communication**
- Provide **both written and verbal instructions**
- Offer **verbal and visual descriptions** of demonstrations and visual aids
- Use **visual lab warning signals** for safety communication
- Create **large-print, high-contrast signs and labels**
### **Materials and Equipment**
- Use **plastic instead of glass** when appropriate to reduce risk
- Select equipment that supports a range of abilities, such as:
- Tactile models
- Large-print diagrams
- Non-slip mats
- Support stands and clamps
- Equipment with **handles or grips**
- Video systems to **enlarge microscope images**
- Provide **gloves** for handling wet or slippery materials
### **Physical Environment and Layout**
- Maintain **wide aisles and uncluttered lab spaces**
- Ensure **wheelchair-accessible field sites and lab areas**
- Include at least one **adjustable-height workstation**
- Install **mirrors above demonstration areas** for visibility
- Ensure all **controls and equipment are within reach** from seated or standing positions
### **Engineering Controls and Infrastructure**
- Use **lever-style controls** instead of knobs for ease of use
- Install **flexible connections** for water, gas, and electricity
- Ensure safety equipment (e.g., **eyewash stations, safety showers**) meets **ADA accessibility standards**
### **Time and Flexibility**
- Allow **additional time** for:
- Setup
- Task completion
- Transitions between activities
### **Safety and Supervision**
- Adapt safety procedures to support students with:
- Sensory differences
- Mobility limitations
- Cognitive needs
- Provide **additional adult support** when needed, including:
- Paraprofessionals
- Special education staff
### **Key Universal Design Principle**
> Design the lab for the widest range of users from the start—so all students can **participate safely and independently whenever possible**.
**Source**:
[Sheryl Burgstahler, Ph.D., University of Washington](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)
---
### [Examples of Accommodations in Science Labs](https://sciencesafety.com/courses/universal-design-and-lab-safety/lessons/accommodations/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
The following accommodations can help support students with disabilities in participating **safely and meaningfully** in science and STEM activities.
### **Physical Access and Environment**
- Use **wheelchair-accessible laboratories and field sites**
- Ensure lab spaces are **uncluttered with clear pathways**
- Provide **accessible workstations and equipment**
### **Instruction and Communication**
- Talk directly with the student to understand their **specific learning needs and preferences**
- Discuss and plan **appropriate accommodation options collaboratively**
- Provide **clear, flexible instructions** tailored to the student
### **Support and Participation**
- Assign a **lab partner** to assist with tasks and reinforce safety
- Allow for **collaborative work** to support engagement and understanding
### **Materials and Equipment Modifications**
- Use **plastic materials instead of glass** when appropriate to reduce risk
- Adapt tools or materials to improve **usability and safety**
### **Time and Flexibility**
- Allow **additional time** for:
- Setup
- Completion of lab activities
- Transitions between tasks
### **Safety Considerations**
- Adjust and clearly communicate **safety procedures** based on:
- Sensory needs
- Mobility limitations
- Cognitive processing
- Ensure all students understand how to **safely interact with materials and equipment**
### **Institutional and Support Resources**
- Utilize **school or district resources**, including:
- Special education staff
- Assistive technology specialists
- Occupational or physical therapy supports
### **Key Safety and Inclusion Reminder**
> Accommodations should enhance both **access and safety**.
> The goal is to ensure every student can participate **without increased risk** while still meeting learning objectives.
**Source**:
[Sheryl Burgstahler, Ph.D., University of Washington](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)
**Categories:** Students with Additional Needs
---
### [Universal Design and the Science Lab](https://sciencesafety.com/courses/universal-design-and-lab-safety/lessons/universal-design-and-the-science-lab/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
Students with disabilities often face **access challenges** in traditional science laboratory settings—both in K–12 and postsecondary environments. These barriers can limit a student’s ability to:
- **Gain knowledge**
- **Demonstrate understanding**
- **Fully participate** in laboratory activities
### **Understanding Access Barriers**
Common barriers in science labs may include:
- Inaccessible lab layouts or equipment
- Instruction delivered in only one format
- Safety procedures that are not adapted for diverse learners
- Limited opportunities for alternative participation
When these barriers are present, students may be excluded—not because of ability, but because of **design limitations**.
### **Two Approaches to Accessibility**
There are two primary ways to make science learning accessible:
#### **1. Accommodations (Reactive)**
Accommodations are adjustments made **after a student is enrolled**, based on individual needs. These may include:
- Alternate formats (large print, Braille, audio)
- Assistive technologies
- Modified procedures or timelines
While necessary, accommodations are often **individualized and reactive**.
#### **2. Universal Design (Proactive)**
Universal Design (UD) is a **proactive approach** that builds accessibility into the learning environment from the beginning.
Instead of adapting for one student at a time, UD:
- Designs labs and instruction to be usable by **as many students as possible**
- Reduces the need for individual accommodations
- Improves **safety, access, and participation for all learners**
### **Why Universal Design Matters in Lab Safety**
In science labs, Universal Design:
- Minimizes **physical and instructional barriers**
- Supports **safe participation for diverse learners**
- Reduces the likelihood of **unsafe adaptations or last-minute changes**
- Aligns with your safety framework:
- Hazard Analysis
- Risk Assessment
- Safety Actions
### **Instructional Balance**
While Universal Design should be the foundation, accommodations will still be needed in some cases. The goal is to:
- **Design for all first (UD)**
- Then provide **targeted accommodations when necessary**
### **Key Safety and Access Reminder**
> When lab environments are designed with accessibility in mind, students are better able to **participate safely, demonstrate understanding, and succeed**.
**Source**:
[Sheryl Burgstahler, Ph.D., University of Washington](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)
---
### [Universal Design](https://sciencesafety.com/courses/universal-design-and-lab-safety/lessons/universal-design/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
Universal Design (UD), as defined by the Center for Universal Design, is:
> “The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
### **A Proactive Approach to Access**
In education, Universal Design focuses on **proactively creating learning environments and experiences** that are accessible to a wide range of students—including those with disabilities—**from the start**.
- **Universal Design = proactive**
- **Accommodations = reactive**
By designing with all learners in mind, educators can **reduce the need for individual modifications later**.
### **Universal Design in Science and STEM**
In science labs, Universal Design ensures that **access, safety, and participation** are built into the environment and instruction.
#### **Example**
An **adjustable-height workstation**:
- Eliminates the need for later accommodation for a student using a wheelchair
- Supports students who need to remain seated due to health conditions
- Benefits students of varying heights
> One design decision can support many learners simultaneously.
### **Key Areas of Application**
Universal Design can be applied across all aspects of science and STEM programs:
- **Lab Climate**
- Inclusive, respectful, and supportive learning environment
- **Physical Access, Usability, and Safety**
- Accessible layouts, adjustable equipment, clear pathways
- **Instructional Delivery Methods**
- Multiple ways to present information (visual, verbal, hands-on)
- **Information Resources**
- Accessible materials (large print, digital formats, tactile tools)
- **Interaction**
- Flexible participation methods for all students
- **Feedback**
- Multiple ways for students to receive and respond to feedback
- **Assessment**
- Varied methods to demonstrate understanding
- **Planning for Accommodations**
- Anticipating needs even within a universally designed system
### Instructional Video
### **Key Principle**
> Universal Design reduces barriers **before they occur**, creating safer and more inclusive learning environments for all students.
**Sources**:
[Sheryl Burgstahler, Ph.D., University of Washington](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)
[The Center for Excellence at Oakland University](https://www.youtube.com/@CETLatOU) – [Universal Design for Learning (Part 1): Definition and Explanation](https://www.youtube.com/watch?v=hwPuJ4l_ukE)
[](https://www.youtube.com/@CETLatOU)
**Categories:** Students with Additional Needs
---
### [Science Lab Accommodations for Students with Additional Needs](https://sciencesafety.com/courses/universal-design-and-lab-safety/lessons/science-lab-accommodations-for-students-with-additional-needs/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
Providing appropriate accommodations in science labs ensures that all students can **participate safely, meaningfully, and equitably**. The following examples highlight common supports that can be implemented based on specific student needs.
### **Blindness**
- Provide **verbal descriptions** of demonstrations and visual materials
- Use **Braille text** and **raised-line images**
- Offer **tactile tools**, such as:
- Braille or tactile rulers, protractors, and compasses
- Label equipment using:
- Braille
- Notches, staples, or fabric paint
- Tactile markings at regular intervals
- Use **different textures** (e.g., sandpaper) to identify areas on equipment
### **Low Vision**
- Provide **verbal descriptions** of demonstrations and visuals
- Offer **preferential seating** for clear sightlines
- Use **large print, high-contrast materials**
- Provide:
- Raised-line drawings or tactile models
- Large-print labels and signage
- Use assistive tools such as:
- Video cameras or monitors to enlarge microscope images
- Handheld magnifiers or binoculars
- Large-print calculators
### **Mobility Impairments**
- Ensure **accessible lab spaces**, including:
- Wide, uncluttered aisles
- Wheelchair-accessible workstations
- Provide:
- Adjustable-height lab tables
- Non-slip mats
- Equipment with handles or grips
- Position controls and materials **within reach from a seated position**
- Use adaptive tools, such as:
- Electric stirrers
- Test tube racks and clamps
- Extended microscope eyepieces
- Modify procedures by:
- Using larger volumes or materials
- Allowing flexible connections (gas, water, electrical)
- Replacing knobs with **single-action lever controls**
- Provide alternative storage solutions (e.g., **rotating “Lazy Susan” units**)
### **Deaf and Hard of Hearing**
- Provide **preferential seating** for visual access to demonstrations
- Use:
- **Written instructions** before labs
- **Captioned videos**
- **Visual warning signals** (e.g., flashing indicators)
- Ensure clear visibility of the instructor for **lip-reading or interpretation**
### **Learning and Attention Disabilities**
- Provide **multimodal instructions**:
- Written
- Verbal
- Visual/pictorial
- Break tasks into **step-by-step instructions** with scaffolding
- Offer:
- Repeated demonstrations
- Guided practice opportunities
- Allow **frequent, short breaks**
- Provide **preferential seating** to minimize distractions
- Use assistive tools such as **scanning or text-to-speech pens**
### **Health Impairments**
- Avoid exposure to **allergens or triggering substances**
- Provide **alternative activities** when necessary
- Allow **flexible scheduling and time accommodations**
### **Key Safety and Inclusion Reminder**
> Accommodations should always maintain **both safety and access**.
> If a lab activity cannot be safely adapted, an **equally meaningful alternative** must be provided.
**Source**:
[Sheryl Burgstahler, Ph.D., University of Washington](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)
---
### [Overview: Universal Design](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/overview-universal-design/)
**Published:** December 27, 2021
**Author:** admin2025Open
**Content:**
**Universal Design (UD)** is a **proactive approach** to designing learning environments, materials, and experiences so that they are **accessible to all students from the start**. Unlike accommodations, which are often reactive, Universal Design focuses on **anticipating diverse needs and reducing barriers before they arise**.
### **A Shift from Reactive to Proactive**
Rather than modifying instruction after challenges occur, Universal Design:
- Builds **accessibility into the design** of lessons and environments
- Supports students with a wide range of:
- Abilities
- Learning styles
- Physical and cognitive needs
- Promotes **equitable participation** for all learners
### **Universal Design in Science and STEM**
Applying Universal Design in science and STEM means designing programs that allow **all students to safely and meaningfully engage** in:
- Laboratory activities
- Hands-on investigations
- Collaborative learning experiences
This includes considering:
- Physical access to lab spaces and equipment
- Clear and flexible instructional methods
- Built-in safety supports for diverse learners
### **Designing for Today—and the Future**
Many forward-thinking school districts, Departments of Education, and architects are incorporating Universal Design principles into:
- **New science and STEM facilities**
- **Renovations and retrofits of existing labs**
These efforts aim to create environments that are:
- **Flexible and adaptable**
- **Safe and inclusive**
- Able to meet the needs of an increasingly **diverse student population**
### **Key Principle**
> Universal Design is about creating environments where **all students can access learning without the need for constant modification**.
---
### [Communicating With Students With Additional Needs](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/communicating-with-students-with-additional-needs/)
**Published:** December 24, 2021
**Author:** admin2025Open
**Content:**
Effective communication is essential for creating a **safe, inclusive, and supportive learning environment** in science and STEM settings. All students should be treated with **respect, dignity, and consideration**.
There are no rigid rules for communication, but the following best practices can help ensure **clear, respectful, and effective interactions**.
### **General Communication Guidelines**
- **Ask before offering help**—do not assume assistance is needed
- Speak **directly to the student**, not to a companion or interpreter
- Use **person-first language** when appropriate
- Example: “a student who is blind” rather than “a blind student”
- Avoid negative or limiting descriptions
- Example: “a student who uses a wheelchair” rather than “confined to a wheelchair”
- Do not interact with **service animals** without permission
### **Blind or Low Vision**
- Use **clear, descriptive language**
- Example: “The materials are on the table to your left”
- Verbally describe all **visual information**, including demonstrations and projections
- When guiding, **offer your arm** rather than pulling or pushing
### **Learning Disabilities**
- Provide instructions **both verbally and in writing**
- Break down directions into **clear, step-by-step components**
- Be prepared to **read or clarify instructions** when needed
### **Mobility Impairments**
- Position yourself at **eye level** when speaking with students using wheelchairs
- Ensure **lab spaces and materials are accessible**
### **Speech Impairments**
- **Listen patiently and attentively**
- Repeat what you understand and ask for clarification if needed
- Do not rush or interrupt the student
### **Deaf or Hard of Hearing**
- Face the student so they can **see your lips and facial expressions**
- Speak clearly at a **normal pace and volume**
- Avoid speaking while eating or covering your mouth
- Use **written communication** when necessary
- In group settings:
- Have speakers **raise hands before speaking**
- Repeat questions and comments for clarity
- When working with an interpreter:
- Speak directly to the **student**, not the interpreter
### **Psychiatric or Emotional Needs**
- Communicate in a **calm, clear, and respectful tone**
- Provide opportunities for **questions and clarification**
- Be mindful of **stress, anxiety, or sensory triggers**
### **Key Communication Reminder**
> Effective communication supports both **learning and safety**.
> When students clearly understand expectations and procedures, they are better able to **participate safely and confidently**.
**Source**:
[University of Washington](https://www.washington.edu/doit/making-science-labs-accessible-students-disabilities)
---
### [Triple AAA Method and Students With Additional Needs](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/triple-aaa-method-and-students-with-additional-needs/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
The \*\*AAA Method—Hazard Analysis, Risk Assessment, and Safety Actions—\*\*is essential for ensuring safe science instruction. When working with students with additional needs, this process becomes even more critical and must be applied with an **inclusive and individualized lens**.
### **Applying AAA with an Inclusive Approach**
For students with additional needs, the AAA process should not only evaluate the activity—but also how **each student interacts with that activity**.
### **1️⃣ Hazard Analysis**
Identify all potential hazards in the activity, including:
- **Chemical hazards** (toxicity, fumes, reactions)
- **Physical hazards** (heat, sharps, glassware, equipment)
- **Biological hazards** (organisms, allergens)
Then ask:
- How might this hazard impact a student with:
- Limited mobility?
- Sensory sensitivities?
- Cognitive or processing challenges?
### **2️⃣ Risk Assessment**
Evaluate the likelihood and severity of harm based on the **individual student’s needs**:
- Does the student require **additional time or support** to follow procedures?
- Is there an increased risk due to:
- Reaction time
- Coordination
- Understanding of instructions
- Are there environmental factors (noise, crowding, distractions) that increase risk?
### **3️⃣ Safety Actions**
Implement targeted strategies to reduce or eliminate risk:
- Modify materials or procedures
- Provide **adaptive equipment or tools**
- Increase **supervision or assistance**
- Simplify or scaffold instructions
- Remove or replace **high-risk components** when necessary
> If a hazard cannot be controlled through safety actions, the activity must be **modified or replaced**.
### **Practical Application**
When planning a lab, ask:
- ☐ Can this student safely complete the activity as designed?
- ☐ What adjustments are needed for safe participation?
- ☐ Is an alternative activity more appropriate?
### **Instructional Balance**
The goal is not to remove students from the experience, but to ensure they can:
- **Participate safely**
- **Engage meaningfully**
- **Achieve the intended learning outcomes**
### **Key Safety and Inclusion Reminder**
> The AAA Method must be applied not just to the activity—but to the **individual learner**.
---
### [Students with Additional Needs and Lab Safety](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/students-with-additional-needs-and-lab-safety/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
Ensuring laboratory safety for students with additional needs requires **intentional planning, awareness, and adaptation**. As emphasized by Dr. Ken Roy on a Science Safety webinar, educators must take extra care to ensure that all students can participate in science activities **safely and meaningfully**.
### **Safety Begins with Awareness**
Students with additional needs may face increased risk in laboratory settings due to:
- Physical limitations
- Sensory sensitivities
- Cognitive processing differences
- Behavioral or emotional factors
These factors can impact how students **interact with materials, follow procedures, and respond to hazards**.
### **Planning for Safety and Inclusion**
Teachers must proactively:
- Conduct a **hazard analysis and risk assessment (AAA)** with student needs in mind
- Identify potential barriers to safe participation
- Modify activities to reduce risk while maintaining learning objectives
### **Common Safety Considerations**
Depending on the student, adjustments may include:
- Providing **additional supervision or support**
- Using **modified or adaptive equipment**
- Reducing or eliminating **higher-risk components** (e.g., heat, sharp tools, chemicals)
- Offering **clear, simplified, or visual instructions**
- Allowing **extra time for tasks and transitions**
### **Communication and Collaboration**
- Work closely with:
- **Special education staff**
- **Parents/guardians**
- The **student**
- Review **IEPs, 504 plans, or support documents** to understand:
- Required accommodations
- Safety considerations
- Instructional modifications
### **Instructional Flexibility**
Not all students will be able to participate in every aspect of a lab activity in the same way. Teachers should:
- Provide **alternative methods of participation**
- Observation
- Virtual labs
- Data analysis
- Ensure that all students can still meet **learning goals safely**
### **Key Safety and Inclusion Reminder**
> Safety and inclusion must work together.
> If an activity cannot be safely adapted for a student, an **equally meaningful alternative** must be provided.
**Source**:
[Science Safety](https://sciencesafety.com/webinars/)
---
### [Who Are Students With Additional Needs?](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/who-are-students-with-additional-needs/)
**Published:** December 24, 2021
**Author:** admin2025Open
**Content:**
Students with Additional Needs (SWAN) are those who may require **specific or targeted support** to access, participate in, and succeed in their learning on the same basis as their peers.
These needs may be **permanent, ongoing, temporary, or situational**, and support should always be based on the **individual student’s learning profile**.
### **Students with Additional Needs May Include Those With:**
- A **disability**
- A **health condition**
- A **developmental difference** (physical or cognitive)
- **Behavioral, mental health, or wellbeing challenges**
- Experiences of **trauma**
- **Twice exceptionality (2e)**
- Gifted and/or talented students who also have a disability
- Other **vulnerabilities**, as defined by inclusion frameworks and relevant legislation
### **Key Principles of Support**
Students with additional needs:
- Must be provided with the **same opportunities to learn** as all students
- May require **adjustments or accommodations** to:
- Access learning
- Participate in activities
- Engage meaningfully in instruction
- May benefit from **personalized or differentiated learning approaches**
### **Determining Support**
Support should be based on:
- The student’s **individual needs**
- The **frequency and intensity** of support required
- The specific **learning environment and task demands**
### **Collaboration and Communication**
Effective support requires collaboration between:
- **Teachers**
- **Students**
- **Parents or caregivers**
- Support staff and specialists (when applicable)
These stakeholders should be **actively consulted** to determine appropriate adjustments and ensure student success.
### **Key Inclusion Reminder**
> Supporting students with additional needs is not about lowering expectations—it is about **removing barriers so all students can succeed safely and meaningfully**.
**Source**:
[Northern Territory Government, Australia](https://education.nt.gov.au/support-for-teachers/student-diversity/students-with-additional-needs)
---
### [Overview: Students with Additional Needs](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/overview-students-with-additional-needs/)
**Published:** December 27, 2021
**Author:** admin2025Open
**Content:**
Not all students enter the classroom with the same levels of **experience, academic readiness, physical ability, or social-emotional development**. Every student is unique, and some students may require **additional supports, accommodations, or intentional design** to fully participate in science and STEM learning.
### **Commitment to Equity and Access**
All students are entitled to **equitable access to education**, including safe and meaningful participation in laboratory and hands-on activities. This requires educators to:
- Recognize and respond to **individual student needs**
- Provide **appropriate accommodations and modifications**
- Design learning experiences that are both **accessible and safe**
### **Supporting Students in Science and STEM**
Students with additional needs may benefit from:
- **Clear, step-by-step instructions**
- Visual supports or demonstrations
- Modified materials or equipment
- Additional supervision or assistance
- Flexible pacing and alternative pathways to demonstrate understanding
Safety considerations must always be integrated into these supports to ensure that all students can participate **without increased risk**.
### **Instructional Approach**
Effective science instruction should:
- Be **inclusive by design**, not reactive
- Anticipate a range of **learning and physical needs**
- Balance **engagement, accessibility, and safety**
### **Key Safety and Inclusion Reminder**
> Equity in science education means ensuring that **every student can participate safely, meaningfully, and successfully**—with the supports they need.
### **What’s Next**
In the following sections, we will explore **strategies and best practices** to help educators create science and STEM environments where students with additional needs can thrive.
---
### [Safety Acknowledgement Forms and Remote Science](https://sciencesafety.com/courses/student-lab-safety-contract/lessons/use-of-a-safety-acknowledgement-form-for-remote-science/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
In remote and at-home science instruction, **documentation and communication are critical components of safety and liability management**. Teachers have both a **professional and legal responsibility** to ensure that all safety protocols are clearly communicated, taught, and documented.
### **Teacher Responsibilities**
Teachers must:
- Incorporate **safety protocols and training** into lesson plans
- Provide students with a **safety quiz or assessment**
- Students must demonstrate understanding **before participating in any hands-on activity**
- Ensure that all safety expectations are **clearly explained and reinforced**
### **Required Documentation**
Before any activity is conducted (in school or at home), the following must be completed:
- **Safety Acknowledgement Form** (student + parent/guardian signature)
- **Instructional Disclaimer Form**
These documents confirm that:
- Students and families understand the **potential risks**
- They agree to follow all **safety procedures and expectations**
### **Approved Safety Forms**
Examples of safety acknowledgement forms are available through the National Science Teaching Association Safety Portal, including:
[Elementary Safety Acknowledgement Form](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-ElementarySchool.pdf)
[Middle School Safety Acknowledgement Form](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-MiddleSchool.pdf)
[High School Safety Acknowledgement Form](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-HighSchool.pdf)
Teachers may use these as **models**, adjusting them based on:
- Specific hazards
- Risk levels
- Required safety actions
### **Approval and Compliance**
- All safety acknowledgement and disclaimer forms must be:
- **Reviewed and approved by school administration**
- In some cases, approved by the **Board of Education**
- Forms should be reviewed and approved on an **annual basis**
- Any modifications must also be **formally approved** before use
### **Liability Considerations**
> Using safety forms without proper approval may increase **teacher and district liability**.
Proper documentation helps:
- Protect students and staff
- Demonstrate **Duty of Care**
- Provide critical records in the event of an incident
### **Key Safety Reminder**
Safety acknowledgement forms are not optional—they are a **required component of safe and compliant science instruction**, especially in remote learning environments.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [An Acknowledgement Form Is Safer Than a Contract](https://sciencesafety.com/courses/student-lab-safety-contract/lessons/an-acknowledgment-form-is-safer-than-a-contract/)
**Published:** November 28, 2021
**Author:** admin2025Open
**Content:**
It is important to understand the difference between a **safety acknowledgement form** and a **safety contract** when working with students in science and STEM environments.
### **Key Distinction**
- A **contract** is a legally binding agreement typically reserved for individuals who have reached the age of majority (usually 18)
- A **safety acknowledgement form** is appropriate for minors and serves to:
- Confirm that students have been **informed of potential hazards**
- Document that they **understand and agree to follow safety procedures**
For K–12 settings, students should be asked to sign a **safety acknowledgement form—not a contract**.
### **Documentation and Record Keeping**
Teachers must:
- Maintain **original signed acknowledgement forms** for the duration of the course
- Be aware that the **statute of limitations for negligence** in many states is approximately **three years from the date of harm**
- In the event of an incident:
- Compile all relevant safety documentation, including:
- Safety acknowledgement forms
- Accident reports
- Provide copies to the **school or district**
- Retain records **until the statute of limitations has expired**
- If a parent/guardian refuses to sign:
- Document the refusal
- Include **date and teacher signature** for recordkeeping purposes
### **Ongoing Teacher Responsibilities**
Once laboratory activities begin, teachers must continue to actively manage safety by:
#### **1. Inspecting for Safety**
- Conduct safety checks **before, during, and after activities**
- Monitor student behavior and equipment use
- Identify and address potential hazards immediately
#### **2. Enforcing Safety Expectations**
- Maintain a **clear and consistent safety policy**
- Use a **progressive discipline approach**, which may include:
- Verbal warning
- Formal warning
- Removal from the activity or classroom
#### **3. Maintaining Equipment and Controls**
- Ensure all **engineering controls and PPE** are:
- Functional
- Properly maintained
- Used as intended
- Remove any compromised equipment from use
- Example: Goggles missing ventilation caps should be **taken out of service immediately**
### **Key Safety Reminder**
> A safety acknowledgement form is not just paperwork—it is a critical component of **communication, accountability, and risk management**.
### **Why This Matters**
- Protects **students and staff**
- Supports **legal and professional responsibility**
- Reinforces your **Duty of Care framework**
- Aligns with your full system:
- Safety forms
- Risk assessment (AAA)
- PPE compliance
- Documentation
**Source**:
[NSTA](https://www.nsta.org/blog/acknowledgment-form-safer-contract)
---
### [Questions About Safety Rules](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/questions-about-safety-rules/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
By Anne B. Davidson, Assistant Principal
Even well-established safety rules are sometimes questioned by students. These moments provide valuable opportunities to **reinforce the reasoning behind safety expectations** and emphasize that rules are based on **real risks—not convenience**.
### **A Real-World Example: Contact Lenses in the Lab**
Contact lenses are often a point of concern and debate in science classrooms. Students may question why they are restricted, especially when they wear them daily without issue.
In one case, a science administrator consulted an **ophthalmologist**, who explained that:
- Contact lenses can **trap airborne chemical particles**
- These chemicals may **dissolve in the moisture of the lens**
- The resulting compounds can **adhere to the eye**, potentially causing serious injury
Because laboratories may contain **trace amounts of chemicals in the air**, even when not immediately visible or in use, it is not possible to guarantee a completely safe environment for contact lens wearers.
### **A Practical Approach to Enforcement**
To support students while maintaining safety:
- Backup **contact lens cases and solution** were provided
- Students were encouraged to **remove lenses before entering the lab**
When students asked for exceptions, the response shifted responsibility back to the reality of risk:
> Would a parent be willing to formally accept responsibility for potential injury—including permanent damage—despite professional medical advice?
Not surprisingly, no such requests were pursued.
### **Instructional Takeaway**
This example highlights an important principle:
- Safety rules are based on **risk management, not personal preference**
- Teachers must make decisions based on **what cannot be controlled**, not just what is visible
- Clear explanations help students understand that safety expectations are **protective, not restrictive**
### **Key Safety Reminder**
> If a risk cannot be fully controlled or mitigated, the safest decision is to **eliminate the exposure**.
**Source**:
[University of North Carolina Wilmington](http://people.uncw.edu/kubaskod/Internship/Safety/Contracting_Safety.pdf)
---
### [Student Safety Rules](https://sciencesafety.com/courses/student-lab-safety-contract/lessons/student-safety-rules/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Content:**
Student safety rules are essential to creating a **safe and controlled laboratory environment**. These expectations must be clearly communicated, modeled, and consistently enforced in all science settings.
### **Supervision and Conduct**
- Students may only participate in laboratory activities under **direct supervision of a qualified teacher**
- Follow all **instructions—written and verbal—at all times**
- Perform **only assigned or approved experiments**
- Report any **unsafe behavior or conditions immediately**
### **Personal Safety**
- Wear appropriate **PPE at all times**, including:
- Approved safety goggles (ANSI Z87 / D3)
- Additional protection as required (gloves, aprons)
- Tie back **long hair** and avoid loose clothing or dangling jewelry
- **Do not eat, drink, or taste** any materials in the laboratory
- Keep hands away from your **face, eyes, and mouth**
### **Eye Protection (Critical Requirement)**
- Eye protection must be worn whenever:
- Chemicals are used
- Glassware is handled
- Heat or flames are present
- There is a risk of splashing or flying debris
- **Regular eyeglasses are not sufficient protection**
- Contact lenses:
- May be worn **only with proper safety goggles**
- Must be reported to the teacher
> **Safety glasses are not acceptable for chemical splash protection.**
### **Chemical and Equipment Safety**
- Never **taste or directly smell chemicals**
- Use proper **wafting techniques** when instructed
- Do not handle chemicals or equipment **without permission**
- Never return unused chemicals to original containers
- Do not dilute concentrated acids or bases
- Use caution with:
- Heated equipment (hot glass looks like cold glass)
- Sharp tools and glassware
### **Emergency Awareness**
- Report all **injuries, spills, or broken equipment immediately**
- Know the location and proper use of:
- Fire extinguishers
- Fire blankets
- Eyewash stations
- Safety showers
- First aid kits
### **Laboratory Environment**
- Keep work areas **clean and organized**
- Keep **personal items out of lab work areas**
- Dispose of materials only as **directed by the teacher**
### **Prohibited Activities**
- No **unauthorized experiments**
- Do not transport or use **hazardous chemicals outside approved settings**
- Avoid dangerous activities such as:
- Mixing unknown substances
- Using flammable materials improperly
- Experimenting with explosives or reactive substances
### **Key Safety Reminder**
> Safety in the laboratory is a **shared responsibility**.
> Following these rules helps protect you, your classmates, and your learning environment.
**Source**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 24-25.
**Categories:** Solar Eclipse
---
### [High School Safety Acknowledgement Form](https://sciencesafety.com/courses/remote-instruction/lessons/high-school-safety-acknowledgment-form/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
The National Science Teaching Association provides a **High School Safety Acknowledgement Form** designed for students working in more advanced **laboratory, classroom, and field environments** where risks and responsibilities increase.
This form should be:
- Distributed at the **start of the school year**
- Reviewed after **formal safety instruction and training**
- **Signed by both the student and parent/guardian** prior to participation in any laboratory activity
### **Purpose of the Form**
At the high school level, students are expected to demonstrate a **higher level of independence and accountability** while working with:
- More complex **equipment and procedures**
- A wider range of **chemical, biological, and physical hazards**
The form reinforces that safety is a **shared responsibility** and that all procedures must be followed at all times.
### **Key Student Responsibilities**
Students agree to:
- Follow all **written and verbal instructions** without deviation
- Conduct themselves in a **responsible and professional manner**
- **Report all accidents, spills, or injuries immediately**
- Avoid **unauthorized experiments or unsafe behavior**
- Maintain a **safe, clean, and organized workspace**
### **Personal Safety Expectations**
Students must:
- Wear appropriate **PPE at all times**, including:
- Indirectly vented chemical splash goggles (ANSI/ISEA Z87.1 D3)
- Gloves and aprons when required
- Dress appropriately:
- Tie back long hair
- Avoid loose clothing and dangling jewelry
- Wear **closed-toe shoes only**
- Keep hands away from the face and avoid **contact with eyes, mouth, and skin**
### **Chemical and Equipment Safety**
Students are expected to:
- **Never taste or directly inhale chemicals**
- Use proper techniques such as **wafting** when instructed
- Handle heat sources and glassware with **extreme caution**
- Understand that **hot glass appears identical to cold glass**
- Follow all procedures for **chemical handling, labeling, and disposal**
### **Laboratory Environment and Procedures**
- Keep **personal items out of lab work areas**
- Use proper **waste disposal procedures**
- Maintain a **clean and orderly workspace**
- Know the location and operation of all **safety equipment**, including:
- Eyewash stations
- Safety showers
- Fire extinguishers
- Emergency shutoffs
### **Critical Safety Principle**
> **“When in doubt, wear goggles.”**
### **Agreement and Accountability**
By signing the form, students and parents/guardians acknowledge that:
- Science environments involve **real and potential hazards**
- Safety procedures are designed to **prevent injury and ensure safe learning**
- Failure to follow safety rules may result in **disciplinary action**
### **Best Practice for Your Program**
To complete your safety system:
- Integrate this form with your **Remote Science Safety Agreement**
- Reinforce expectations using your **AAA framework (Hazard Analysis, Risk Assessment, Safety Actions)**
- Use this as part of your **LMS onboarding and safety certification process**
[](https://sciencesafety.com/wp-content/uploads/2021/07/SafetyAcknowledgmentForm-HighSchool.pdf)
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-HighSchool.pdf)
---
### [Student’s Guide to Remote Science & STEM Instruction](https://sciencesafety.com/courses/remote-instruction/lessons/students-guide-to-remote-instruction/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
When completing science and STEM activities at home, students must follow all safety expectations to ensure a **safe and successful learning experience**.
### **Required Before You Begin**
- Read and sign the **appropriate Safety Acknowledgement Form** and **Disclaimer Form** provided by your teacher
- Do not begin any activity until these forms are **completed and submitted**
### **Follow Instructions Carefully**
- **Read all instructions thoroughly** before starting the activity
- Make sure you understand:
- What you are doing
- What materials you are using
- Any safety precautions required
- Ask your teacher if you are **unsure about any step**
### **Follow Only Assigned Activities**
- Perform **only the investigation assigned by your teacher**
- Do **not modify procedures or substitute materials**
- Do **not attempt additional or “extra” experiments**
### **Supervision is Required**
- Do not begin any activity without **adult supervision**
- A parent, guardian, or responsible adult should be present to:
- Help monitor safety
- Assist if something goes wrong
### **Key Safety Reminder**
Even at home, science activities must be treated like a **real laboratory experience**. Always follow directions, use materials properly, and prioritize safety at all times.
**Source**:
[Safer Remote Instructional Guide for Science Grade Levels 6–12, NSTA](https://static.nsta.org/pdfs/Remote%20Instruction%20and%20Parent%20Teaching_Grades%206-12_final.pdf)
**Categories:** Remote Science
---
### [Middle School Safety Acknowledgement Form](https://sciencesafety.com/courses/remote-instruction/lessons/middle-school-safety-acknowledgment-form/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
The [National Science Teaching Association](https://www.nsta.org/) provides a comprehensive **Middle School Safety Acknowledgement Form** designed to prepare students for working safely in the **classroom, laboratory, and field environments**.
This form should be:
- Distributed at the **beginning of the school year**
- Reviewed after **formal safety instruction**
- **Signed by both the student and parent/guardian** before participation in any lab or investigation
### **Purpose of the Form**
The middle school form expands on elementary expectations by introducing students to:
- **Biological, chemical, and physical hazards**
- **Laboratory safety procedures and expectations**
- **Personal responsibility for safety**
Students acknowledge that science activities may involve risks and agree to follow all **safety operating procedures at all times**.
### **Key Student Responsibilities**
Students agree to:
- Follow all **written and verbal instructions**
- Conduct themselves in a **responsible and safe manner**
- **Report accidents, spills, or injuries immediately**
- Avoid **unauthorized experiments or unsafe behavior**
- Maintain a **clean and organized workspace**
### **Personal Safety Expectations**
Students are expected to:
- Wear appropriate **PPE at all times**, including:
- Indirectly vented chemical splash goggles (ANSI/ISEA Z87.1 D3)
- Gloves and aprons when required
- Dress appropriately:
- Tie back long hair
- Avoid loose clothing and dangling jewelry
- Wear **closed-toe shoes**
- Keep hands away from the face and avoid **touching eyes, mouth, or skin** during activities
### **Laboratory and Equipment Safety**
Students must:
- Never **taste or directly inhale chemicals**
- Use proper techniques (e.g., **wafting to detect odors**)
- Handle heat sources and glassware **with caution**
- Understand that **hot glass looks like cold glass**
- Follow all instructions for **chemical handling and disposal**
### **Laboratory Environment Expectations**
- Keep **personal items (backpacks, books)** out of lab areas
- Maintain a **clean workspace**
- Use proper **waste disposal procedures**
- Know the location and use of **safety equipment**
### **Key Safety Principle**
> **“When in doubt, wear goggles.”**
### **Agreement and Accountability**
By signing the form, students and parents/guardians acknowledge that:
- Science environments may present **real hazards**
- Safety procedures are designed to **prevent accidents and injuries**
- Failure to follow safety rules may result in **disciplinary action**
### **Best Practice for Your Program**
To align with your full safety system:
- Pair this form with your **Remote Science Safety Agreement**
- Include it in your **LMS onboarding process**
- Reinforce expectations through **AAA (Hazard Analysis, Risk Assessment, Safety Actions)**
[](https://sciencesafety.com/wp-content/uploads/2021/07/SafetyAcknowledgmentForm-MiddleSchool.pdf)
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-MiddleSchool.pdf)
---
### [Elementary Science Safety Acknowledgement Form](https://sciencesafety.com/courses/remote-instruction/lessons/elementary-science-safety-acknowledgment-form/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
The [National Science Teaching Association](https://www.nsta.org/) provides an **Elementary Science Safety Acknowledgement Form** designed to help students and families understand their role in maintaining a safe learning environment.
This form should be:
- Distributed at the **beginning of the school year**
- Reviewed after **formal safety instruction**
- **Signed by both the student and parent/guardian** before participating in science activities
### **Purpose of the Form**
The acknowledgement form reinforces that safety is a **shared responsibility** between:
- Students
- Teachers
- Parents/guardians
It ensures that students understand expectations related to:
- **Safe behavior and responsibility**
- **Proper use of materials and equipment**
- **Reporting hazards, accidents, or unsafe conditions**
- **Use of personal protective equipment (PPE)**
### **Key Student Responsibilities**
Students agree to:
- Follow all **teacher instructions and safety procedures**
- Wear required **PPE (goggles, gloves, aprons)**
- **Report accidents or unsafe conditions immediately**
- Avoid unsafe behaviors (e.g., eating, improper handling of materials)
- Maintain a **clean and organized workspace**
### **Role of Teachers and Schools**
Teachers must:
- Provide **safety training before activities begin**
- Conduct a **hazard analysis and risk assessment** for all activities
- Ensure appropriate **engineering controls and PPE** are available
- Follow proper **storage and disposal procedures**, including for household materials
### **Key Safety Reminder**
> Safety is the most important part of any science activity.
> Students must understand that following safety procedures is essential to creating a **safe and productive learning environment**.
### **Best Practice for Your Program**
To align with your full system, you can:
- Pair this form with your **Remote Science Safety Agreement**
- Include it in your **LMS onboarding materials**
- Require completion before **any hands-on activity (in class or at home)**
[](https://sciencesafety.com/wp-content/uploads/2021/07/SafetyAcknowledgmentForm-ElementarySchool.pdf)
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-ElementarySchool.pdf)
---
### [Teacher’s Guide to Remote Science & STEM Instruction](https://sciencesafety.com/courses/remote-instruction/lessons/teachers-guide-to-remote-instruction/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
Teaching science in a remote or at-home environment requires **intentional planning, clear communication, and strict adherence to safety protocols**. Teachers must ensure that all assigned activities are **safe, appropriate, and accessible** for students outside of a controlled laboratory setting.
### **Documentation and Agreements**
- Provide a **Remote Science Safety Agreement** for students and parents/guardians to sign
- No hands-on activities should begin until the agreement is **signed and returned**
- Require a **liability disclaimer form**, aligned with guidance from the National Science Teaching Association
- Use digital tools (e.g., Google Forms) to **collect and manage documentation**
### **Planning and Instruction**
Teachers must:
- Align all activities with **curriculum standards and learning objectives**
- Provide a **detailed materials list**, including how materials will be supplied if students do not have access at home
- Conduct a full **hazard analysis and risk assessment (AAA process)** for every activity
> If a hazard cannot be mitigated through safety actions (engineering controls, procedures, or PPE), the activity must **not be assigned for home use**.
### **Instructional Delivery**
- Provide **clear, step-by-step written instructions**
- Model the activity through **videos or screencasts** so students understand:
- Setup
- Procedures
- Expected outcomes
- Be **available to answer questions and troubleshoot** during student work time
### **Student Safety Expectations**
Teachers must communicate that students:
- Should **never work alone**—adult supervision is required or strongly recommended
- Must follow all **safety protocols**, even at home
- Should use only **approved materials** and follow procedures exactly as written
- Must **not mix chemicals** unless explicitly instructed
- Should understand that **household chemicals can be hazardous**
### **Materials, PPE, and SDS**
- Provide access to:
- **Safety Data Sheets (SDS)** for all chemicals (including household substances)
- Clear **hazard information and safety precautions**
- **Proper disposal instructions** for all materials
- Supply appropriate **PPE** (e.g., goggles, gloves) when required
> If PPE cannot be provided, the activity must **not be conducted at home**.
### **Emergency and Spill Preparedness**
- Instruct students on:
- **What to do in case of a spill**
- Basic **emergency response procedures**
- Ensure students and families understand **when to seek additional help**
### **Equity and Inclusion**
- Modify activities to support:
- Students with **disabilities**
- **English as a New Language (ENL)** learners
- Ensure all instructions are **clear, accessible, and culturally responsive**
- Provide **alternative assignments** for students who cannot safely complete the activity
### **Video and Resource Selection**
- Ensure all assigned videos:
- Follow **proper safety practices**
- Model correct **PPE usage and procedures**
- Are **age-appropriate and instructionally sound**
### **Duty of Care and Liability**
Teachers must recognize that their **Duty of Care remains in effect** during remote instruction.
- Teachers are responsible for ensuring activities are **as safe as possible**
- Teachers retain **liability for assigned activities**, with districts sharing responsibility
- All remote investigations should be **reviewed and approved** according to school or district policy
### **Key Safety Reminder**
> If an activity cannot be conducted safely at home, it should remain in the **controlled environment of the school laboratory**.
**Source**:
[Safer Remote Instructional Guide for Science Grade Levels 6–12, NSTA](https://static.nsta.org/pdfs/Remote%20Instruction%20and%20Parent%20Teaching_Grades%206-12_final.pdf)
**Categories:** Remote Science
---
### [Science Outside the Classroom](https://sciencesafety.com/courses/remote-instruction/lessons/science-outside-the-classroom/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
When schools are closed or learning extends beyond the traditional classroom, science educators seek ways to keep students **actively engaged in hands-on learning experiences**.
Research consistently shows that students learn science most effectively when they are able to:
- Ask questions
- Conduct investigations
- Draw their own conclusions
However, when these experiences take place outside of a controlled laboratory environment, **safety must remain the top priority**.
### **A Safety-First Approach**
To support safe and effective remote instruction, **teachers, administrators, students, and families must work together** to ensure that all activities are:
- Carefully planned
- Appropriately supervised
- Aligned with established safety protocols
### **Purpose of This Module**
The guidelines that follow are designed to support **safer online and at-home science instruction** for students in grades 6–12. These recommendations reflect:
- **Legal safety standards**
- **Professional best practices**
- A commitment to **Duty of Care** in all learning environments
### **Important Consideration**
This module is intended as a **guiding resource**, not a replacement for local policy.
Each educational institution must follow its own requirements, including those established by:
- Schools and districts
- Local municipalities
- State and federal agencies
- Professional organizations
### **Key Safety Reminder**
> If an activity cannot be conducted safely outside of the classroom, it should not be assigned for at-home completion.
**Source**:
[NSTA](https://static.nsta.org/pdfs/Remote%20Instruction%20and%20Parent%20Teaching_Grades%206-12_final.pdf)
---
### [Administrator’s Guide to Remote Science & STEM Instruction](https://sciencesafety.com/courses/remote-instruction/lessons/administrators-guide-to-remote-instruction/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
Safe and effective remote science instruction requires **intentional planning, oversight, and collaboration** between administrators and educators. The following guidelines support administrators in ensuring that at-home science and STEM activities are conducted safely, equitably, and in alignment with district policies.
### **Leadership and Planning**
Administrators should:
- Meet with **science/STEM departments** to review:
- Proposed at-home investigations
- Required materials and equipment
- Student procedures and expectations
- Collaborate with teachers to **identify potential safety concerns** and communicate them clearly to students and families before activities begin
- Ensure all activities align with **district policies, legal requirements, and Duty of Care obligations**
### **Equity and Access**
- Consider the **diverse circumstances of families**, including:
- Access to materials and technology
- Availability of adult supervision
- Language barriers
- Ensure students are always provided with **equitable alternatives** that:
- Do not require at-home experimentation
- Do not result in penalty or embarrassment
### **Safety Oversight and Approval**
Administrators must require that teachers:
- Conduct a **hazard analysis and risk assessment** (AAA framework) prior to assigning any at-home activity
- Ensure that:
- All procedures are reviewed and approved
- Required equipment and materials are appropriate for home use
> If a hazard cannot be mitigated through safety actions (engineering controls, procedures, or PPE), the activity **must not be assigned for home use**.
### **Student Safety Expectations**
- Students must be instructed to:
- Perform **only the assigned investigation**
- Avoid unauthorized experiments
- Follow all safety protocols
- Based on age and ability, students should **not work independently** without appropriate adult supervision
### **Documentation and Communication**
- Require use of a **Remote Science Safety Acknowledgement Form**, signed by students and parents/guardians
- Implement a **liability disclaimer**, such as those recommended by the National Science Teaching Association
- Use digital platforms (e.g., Google Forms) to **collect, store, and manage documentation**
- Ensure all instructions and materials are available in **multiple languages** when needed
### **Materials, PPE, and Resources**
- Provide **approved materials kits** when necessary to ensure consistency and safety
- Ensure access to appropriate **PPE**, including:
- ANSI/ISEA Z87.1 D3 safety goggles
- Gloves (considering allergy needs)
- Require that **Safety Data Sheets (SDS)** are provided for all chemicals, including household substances
### **Disposal and Environmental Safety**
- Ensure clear instructions are provided for **safe disposal of materials**
- Prohibit activities that generate **hazardous waste** that cannot be safely managed at home
### **Instructional Support and Modeling**
- Require teachers to provide:
- **Demonstration videos or screencasts**
- Clear, step-by-step instructions
- Opportunities for **student questions and clarification**
- Ensure teachers are **available during assigned activities** to support students and troubleshoot issues
### **Key Safety Reminder**
Administrators play a critical role in ensuring that **safety drives instructional decisions**. If an activity cannot be conducted safely in a home environment, it should remain within the **controlled setting of the school laboratory**.
**Source**:
[NSTA](https://static.nsta.org/pdfs/Remote%20Instruction%20and%20Parent%20Teaching_Grades%206-12_final.pdf)
**Categories:** Remote Science
---
### [Adult Supervision for At-Home Activities](https://sciencesafety.com/courses/preplanning-at-home-safety-protocols/lessons/adult-supervision-for-at-home-activities/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
When students engage in **hands-on science and STEM activities at home**, appropriate adult supervision is essential to ensure safety and proper execution of procedures.
### **Elementary (Grades K–5)**
- **Direct adult supervision is required** for all hands-on activities
- A **parent, guardian, or responsible adult** must be present to:
- Monitor safety
- Assist with procedures
- Respond to any issues or emergencies
- Activities must be:
- **Age-appropriate**
- **Low risk**
- Supported by **clear, step-by-step instructions** for both students and supervising adults
### **Middle and High School**
- Adult supervision is **strongly recommended**, particularly for:
- Activities involving chemicals, heat, or equipment
- Inquiry-based or student-designed investigations
- Even at higher grade levels, students benefit from **an additional layer of oversight** to ensure safe practices are followed
### **Instructional Expectations**
Teachers should:
- Assign only **district-approved activities** for remote or home use
- Provide **detailed instructions and safety guidance**
- Clearly communicate the **role of the supervising adult**
- Ensure that both students and families understand **potential risks and safety procedures**
### **Key Safety Reminder**
Home environments are **not controlled laboratory settings**. Adult supervision helps bridge this gap by providing immediate support, reinforcing safety expectations, and ensuring that activities are conducted responsibly.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science, Parents
---
### [Use of PPE in Remote Science & STEM](https://sciencesafety.com/courses/preplanning-at-home-safety-protocols/lessons/use-of-ppe-in-remote-science-stem/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
When science and STEM activities are conducted outside of a formal laboratory setting, **proper Personal Protective Equipment (PPE) must still be used**. Safety requirements do not change based on location.
### **Responsibility and Preparation**
- **PPE must be provided and available** before any activity begins
- This may be supplied by the **school or parent/guardian**, depending on district policy
- The teacher is responsible for ensuring that **students and supervising adults**:
- Understand when PPE is required
- Know how to **properly use and care for PPE**
- PPE should be **clean and sanitized** prior to use
### **Required PPE**
The type of PPE depends on the hazards involved in the activity:
#### **🥽 Eye Protection**
- **Indirectly vented chemical splash goggles (ANSI/ISEA Z87.1 D3)**
- Required when working with **liquid hazards** (chemicals or biological materials)
- **Safety glasses with side shields**
- May be used when working with **solid physical hazards** (e.g., springs, sharp objects, projectiles), if appropriate
#### **🧤 Hand and Body Protection**
- **Nitrile or vinyl gloves**
- Required when handling **chemical or biological materials**
- **Non-latex apron or protective clothing**
- Recommended to protect skin and clothing from exposure
### **Non-Negotiable Safety Rule**
> If proper PPE is not available, **the activity must not be conducted**.
### **Key Safety Reminder**
Remote or home-based science activities must maintain the same **level of protection and safety standards** as classroom laboratories. PPE is a critical component of reducing risk and preventing injury.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** PPE, STEM, Remote Science
---
### [Personal Safety Equipment Guidance](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/personal-safety-equipment-guidance/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
When conducting science and Safer STEM activities in a remote or home environment, it is essential to follow **clear personal safety and equipment guidelines**. These practices help ensure a safe experience for students and those around them.
Whenever possible, a **parent or guardian should be present** to supervise and provide an additional layer of safety oversight.
### **Storage and Organization**
- Keep all **home lab kits and materials stored safely** and out of reach of children and pets
- Store materials in a **secure, designated location** when not in use
### **Personal Protective Practices**
- Wear **approved eye protection** at all times during:
- Setup
- Hands-on activity
- Cleanup
- **Tie back long hair** to prevent contact with materials, flames, or equipment
- Wear **appropriate clothing**, avoiding loose or baggy items
### **Safe Work Habits**
- Perform **only authorized experiments** approved by your teacher or school
- Do **not substitute materials**—use only those specified in the activity
- Never place **materials or instruments in your mouth**
- Do not eat or drink in the activity area
- Wash your hands thoroughly before taking breaks or eating
### **Safe Work Environment**
- Choose a **safe, well-ventilated workspace**
- Use a **stable, flat surface** (e.g., a kitchen table or counter)
- Ensure access to **water and basic supplies** for cleanup
- Keep the area **clear of distractions**, including:
- Children
- Pets
- Unnecessary materials
### **Key Safety Reminder**
Home lab activities require the same level of **attention, preparation, and responsibility** as classroom labs. Following proper safety practices protects not only the student, but everyone in the home environment.
**Source**:
[Athabasca University](https://www.athabascau.ca/science-and-technology/resources/centre-for-science/labs/science-lab-safety.html?ss360SearchTerm=lab%20safety)
**Categories:** PPE
---
### [Emergency Situations at Home](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/emergency-situations-at-home/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
When conducting science and Safer STEM activities at home, it is essential to be **prepared for potential emergencies**. Even low-risk activities require basic planning to ensure a safe response if something goes wrong.
### **Essential Emergency Equipment**
Have the following items readily available in your workspace:
- **Fire extinguisher**
- **Access to water** (sink or running water source)
- **First aid kit**
- **Telephone or mobile device** for emergency communication
### **Planning for Emergencies**
- Safety procedures must be based on the **specific hazards and risks** associated with each activity
- Only allow students to perform **authorized, approved activities** in accordance with school or district policies
- Ensure that students and supervising adults understand:
- What to do in case of **fire, spills, or injury**
- When and how to **seek emergency assistance**
### **Limitations of Home Environments**
- Home settings are **not controlled laboratory environments**
- Emergency resources and response capabilities may be **limited**
- Activities should be selected with these limitations in mind
### **Use of External Resources**
Guidance documents, such as those developed by the Athabasca University Centre for Science, provide valuable direction for home-based activities. However:
> These resources may not address every possible hazard or situation.
Teachers and schools must **supplement guidance with local policies, professional judgment, and risk assessments**.
### **Key Safety Reminder**
Emergency preparedness is a critical part of **safe science instruction at home**. If an activity requires emergency measures beyond what a typical home can support, **it should not be assigned**.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [Spills & Cleanup in the Home](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/spills-cleanup-in-the-home/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
When conducting science or STEM activities at home, it is essential to have **clear procedures for spills and cleanup**. Even common household materials used in experiments must be treated as **chemicals under Duty of Care expectations** once they are part of a lab activity.
### **General Spill Response**
- Only conduct activities that are **approved by the school or district**
- In the event of a spill:
- Clean up immediately using **paper towels or appropriate absorbent materials**
- Dispose of waste **safely and out of reach of children and pets**
- Ensure all materials used in the activity are **properly contained and removed** after cleanup
### **Spills on Skin or Clothing**
- If chemicals come into contact with skin or clothing:
- Rinse immediately with **large amounts of running water**
- Continue rinsing thoroughly
- Seek **medical attention if irritation or injury occurs**
### Use of Safety Data Sheets (SDS)
- Provide access to **Safety Data Sheets (SDS)** for all materials used—even common household substances
- Emphasize **Section 6: Accidental Release Measures** to guide proper spill response
- Review these procedures with students **before beginning the activity**
### **Cleanup and Disposal**
- Thoroughly **clean the workspace and all equipment** after completing the activity
- Follow all instructions for **safe disposal of materials**, in accordance with local guidelines
- Ensure no materials are left in areas accessible to **children, pets, or other household members**
### **Key Safety Reminder**
Once materials are used in a science activity, they must be treated as **laboratory chemicals**, regardless of their everyday use. Proper spill response and cleanup are essential to maintaining a **safe home learning environment**.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [Chemicals Used in the Home](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/chemicals-used-in-the-home/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
When considering the use of **household chemicals** (e.g., baking soda, vinegar, salt, sugar) for science and STEM activities, the first question must be:
> **Can this activity be conducted safely in a home environment?**
Even common consumer products can present risks when used improperly. In addition, **liability considerations and district policies** must guide all decisions related to remote or at-home science activities.
### **Policy and Approval**
- Always follow your **local school or district policies** regarding remote learning and at-home experiments
- Some jurisdictions allow distribution of **approved lab kits**, including required materials and PPE
- Activities should only proceed when they meet **safety, legal, and instructional standards**
### **General Safety Guidelines**
When using household chemicals at home:
- **Adult supervision is strongly recommended**, even when using common materials
- Keep all **chemicals and equipment out of reach** of children and pets
- Limit access to the workspace to **authorized participants only** to prevent accidents
- **Never wear contact lenses** when working with chemicals
- Use only the **specified materials and quantities**
- Do not substitute household products, as variations may change chemical behavior
- Follow all instructions **exactly as written** to prevent burns, fires, or other injuries
- **Do not eat, drink, or smoke** while conducting experiments
- Clearly **label all materials** and maintain accurate observations to avoid errors
- Work in a **clean, well-ventilated area**
### **Important Safety Considerations**
- Household products are **not risk-free** simply because they are commonly used
- Activities should avoid:
- Hazardous reactions
- Generation of fumes or gases
- Use of unknown or unlabeled substances
- All procedures should align with **established safety practices** and guidance from the National Science Teaching Association
### **Key Safety Reminder**
At-home science activities must be approached with the same level of **care, planning, and responsibility** as classroom laboratory work. Safety is always the priority—regardless of where the activity takes place.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Chemical Hazards
---
### [Risk Assessment for Remote Science](https://sciencesafety.com/courses/preplanning-at-home-safety-protocols/lessons/risk-assessment-for-remote-science/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
In remote and distance learning environments, it is essential that teachers **carefully review student-designed investigations** to ensure they meet established safety expectations. Without direct supervision and access to laboratory controls, **risk assessment becomes even more critical**.
### **Reviewing Student Proposals**
When students submit inquiry-based plans or procedures, teachers should:
- Evaluate whether the activity aligns with **school safety protocols and expectations**
- Identify any **hazards, unsafe materials, or inappropriate procedures**
- Determine if the activity can be conducted safely **in a home environment**
Students often design creative investigations, but their procedures may not always reflect **safe or practical approaches**. Early review allows educators to guide students **without discouraging curiosity**.
### **Common Red Flags**
Be alert for the following warning signs in student plans:
- Use of **open flames or heat sources**
- Inclusion of **unknown or household chemicals** without clear safety data
- Activities requiring **specialized equipment or ventilation**
- Procedures that could generate **hazardous waste or fumes**
- Lack of **adult supervision** or unclear instructions
- No mention of **PPE or safety precautions**
If any of these are present, the activity should be **modified or not approved**.
### **Safety Challenges in Remote Settings**
Remote learning introduces unique limitations, including:
- Lack of **qualified supervision**
- Limited access to **safety equipment and PPE**
- Uncontrolled environments (e.g., homes with pets, children, or allergens)
Because of these factors, only **low-risk, well-defined activities** should be approved for home use.
### **Guiding Students Safely**
- Use **reminders and guiding questions** to help students revise unsafe plans
- Encourage safer alternatives rather than simply rejecting ideas
- Provide **clear safety expectations and examples**
This approach maintains student engagement while reinforcing a **culture of safety-first thinking**.
### **Building a Safety Framework**
- Establish **clear safety benchmarks** for all remote activities
- Share **best practices and resources** across departments and districts
- Encourage collaboration among educators to improve **consistency and quality**
### **Key Safety Reminder**
In remote science, **planning is safety**. Every activity must be evaluated through hazard analysis and risk assessment before it is approved. When safety is prioritized, students can continue to explore, design, and learn—**without unnecessary risk**.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [Teacher Demos for Safety & Compliance](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/teacher-demos-for-safety-compliance/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
In situations where student-led, hands-on activities present elevated risk, **teacher-led demonstrations** may be the safer and more appropriate instructional approach. These demonstrations can be conducted **in person or delivered through virtual platforms** to support learning while maintaining safety.
### **When to Use Teacher Demonstrations**
Teacher demonstrations should be considered when activities involve:
- **Open flames or heat sources**
- **Hazardous chemicals or reactions**
- **Specialized equipment** requiring training
- Procedures with a **higher risk of injury or exposure**
### **Safety Requirements**
All teacher demonstrations must:
- Be conducted in a **formal laboratory setting**
- Follow established **safety protocols and standard operating procedures**
- Include appropriate **engineering controls** (e.g., ventilation, fume hoods when required)
- Ensure **emergency preparedness**, including:
- Spill control materials
- First aid equipment
- Access to safety equipment (eyewash, fire extinguisher, etc.)
### **Personal Protective Equipment (PPE)**
The instructor must model proper safety practices by wearing:
- ANSI/ISEA Z87.1 D3 **chemical splash goggles**
- **Lab coat or apron**
- **Appropriate gloves** (based on materials used)
> **Modeling proper PPE is critical—students will replicate what they observe.**
### **Critical Safety Boundary**
Teacher demonstrations must **not be replicated by students outside of a controlled laboratory environment**.
- These activities should **never be assigned for home completion**
- Clear communication must be provided to students and families regarding this restriction
### **Instructional Value**
When used effectively, demonstrations allow teachers to:
- Showcase **higher-risk reactions safely**
- Model **correct techniques and safety practices**
- Engage students while maintaining **controlled conditions**
### **Key Safety Reminder**
Teacher demonstrations are not just an alternative—they are a **risk management strategy**. When an activity cannot be conducted safely by students, the responsibility shifts to the teacher to model the experience in a **controlled, compliant environment**.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Lab Experiments
---
### [Use of Virtual Activities for Science & STEM](https://sciencesafety.com/courses/preplanning-at-home-safety-protocols/lessons/use-of-virtual-activities-for-science-stem/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
When in-person laboratory experiences are not possible, teachers should consider the use of **virtual activities, simulations, and digital content** to support student learning in science and STEM.
### **Middle and High School Applications**
For middle and high school students, simulations can serve as an effective alternative when **school-based laboratory investigations cannot be conducted safely or feasibly**. Many educational publishers and school suppliers have developed tools that:
- Simulate **real-world scientific phenomena and lab experiences**
- Provide **interactive, inquiry-based learning opportunities**
- Include **recorded or live demonstrations** that model proper lab techniques, including the use of PPE and safe practices
These resources allow students to engage with complex concepts while maintaining a **safe and controlled learning environment**.
### **Elementary Applications**
At the elementary level, digital tools and simulations are widely available to support:
- **Concept development and foundational understanding**
- Age-appropriate, **interactive learning experiences**
- Engagement through **visual and exploratory content**
In addition to commercial resources, many **non-profit organizations (NGOs)** offer free, high-quality digital materials designed specifically for younger learners.
### **Instructional Value**
While virtual activities cannot fully replicate the experience of hands-on laboratory work, they provide meaningful benefits:
- Help reduce **learning loss** during remote or hybrid instruction
- Maintain **continuity of learning**
- Support student progression toward **postsecondary education and careers**
- Increase **engagement and accessibility** through interactive tools
### **Key Safety Consideration**
Virtual activities are not just a substitute—they are a **strategic tool** for maintaining safety when hands-on experiences are not appropriate. They should be intentionally integrated into instruction to balance **learning outcomes with risk management**.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [Physical and Chemical Changes: Iron and Sulfur Reaction](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/physical-and-chemical-changes/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
This activity demonstrates the difference between **physical and chemical changes** using iron filings and powdered sulfur.
- **Physical Change:** Iron and sulfur are mixed but retain their individual properties (e.g., iron is still magnetic)
- **Chemical Change:** When heated, the mixture reacts to form **iron sulfide**, a new substance with different properties
## **Activity Overview**
- Test iron and sulfur separately with a magnet
- Mix the substances in a test tube
- Test the mixture again with a magnet (physical change)
- Heat the mixture using a Bunsen burner
- Test the product again with a magnet (chemical change observed)
## **Safety Guidelines**
### **⚠️ Hazards**
- Iron and sulfur are generally **low hazard in solid form**, but risks increase when heated
- Heating produces **sulfur dioxide gas**, which is irritating and harmful if inhaled
### **🥽 Required PPE (Non-Negotiable)**
- ANSI/ISEA Z87.1 D3 **chemical splash goggles**
- **Lab apron or lab coat**
- **Nitrile gloves**
### **🔥 Heat and Flame Safety**
- Always **point test tubes away** from yourself and others when heating
- Do **not overheat** the mixture
- Once initiated, the reaction will continue without excessive heat
- Overheating may produce excess fumes and burning sulfur
- Remember: **glass remains hot after heating**—allow time to cool
### **🌬️ Ventilation**
- Conduct this activity in a **well-ventilated laboratory**
- Be aware that **sulfur dioxide gas** has a strong, choking odor (similar to a lit match)
- Do not rely solely on opening windows—use proper lab ventilation systems when available
### **⚠️ Exposure Precautions**
- Students must **not inhale fumes**
- Maintain appropriate distance during heating
- Monitor students closely during the reaction
### **⚖️ Recommended Quantities**
- **Laboratory Activity:**
- 0.5 g iron filings
- 0.5 g sulfur
- **Demonstration Only:**
- 6 g iron filings
- 4 g sulfur
### **🚫 Prohibitions**
- PPE must be worn at all times—no exceptions
- Do not overheat or boil the mixture
- Do not conduct without proper supervision and ventilation
## **Instructional Value**
This activity helps students:
- Distinguish between **physical and chemical changes**
- Observe how new substances form with **different properties**
- Connect **observable changes** to underlying chemical reactions
## **Safety and Compliance Review (Video)**
**Important Safety Concern:**
The presenter in this video is **not wearing appropriate PPE** while using an open flame.
- No lab apron or coat is worn
- Flammable clothing (cotton sweatshirt with drawstrings) is present
- Lack of proper PPE introduces a **significant fire risk**
👉 This reinforces a key principle:
> **Even widely used demonstration videos must be critically evaluated for safety compliance before use.**
## **Key Safety Reminder**
Activities involving **heat, open flame, and chemical reactions** must always be conducted with strict adherence to safety protocols. Proper PPE, ventilation, and supervision are essential to prevent injury.
**Sources:**
[UFT Science Safety Manual, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 63; Science Safety
[Mr Pearson’s Science Channel](https://youtu.be/hFaxkBYuH2o)
---
### [Chromatography Activity: Separating Ink Mixtures](https://sciencesafety.com/courses/demonstration-videos/lessons/chromotography-1320/)
**Published:** December 27, 2021
**Author:** admin2025Open
**Content:**
Chromatography is a foundational laboratory technique used to **separate mixtures into their individual components**. This activity explores how different inks can be separated using paper and various solvents.
### Instructional Video
![Science At Home: Chromatography Experiment [How to Separate Colors]](https://i.ytimg.com/vi/7IqjZdYF3hM/maxresdefault.jpg)
### **About the Activity**
This demonstration, created by Science@Home with Jade (a UC Berkeley chemist and member of BASIS – Bay Area Scientists in Schools), explores **paper chromatography using inks, solvents, and paper towels**.
In this activity:
- Ink from different pens is applied to paper
- The paper is placed in a liquid solvent
- The solvent travels up the paper, carrying the ink components with it
As the solvent moves, the ink separates into different colors because each component travels at a **different rate**.
### **Key Scientific Concept**
**Chromatography** is defined as:
> The separation of a mixture by passing it through a medium where components move at different rates
In paper chromatography:
- The **paper** acts as the *stationary phase*
- The **solvent (liquid)** acts as the *mobile phase*
- Different substances move based on their **solubility and interaction with the paper**
This is why:
- More soluble components travel **farther**
- Less soluble components remain **closer to the starting point**
### **Safety Considerations**
This is generally a **low-risk activity**, but proper safety practices must still be followed:
- Use only **approved, non-toxic markers and solvents**
- Ensure the activity is conducted in a **well-ventilated area** (especially if using alcohol-based solvents)
- Avoid **skin or eye contact** with solvents
- Follow proper **cleanup and disposal procedures**
- Reinforce that students should **not taste or inhale materials**
### **Instructional Value**
This activity helps students:
- Understand how mixtures are **not always uniform**
- Visualize **invisible components** within everyday materials like ink
- Build foundational knowledge for more advanced techniques used in:
- Forensics
- Environmental science
- Medicine and pharmaceuticals
### **Key Teaching Insight**
Chromatography is a perfect example of how **simple materials can demonstrate complex scientific principles**. It also reinforces your broader theme:
> **Safe, well-planned activities can still be highly engaging and scientifically meaningful.**
---
### [Basic Lab Techniques (6:41)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/basic-lab-techniques/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Foundational laboratory skills are essential for safe and effective science instruction. Demonstration videos can support learning—but they must be **critically evaluated for safety and accuracy** before being used in the classroom.
### **Safety and Accuracy Review**
The following observations highlight important safety and instructional concerns within this video:
- **Personal Protective Equipment (PPE) Issue**
- The demonstrators are wearing **safety glasses** instead of **indirectly vented chemical splash goggles (ANSI/ISEA Z87.1 D3)**
- This does not meet required safety standards when working in a laboratory environment
- Even when chemicals are not actively in use, **residual contamination from prior activities may still be present**, requiring full eye protection
- **Incorrect Scientific Terminology**
- The instrument shown is a **balance**, which measures **mass**, not a scale measuring weight
- The use of “grams” refers to **mass**, not weight
- Accurate terminology is critical for maintaining **scientific integrity and student understanding**
### **Instructional Takeaway**
This example reinforces an important principle:
> **Teachers must evaluate all demonstration materials for both safety compliance and scientific accuracy before use.**
Videos should:
- Model **correct PPE usage**
- Use **accurate scientific language**
- Reflect **best practices in laboratory procedures**
### **Key Safety Reminder**
Students often replicate what they see. If a video models **incorrect or unsafe practices**, it can lead to misunderstandings and unsafe behaviors in the lab.
**Categories:** Lab Experiments
---
### [Assessing Demonstration Videos: Safety Rubric](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/assessing-demonstration-videos/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The [National Science Teaching Association ](https://www.nsta.org/)emphasizes that science educators have a responsibility to **model proper safety practices at all times**—including when using videos and media in instruction.
Not all demonstration videos meet acceptable safety standards. This **Safety Rubric for Assessing Demonstration Videos** provides a structured method for evaluating whether a video should be used in the classroom.
## **Why This Matters**
Demonstration videos often:
- Influence student behavior and expectations
- Model laboratory techniques (correctly or incorrectly)
- Are used in place of live demonstrations
If safety practices are **missing, incorrect, or poorly modeled**, students may adopt unsafe behaviors.
## **The RAMP Safety Framework**
This rubric is based on the widely accepted **RAMP model**:
- **Recognize Hazards**
- **Assess Risks**
- **Minimize Risks**
- **Prepare for Emergencies**
Teachers should use this framework when evaluating any demonstration video.
## **Key Evaluation Categories**
When reviewing a video, assess the following:
### **1. Pedagogy and Audience**
- Is the video **age-appropriate**?
- Does it go beyond “wow factor” and include **concepts, skills, and inquiry**?
### **2. Recognize Hazards**
- Are **chemicals identified** (names, concentrations, hazards)?
- Are **physical hazards** (heat, pressure, projectiles, etc.) explained?
### **3. Assess Risks**
- Does the video clearly explain **potential risks** (burns, exposure, spills, cuts)?
### **4. Minimize Risks**
- Are **procedures organized and controlled**?
- Is proper **ventilation** used and explained?
- Is **PPE worn correctly** by presenter and participants?
- Are **standard safety practices** followed and explained?
### **5. Prepare for Emergencies**
- Is **safety equipment visible and explained**?
- Are proper **waste disposal procedures** demonstrated?
- Is the **environment appropriate and organized**?
## **Scoring and Decision-Making**
- Videos are rated as:
- **Deficient (0 points)**
- **Acceptable (1–2 points)**
- **Superior (3 points)**
- **Critical Rule:**
> Any video rated as *deficient in any safety category should NOT be used in the classroom.*
- Use total scores to **compare and select the safest, most effective option**, not to justify unsafe content.
## **Practical Application**
Before using any demonstration video, ask:
☐ Does this video model **correct PPE use**?
☐ Are hazards and risks **clearly explained**?
☐ Would I be comfortable with students **copying what they see**?
☐ Does it align with my **safety expectations and standards**?
## **Key Safety Reminder**
Demonstration videos are **instructional tools—not entertainment**.
If a video does not model **safe, professional practices**, it should not be used—regardless of how engaging it may be.
[](https://sciencesafety.com/wp-content/uploads/2021/06/ACS-SafetyRubric-AssessingChemicalDemonstrationVideos.pdf)
**Sources**:
[American Chemical Society](https://www.acs.org/)[NSTA](https://www.nsta.org/)
---
### [Communication and Safety Concerns At Home](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/communicating-expectations/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Effective communication is the foundation of **safe and successful home-based science and STEM instruction**. When students are performing activities outside of a controlled laboratory environment, schools must ensure that **all stakeholders are informed, prepared, and aligned** before any activity begins.
### **Stakeholder Communication**
- All at-home activities should be **reviewed and approved** by appropriate personnel, including:
- School safety officers
- Chemical hygiene officers
- Administrators or department chairs
- Teachers must clearly communicate:
- Activity procedures
- Expected learning outcomes
- Potential hazards and associated risks
- Communication should occur through the school’s **learning management system (LMS)** and include a **signed safety acknowledgement form** from students and parents/guardians.
### **Duty of Care**
Teachers have a responsibility to **inform students and families of all potential risks** associated with at-home activities. This includes:
- Identifying hazards and possible exposures
- Providing opportunities for **questions and clarification**
- Demonstrating procedures in advance (e.g., instructional videos)
Clear communication ensures that students and families can make **informed decisions** before participating.
### **Safety Boundaries for At-Home Activities**
The following activities **should NOT be assigned for home use**:
- Activities requiring **special ventilation** (e.g., fume hoods, respirators)
- Use of **hazardous or restricted chemicals**
- Activities that generate **hazardous waste**
- Use of **infectious or human biological materials**
At-home activities should be limited to **low-risk, well-controlled experiences**.
### **Materials and PPE**
- Only provide **safe, clearly labeled materials** in sealed containers
- All materials should meet **non-toxic standards** (e.g., ASTM labeling where applicable)
- Include **Safety Data Sheets (SDS)** when appropriate
- Provide clear instructions for **safe storage and disposal**
If PPE is required, it should be limited to:
- Indirectly vented chemical splash goggles (ANSI/ISEA Z87.1 D3)
- Nitrile gloves
- Non-latex apron or protective clothing
All PPE provided should be **sanitized before distribution and upon return**.
### **Environmental and Household Considerations**
- Consider the presence of:
- Young children
- Pets
- Individuals with allergies or respiratory sensitivities
- Avoid sending materials that may introduce **allergen risks** (e.g., latex, certain foods) without alternatives
- Ensure activities use **common household items** whenever possible
### **Instructional Expectations**
Teachers should:
- Encourage **adult supervision** whenever possible
- Provide **clear, step-by-step instructions**
- Require students to follow procedures **in sequence**
- Share **pre-recorded demonstrations** of activities
- Provide **contingency safety instructions** (e.g., “If X happens, do Y”)
### **Recommended Safety Statement**
Include a disclaimer such as:
> *The safety precautions and protocols outlined for this activity are based on recommended materials, teacher guidance, legal safety standards, and professional best practices. All activities must be conducted under adult supervision. Substituting materials or altering procedures may increase risk. Contact your teacher if you have any questions or concerns before beginning.*
### **Key Safety Reminder**
Students performing science activities at home are **not in a controlled laboratory environment**. As a result, communication, preparation, and clearly defined safety boundaries are essential to ensuring a safe and effective learning experience.
**Source**:
[NSTA At Home Lab Safety](https://static.nsta.org/pdfs/NSTA_At%20Home%20Lab_Final_23Feb2022.pdf)
---
### [Hybrid Learning Models and Science Safety](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/hybrid-learning-models-and-science-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
In hybrid learning environments—where instruction is delivered through a combination of **in-person and online experiences**—it is essential to clearly define which activities are appropriate for each setting.
### In-Person Instruction (Hands-On Learning)
Hands-on laboratory experiments and collaborative activities should be conducted **in a face-to-face setting**. This is especially critical when activities involve:
- Use of **personal protective equipment (PPE)**
- Handling of **chemicals, biological materials, or equipment**
- **Higher-risk procedures** requiring direct supervision
In-person instruction allows teachers to:
- Monitor student behavior and technique
- Ensure proper use of safety equipment
- Respond immediately to accidents or unsafe conditions
### Online and Remote Instruction
Online components of hybrid learning should focus on:
- **Pre-lab instruction and preparation**
- **Virtual labs and simulations**
- **Data analysis and interpretation**
- **Demonstrations and video-based learning**
- **Independent or low-risk activities**
These approaches allow students to build understanding while minimizing safety risks outside the classroom environment.
### Key Safety Consideration
Activities that require **direct supervision, specialized equipment, or PPE should not be assigned for remote or unsupervised completion**. Safety must always determine where and how an activity is conducted.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [Home-based Science & STEM Safety](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/home-based-science-stem-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
As more learning extends beyond the classroom, it is essential that **home-based science and STEM activities** are conducted with the same attention to safety as in a school laboratory.
In addition to the safety protocols outlined by the National Science Teaching Association, there are valuable external resources that provide guidance for conducting safe experiments at home.
One example is guidance developed by the Athabasca University Centre for Science, which offers practical safety recommendations for home-based lab activities. These resources are highly applicable for **students, parents, and home supervisors**.
### **Key Safety Principles for Home Labs**
- **Read all instructions thoroughly before beginning.**
Understanding the purpose, procedures, and potential hazards of an activity is critical for safe execution.
- **Identify potential hazards in advance.**
Consider chemical, biological, and physical risks associated with the activity.
- **Ensure proper supervision.**
A responsible adult or supervisor should be present when conducting experiments that involve risk.
- **Use appropriate materials and equipment.**
Only use items specified in the activity and avoid substitutions that may introduce unknown hazards.
- **Wear appropriate protective equipment (PPE)** when required, such as:
- Safety goggles
- Gloves
- Aprons or protective clothing
- **Work in a safe environment.**
- Choose a clean, well-lit, and ventilated area
- Keep the workspace free of clutter
- Ensure access to water for cleaning or emergencies
- **Do not eat or drink during experiments**, and never taste any materials unless explicitly instructed in a safe, approved activity.
- **Practice proper cleanup and hygiene.**
- Dispose of materials safely
- Clean all surfaces and equipment
- Wash hands thoroughly after completing the activity
### **Key Safety Reminder**
Home-based science activities must be approached with the same level of **care, preparation, and responsibility** as classroom laboratory work. Safety is not reduced simply because the setting is at home.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [AAA Activity for Safety](https://sciencesafety.com/courses/preplanning-at-home-safety-protocols/lessons/preplanning-by-teachers-supervisors/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Before beginning any hands-on laboratory activity, an **“AAA” safety process** must be completed. This ensures that all activities are conducted in a manner that prioritizes **student safety, legal compliance, and professional best practices**.
### **What is AAA?**
AAA stands for:
- **Hazard Analysis** – Identify all potential hazards associated with the activity
- **Risk Assessment** – Evaluate the likelihood and severity of harm
- **Safety Actions** – Implement controls and procedures to reduce or eliminate risk
### **Types of Hazards to Consider**
When conducting a hazard analysis, consider the following categories:
- **Biological Hazards**
- Bacteria, viruses, fungi, and other living organisms
- **Chemical Hazards**
- Toxic, flammable, corrosive, or reactive substances
- **Physical Hazards**
- Sharps, heat sources, projectiles, pressure systems, or mechanical risks
### **Supporting Resources**
- **Safety Data Sheets (SDS)** are essential for identifying chemical hazards, handling procedures, and emergency response measures.
- Additional safety guidance should be drawn from **district policies, safety manuals, and regulatory standards**.
### **Key Safety Reminder**
The AAA process is **not optional**—it is a foundational step in all laboratory planning. Every activity should be evaluated through this lens before it is introduced to students.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Safety Awareness, Chemical Hazards, Safety Data Sheets
---
### [Dissection Lab Safety Procedures](https://sciencesafety.com/courses/biology-educators/lessons/dissection-protocols-124-duplicate/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
The following procedures should be followed during all dissection activities to ensure a **safe and controlled laboratory environment**:
### **Safety Guidelines**
- Students should be **seated with adequate spacing** to prevent crowding, accidental contact, or jostling during the activity.
- Laboratory workstations must be **clear of unnecessary materials** to reduce hazards and maintain organization.
- **Do not use specimens preserved in formaldehyde or formalin.** Safer alternatives should always be selected.
- Preserved specimens should be **rinsed prior to use** (when appropriate) to remove excess preservative.
- Dissection instruments must be handled with care, as **sharp edges present cutting hazards**.
- Students must be **explicitly instructed on the safe use of all dissection tools** before beginning the activity.
- When performing dissections, students must:
- **Secure specimens properly** to the dissection tray
- **Cut away from the body at all times**
- **Cut downward against the tray surface**
- Keep the **non-cutting hand away from the blade**
- Teachers must **collect and account for all dissection instruments** at the conclusion of the activity.
- All students must wear **certified chemical splash goggles (ANSI/ISEA Z87.1 D3, indirect vent)** at all times during the dissection. This is a **non-negotiable safety requirement**.
**Source**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf), Science Safety
**Categories:** Biology
---
### [Dissection Planning and Safety Checklist](https://sciencesafety.com/courses/dissection-safety/lessons/planning-dissection-activities/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Dissection is often one of the most **memorable and impactful experiences** in a student’s science education. When planned effectively, it can spark long-term interest in fields such as healthcare, biology, and engineering. However, successful dissection activities require **intentional planning, safety awareness, and instructional alignment**.
### **Instructional and Legal Considerations**
- Select a dissection that is **grade and subject-appropriate**.
- Ensure the activity aligns with **curriculum standards and learning objectives**.
- Verify that the activity is **approved within your school or district**.
- Follow all **local policies, safety regulations, and Duty of Care responsibilities** as an educator.
### **Hazard Analysis and Risk Assessment**
- Conduct a **thorough hazard analysis** before the activity.
- Evaluate:
- Tools (quality, sharpness, quantity, sanitation)
- Workspace (space, accessibility, group size)
- Safety equipment (availability and accessibility)
- Review all procedures step-by-step to identify and mitigate potential risks.
### **Teacher Preparation**
- **Never conduct a dissection with students without first performing it yourself.**
- Review instructional videos and consult with colleagues to identify potential challenges.
- Plan from a **student’s perspective** to anticipate confusion, mistakes, or safety concerns.
### **Tools, Techniques, and Setup**
- Use only **proper dissection tools** (scalpels, probes, forceps, trays).
- Demonstrate correct techniques, such as:
- Cutting **away from the body**
- Using **short, controlled cuts**
- Secure specimens using **dissection trays and appropriate materials** (e.g., cords or pins used correctly).
### **Materials and Supply Planning**
- Confirm availability of **high-quality specimens** from reliable suppliers.
- Order materials **well in advance** to avoid last-minute cancellations.
- Ensure all specimens meet your requirements (size, condition, type).
### **Personal Protective Equipment (PPE)**
- Ensure all participants have access to required PPE:
- ANSI/ISEA Z87.1 D3 safety goggles
- Nitrile gloves (multiple sizes)
- Lab coats or rubberized aprons
- Establish procedures for **proper removal, cleaning, and reuse** of PPE.
### **Time and Logistics**
- Determine whether the dissection can be completed in **one class period** or requires multiple sessions.
- If extending over multiple days:
- Plan for **safe storage of specimens** (e.g., sealed bags, preservative solutions)
- Clearly label materials to prevent accidental disposal
### **Collaboration and Review**
- Review your plan with a **department chair or experienced colleague**.
- Confirm that all **safety protocols and instructional goals** are appropriate and achievable.
### **Storage and Long-Term Planning**
- Plan for **proper storage of unused specimens**:
- Use appropriate containers (e.g., pails vs. vacuum-sealed packaging)
- Avoid storing specimens for extended periods (ideally use within 1–2 years)
- Consider **budget and future use** when ordering materials.
### **Student Inclusion and Alternatives**
- Plan for students who may not participate in dissection for personal, ethical, or medical reasons.
- Provide **meaningful alternatives**, such as:
- Virtual dissections
- Videos and simulations
- Worksheets or guided analysis activities
- Ensure all students can **meet learning objectives**, regardless of participation type.
### **Key Planning Reminder**
Effective dissection activities are built on **preparation, safety, and purpose**. When these elements are in place, dissections become powerful learning experiences that are both **engaging and responsible**.
## Dissection Planning Checklist
Use this Science Safety checklist to ensure your dissection activity is **safe, organized, and instructionally sound**.
### Pre-Planning & Approval
☐ Dissection is **grade-appropriate and aligned** to curriculum objectives
☐ Activity is **approved by school/district guidelines**
☐ Meets **Duty of Care and safety standards**
☐ Clear **learning goals** are defined
### Hazard Analysis & Risk Assessment
☐ Completed a **hazard analysis** for the activity
☐ Identified risks related to:
☐ Tools (sharp instruments)
☐ Specimens (preservation, contamination)
☐ Workspace (crowding, accessibility)
☐ Safety equipment is **accessible and unobstructed**
☐ Emergency procedures are **reviewed and ready**
### Teacher Preparation
☐ I have **performed this dissection myself** prior to teaching
☐ Reviewed **videos and/or consulted colleagues**
☐ Identified **challenging steps for students**
☐ Prepared **clear, step-by-step instructions**
### Materials & Equipment
☐ Specimens are **ordered, confirmed, and delivered on time**
☐ Specimens are **high quality and appropriate**
☐ Dissection tools are:
☐ Clean
☐ Sharp (not damaged)
☐ Sufficient in quantity
☐ Dissection trays and supports are ready
### Personal Protective Equipment (PPE)
☐ Safety goggles (ANSI/ISEA Z87.1 D3) available for all students
☐ Nitrile gloves available in **multiple sizes**
☐ Lab aprons or coats available
☐ Plan for **PPE collection, cleaning, and reuse**
### Time & Logistics
☐ Activity fits within **class time** OR
☐ Plan is in place for **multi-day storage**
☐ Specimens stored properly (bags, preservative)
☐ Clearly labeled (“Do Not Discard”)
☐ Workspace setup supports **safe student movement**
### Instruction & Student Preparation
☐ Pre-lab instruction provided (video, demo, or dry lab)
☐ Students understand:
☐ Safety expectations
☐ Tool use
☐ Lab procedures
☐ Expectations for **behavior and respect** are clear
### Student Inclusion & Alternatives
☐ Alternative activity prepared (if needed):
☐ Virtual dissection
☐ Simulation / video
☐ Worksheet / analysis
☐ Participation in handling specimens is **voluntary**
☐ Accommodations planned for **IEPs / special needs**
### Post-Lab Procedures
☐ Specimen disposal plan follows **safety guidelines**
☐ Tools cleaned and stored properly
☐ Lab surfaces disinfected
☐ Students wash hands thoroughly
☐ PPE properly collected and sanitized
## Final Check
☐ **If any box is unchecked, do not proceed with the dissection.**
**Source**:
Science Safety
**Categories:** Biology
---
### [Dissection Guidelines](https://sciencesafety.com/courses/dissection-safety/lessons/dissection-guidelines-duplicate/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Dissection is an important component of biology education and often generates strong student interest. To ensure a **safe, respectful, and educational experience**, the following guidelines should be followed.
### **Core Safety Practices**
- Use **certified, properly sourced specimens** from reputable scientific suppliers. Avoid locally obtained specimens that may pose risks of contamination or disease.
- Avoid specimens preserved in **formalin or formaldehyde**. Select safer alternatives whenever available.
- Ensure **adequate ventilation** during all dissection activities.
- Require appropriate **Personal Protective Equipment (PPE)** at all times, including:
- ANSI/ISEA Z87.1 D3 indirect vent chemical splash goggles
- Nitrile gloves
- Rubberized lab apron or lab coat
- Dispose of specimen remains according to your **Chemical Hygiene Plan** and local regulations.
- Fresh or preserved specimens should be **double-bagged** before disposal when appropriate
- After the activity, ensure:
- Equipment is properly cleaned and disinfected
- Lab surfaces are wiped down
- Students wash hands thoroughly with soap and water
### **Health and Safety Considerations**
- Consider potential risks to **pregnant or potentially pregnant individuals**. While proper procedures and PPE minimize risk, medical consultation is recommended when there are concerns.
- Be aware of **allergies, sensitivities, or other health conditions** that may impact student or staff participation.
### **Instructional Planning and Risk Management**
- Clearly define **curricular objectives** before selecting a dissection activity.
- Ensure the activity is **age- and grade-appropriate**.
- Avoid introducing highly complex dissections (e.g., fetal pig) as a first experience for younger students
- Conduct a **hazard analysis and risk assessment** prior to the activity.
- Confirm availability of:
- High-quality tools (scalpels, probes, forceps, pins, trays)
- Properly maintained and safe equipment
- Reliable specimen supply (do not proceed without confirmed delivery)
- Provide **detailed, step-by-step instructions** for students to follow during the activity.
- Use **pre-lab supports**, such as videos, virtual labs, or digital models, to prepare students before hands-on work begins.
### **Student Considerations and Inclusion**
- Recognize that not all students will be comfortable participating in dissection.
- Provide **meaningful alternatives**, such as:
- Virtual dissections
- Dry labs
- Structured worksheets or simulations
- Participation in handling specimens should be **voluntary**, not forced.
- Consider **social and emotional impacts**, and create a respectful, supportive environment.
- Make appropriate **accommodations and modifications** for students with IEPs or other identified needs.
### **Key Safety Reminder**
Dissection activities must balance **scientific value, student safety, and ethical considerations**. When planned thoughtfully and executed properly, they can provide meaningful learning experiences while maintaining a safe and inclusive classroom environment.
**Sources**:
[WorkSafeSask](https://www.worksafesask.ca/wp-content/uploads/2014/01/7-Chapter-5_FINAL_web.pdf)
Science Safety
**Categories:** Biology
---
### [Centrifuge Use in Biology Laboratories](https://sciencesafety.com/courses/biology-educators/lessons/centrifuge/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Centrifuges are used to separate substances by spinning samples at high speeds. Because they generate **significant force**, improper use can result in equipment damage or serious injury.
### **Safety Guidelines**
- **Never operate a centrifuge with a single tube.**
An unbalanced load can cause the centrifuge to shake violently, leading to equipment failure or injury.
- **Always balance the centrifuge.**
- Place tubes directly opposite each other
- Use a tube filled with water (or appropriate balance solution) when needed
- Follow the manufacturer’s balancing guidelines
- **Use only approved centrifuge tubes.**
- Tubes must be designed to withstand high-speed rotation
- Do not use cracked, chipped, or incompatible tubes
- Ensure the centrifuge is:
- **Properly closed and secured** before starting
- Placed on a **stable, level surface**
- **Do not open the lid while the centrifuge is spinning.**
Wait until it has come to a complete stop.
- Operate the centrifuge **only under teacher supervision** and with proper instruction.
### **Instructional Video**
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[How to Use a Centrifuge](https://www.youtube.com/watch?v=NqVaMiTI8Uw) – [NC State Undergraduate Organic Chemistry Teaching Laboratories – S.M.A.R.T. Lab Videos](https://www.youtube.com/@ncstateundergraduateorgani6507)
[](https://www.youtube.com/@ncstateundergraduateorgani6507)
**Categories:** Biology
---
### [Microtome Use in Biology Laboratories](https://sciencesafety.com/courses/biology-educators/lessons/microtome/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Microtomes are **precision cutting instruments** used to create very thin sections of specimens for microscopic analysis. Due to the presence of **extremely sharp blades**, microtomes present a significant safety risk and must be used with caution.
### **Safety Guidelines**
- Whenever possible, schools should **use prepared slides** instead of having students operate a microtome. This reduces risk while still meeting instructional goals.
- If microtome use is deemed necessary:
- It must be conducted **under direct teacher supervision**
- Only **properly trained students** should be allowed to operate the device
- Students must:
- **Keep fingers and hands away from the blade at all times**
- Exercise caution when **adjusting, cleaning, or operating** the instrument
- Never attempt to change or handle blades unless specifically trained and directed
- **Personal Protective Equipment (PPE)** is required, including:
- Safety goggles or glasses with side shields
- Gloves (as appropriate for the task)
- The microtome should be:
- **Properly secured on a stable surface**
- Maintained and inspected regularly to ensure safe operation
### **Instructional Video**
**Important Science Safety Note:**
In this example, the presenter is **not wearing the required eye protection**. Proper PPE—including safety goggles or glasses with side shields—must always be worn when using a microtome or working near one. This highlights the importance of **modeling correct safety practices**, even when instructional videos fall short.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[How to Use a Microtome](https://www.youtube.com/watch?v=KfVizbsuu3k) – [UMass Amherst](https://www.youtube.com/@umassamherst7535)
**Categories:** Biology
---
### [Broken Glass in Biology Labs (2:45)](https://sciencesafety.com/courses/biology-educators/lessons/glass-in-biology-labs/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Broken glass presents a **serious safety hazard** in laboratory settings and must be handled with strict protocols to prevent injury.
**Students must never be directed to clean up broken glass or biological materials (e.g., body fluids).** These situations must be handled by the teacher or trained personnel using proper safety procedures.
### **Safety Guidelines for Glassware**
- **Inspect all glassware before use.** Never use glassware that is cracked, chipped, or damaged.
- When appropriate, consider using **plastic alternatives** (e.g., HDPE or other lab-grade plastics), especially with younger students, to reduce risk.
- **Handle microscope slides and coverslips with care.**
- Reinforce proper focusing techniques, particularly under high magnification, to prevent contact between the objective lens and slide
- Thin glass coverslips are fragile and can easily break if flexed
- **Plastic coverslips** may be used as a safer alternative
- **Never touch broken glass with bare hands.**
- Broken glass can be sharp and difficult to see
- Use appropriate tools (e.g., brush and dustpan) and PPE for cleanup
- Use **heat-resistant glassware** when heating substances.
- Ensure materials are designed for thermal use
- Certain lab-grade plastics (e.g., HDPE/Nalgene) may be appropriate alternatives depending on the activity
### **Instructional Video**
**Important Science Safety Note:**
In this example, the presenter is **not wearing the required eye protection**. Proper PPE—including safety goggles or glasses with side shields—must always be worn when handling glassware. This reinforces the importance of **critically evaluating demonstrations** and modeling correct safety practices in your classroom.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[Laboratory Safety-Glassware ](https://www.youtube.com/watch?v=lXaJd6kjalg)– [Forsyth Tech CTLE](https://www.youtube.com/@ForsythTechCTLE)
**Categories:** Biology
---
### [Microscope Hygiene and Disinfection](https://sciencesafety.com/courses/microscopes/lessons/microscopes-and-covid-19-duplicate/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Proper hygiene and disinfection practices are essential when using microscopes and other shared laboratory equipment. Because microscopes involve **close contact with eyepieces and high-touch surfaces**, they can serve as points of contamination if not properly cleaned.
The following procedures should be followed **before and after each use** to ensure the safety of all users.
### **Required Cleaning Procedures**
- **Wash hands thoroughly** with soap and water before and after using the microscope.
- If gloves are worn, they must be **cleaned with 70% isopropanol or 70% ethanol** prior to use.
- **Ensure the microscope is powered off before cleaning.**
- Use **lens paper only** for cleaning optical components. Do not use paper towels, tissues, or other materials that may scratch lenses.
- Apply disinfectant **to the lens paper—not directly to the microscope.**
- Never spray liquids directly onto the instrument.
- Carefully wipe the following components:
- Eyepieces (ocular lenses)
- Rubber eyecups or gaskets (if applicable)
- Focus knobs and stage controls
- Any additional high-touch surfaces
- For extended hygiene protocols, **removable eyecups may be taken off and cleaned separately**, if the equipment allows.
### **Additional Best Practices**
- Consider using **indirect viewing methods**, such as a camera or screen display, when available to reduce contact with eyepieces.
- Wearing **safety goggles or glasses** can provide an added barrier when using shared equipment.
- Maintain a routine of **consistent cleaning between users**, especially in high-use classroom settings.
### **Key Safety Reminder**
Microscope hygiene is not limited to specific health concerns—it is a **standard laboratory practice** that helps prevent the spread of contaminants and ensures a safe, shared learning environment.
**Source**:
[Clemson University](http://media.clemson.edu/research/EMF/Microscope%20Hygiene.pdf)
**Categories:** Covid 19, Sanitization, Lab Equipment
---
### [Proper Use of Microscopes (7:55)](https://sciencesafety.com/courses/biology-educators/lessons/proper-use-of-microscopes-755-duplicate/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
The proper use of microscopes should be **reviewed with students prior to any laboratory activity**. Clear instruction and supervision help protect both students and equipment while ensuring effective learning.
### **Microscope Safety and Handling Guidelines**
- Microscopes must be **used only under teacher supervision**.
- Microscopes are **costly, delicate instruments** and must be handled with care at all times.
- Students should be instructed to **carry microscopes with two hands**—one hand supporting the base and the other holding the arm.
- Microscopes should always be kept **close to the body when being transported**.
- Do not allow students to carry or “swing” microscopes improperly.
- Place microscopes **securely on a stable surface**, away from the edge of the desk, to prevent falls and injury.
- Students should be taught how to **properly clean lenses** using only approved **lens paper**. Do not use paper towels or other materials that may scratch the optics.
- When switching to **high-power magnification**, students must:
- Avoid using the **coarse adjustment knob**
- Use only the **fine adjustment knob** to focus
- Exercise caution to prevent the objective lens from contacting the slide
- Emphasize proper handling of slides to **prevent cracking or breakage**, especially under higher magnification.
- Microscopes should be **inspected, maintained, and serviced regularly**, with a recommended check at least once per year to ensure proper function and safety.
### **Instructional Video**
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[How to Use a Microscope | STEM](https://www.youtube.com/watch?v=-b3Eejf4rDQ) – [Dallas College Eastfield Campus](https://www.youtube.com/@DallasCollegeEastfieldCampus)
**Categories:** Biology
---
### [Managing Biological Waste (Biowaste)](https://sciencesafety.com/courses/biological-waste/lessons/managing-biowaste/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Laboratories that handle potentially hazardous biological materials are responsible for the **proper separation, packaging, treatment, and disposal** of biological waste. These practices are essential to protect **human health, the environment, and school communities**, and they represent a critical legal and professional responsibility.
While many of these protocols originate from higher education and research laboratories, they are highly applicable to **K–12 science programs**, particularly in biology and life science classrooms.
## **Regulatory Overview**
In the United States, biological waste management practices are guided by agencies such as:
- [Centers for Disease Control and Prevention](https://www.cdc.gov/index.html)
- [Occupational Safety and Health Administration](http://www.osha.gov/)
- [Environmental Protection Agency](https://www.epa.gov/home)
Schools must also follow **state and local regulations**, as requirements for medical and biological waste disposal can vary.
## **Biosafety Levels and Application**
- **BSL-2 and higher laboratories** (rare in K–12 settings):
Must follow strict protocols for handling, treatment, and disposal of biological waste.
- **BSL-1 laboratories** (typical K–12 classrooms):
Waste may be treated as non-hazardous **only if it does not include**:
- Sharps (e.g., needles, blades)
- Regulated biological materials
- Chemical or radiological hazards
If any of these are present, the waste must be handled as **regulated biological waste**.
## **What Constitutes Biological Waste**
Biological waste includes:
- Liquids such as **cell culture media, blood, or serum** containing biological agents
- **Pathological materials**, including tissues and bodily fluids (excluding noninfectious items like hair or nails)
- **Infected animal materials** or specimens suspected of carrying disease
- **Contaminated solid waste**, such as petri dishes, gloves, tubes, and absorbent materials
- **Sharps**, including needles, scalpels, and other pointed instruments
- **Contaminated laboratory glassware**
## **Packaging and Collection**
### **Liquids**
- Collect in **leak-proof containers** (e.g., flasks or bottles)
- Use containers that can withstand **autoclaving temperatures** if sterilization is required
- Do **not seal containers tightly** during autoclaving to allow pressure equalization
### **Solids**
- Collect non-sharp contaminated materials in **designated biohazard containers or bags**
- Avoid overfilling containers
- For materials like agar, use **rigid containers (e.g., pails)** to prevent leakage during sterilization
### **Sharps**
- Dispose of all sharps in **approved sharps containers**
- Never place sharps in standard trash or bags
## **Treatment Methods**
### **Autoclaving (Preferred Method)**
- Steam sterilization is the **most reliable method** for treating biological waste
- Ensure proper **temperature, pressure, and exposure time**
- Do not seal bags airtight—allow steam penetration
- Place liquid containers in **secondary trays** to contain spills
### **Chemical Disinfection**
- May be used when appropriate (e.g., bleach solutions)
- Must be validated to ensure effective decontamination
***Important:** Do not autoclave waste that contains significant chemical or radioactive hazards.*
## **Disposal Guidelines**
- After treatment, waste must be disposed of according to **local and state regulations**
- Treated waste may still require handling by **approved waste haulers**
- Do **not dispose of hazardous chemicals or radioactive materials** via sinks or drains
- Liquids that are properly disinfected may be disposed of via the drain **only if permitted**, followed by flushing with water
**Do not pour melted agar down drains.** Allow it to cool and solidify before disposal.
## **Labeling Requirements**
- Clearly label all biological waste containers with:
- Room or lab identification
- Required institutional or district identifiers (if applicable)
- Ensure labels are **legible and accurate** before disposal
## **Critical Safety Reminders**
- Never use containers or materials in ways that could **compromise equipment** (e.g., autoclaving non-approved containers)
- Always use **PPE**, including gloves, goggles, and lab aprons, when handling biological waste
- Exercise extreme caution when handling **hot materials after autoclaving**
## **K–12 Practical Takeaways**
For most school laboratories:
- Avoid generating regulated biological waste whenever possible
- Use **non-hazardous or simulated materials** when appropriate
- Partner with district facilities or approved vendors for disposal when needed
- Train staff and students on **clear, simple procedures** they can consistently follow
#### Example of Laboratory Waste Segregation (Higher Education Model)
While this model comes from a university setting, it illustrates an important concept: **lab waste must always be separated, labeled, and handled based on risk level.** K–12 classrooms should adapt these practices based on district policies and the types of materials used.
>
**Sources:** [Policy for the Disposal of Biological Waste](https://ipo.rutgers.edu/rehs/farm-research-disposal-biological-waste) – Rutgers Environmental Health and Safety
[University of Toronto](https://ehs.utoronto.ca/wp-content/uploads/2021/06/Bucket-List-Poster.png)
[Recognizing the Biosafety Levels](https://www.cdc.gov/training/quicklearns/biosafety/) – CDC
**Categories:** Waste Management
---
### [Chemical Protocols for Biology Labs (1:33)](https://sciencesafety.com/courses/biology-educators/lessons/chemical-protocols-for-biology-labs-133/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Chemical safety protocols apply in **all laboratory environments**, including biology labs. The use of chemicals—regardless of discipline—requires strict adherence to established safety procedures.
### **Required Safety Practice**
1. **Understand Chemical Hazards Before Use**
Be aware of all safety precautions associated with the chemicals used in your laboratory activity. Always consult the **Safety Data Sheet (SDS)** for each substance and refer to the Chemistry section of your Science Safety Manual. The use of chemicals in a biology lab does **not** reduce safety requirements—chemical safety protocols must always be followed.
2. **Use Proper Personal Protective Equipment (PPE)**
Acids and bases can cause serious harm to skin, eyes, and clothing.
- Students must **not handle concentrated acids or bases**.
- When working with any chemicals, required PPE includes:
- Nitrile gloves
- Lab apron or lab coat
- Certified safety goggles (ANSI/ISEA Z87.1 D3, indirect vent)
- PPE use is **mandatory and non-negotiable** during all chemical handling activities.
3. **Avoid Hazardous Chemicals When Safer Alternatives Exist**
- **Formaldehyde and related compounds must not be used** in classroom settings. Safer preservatives are available that do not pose the same health risks.
- **Diethyl ether must not be used** due to its volatility and fire hazard. Alternative methods are available for procedures such as anesthetizing *Drosophila*.
### **Instructional Example: DNA Extraction**
Below is an example of a strawberry DNA extraction activity. While the procedure itself is commonly used in classrooms, it is important to evaluate safety practices demonstrated in any instructional material.
**Important Science Safety Note:**
In this example, the presenter is **not wearing the required eye protection**. Certified chemical splash goggles should always be worn during activities involving chemicals or biological materials. This highlights the importance of **critically evaluating demonstrations** and ensuring all safety protocols are followed in your own classroom.
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[Thermo Fisher Scientific ](https://www.youtube.com/@thermofisher)– [Strawberry DNA Extraction – STEM Education Activity](https://www.youtube.com/watch?v=1uDc-f73lVg)
[](https://www.youtube.com/@thermofisher)
**Categories:** Biology
---
### [Protocols for Biology Labs](https://sciencesafety.com/courses/biology-educators/lessons/protocols-for-biology-labs/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
Credit NSF
The following safety protocols apply to **all laboratory settings** and must be consistently enforced to ensure a safe learning environment for both students and staff.
### **General Laboratory Safety Guidelines**
- Students must **not eat, drink, or intentionally inhale any substances** in the laboratory unless explicitly instructed by the teacher as part of an approved activity.
- Students must **wash their hands thoroughly with soap and water** after handling any laboratory materials and before leaving the lab.
- Teachers should **demonstrate proper laboratory techniques**, including the correct method for smelling substances (wafting, not direct inhalation).
- **Proper ventilation must be maintained** whenever working with materials that produce odors, vapors, or fumes.
- **Appropriate protective supplies**—including latex, vinyl, or nitrile gloves and disinfectants such as bleach—must be readily available, particularly when addressing spills or potential exposure to biological materials.
- **Long hair, loose clothing, and long sleeves must be secured** to prevent contact with chemicals, flames, or equipment.
- Students must **never be directed to clean up broken glass or biological materials**, including body fluids. These situations must be handled by trained personnel following proper safety procedures.
- **Certified safety goggles ([ANSI/ISEA Z87.1 D3, indirect vent](https://www.hexarmor.com/posts/what-do-lens-markings-and-z87-mean))** must be worn during any activity that presents a potential eye hazard.
- If chemicals, glassware, or heat are present anywhere in the room, goggles are required.
- This is a **non-negotiable laboratory safety rule**.
- **Closed-toe shoes are required** at all times in the laboratory. Open-toed footwear is strictly prohibited.
- Students must be instructed to **immediately report any unsafe condition, accident, spill, or injury**—no matter how minor—to the teacher.
**Source**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[HexArmor](https://www.hexarmor.com/posts/what-do-lens-markings-and-z87-mean)
**Categories:** Biology
---
### [Human Body Fluids (2:45)](https://sciencesafety.com/courses/biology-educators/lessons/human-body-fluids/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
[National Science Teaching Association ](https://www.nsta.org/)and established laboratory safety guidelines emphasize that **human body fluids should not be used in classroom experiments or demonstrations**.
With increased awareness of serious and potentially incurable diseases that can be transmitted through exposure to body fluids, the risk of contamination presents a significant safety concern. As a result, activities involving real human body fluids are not appropriate for classroom use.
Instead, teachers should utilize **synthetic body fluids** obtained from reputable scientific supply companies. These materials provide students with a realistic and engaging learning experience while maintaining a safe laboratory environment.
A limited exception may be considered in advanced, well-supervised classes, where **cheek cells are collected for DNA extraction activities**. In these cases:
- Follow all **local, state, and district policies** regarding the collection and use of biological materials
- Be aware of and address **potential health concerns**, including exposure to bloodborne pathogens
- Ensure proper **hygiene, handling, and disposal procedures** are strictly followed
Educators are strongly encouraged to use established, vetted protocols when conducting DNA extraction labs. For example, **NOVA** provides a clear and safe model for conducting classroom DNA extraction activities.
**Sources**:
[Science Safety Manual](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf) [UFT](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf) [NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[NOVA PBS Official ](https://www.youtube.com/@novapbs)– [Extract Your DNA](https://www.youtube.com/watch?v=au0cSnYl36M&t=1s)
**Categories:** Biology
---
### [Activities and Investigations with Animals](https://sciencesafety.com/courses/animals-in-schools/lessons/experiments-with-animals/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Content:**
The [National Science Teaching Association](https://www.nsta.org/) provides clear guidance to ensure the safe, ethical, and educational use of animals in classroom settings. These recommendations help protect both students and animals while promoting meaningful scientific learning.
## **Responsible Use of Animals in the Classroom**
Teachers should:
- **Educate themselves** on the safe and responsible use of animals by consulting reputable sources and understanding applicable laws and regulations. No organism should be introduced into the classroom without administrative approval.
- **Understand proper care and handling** for each species to ensure the health and safety of both students and animals throughout all activities.
- **Follow all local, state, and national laws and policies**, particularly when working with live or native species.
- **Integrate live animals thoughtfully**, using them to support sound curriculum goals and effective instructional practices.
- **Design activities that build observation and comparison skills**, while fostering respect for living organisms and an appreciation for the value of life.
- **Prepare students for safe interaction** with live organisms, including addressing allergies, fears, and proper handling procedures.
- **Plan for ongoing care and ethical disposition** of animals, including during weekends, school breaks, and summer months.
- **Avoid harmful experimental practices**, including those that may cause pain, nutritional deficiencies, or exposure to parasites, toxic chemicals, or radiation.
- **Protect animals from environmental hazards**, such as chemical cleaners or pesticides used in the classroom.
- **Never release animals into non-native environments**, as this can disrupt ecosystems and harm local species.
## **Dissection in the Classroom**
NSTA supports the professional judgment of educators in deciding whether to incorporate dissection activities. When used appropriately, dissection can help students:
- Develop observation and comparison skills
- Understand similarities and differences among organisms
- Gain a deeper appreciation for the complexity of life
Teachers must establish **clear learning objectives** and ensure that all activities are developmentally appropriate and thoughtfully planned.
Educators should also remain sensitive to students’ beliefs and perspectives. Students have the right to make informed decisions about their participation. When appropriate, teachers should provide **meaningful alternative experiences** that achieve the same learning outcomes.
NSTA continues to encourage research into the effectiveness of dissection and its alternatives to guide future instructional practices.
## **Best Practices for Dissection Activities**
Teachers should:
- **Provide alternatives** for students who are uncomfortable participating due to personal, ethical, or cultural beliefs.
- **Approach all activities with respect and professionalism**, emphasizing the value of the organism.
- **Select age-appropriate activities** that align with students’ maturity levels.
- **Use specimens from reputable sources**, such as scientific supply companies or FDA-inspected providers (e.g., grocery stores or fish markets). Avoid using salvaged specimens.
- **Maintain a clean, organized workspace** and ensure proper laboratory procedures are followed.
- **Conduct dissections in appropriate environments**, with adequate ventilation, lighting, and access to cleaning supplies.
- **Require and model the use of personal protective equipment (PPE)**, including gloves, chemical splash goggles, and aprons.
- **Address student needs**, including allergies or discomfort related to specimens.
- **Ensure proper handling and disposal** of all specimens in accordance with safety and regulatory guidelines.
- **Use sharp instruments safely**, providing clear instruction and supervision when using tools such as scalpels and scissors.
- **Align all activities with clear curriculum objectives**, ensuring that dissection is purposeful and educational.
**Source**:
[NSTA Position on Responsible Use of Animals & Dissection](https://www.nsta.org/nstas-official-positions/responsible-use-live-animals-and-dissection-science-classroom)
**Categories:** Animals
---
### [NYC DOE Safety Acknowledgement Form](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/nyc-doe-safety-acknowledgement-form/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Students and their parents/guardians must sign this [Safety Acknowledgement Form](https://static.nsta.org/pdfs/SafetyAcknowledgmentForm-HighSchool.pdf) prior to participating in any laboratory activities. The purpose of this form is to ensure that all participants understand and agree to follow established laboratory safety procedures.
Your health and safety are of the utmost importance. In the science laboratory, you will participate in activities that may pose potential hazards if proper procedures are not followed. By adhering to your teacher’s instructions—both written and verbal—you can help maintain a safe learning environment.
The rules listed below are designed to protect you and others. They must be followed at all times. The signature section at the end of this form must be completed by both the student and a parent or guardian and returned to the teacher before participating in laboratory work. Failure to follow safety expectations or participate in required activities may result in a lowered or failing grade.
## **General Laboratory Safety Rules**
- Follow all instructions carefully. If you do not understand a procedure, ask your teacher before proceeding.
- Conduct yourself responsibly at all times in the laboratory. Horseplay, pranks, and unsafe behavior are strictly prohibited. Do not touch equipment or chemicals until instructed.
- Eating and drinking are not permitted in the laboratory. Never use laboratory glassware for food or beverages. Keep your workspace clean and organized. When appropriate, wear a lab apron or coat.
- Know the location and proper use of all safety equipment, including the eyewash station, safety shower, fire extinguisher, and fire blanket. Report any unsafe conditions immediately.
- Use a fume hood when working with gases or volatile substances. Never place your head inside the fume hood.
- In the event of a fire drill, turn off all gas, electrical equipment, and secure chemical containers before exiting.
- Keep your hands away from your face, eyes, and mouth when working with chemicals or specimens. Wash your hands thoroughly with soap and water before leaving the laboratory.
- Clean, return, and properly store all equipment as directed by your teacher.
- When handling sharp instruments (e.g., scissors, scalpels, dissecting tools), carry them with points facing downward. Always cut away from your body and handle tools by the grip. If a sharp object falls, do not attempt to catch it.
- Wear safety goggles when instructed—there are no exceptions. If you wear contact lenses, use non-vented safety goggles. In the event of chemical exposure to eyes or skin, flush immediately with running water for at least 15 minutes and notify your teacher.
- Report all accidents immediately, including spills, broken equipment, injuries, cuts, burns, or chemical exposure—no matter how minor.
- Secure long hair, remove or fasten loose clothing, and avoid dangling jewelry. Closed-toe shoes must be worn at all times. Sandals are not permitted.
- Follow all instructions when handling chemicals. Do not taste, touch, or directly smell any substances unless directed. Never return unused chemicals to stock containers. Dispose of chemicals according to your teacher’s instructions.
- Follow proper procedures when handling and diluting acids and bases.
- Use caution when working with glassware. Do not use chipped or cracked glass. Never handle broken glass with bare hands—use a brush and dustpan.
- Ensure hands are dry before handling electrical equipment. Report damaged cords, plugs, or equipment immediately.
- Exercise extreme caution when using gas burners. Keep hair, clothing, and hands away from open flames. Never point heated test tubes toward yourself or others. Remember: hot glass and metal can remain hot long after use.
AGREEMENT
I \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ of Class \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ have read and agree to follow all of the safety rules in this contract. I will follow my teacher’s directions. I am aware that failure to follow these rules is dangerous and may result in my being barred from the laboratory, and that this may result in a failing grade.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Student Signature Date
Dear Parent or Guardian:
Your signature indicates that you have read these safety rules and have instructed your child to follow these rules and procedures in the science laboratory.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Parent/Guardian Signature Date
***Science Safety Note:*** The [National Science Teaching Association](https://www.nsta.org/) recommends using the term *“Safety Acknowledgement Form”* rather than *“contract.”* Because many students are minors, contracts may not be legally enforceable. A safety acknowledgement form communicates expectations clearly while avoiding legal concerns.
**Sources**:
[UFT Science Safety Manual, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 26-27.
[NSTA](https://www.nsta.org/)
**Categories:** Lab Safety
---
### [AP Biology Safety Rules](https://sciencesafety.com/courses/ap-biology/lessons/ap-biology-safety-rules/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Content:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/08/ap\_biology\_lab\_safety\_rules-1.pdf” title=”ap\_biology\_lab\_safety\_rules”\]
**Source**:
Mrs. Beckett, [Lakeland High School, Michigan](https://www.hvs.org/o/lakeland)
**Categories:** Biology, Lab Safety
---
### [Understanding Safety as a Community](https://sciencesafety.com/courses/makerspace/lessons/understanding-safety-as-a-community/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Along with training around specific tools and materials, it is critical to develop a culture of safety and respect within your makerspace. This culture is built through open, learner-driven conversations about safety expectations.
Ask questions that spark discussion around tools, materials, and their potential risks. Some of these questions might include:
- What do you notice about this tool or material?
- What do you wonder about it?
- What can it be used for?
- What might go wrong?
Through this kind of questioning, *“understanding and agreements about proper and safer use can be built collaboratively with learners, establishing shared ownership and investment.”* Resulting conversations may sound like:
*“It’s cool you can melt things with the soldering iron. I’ll bet it could hurt, too. Can it set paper on fire? Does it stay hot after I’m done with it? How can I let people know that it’s still hot when I’m done?”* (Chang et al., pp. 38–39)
A key question to consider is: **How will safety precautions be clearly communicated to users?**
Even with well-developed training for the materials in your makerspace, there will always be opportunities for things to go wrong and for new challenges to arise. This is where signage plays a critical role. Well-designed signage allows key information to be communicated in a clear, concise, and quickly digestible way.
As the *Youth Makerspace Playbook* explains:
*“The standard implements of safety, such as eye protection, first aid supplies, and fire extinguishers, are necessary in any makerspace. But equally as important is clear and abundant communication. When the groundwork of acceptable behavior and tool use is clearly laid out and reinforced using signage, there’s less room for misunderstanding, mitigating the chance of accidents”* (Chang et al., p. 38).
Signs can provide helpful, on-the-spot instruction and reminders throughout your space. At DIY Girls in Los Angeles, for example, each piece of equipment has an instructional sign posted nearby to promote safe usage. In addition, participants sign a safety agreement outlining the rules and expectations of the space. The language of this agreement is also displayed on the wall as a constant reminder (Chang et al., p. 39).
With these considerations in mind, begin creating effective signage, engaging learners in meaningful safety conversations, and intentionally building a culture of respect for tools and materials. These elements work together to support a safer makerspace environment.
Finally, as the *Makerspace Playbook, School Edition* reminds us:
*“Every teacher writes their own rules, often adapting someone else’s rules to the idiosyncrasies of their space, and adding more as they go along (and as students reveal new rules that need to be written). Rules work best when they are in your own voice, as you’ll be repeating them often.”*
**Note:** The [National Science Teaching Association](https://static.nsta.org/pdfs/SafetyAcknowledgmentForm-HighSchool.pdf) recommends using the term *“Safety Acknowledgement Form”* instead of *“contract.”* Because many students are minors, contracts may not be legally enforceable. A safety acknowledgement form ensures expectations are clearly communicated while avoiding potential legal concerns.
Chang, Stephanie, Steve Davee, Maker Ed, Goli Mohammadi, Lisa Regalla. Youth Makerspace Playbook. Maker Education Initiative, 2015.
**Sources**:
[Maker Ed](https://microcredentials.digitalpromise.org/explore/makerspace-safety)
[NSTA](https://www.nsta.org/topics/safety?srsltid=AfmBOoqVBrt2ran-WGrMb9FHHFs8k2m6ac51liX72PhJn_aUD_nfbsBd)
**Categories:** Lab Safety
---
### [Overview: Powered Hand Drills](https://sciencesafety.com/courses/hand-drills/lessons/overview-powered-hand-drills/)
**Published:** January 3, 2022
**Author:** admin2025Open
**Content:**
Learning how to use a drill is an important skill. Power drills may seem intimidating, so start with the basics. They’re fairly simple to operate. Using a drill lets you take on a wider variety of projects.
This guide outlines the basics of using a power drill. It will also cover the parts of a drill. You’ll learn how to change a drill bit, too. Read on to get a handle on this basic DIY power tool.
---
### [Health and Safety FAQs: 3D Printers](https://sciencesafety.com/courses/3d-printers/lessons/health-and-safety-faqs-3d-printers/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/07/3D-Printing-with-Filaments.pdf)
The [National Institute for Occupational Safety and Health](https://www.cdc.gov/niosh/index.html) and[ Centers for Disease Control and Prevention](https://www.cdc.gov/index.html) have developed a resource to help educators and students better understand the health and safety considerations associated with 3D printing.
This infographic from the [NIOSH Nanotechnology Research Center (NTRC)](https://www.cdc.gov/niosh/centers/nanotechnology.html) outlines key questions to ask when evaluating risks and identifies practical strategies to reduce exposure to potential hazards in 3D printing environments.
### **Key Areas to Consider**
#### **1. Characterization of Potential Hazards**
- What hazards are associated with 3D printing?
- Are there known health effects from filament materials (refer to Safety Data Sheets)?
- What type of environment is the printer located in (open space vs. enclosed area)?
The infographic highlights that hazards may include exposure to volatile organic compounds (VOCs), ultrafine particles (UFPs), hot surfaces, and moving parts.
#### **2. Work Activities**
- Could the task create exposure risks?
- What is the likelihood of exposure?
- Can the activity be modified to reduce risk?
For example, activities such as heating nozzles, printing in shared spaces, or using solvents during post-processing may increase exposure, while remote monitoring and limiting time near printers can reduce risk.
#### **3. Engineering Controls**
- What controls can reduce exposure?
- Are ventilation and enclosure systems in place?
Recommended controls include:
- Local exhaust ventilation (HEPA-filtered)
- Ventilated enclosures or containment systems (such as fume hoods)
- Ventilation for post-processing activities involving chemicals
#### **4. Administrative Controls**
- Are safety procedures and policies in place?
- Is there a plan for waste management or spills?
Best practices include:
- Developing standard operating procedures (SOPs)
- Training users before operation
- Restricting access to essential personnel
- Avoiding food or drink in printing areas
#### **5. Personal Protective Equipment (PPE)**
- What PPE is needed if other controls are not sufficient?
Examples include:
- Safety glasses or goggles
- Gloves (nitrile or chemical-resistant)
- Lab coats or protective clothing
- Respiratory protection when required
PPE should always be used in combination with engineering and administrative controls—not as the first line of defense.
### **Key Takeaway**
3D printing involves multiple potential hazards, but these risks can be effectively managed by applying a layered safety approach. By evaluating hazards, adjusting work practices, implementing controls, and using appropriate PPE, educators can safely integrate 3D printing into classroom environments.
**Source**:
[CDC](https://www.cdc.gov/niosh/docs/2020-115/default.html)
**Categories:** 3D Printing
---
### [PLA, ABS, PETG Filaments](https://sciencesafety.com/courses/3d-printers/lessons/petroleum-based-vs-biodegradable-materials/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
Common 3D printer “ink,” known as filament, is a thermoplastic material that is heated and partially melted during the printing process. The printer deposits this material layer by layer to create a three-dimensional object.
There are several types of filament available, with the most common being PLA, ABS, and PETG. Each material has different properties, benefits, and safety considerations.
### **PLA (Polylactic Acid)**
PLA is derived from renewable resources such as corn starch or sugarcane. It is one of the most commonly used filaments in schools because it prints at lower temperatures and generally produces fewer emissions than other materials.
- Lower odor and emissions compared to ABS
- Easier to print and ideal for classroom use
- Marketed as biodegradable under industrial conditions
### **ABS (Acrylonitrile Butadiene Styrene)**
ABS is a petroleum-based plastic commonly used in industrial applications due to its strength and durability.
- High strength and impact resistance
- More heat-resistant than PLA
- Produces higher levels of ultrafine particles (UFPs) and fumes during printing
### **PETG (Polyethylene Terephthalate Glycol)**
PETG combines strength and flexibility, making it a popular middle-ground material between PLA and ABS.
- Strong and durable with good flexibility
- Excellent layer adhesion
- Requires more precise printer settings than PLA
Image Credit [University of California San Francisco](https://www.library.ucsf.edu/news/closing-the-loop-on-3d-printing/)
### **Health and Safety Considerations**
Research conducted by the [U.S. Environmental Protection Agency](https://www.epa.gov/chemical-research/3d-printing-research-epa) reviewed multiple studies on 3D printer emissions and found that:
- Both PLA and ABS release ultrafine particles (UFPs) during printing
- These particles are small enough to be inhaled into the respiratory system
- ABS typically produces a higher number of emitted particles compared to PLA
While PLA is generally considered a safer option for classroom use, all filament types should be used with appropriate safety precautions, including ventilation and proper supervision.
### **Key Takeaway**
Choosing the right filament is an important part of 3D printing safety. While PLA is often preferred in educational settings, all materials require proper handling, ventilation, and awareness of potential emissions.
**Sources**:
[EPA](https://www.epa.gov/sciencematters/epa-researchers-continue-study-emissions-3d-printers)
[3D Printing Research at EPA](https://www.epa.gov/chemical-research/3d-printing-research-epa)[University of California San Francisco](https://www.library.ucsf.edu/news/closing-the-loop-on-3d-printing/)
**Categories:** 3D Printing
---
### [Safer Work Practices](https://sciencesafety.com/courses/3d-printers/lessons/safer-work-practices/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
This is an open model 3D printer which is not preferred in school settings A closed system with built in filtration is a better choice for reducing potential exposure to UFPs
Here are recommended practices to reduce exposure to hazards and prevent injuries when using 3D printers:
- **Get proper training:** Ensure users are trained on the safe and effective operation of the 3D printer before use.
- **Follow manufacturer guidelines:** Read and follow the printer manual and operating instructions. Do not operate the printer if it is not clean or in good working condition, and never bypass safety features.
- **Use enclosed printers when possible:** Ensure the printer is enclosed and includes an interlock system that prevents operation when access panels are open. (User-built or prototype printers may not have these features.)
- **Protect against light exposure:** Printers that use lasers or UV light must be properly shielded to prevent eye exposure.
- **Use appropriate materials:** Follow manufacturer recommendations and choose less hazardous or “green” materials when available.
- **Manage temperature settings:** Use the lowest effective temperature within the recommended range for the filament to reduce heat-related risks.
- **Ensure proper ventilation:** Operate printers in areas with adequate air supply and exhaust to reduce exposure to emissions.
- **Maintain a clean workspace:** Promptly clean and properly dispose of dust, scraps, and waste materials.
- **Power down before maintenance:** Turn off, unplug, and allow the printer to cool before cleaning or performing repairs.
- **Use proper PPE and review SDS:** Read the Safety Data Sheet (SDS) and use appropriate protective equipment when handling chemicals used for cleaning or finishing printed parts.
- **Dispose of waste correctly:** Follow proper procedures for disposing of chemical and material waste.
- **Be prepared for fire risks (advanced materials):** When working with or producing metal dust, use a Class D fire extinguisher, as other types may be ineffective.
- **Supervise student use:** Students should only operate 3D printers under direct adult supervision. Printers should be enclosed and equipped with filtration or exhaust systems to minimize exposure to ultrafine particles during operation.
- **Review safety before use:** Always review potential hazards, associated risks, and appropriate safety procedures before allowing students to operate 3D printers.
**Sources**:
[University of Washington](https://sciencesafety.com/wp-content/uploads/2023/12/3d-printers-focus-sheet.pdf "3d-printers-focus-sheet")
Science Safety added last two bullet points.
**Image Credit:** Jonathan Juursema, Wikimedia Commons
**Categories:** 3D Printing
---
### [Reducing Risks of 3D Printers](https://sciencesafety.com/courses/3d-printers/lessons/reducing-risks-of-3d-printers/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
This image illustrates the older traditional open 3D printer model which is not encouraged in schools The closed system with filtration and PLA filaments is the preferred 3D printer for use in school environments from a safety perspective
Here are recommended safety practices from Dr. Marilyn Black of UL Chemical Safety to help reduce risks when using 3D printers in schools and at home:
- **Use proper ventilation:** Operate 3D printers in well-ventilated areas where emissions can disperse. Open windows and doors when possible. Avoid using printers in enclosed spaces such as closets.
- **Use local exhaust if available:** Install a local exhaust hood or ventilation system above the printer, similar to a kitchen exhaust fan.
- **Maintain a safe distance:** Do not allow students or others to stand close to or hover over the printer while it is operating. Start the print and return once it is complete.
- **Choose safer materials and equipment:** Use low-emission filaments, such as PLA, and select printers that meet recognized low-emission standards. Check with manufacturers for safety data.
- **Do not rely on basic masks:** Standard face masks do not effectively filter ultrafine particles (UFPs) or vapors emitted during printing.
- **Pay attention to odors:** If you notice strong smells or fumes, step back and ensure proper ventilation, as this may indicate the presence of airborne contaminants.
- **Protect sensitive individuals:** Keep individuals with asthma, allergies, or respiratory conditions away from operating printers.
- **Monitor for symptoms:** Be aware of ongoing symptoms such as throat irritation, headaches, or cold-like symptoms in individuals frequently exposed to 3D printing environments.
**Source**:
[Forbes](https://www.forbes.com/sites/joanmichelson2/2019/02/20/how-to-reduce-the-risks-of-3d-printers-especially-for-kids)
**Categories:** 3D Printing
---
### [Some 3D Printers Emit Harmful Particles](https://sciencesafety.com/courses/3d-printers/lessons/some-3d-printers-emit-harmful-particles/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
3D printers are becoming more common in classrooms, but there are important safety considerations to understand.
During operation, some 3D printers emit [ultrafine particles (UFPs)](https://www.iqair.com/newsroom/ultrafine-particles), which are very small airborne particles that may contribute to potential health effects when inhaled. These emissions are typically highest while the printer nozzle is actively heating and extruding filament.
Most schools now use safer materials, such as PLA filament, instead of ABS or nylon used in earlier generations of 3D printers. In addition, many modern printers are equipped with built-in or external filtration systems designed to reduce exposure to particles and fumes.
Even with these improvements, it is important to follow best safety practices:
- Use lower-emission materials, such as PLA, whenever possible
- Ensure proper ventilation in areas where 3D printers are used
- Avoid having students stand close to the printer while it is operating
- Do not allow students to watch their project being printed at close range
- When possible, operate printers during times when fewer people are present (such as after school or during breaks)
While 3D printing offers valuable learning opportunities, understanding and managing potential risks helps create a safer classroom environment for both students and educators.
**Source**:
[Study: Some 3D Printers Emitting Harmful Particles ](https://www.youtube.com/watch?v=-KR4rZmNVZk)– CBS Chicago
---
### [3D Printers and Young People](https://sciencesafety.com/courses/3d-printers/lessons/3d-printer-and-young-people/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
According to a two-year study published in 2019 by [UL Chemical Safety and Georgia Institute of Technology](https://cos.gatech.edu/news/particles-emitted-consumer-3d-printers-could-hurt-indoor-air-quality), 3D printers can present potential health concerns, particularly for young users.
3D printers work by heating and melting thermoplastics—such as nylon or PLA filament—to build objects layer by layer. During this process, printers can emit ultrafine particles (UFPs), which are extremely small airborne particles.
[Dr. Marilyn Black](https://ul.org/media-coverage/dr-marilyn-black-of-chemical-insights-receives-women-in-sustainability-leadership-award/) explains that these particles can pose a health risk because they may be inhaled deep into the lungs. In some cases, very small particles may enter the bloodstream and travel to other parts of the body.
In addition to particles, some 3D printers may release volatile organic compounds (VOCs). These are chemicals commonly found in indoor environments (such as paints, furniture, and flooring), but emissions from 3D printing can occur at higher levels during operation. Some VOCs may impact biological systems, and ongoing research continues to examine their long-term effects—especially in children, whose bodies are still developing.
Younger students may be more vulnerable due to their smaller lung capacity, faster breathing rates, and natural curiosity, which can lead them to stand close to printers while they are in use.
There is also concern about how combined exposure to multiple chemicals and particles may affect the body, as the interaction of these substances is not yet fully understood.
---
### **Note from Science Safety**
Not all 3D printers produce the same level of emissions. Many modern printers used in schools are designed with safer materials and include built-in or external filtration systems to reduce exposure to ultrafine particles and VOCs.
However, best safety practices should always be followed:
- Do not allow students to stand close to or observe the printer at close range while it is operating
- Keep students at a safe distance during the printing process
- Ensure proper ventilation when using 3D printers in the classroom
- Follow manufacturer safety guidelines and school safety protocols
By understanding both the benefits and potential risks of 3D printing, educators can create a safe and effective learning environment for students.
**Sources**:
[Particles Emitted by Consumer 3D Printers Could Hurt Indoor Air Quality](https://cos.gatech.edu/news/particles-emitted-consumer-3d-printers-could-hurt-indoor-air-quality) – Georgia Tech College of Sciences[](https://cos.gatech.edu/news/particles-emitted-consumer-3d-printers-could-hurt-indoor-air-quality)[Forbes](https://www.forbes.com/sites/joanmichelson2/2019/02/20/how-to-reduce-the-risks-of-3d-printers-especially-for-kids)
**Categories:** 3D Printing
---
### [3D Printing at Chasco Middle School (3–4 min)](https://sciencesafety.com/courses/3d-printers/lessons/3d-printing-a-tail-for-a-bearded-dragon/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
This school-based example highlights how 3D printing can be used to solve real-world problems through creativity and technology.
In this video, an 8th grade student at [Chasco Middle School](https://chk8.pasco.k12.fl.us/) designs and 3D prints a new tail for the school’s bearded dragon. The project is driven by student initiative and demonstrates how problem-solving, design thinking, and engineering can come together to create a meaningful solution.
This example shows how 3D printers can be used beyond the classroom to address real-life challenges, while building skills in creativity, critical thinking, and innovation.
As you watch, consider how similar real-world problem-solving opportunities could be created for students in your own classroom
**Source**:
[Pasco County Schools](https://www.youtube.com/watch?v=UJg5eNnYdw4)
**Categories:** 3D Printing
---
### [3D Printer at Gulf High School (2:39)](https://sciencesafety.com/courses/3d-printers/lessons/3d-printer-at-gulf-high-school/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
*This school-based example highlights how 3D printing is used to support teaching and learning at the high school level.*
This video showcases the level of student engagement and creativity at Gulf High School and highlights different approaches to using 3D printing to support student achievement.
In the video, ICT Coach Jennifer Wood explains how 3D printing is being integrated into classroom instruction. Students are encouraged to design, create, and problem-solve using real-world applications, helping to build skills in creativity, critical thinking, and engineering design.
This example demonstrates how 3D printing can be used at the high school level to enhance engagement and provide meaningful, hands-on learning experiences across multiple subject areas.
As you watch, consider how similar approaches could be used to support student learning and innovation in your own classroom.
**Source**:
[Pasco County Schools](https://www.youtube.com/watch?v=lVUi098eHio)
---
### [3D Printing in Elementary Classrooms (3–4 min)](https://sciencesafety.com/courses/3d-printers/lessons/3d-printing-at-peoria-elementary/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
Corporation, a parent’s idea—supported by a grant from the [PHM Education Foundation](https://www.phmef.org/)—helped bring 3D printers into every elementary school in the district.
Students and educators use 3D printing to design and create fidget tools that support focus and learning. These tools are customized and produced directly in the classroom, allowing students to see how ideas can be turned into real, functional products.
This video showcases how 3D printing can be used as part of a problem-solving approach. Students are engaged in designing, creating, and applying solutions that meet real-world needs. The level of engagement from both students and teachers highlights the impact of hands-on, project-based learning.
As you watch, consider how 3D printing could be used in your own classroom to support problem-solving, student engagement, and real-world application.
**Source**:
[Operation Education: Local elementary schools now making fidget tools for kids](https://wsbt.com/news/operation-education/adhd-autism-nuerodivergent-children-attention-student-fidget-tools-toys-printers-grant-education-teachers-support-elementary-schools-robotics) – WSBT-TV
**Categories:** 3D Printing
---
### [What is 3D Printing? (4:13)](https://sciencesafety.com/courses/3d-printers/lessons/what-is-3d-printing/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
3D printing is an exciting technology that is changing how we design and create objects. Instead of cutting or shaping materials, 3D printers build items layer by layer, allowing users to turn digital designs into physical objects.
In this video, Professor Tim Minshall, Head of the Institute for Manufacturing, explains the four main ways products are traditionally made. He also introduces how 3D printing—also known as additive manufacturing—differs from these methods and opens the door to new possibilities.
For students, this means being able to design and create real-world objects from ideas. For teachers, it offers opportunities to bring hands-on, project-based learning into the classroom. 3D printing also allows for the creation of complex shapes and structures that would be difficult or impossible to make using traditional manufacturing methods.
**Source**:
[What is 3D printing?](https://www.youtube.com/watch?v=bcTzyx35odY&t=1s) – Institute for Manufacturing (IfM), University of Cambridge
[](https://www.youtube.com/@ifmcambridge)
**Categories:** 3D Printing
---
### [Why Communication Matters After a Cyberattack](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/lessons/after-a-cyberattack-communication-is-key/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
When a school experiences a cyberattack—such as ransomware—it can affect:
- Technology systems
- Communication tools
- Access to important information
👉 During these situations, clear and regular communication is critical.
## 🏫 **Real-World Example**
At a school district in [Rockford](https://edtechmagazine.com/k12/article/2020/03/hard-lessons-ransomware-attacks-inform-tech-strategies), leaders responded to a ransomware attack by communicating frequently with each other and the community.
- School leaders met **every two hours** at the beginning
- They worked together to:
- Understand the damage
- Plan next steps
- Prioritize restoring systems
👉 As systems improved, meetings became less frequent but continued over time.
## 📣 **Who Needs to Be Informed?**
After a cyberattack, schools communicate with:
- School leaders and staff
- Students and families
- The school board
- The community and media
👉 Everyone needs accurate information to stay informed and safe.
## 🔄 **What Schools Communicate**
Schools share updates about:
- What happened
- What systems are affected
- When systems will be restored
- Whether personal data is safe
👉 This helps reduce confusion and build trust.
## ⚠️ **Challenges During a Cyberattack**
Cyberattacks can disrupt normal communication systems.
For example:
- Phone systems may stop working
- Email may be unavailable
👉 Schools may need to:
- Use alternative devices
- Redirect communication
- Find new ways to stay connected
## 👤 **What This Means for Students**
During a cyberattack:
- Follow directions from your school
- Be patient as systems are restored
- Use only trusted communication sources
👉 Avoid spreading rumors or unverified information.
## 💡 **Why This Matters**
Clear communication helps:
- Keep students and staff safe
- Reduce confusion
- Restore normal operations faster
👉 It also helps people feel informed and supported during a stressful situation.
## **Key Takeaway:**
After a cyberattack, communication helps schools respond, recover, and stay connected. Accurate information and teamwork are essential.
**Source**:
[Hard Lessons of Ransomware Attacks Inform Tech Strategies](https://edtechmagazine.com/k12/article/2020/03/hard-lessons-ransomware-attacks-inform-tech-strategies) – EdTech Magazine
---
### [Recommendations for Online Meetings: Cybersecurity](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/lessons/recommendations-for-online-meetings-cybersecurity/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
## **Staying Safe in Online Meetings**
Online classes and meetings are an important part of learning.
However, they can be disrupted or put at risk if not properly secured.
👉 Everyone plays a role in keeping virtual spaces safe.
# **What Students Should Do**
### **1. Keep Meeting Links Private**
- Do not share class links with others
- Only join meetings from trusted sources
👉 Sharing links can allow uninvited people to enter.
### **2. Protect Your Login Information**
- Never share passwords
- Use secure login practices
👉 Your account helps protect access to the meeting.
### **3. Be Aware of Your Surroundings**
- Check what is visible behind you
- Avoid showing personal or private information
👉 Your environment can reveal more than you think.
### **4. Participate Responsibly**
- Follow class expectations
- Do not disrupt or misuse chat, screen sharing, or other features
👉 Online behavior should match in-person expectations.
# 🧑🏫 **How Teachers and Schools Help**
### **1. Control Access to Meetings**
- Share links directly with students
- Avoid posting links publicly
👉 This keeps meetings limited to the right participants.
### **2. Use Security Features**
Teachers may use tools such as:
- Waiting rooms
- Locking meetings after they begin
- Removing uninvited participants
- Disabling cameras or chat when needed
👉 These tools help prevent disruptions.
### **3. Manage Permissions**
- Limit who can:
- Share screens
- Send files
- Record sessions
👉 This reduces the risk of misuse.
### **4. Plan for Disruptions**
- Teachers may end or restart a meeting if needed
- Clear expectations help keep learning on track
👉 Being prepared helps respond quickly to problems.
# 🔒 **Extra Security Measures**
- Use **two-factor authentication (2FA)** when available
- Keep software updated
- Use only approved platforms
👉 These steps add extra protection.
## 💡 **Why This Matters**
Without proper security:
- Meetings can be interrupted (e.g., “Zoom bombing”)
- Private information could be shared
- Learning can be disrupted
👉 Safe practices help create a respectful and secure environment.
## **Key Takeaway:**
Online meetings are safest when students and teachers work together. Protect links, use security features, and follow expectations to keep virtual learning safe.
---
### [Cybersecurity Is Everyone’s Responsibility](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/lessons/recommendations-for-students-and-staff-cybersecurity/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Both students and staff can be targets of cyberattacks.
That’s why it’s important for everyone in a school community to follow safe and responsible practices.
👉 Small actions can prevent big problems.
# **What Students and Staff Should Do**
### **1. Follow School Technology Rules**
- Agree to and follow the school’s **Acceptable Use Policy**
- Use technology only for appropriate purposes
👉 These rules are designed to keep everyone safe.
### **2. Use Approved Tools Only**
- Only use school-approved:
- Apps
- Software
- Extensions
👉 Unapproved tools may not be secure.
### **3. Keep Devices Updated**
- Install updates regularly on:
- Devices
- Apps
- Operating systems
👉 Updates fix security weaknesses that attackers can exploit.
### **4. Protect Your Accounts**
- Use strong, unique passwords
- Never share your login information
👉 School staff will **never**:
- Ask for your password by email
- Request credit card information
- Threaten account access through a link
👉 If this happens, it is likely a scam.
### **5. Watch for Phishing Attempts**
- Be cautious with emails and messages
- Don’t click unknown links or attachments
👉 Report anything suspicious right away.
### **6. Report Concerns**
- Use school systems to report:
- Suspicious emails
- Unusual activity
👉 Reporting helps stop threats before they spread.
### **7. Use School Devices When Possible**
- School-issued devices are more secure
- They include built-in protections and monitoring
👉 These devices are designed for safe school use.
# 💻 **If Using a Personal Device**
If you must use your own device:
- Use a strong password
- Keep your device updated
- Use antivirus/security software
- Close non-school apps while working
👉 This reduces the risk of security issues.
# 🏠 **At Home**
- Keep your home Wi-Fi secure
- Use strong passwords on routers and devices
- Be aware that school filters may not apply on personal devices
👉 Safe habits should continue outside of school.
## 💡 **Why This Matters**
Cyberattacks often happen because of:
- Weak passwords
- Clicking unsafe links
- Using unapproved tools
👉 Following these practices helps protect:
- Your information
- Your school
- Your learning environment
## **Key Takeaway:**
Cybersecurity is a shared responsibility. By following safe practices, students and staff can help protect their school community from cyber threats.
**Source**:
[What is cybersecurity?](https://www.ibm.com/think/topics/cybersecurity) – IBM
---
### [District Recommendations: Cybersecurity](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/lessons/district-recommendations-cybersecurity/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
School districts have systems and policies in place to keep students, staff, and information safe.
👉 These protections work best when **everyone understands and follows them**.
## 🏫 **Key District Cybersecurity Practices**
### **1. Follow Privacy Laws**
Schools must follow important laws that protect student information, including:
- [Family Educational Rights and Privacy Act (FERPA)](https://studentprivacy.ed.gov/faq/what-ferpa)
- [Children’s Internet Protection Act (CIPA)](https://www.fcc.gov/consumers/guides/childrens-internet-protection-act)
- [Children’s Online Privacy Protection Act (COPPA)](https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa)
👉 These laws help keep your personal information safe.
### **2. Plan for Emergencies**
- Cybersecurity is part of a school’s **Emergency Operations Plan**
- Schools prepare for incidents like cyberattacks or data breaches
👉 This helps schools respond quickly and reduce damage.
### **3. Set Clear Technology Rules**
- Schools create policies for:
- Device use
- Online learning
- Data protection
- Staff and students are expected to follow these rules
👉 Clear rules help prevent mistakes and protect systems.
### **4. Approve New Technology Tools**
- Schools review and approve:
- Apps
- Software
- Extensions
👉 This prevents unsafe or untrusted tools from being used.
### **5. Back Up Important Data**
- Sensitive data is backed up regularly
- Backups are stored **offline (not connected to the internet)**
👉 This protects data in case of ransomware attacks.
### **6. Secure Network Connections**
- Schools may use tools like:
- Virtual Private Networks (VPNs)
- These help protect information when it is sent online
👉 This keeps data secure, especially on remote connections.
### **7. Add Extra Login Protection**
- Many schools require:
- **Two-Factor Authentication (2FA)**
👉 This adds an extra layer of security beyond a password.
### **8. Block Threats Before They Reach Users**
- Schools use:
- Spam filters
- Security systems
👉 These help stop phishing emails and harmful content.
### **9. Protect Students On and Off Campus**
- Content filtering may be used:
- On school networks
- On school-issued devices and hotspots
👉 This helps keep students safe wherever they are learning.
## 💡 **Why This Matters for Students**
Even though schools manage these systems:
- Students help by:
- Following rules
- Using approved tools
- Practicing safe online behavior
👉 Cybersecurity is a shared responsibility.
## **Key Takeaway:**
Schools use policies, tools, and laws to protect data and prevent cyber threats. Understanding these protections helps you stay safe and make better decisions online.
**Source**:
[Family Educational Rights and Privacy Act](https://studentprivacy.ed.gov/faq/what-ferpa)
[Children’s Internet Protection Act](https://www.fcc.gov/consumers/guides/childrens-internet-protection-act)
[Children’s Online Privacy Protection Act](https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa)
---
### [Cybersecurity Threats and Schools: Introduction](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/lessons/cybersecurity-threats-and-schools/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Schools rely on technology every day for learning, communication, and storing information. Because of this, they must protect against a wide range of cyber threats.
Cyberattacks can target:
- Student and staff information
- School systems and networks
- Online learning tools and platforms
👉 Understanding these threats is the first step in staying safe.
## **Common Cybersecurity Threats in Schools**
### [**Phishing**](https://support.microsoft.com/en-us/security/protect-yourself-from-phishing)
Fake emails or messages that appear to come from a trusted source.
- Designed to trick people into:
- Sharing personal information
- Clicking harmful links
- May look like they come from:
- Teachers
- Administrators
- Trusted organizations
👉 Even messages that use your name can be fake.
### [**Malware**](https://consumer.ftc.gov/articles/malware-how-protect-against-detect-and-remove-it)
Malicious software designed to harm devices or systems.
- Includes:
- Viruses
- Spyware
- Ransomware
- Can be installed through:
- Email attachments
- Unsafe downloads
- Malicious links
👉 Malware can damage systems and lead to data loss.
### [**Ransomware**](https://www.fbi.gov/how-we-can-help-you/scams-and-safety/common-frauds-and-scams/ransomware)
A type of malware that locks or encrypts data.
- Attackers demand payment to restore access
- May threaten to release private data
- Paying does **not guarantee** recovery
👉 This can shut down school systems and disrupt learning.
### [**Data Breach**](https://www.ibm.com/think/topics/data-breach)
When sensitive information is accessed without permission.
- May involve:
- Student records
- Staff information
- Login credentials
👉 This can lead to identity theft and privacy risks.
### [**Distributed Denial of Service (DDoS)**](https://www.ibm.com/think/topics/ddos)
An attack that overwhelms a system with traffic.
- Causes websites or platforms to crash
- Prevents users from accessing services
👉 This can interrupt classes and school operations.
### **Zoom Bombing**
When an uninvited person disrupts an online meeting or class.
- May share:
- Inappropriate content
- Offensive messages
- Often happens when meetings are not secured
👉 This can disrupt learning and create unsafe environments.
## 💡 **Why This Matters**
Cyber threats can:
- Interrupt learning
- Put personal information at risk
- Affect entire school communities
👉 Everyone—including students—plays a role in preventing these threats.
## **Key Takeaway:**
Schools face many types of cyber threats. Understanding how these attacks work helps you recognize risks and make safer decisions online.
**Source**:
[Protect yourself from phishing](https://support.microsoft.com/en-us/security/protect-yourself-from-phishing) – Microsoft
[Malware: How To Protect Against, Detect, and Remove It](https://consumer.ftc.gov/articles/malware-how-protect-against-detect-and-remove-it) – FTC
[Ransomware](https://www.fbi.gov/how-we-can-help-you/scams-and-safety/common-frauds-and-scams/ransomware) – FBI
[What is a data breach?](https://www.ibm.com/think/topics/data-breach) – IBM
[What is a DDoS attack?](https://www.ibm.com/think/topics/ddos) – IBM
---
### [Tips for safe surfing](https://sciencesafety.com/courses/cyberbullying/lessons/tips-for-safe-surfing/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
The internet is a great place to learn, connect, and have fun—but it’s important to stay aware and make safe choices.
👉 Your actions online can affect your safety, privacy, and reputation.
## 🧠 **Be Smart About What You Share**
- Don’t share personal information like:
- Your full name
- Address
- Phone number
- School
- Avoid posting anything that could be embarrassing or used against you
👉 Once something is shared online, it can be hard to take back.
## 🔒 **Protect Your Privacy**
- Think before you post, message, or share
- Remember that messages and images can be:
- Saved
- Forwarded
- Shared with others
👉 Even private messages may not stay private.
## 🚫 **Don’t Engage with Harmful Behavior**
- Don’t respond to bullying or negative messages
- Don’t join in or encourage harmful content
👉 Ignoring and reporting is often the safest response.
## 🧑🤝🧑 **Be Careful Who You Trust**
- Not everyone online is who they say they are
- Be cautious when talking to people you don’t know
👉 Never agree to meet someone in person without a trusted adult.
## ⚠️ **Know When to Speak Up**
Tell a trusted adult if:
- Something makes you uncomfortable
- You receive mean or harmful messages
- Someone asks for personal information
👉 Asking for help is the right thing to do.
## 💡 **Think Before You Click**
- If something seems “too good to be true,” it probably is
- Be careful with links, downloads, and offers
👉 Scams and fake content are common online.
## **Key Takeaway:**
Safe online behavior starts with smart choices. Protect your information, think before you act, and speak up when something doesn’t feel right.
[](https://sciencesafety.com/wp-content/uploads/2021/11/Tips-for-Safe-Surfing-internetsafety.pdf)
**Source**:
[Office of Superintendent of Pu](http://www.k12.wa.us/SafetyCenter/)[blic Instruction, Washington State School Safety Center](http://www.k12.wa.us/SafetyCenter/)
---
### [Online safety and cyberbullying resources](https://sciencesafety.com/courses/cyberbullying/lessons/online-safety-and-cyberbullying-resources/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
If you need more information or support, these trusted organizations provide helpful tools, videos, and guidance.
## 🌐 **Student-Friendly Resources**
- **NetSmartz**
Videos, games, and activities to help students learn about online safety and cyberbullying.
👉
- **NSTeens**
Real-life stories, videos, and advice created specifically for teens.
👉
- **Common Sense Media**
Lessons and tips on digital citizenship, privacy, and safe technology use.
👉
## 👨👩👧 **Resources for Families and Educators**
- **Cyberbullying Research Center**
Fact sheets, research, and strategies to prevent and respond to cyberbullying.
👉
- **Center for Safe and Responsible Internet Use**
Guides, articles, and classroom resources focused on digital safety.
👉
- **iKeepSafe**
Tools and resources for teaching safe and responsible online behavior.
👉
## 💡 **Additional Learning Resources**
- **Web Aware** – Overview of social media risks and online safety
👉 [www.bewebaware.ca/english/default.html](http://www.bewebaware.ca/english/default.html)
- **BNetSavvy** – Articles and insights on student technology use
👉 [www.bnetsavvy.org](http://www.bnetsavvy.org)
- **Digizen** – Resources on digital citizenship and responsible online behavior
👉 [www.digizen.org](http://www.digizen.org)
## ⚠️ **Important Note**
Not all websites and apps are safe or reliable.
👉 Always:
- Use trusted sources
- Talk to a parent, teacher, or trusted adult
- Be careful when clicking links or sharing information
## **Key Takeaway:**
There are many trusted resources available to help you stay safe online. Knowing where to find help is an important part of being a responsible digital citizen.
**Source**:
[The American Federation of Teachers](https://www.aft.org/online-safety-and-cyberbullying-resources)
---
### [Preventing and Addressing Cyberbullying](https://sciencesafety.com/courses/cyberbullying/lessons/preventing-and-addressing-cyberbullying/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
Cyberbullying doesn’t stop on its own. It takes **both students and adults** working together to create a safe and respectful environment—online and in school.
👉 You play an important role in how situations are handled.
# 👤 **What Students Can Do**
### **1. Speak Up**
If something doesn’t feel right:
- Don’t ignore it
- Tell a trusted adult
👉 Speaking up helps stop the behavior early.
### **2. Support Others**
If someone is being targeted:
- Check in with them
- Let them know they’re not alone
- Avoid joining in or encouraging the behavior
👉 Small actions can make a big difference.
### **3. Don’t Participate**
- Don’t like, share, or comment on harmful content
- Don’t forward messages or screenshots
👉 Even silent participation can make things worse.
### **4. Save and Report**
- Take screenshots if needed
- Report the behavior on the app
- Share the information with an adult
👉 This helps adults take action.
# 🧑🏫 **How Adults Can Help**
Teachers, parents, and other trusted adults can:
- Talk with students privately and listen
- Help resolve situations calmly
- Work with families and schools to address concerns
- Provide support if someone is being affected
👉 Adults are there to help—not to get you in trouble.
# 🤝 **Working Together**
Preventing cyberbullying works best when:
- Students speak up
- Adults listen and support
- Everyone promotes respectful behavior
👉 Creating a positive environment is a shared responsibility.
# 💡 **Build Positive Habits**
- Think before you post
- Treat others with respect
- Be aware of how your actions affect others
- Choose to be an **upstander, not a bystander**
## **Key Takeaway:**
Students and adults both play a role in preventing cyberbullying. Speaking up, supporting others, and working together helps create a safer environment for everyone.
**Source**:
[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/tips-for-teachers)
---
### [Warning Signs of Cyberbullying](https://sciencesafety.com/courses/cyberbullying/lessons/warning-signs-a-child-is-being-cyberbullied-or-is-cyberbullying/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
A student may be involved in cyberbullying in different ways—they may be:
- Targeted by others
- Bullying someone else
- Witnessing harmful behavior
Because much of this happens online, adults/teachers may not always be aware of the platforms or apps a student is using. The more digital spaces a child participates in, the more opportunities there are for cyberbullying to occur.
## **What to Watch For**
Many warning signs are connected to how a student uses their device. Since device use is common, changes may be subtle—but sudden shifts in behavior can be important.
### **Possible Warning Signs**
- Noticeable increases or decreases in device use
- Strong emotional reactions (laughter, anger, frustration, sadness) while using a device
- Hiding screens or avoiding conversations about online activity
- Social media accounts being shut down or new ones appearing unexpectedly
- Avoiding social situations they previously enjoyed
- Becoming withdrawn, anxious, or losing interest in activities
## 💡 **Important Note**
These signs do not always mean cyberbullying is happening—but they may be signals that something is wrong.
👉 Open communication and support are key.
## **Key Takeaway:**
Changes in behavior—especially around device use—can be signs of cyberbullying. Paying attention and starting a conversation can make a big difference.
**Source**:
[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/tips-for-teachers)
---
### [Artificial Intelligence and Deepfakes](https://sciencesafety.com/courses/cyberbullying/lessons/artificial-intelligence-and-deepfakes/)
**Published:** March 26, 2026
**Author:** Sean Ryan
**Content:**
Artificial intelligence (AI) is becoming a bigger part of everyday life, including social media. In this lesson, you’ll learn what AI and deepfakes are, how they are used, and how they can be misused to create harmful or misleading content.
## **What Is Artificial Intelligence (AI)?**
Artificial intelligence (AI) is technology that allows computers to:
- Learn from data
- Recognize patterns
- Create content like text, images, and videos
👉 AI is used in many apps you already use—like search tools, filters, and recommendations.
## **What Are Deepfakes?**
Deepfakes are **AI-generated videos, images, or audio** that make it look like someone said or did something they didn’t actually do.
👉 They can look very real—but they are **not real**.
## **How Deepfakes Are Created**
Deepfakes are made using AI tools that:
- Analyze real images or videos of a person
- Recreate their face, voice, or movements
- Place them into new content
👉 This can make fake content appear believable.
## ⚠️ **Why Deepfakes Are a Concern**
Deepfakes can be used in harmful ways, including:
- Spreading **false information**
- Creating **fake videos of people**
- Damaging someone’s **reputation**
- Being used for **cyberbullying or harassment**
👉 Someone could create a fake image or video to embarrass or target another person.
## **How Deepfakes Relate to Cyberbullying**
Deepfakes can be used to:
- Put someone’s face in a video they were never part of
- Create fake messages or recordings
- Spread rumors using “fake evidence”
👉 This can make bullying more believable and more harmful.
## 🎥 **Artificial Intelligence and Deepfakes (Video)**
Artificial intelligence can create realistic videos and images called deepfakes. These can be used in creative ways—but also to mislead or harm others.
👉 As you watch, think about:
- What makes a deepfake look real?
- Why could this be harmful?
- What would you do if you saw one online?
## **How to Spot a Deepfake**
Deepfakes are getting better—but there are still signs:
- Unnatural facial movements
- Voice that sounds slightly off
- Blurry or distorted areas
- Lighting that doesn’t match
👉 If something seems unusual, don’t assume it’s real.
## **What You Should Do**
If you see or receive suspicious content:
- Don’t share it
- Question whether it’s real
- Report it if it’s harmful
- Talk to a trusted adult
👉 Sharing fake content can cause real harm.
## 💭 **Think About It**
- How would you feel if someone created a fake video of you?
- Why might people believe something just because it looks real?
## **Key Takeaway:**
AI can create powerful tools—but also harmful content like deepfakes. Always think critically about what you see online and avoid sharing anything that may not be real.
**Source**:
[Deepfakes | What is a Deepfake for Kids?](https://www.youtube.com/watch?v=W631WArdFOs&t=1s) – LearningMole
---
### [Social Media, Apps, and Sites Used by Students](https://sciencesafety.com/courses/cyberbullying/lessons/social-media-apps-and-sites-commonly-used-by-children-and-teens/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
Students use a wide range of apps and platforms to communicate, create, and connect. In this lesson, you’ll learn about the types of apps commonly used today and how they can sometimes be used in ways that lead to cyberbullying or unsafe situations.
## **How Students Use Apps Today**
Digital media and apps allow students to:
- Communicate with friends
- Share ideas and creativity
- Join communities and groups
- Play games and interact with others
👉 These tools can be positive—but also come with risks.
## **Why This Matters**
Some apps:
- Allow **anonymous communication**
- Include **disappearing messages**
- Have **limited moderation**
- Make it easy to connect with **strangers**
👉 These features can make cyberbullying harder to detect and stop.
# 📱 **Common Types of Apps**
Instead of focusing on specific apps, it’s more important to understand the **types of platforms** students use:
### **1. Social Media Platforms**
Used to post, comment, and share content.
**Examples:**
- Instagram
- TikTok
- Snapchat
- X
### **2. Messaging Apps**
Used for private or group communication.
**Examples:**
- WhatsApp
- Discord
- Telegram
### **3. Gaming and Interactive Platforms**
Used to play and communicate with others.
**Examples:**
- Roblox
- Twitch
### **4. Anonymous or Less-Regulated Platforms**
Some apps allow users to:
- Post anonymously
- Connect with strangers
- Share unmoderated content
👉 These platforms can increase risk and require extra caution.
## ⚠️ **Important Features to Watch For**
Regardless of the app, certain features increase risk:
- Disappearing messages
- Anonymous posting
- Live streaming
- Location sharing
- Private group chats
👉 It’s the **features—not just the app—that matter most**.
## 💡 **Important Note for Students and Families**
Apps change quickly:
- New apps become popular
- Existing apps update features
- Names and platforms evolve
👉 What matters is understanding **how apps work**, not just what they’re called.
## **Key Takeaway:**
It’s not just about which apps you use—it’s about how you use them. Understanding the features and risks helps you stay safe across any platform.
**Source**:
[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/social-media-apps-sites-commonly-used-children-teens)
---
### [Risks of Social Media Apps and Sites](https://sciencesafety.com/courses/cyberbullying/lessons/risks-of-social-media-apps-and-sites/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
Social media has many benefits, but it’s important to understand the risks that come with using different apps and platforms.
👉 Not all apps are designed the same, and safety features can vary widely.
## **Common Risks to Be Aware Of**
### **1. Exposure to Harmful Content**
- Not all platforms screen content the same way
- You may see content that is:
- Inappropriate
- Hurtful
- Misleading or false
👉 Just because something is posted doesn’t mean it’s safe or true.
### **2. Sharing and Spreading Content Quickly**
- Posts, images, and videos can be shared instantly
- Content can spread beyond the intended audience
👉 Once something is shared, it can be difficult to control.
### **3. Contact with Strangers**
- Some platforms allow users of all ages
- You may be contacted by people you don’t know
👉 Not everyone online is who they say they are.
### **4. Lack of Moderation**
- Some apps or group chats have little or no supervision
- Harmful behavior or content may go unchecked
👉 This can increase the risk of cyberbullying or unsafe interactions.
### **5. Weak or Confusing Privacy Settings**
- Privacy controls vary by platform
- Many users don’t fully understand how to manage them
👉 This can lead to personal information being shared more widely than intended.
### **6. Live Streaming Risks**
- Real-time video features can be misused
- Harmful or dangerous situations can be broadcast live
👉 Once something is streamed, it may be recorded or shared by others.
### **7. Location Sharing**
- Some apps automatically share location data
- Others allow users to tag their location
👉 This can reveal:
- Where you are
- Where you live
- Your daily routines
### **8. Hidden Communication Features**
- Some apps include messaging or calling features
- These may not appear on phone logs
👉 This can make it harder for parents or guardians to monitor communication.
## 💡 **Why This Matters**
Understanding these risks helps you:
- Protect your personal information
- Make safer decisions online
- Recognize unsafe situations early
## **Key Takeaway:**
Social media apps offer many ways to connect—but also come with risks. Being aware of these risks helps you stay safe and in control of your online experience.
**Source**:
[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/social-media-apps-sites-commonly-used-children-teens)
---
### [Cyberbullying and Social Media](https://sciencesafety.com/courses/cyberbullying/lessons/cyberbullying-and-social-media-835/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
Social media connects people—but it can also be a place where cyberbullying happens quickly and spreads widely. In this lesson, you’ll learn how social media can amplify harmful behavior and what to watch for when using these platforms.
## **How Social Media Changes Cyberbullying**
Social media makes communication faster, easier, and more public.
Because of this, cyberbullying can:
- Reach a **large audience quickly**
- Be **shared, liked, or reposted**
- Continue even after the original post
👉 What might start as one comment can quickly become something much bigger.
## **How Cyberbullying Shows Up on Social Media**
Cyberbullying on social media may include:
- Negative or hurtful comments on posts
- Posting embarrassing photos or videos
- Creating fake accounts to target someone
- Tagging someone in harmful content
- Spreading rumors publicly
👉 Even small actions can become harmful when others join in.
## **Why Social Media Makes It Worse**
Social media platforms can make cyberbullying more harmful because:
- People may feel **anonymous or less responsible**
- Others can **join in or encourage the behavior**
- Content can be **shared beyond the original audience**
👉 This can make situations escalate quickly.
## 🎥 **Cyberbullying on Social Media (Video)**
Watch this video to see how cyberbullying happens on social media—and how students can respond in a positive and responsible way.
👉 As you watch, think about:
- How did the situation start?
- How did others respond?
- What would you do differently?
## 💭 **Think About It**
- Have you ever seen something like this online?
- Did others join in or stay silent?
- What could someone do to stop it?
## **Key Takeaway:**
Social media can make cyberbullying spread faster and reach more people. Understanding how it works helps you recognize it early and respond the right way.
**Source**:
[Cyberbullying Explained](https://www.youtube.com/watch?v=a33Hd0lzVQs) – Everyday Speech
---
### [Laws and Sanctions](https://sciencesafety.com/courses/cyberbullying/lessons/laws-and-sanctions/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
Cyberbullying is not just harmful—it can lead to real consequences. In this lesson, you’ll learn how laws and school policies address cyberbullying, including recent updates designed to better protect students online.
## **How Laws Address Cyberbullying Today**
There is **no single federal law** that specifically covers cyberbullying in the United States. However:
- [Federal laws](https://www.stopbullying.gov/resources/laws/federal) can apply when cyberbullying involves **harassment, threats, or discrimination**
- [**Every state has laws**](https://cyberbullying.org/bullying-laws) that require schools to respond to bullying—and most now include cyberbullying
👉 This means cyberbullying is taken seriously at both the **school and legal level**.
## **Recent Changes and New Laws**
Laws continue to evolve as technology changes. Here are some **recent developments**:**1. Schools Can Address Behavior Outside of School**
- New policies (such as states like [California](https://legiscan.com/CA/text/AB772/id/3272864)) require schools to respond to **cyberbullying that happens off campus** if it affects the school environment
👉 Even if something happens at home, it can still lead to school action.
### **2. Stronger Protections for Students**
- Some states (like [New York](https://www.nysenate.gov/legislation/bills/2025/A7977/amendment/A)) are expanding laws to protect students from bullying based on additional factors, such as **immigration status or identity**
👉 Laws are becoming more inclusive and protective of all students.
### **3. Cyberbullying Can Be a Crime**
- In some states, repeated cyberbullying of a minor can result in **criminal charges**, including fines or jail time
👉 Serious online behavior can lead to legal consequences—not just school discipline.
### **4. Schools Must Have Clear Procedures**
- Newer laws require schools to include **cyberbullying policies and reporting procedures** in their codes of conduct
👉 Schools are expected to clearly explain how to report and respond to bullying.
### **5. New Focus on Online Safety**
- Recent legislation across states is focusing on **protecting students online**, including safety features, reporting tools, and limits on harmful content
👉 Laws are adapting to social media and digital environments.
## **How Schools Can Respond**
Schools may take action when cyberbullying:
- Involves students from the same school
- Disrupts learning or student safety
- Creates a hostile or unsafe environment
Possible consequences may include:
- Parent meetings
- Counseling or support
- Loss of privileges
- Suspension or other discipline
👉 The goal is to **stop the behavior and protect students**, not just punish.
## **When It Goes Beyond School**
Cyberbullying may involve law enforcement if it includes:
- Threats of harm
- Harassment or stalking
- Sharing private or explicit content
- Repeated harmful behavior
👉 In these cases, consequences can include:
- Fines
- Criminal charges
- Court involvement
## 💡 **Why This Matters**
Online actions have **real-world consequences**.
- What you post or send can affect your future
- Digital behavior is treated seriously by schools and the law
- Even actions outside of school can come back into school
## **Key Takeaway:**
Cyberbullying is not just an online issue—it can lead to school discipline and even legal consequences. Understanding the rules helps you make responsible decisions and protect yourself and others.
**Sources**:
[Bullying Laws Across America ](https://cyberbullying.org/bullying-laws)– [Cyberbullying.org ](https://cyberbullying.org/)
[California Assembly Bill 772](https://legiscan.com/CA/text/AB772/id/3272864)
[New York Senate – Assembly Bill A7977A](https://www.nysenate.gov/legislation/bills/2025/A7977/amendment/A)
[Social Media and Children 2025 Legislation ](https://www.ncsl.org/technology-and-communication/social-media-and-children-2025-legislation)– NCSL[](https://www.nysenate.gov/legislation/bills/2025/A7977/amendment/A)[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/what-is-it)
[Federal Laws](https://www.stopbullying.gov/resources/laws/federal)
---
### [Special concerns about cyberbullying](https://sciencesafety.com/courses/cyberbullying/lessons/special-concerns-about-cyberbullying/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
With the widespread use of digital communication, content shared online—such as comments, photos, and messages—can often be seen by a much larger audience than intended.
What you post online creates a [**digital footprint**](https://www.ibm.com/think/topics/digital-footprint), which becomes part of your **online reputation**. This includes:
- What you share
- What you comment on
- How you interact with others
👉 This information can be seen by:
- Schools
- Colleges
- Employers
- Teams, clubs, and organizations
Cyberbullying can harm the reputation of **everyone involved**—not just the person being targeted, but also those participating in or encouraging the behavior.
## **Why Cyberbullying Is Different**
Cyberbullying has several unique characteristics that make it especially serious:
### **Persistent**
Digital communication happens **24/7**.
- Messages and posts can continue at any time
- There may be no clear break or safe space
👉 This can make it difficult for someone to escape the situation.
### **Permanent**
Online content can be **long-lasting or permanent**.
- Posts, images, and messages can be saved or shared
- Even deleted content may still exist elsewhere
👉 A negative online reputation can impact:
- School opportunities
- College admissions
- Future jobs
### **Hard to Notice**
Cyberbullying is often **hidden from adults**.
- It happens through personal devices
- It may take place in private messages or online spaces
👉 This makes it harder for teachers and parents to recognize and stop it quickly.
## 💡 **Why This Matters**
Because cyberbullying:
- Can follow someone everywhere
- Can spread quickly
- Can last over time
👉 It can have a deeper and longer-lasting impact than many people expect.
## **Key Takeaway:**
Cyberbullying is different from in-person behavior because it can be constant, long-lasting, and harder to detect. Understanding these risks helps you take it seriously and act responsibly online
**Sources**:
[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/what-is-it)
[What is a Digital Footprint? ](https://www.ibm.com/think/topics/digital-footprint)– IBM
---
### [Where Does Cyberbullying Happen?](https://sciencesafety.com/courses/cyberbullying/lessons/cyberbullying-of-tweens-increases-amid-pandemic/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
Cyberbullying can happen anywhere people communicate online.
It’s not limited to one app, game, or website.
👉 Instead, it happens in **how people interact**, not just where.
## **Everyday Situations Where It Can Occur**
Cyberbullying often shows up in situations like:
- Ongoing conversations between groups
- Comments or replies during online discussions
- Messages sent directly to someone
- Sharing content with others
👉 These situations may seem normal at first—but can become harmful depending on what is said or done.
## **Why It’s Not Always Obvious**
Cyberbullying isn’t always easy to recognize.
- It may start as a **joke**
- It can build up over time
- It may happen in ways others don’t see
👉 What matters most is how it affects the person on the receiving end.
## 💭 **Think About It**
- When does a joke go too far?
- How can repeated comments become harmful?
- Would this feel different if it happened in person?
## **Why Cyberbullying Is Different**
Cyberbullying can be more harmful than in-person situations because:
- It can happen **at any time (24/7)**
- It can reach a **larger audience**
- It can be **saved, shared, or reposted**
- It may feel harder to escape
👉 This is what makes online behavior especially important.
## 💡 **Quick Fact**
Many students report experiencing cyberbullying at some point—making it an issue that affects entire school communities.
## **Key Takeaway:**
Cyberbullying can happen in everyday online interactions. Understanding how and when it happens helps you recognize it before it escalates.
---
### [Frequency of cyberbullying](https://sciencesafety.com/courses/cyberbullying/lessons/frequency-of-cyberbullying/)
**Published:** November 10, 2021
**Author:** admin2025Open
**Content:**
Cyberbullying is a serious and growing issue that affects many students today.
## **What the Data Shows (Current Trends)**
Recent studies show that cyberbullying is **more common than ever**:
- About [**1 in 6 high school students**](https://www.cdc.gov/youth-violence/about/about-bullying.html) report being cyberbullied in the past year
- More recent research shows that **around 26.5% of teens** experienced[ cyberbullying in 2023](https://www.brightpathbh.com/teenage-cyberbullying-statistics/)
- Some studies suggest that [**up to 1 in 3 students (30%+)**](https://cyberbullying.org/2025-cyberbullying-data) experience cyberbullying over shorter time periods
- Long-term research shows that [**nearly half of students (around 40–50%)**](https://pmc.ncbi.nlm.nih.gov/articles/PMC12815954/) have experienced cyberbullying at some point in their lives
## **What This Means**
Cyberbullying is not rare—it is something many students experience.
👉 In most schools:
- Several students in every class may be affected
- Many students have either experienced or witnessed it
- It can happen across all age groups and communities
## **Why the Numbers Are Increasing**
Cyberbullying is becoming more common because:
- Students spend more time online
- Social media and messaging apps are used daily
- It’s easier to post, share, and spread content quickly
- People may feel less accountable behind a screen
👉 In fact, about[ **77% of students use social media multiple times a day**](https://www.cdc.gov/mmwr/volumes/73/su/su7304a3.htm), increasing exposure to online interactions
## **What the Data Doesn’t Show**
Even these numbers may be **lower than the real amount** because:
- Some students don’t report bullying
- Others may not recognize it as cyberbullying
- Some may be afraid to speak up
👉 The actual number of students affected is likely even higher.
## **Why This Matters**
Cyberbullying can:
- Affect mental health and confidence
- Impact school performance and attendance
- Follow students everywhere—not just at school
👉 Students who experience bullying are more likely to report [anxiety, stress, and emotional challenges](https://www.cdc.gov/nchs/products/databriefs/db514.htm)
## **Key Takeaway:**
Cyberbullying affects a large number of students—and the numbers are increasing. Understanding how to recognize and respond to it is important for everyone.
**Sources**:
[Youth Prevention Violence](https://www.cdc.gov/youth-violence/about/about-bullying.html) – CDC
[Teenage Cyberbullying Statistics 2025 ](https://www.brightpathbh.com/teenage-cyberbullying-statistics/)– Bright Path
[2025 Cyberbullying Data](https://cyberbullying.org/2025-cyberbullying-data) – Cyberbullying.org
[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/what-is-it)
[Adolescent cyberbullying and polysubstance use: unpacking sex differences](https://pmc.ncbi.nlm.nih.gov/articles/PMC12815954/) – PMC
[Frequent Social Media Use and Experiences with Bullying Victimization, Persistent Feelings of Sadness or Hopelessness, and Suicide Risk Among High School Students — Youth Risk Behavior Survey, United States, 2023](https://www.cdc.gov/mmwr/volumes/73/su/su7304a3.htm) – CDC
[Bullying Victimization Among Teenagers: United States, July 2021 – December 2023](https://www.cdc.gov/nchs/products/databriefs/db514.htm) – CDC
---
### [What is cyberbullying? (3:12)](https://sciencesafety.com/courses/cyberbullying/lessons/what-is-cyberbullying/)
**Published:** November 8, 2021
**Author:** admin2025Open
**Content:**
Cyberbullying is when someone uses technology—like social media, texting, or online games—to hurt, embarrass, or target another person.
But sometimes, it can be hard to tell where the line is between joking and harmful behavior.
This video helps you:
- Understand what cyberbullying is
- See real examples of online behavior
- Learn how to recognize when something goes too far
- Know what to do if you or someone else is being targeted
👉 Pay attention to how different situations are handled and think about how you would respond.
**Sources**:
[Is it Cyberbullying?](https://www.youtube.com/watch?v=vtfMzmkYp9E)
[StopBullying.gov](https://www.stopbullying.gov/cyberbullying/what-is-it)
---
### [Student-to-Student Discrimination, Harassment, Intimidation, and/or Bullying](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/student-to-student-discrimination-harassment-intimidation-and-or-bullying/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
Schools are required to provide a **safe and supportive environment** for all students. This means that discrimination, harassment, intimidation, and bullying—both **in person and online**—are not allowed.
## **What Does This Include?**
This type of behavior can happen in many ways and may be:
- **Verbal** (name-calling, teasing, threats)
- **Physical** (pushing, hitting, aggressive actions)
- **Social** (excluding someone on purpose, spreading rumors)
- **Digital (Cyberbullying)** (messages, posts, texts, or apps)
👉 It can be a **single incident** or repeated behavior.
## **Protected Areas**
Bullying or harassment is especially serious when it targets someone based on who they are, including:
- Race or ethnicity
- Religion
- Gender or gender identity
- Sexual orientation
- Disability
- Appearance or weight
👉 These actions are considered discrimination and are strictly prohibited.
## **Where and When This Applies**
These rules apply:
- In school
- During class (including online learning)
- Before or after school
- At school events
- On school transportation
- **Even outside of school**, if it impacts the school environment
👉 Online behavior counts—even if it happens at home.
## **What Counts as Bullying or Harassment?**
Behavior may be considered bullying if it:
- Interferes with a student’s ability to learn
- Affects someone’s mental or emotional well-being
- Makes someone feel unsafe
- Causes harm (physical or emotional)
👉 Even if it seems like a “joke,” it can still be bullying if it hurts someone.
## **Examples**
- Posting or sending hurtful messages
- Sharing embarrassing photos or videos
- Making threats or mean comments
- Excluding someone to embarrass them
- Creating fake accounts to target someone
## **What Happens Next?**
When bullying is reported:
- The school **must investigate**
- Students involved may receive:
- Support and counseling
- Interventions
- Disciplinary consequences
👉 Schools also provide support to victims and witnesses.
## **Why This Matters**
Every student has the right to:
- Feel safe
- Be respected
- Learn without fear
👉 Creating a positive environment is everyone’s responsibility.
## **Key Takeaway:**
Bullying, harassment, and discrimination—online or in person—are serious and not allowed. If you see it or experience it, report it and get help.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2022/07/2025-osyd-bullying-faq-english.pdf”\]
**Sources**:
[Frequently Asked Questions – Respect for All ](https://pwsblobprd.schools.nyc/prd-pws/docs/default-source/default-document-library/2025-osyd-bullying-faq-english.pdf?sfvrsn=d9643500_2)[NYCDOE](https://www.schools.nyc.gov/docs/default-source/default-document-library/a-832-student-to-student-discrimination-harassment-intimidation-and-or-bullying)
---
### [Report the Behavior and Get Help](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/report-the-behavior-and-get-help/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
If you are being cyberbullied—or you see someone else being targeted—it’s important to **take action**. Speaking up can feel difficult, but it helps protect you and others.
👉 You are never expected to handle bullying on your own.
## **Why Reporting Matters**
Cyberbullying can:
- Hurt someone’s feelings and mental health
- Spread quickly to a large audience
- Continue if no one steps in
👉 Reporting helps stop the behavior and prevent it from getting worse.
## **Who You Can Go To for Help**
Talk to a **trusted adult** as soon as possible:
- Parent or family member
- Teacher or coach
- School counselor or psychologist
- School administrator
If you’re unsure who to talk to:
👉 Contact your school’s **Respect for All Liaison (RFA)**
- Their role is to support students and handle bullying concerns
- You can usually find their contact info on school posters or websites
## **What You Should Do Right Away**
###
### **1. Save Evidence**
- Take screenshots of messages, posts, or comments
- Keep a record of what happened
👉 This helps adults understand the situation and take action.
### **2. Do Not Respond**
- Avoid replying with anger or insults
- Responding can sometimes make the situation worse
👉 Staying calm helps protect you.
### **3. Block or Mute the Person**
- Use platform tools to stop seeing messages
- Prevent further contact
👉 This creates distance and reduces stress.
### **4. Report on the Platform**
- Most apps have a **“Report”** feature
- Report harmful posts, messages, or accounts
👉 This can lead to content being removed or accounts being restricted.
### **5. Tell a Trusted Adult**
- Share what happened and show your evidence
- Ask for help deciding next steps
👉 Adults can take action you can’t, especially in school situations.
## **If Someone Is in Immediate Danger**
If there are threats of harm or you feel unsafe:
👉 **Call 911 immediately**
## **School Rules and Responsibilities**
Cyberbullying is not just an online issue—it’s a school issue too.
School policies (like the Discipline Code and regulations) apply to:
- Social media
- Group chats
- Messages and posts
Students who break these rules may face:
- Meetings with school staff
- Parent or guardian involvement
- Disciplinary consequences
👉 Schools step in when online behavior affects student safety or the school environment.
## **Be an Upstander, Not a Bystander**
If you see someone else being bullied:
- Don’t join in or encourage it
- Support the person being targeted
- Report what you see
👉 Even small actions can make a big difference.
## **Why Speaking Up Is Strong**
It takes courage to report bullying—but it shows:
- Respect for others
- Leadership
- Responsibility
👉 Helping stop bullying protects everyone.
## **Key Takeaway:**
You don’t have to handle cyberbullying alone. Speak up, save evidence, and get help—taking action is the best way to stop it.
**Sources**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[Respect for All: NYCPS’s Commitment to Safe and Supportive Learning Environments](https://www.schools.nyc.gov/school-life/school-environment/respect-for-all)
[Report Cyberbullying ](https://www.stopbullying.gov/cyberbullying/how-to-report)– StopBullying.gov
---
### [Know What To Do (3:06)](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/know-what-to-do/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
If you experience cyberbullying or see it happening, it’s important to respond the right way.
👉 Your actions can help stop the behavior and protect yourself and others.
## **What You Should Do**
### **1. Don’t Respond or Forward**
- Do **not reply** to hurtful messages
- Do **not share or forward** the content
👉 Responding can make the situation worse or give the person more attention.
### **2. Block or Remove the Person**
- “Unfriend,” block, or mute anyone sending inappropriate content
- Remove them from your online space
👉 This helps stop further messages and gives you control.
### **3. Save Evidence**
- Take screenshots of messages, posts, or comments
- Keep a record of what happened
👉 This proof is important if the behavior continues or needs to be reported.
### **4. Report It**
- Tell a trusted adult (parent, teacher, counselor)
- Use the app’s **report feature** if available
👉 Reporting helps stop the behavior and protect others.
### **5. If It’s School-Related**
- **Print out the messages or screenshots**
- Bring them to school staff when reporting
👉 Do **not email them**—printing ensures the information is handled properly and securely.
**Watch and Learn
This video explains what to do if you experience cyberbullying and how to respond safely and responsibly.
## **Why This Matters**
Taking the right steps:
- Protects you from further harm
- Helps adults take action
- Prevents the situation from spreading
## **Key Takeaway:**
Don’t engage, save evidence, and report the behavior. Taking the right steps can stop cyberbullying and keep you safe.
**Sources**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[Cyberbullying Prevention: 5 WAYS TO STAY SAFE ONLINE](https://www.youtube.com/watch?v=esHHREn6eyg) – Youth Equipped to Succeed
---
### [Cyberbullying Takes Many Forms](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/cyberbullying-takes-many-forms/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
[Cyberbullying](https://www.stopbullying.gov/cyberbullying/what-is-it) is the use of technology—like social media, texting, or online games—to hurt, embarrass, or harm someone else.
It can happen anytime and anywhere, and messages can spread quickly to a large audience.
## **Common Examples of Cyberbullying**
Cyberbullying can include:
- Posting **mean or hurtful comments**
- Sending **threatening or rude messages**
- Sharing **embarrassing photos or videos** without permission
- Spreading **rumors or gossip online**
- Creating **fake accounts** to make fun of someone
- Excluding someone on purpose from online groups or chats
- Tagging someone in **hurtful or inappropriate posts**
## **Why It Can Be Hard to Recognize**
Sometimes it’s not easy to tell where the line is.
- A joke to one person may feel hurtful to someone else
- Tone is hard to understand online
- Messages can be taken out of context
👉 What matters most is **how it makes the other person feel**.
## **Joke or Harmful? Ask Yourself:**
- Would I say this face-to-face?
- Could this embarrass or hurt someone?
- Would I be okay if this was said about me?
- Is this respectful?
👉 If you’re unsure, it’s better not to post it.
## **Why Cyberbullying Is Serious**
Cyberbullying can:
- Hurt someone’s feelings and confidence
- Damage friendships and relationships
- Follow someone everywhere (not just at school)
## **Key Takeaway:**
If something could hurt someone—even if it seems like a joke—it’s better not to post it. Always choose respect and kindness online.
**Sources**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[What Is Cyberbullying](https://www.stopbullying.gov/cyberbullying/what-is-it)
---
### [Check Your Privacy Settings: Step-by-Step Guide](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/check-your-privacy-settings-step-by-step-guide/)
**Published:** March 25, 2026
**Author:** Sean Ryan
**Content:**
Follow these steps on any social media app (Instagram, TikTok, Snapchat, etc.) to make your account safer.
## **Step 1: Go to Settings**
- Open the app
- Tap your **profile**
- Look for **Settings** or **Privacy**
👉 This is where you control your account.
## **Step 2: Set Your Account to Private**
- Find **Account Privacy** or **Privacy Settings**
- Turn on **Private Account**
👉 This means only people you approve can see your posts.
## **Step 3: Review Who Can See Your Posts**
- Look for **“Who can see my content”**
- Set it to:
- **Friends** or **Followers only**
👉 Avoid setting posts to “Everyone” unless you have a reason.
## **Step 4: Check Tagging Settings**
- Find **Tags** or **Mentions**
- Turn on:
- “Approve tags before they appear”
👉 This stops others from tagging you without permission.
## **Step 5: Control Who Can Contact You**
- Look for **Messages** or **Contact Settings**
- Limit messages to:
- Friends or people you follow
👉 This helps prevent strangers from reaching you.
## **Step 6: Turn Off Location Sharing**
- Check for **Location Settings**
- Turn OFF:
- Location tagging
- Location services (if not needed)
👉 Don’t share where you are in real time.
## **Step 7: Remove Personal Information**
- Review your profile:
- Bio
- Username
- Posts
Remove things like:
- School name
- Address
- Phone number
👉 Keep personal details private.
## **Step 8: Check Connected Apps**
- Look for **Apps and Websites**
- Remove anything you don’t recognize
👉 Some apps can access your data.
## **Step 9: Update Your Password**
- Create a **strong, unique password**
- Turn on **multifactor authentication (MFA)** if available
👉 This protects your account from being hacked.
## **Step 10: Recheck Regularly**
- Review your settings every few months
- Check again after app updates
👉 Settings can change without you noticing.
## **Quick Checklist ✅**
- Private account ON
- Only friends can see posts
- Tag approval ON
- Messages limited
- Location OFF
- No personal info shared
- Strong password + MFA
## **Key Takeaway:**
Privacy settings only protect you if you use them. Take control of your account and check your settings regularly.
---
### [Adjust Your Privacy Settings](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/adjust-your-privacy-settings/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
Privacy settings let you control **who can see your information and what they can do with it**.
They are one of the most important tools for staying safe on social media.
## **What Do Privacy Settings Control?**
Your privacy settings affect:
- 👀 **Who can see your posts** (everyone, friends, or only you)
- 💬 **Who can message or contact you**
- 📸 **Who can tag you in photos or posts**
- 📍 **Whether your location is shared**
- 🔍 **Whether people can find your profile**
👉 Without adjusting these settings, your information may be more public than you realize.
## **Why You Shouldn’t Rely on Default Settings**
Social media platforms set default settings automatically—but:
- They are often set to be **more public**
- They may change during **updates**
- You might not be notified when changes happen
👉 This means your information could become visible to more people without you knowing.
## **Take Control of Your Online Privacy**
You should decide what level of privacy is right for you.
### **Ask Yourself:**
- Do I want strangers to see my posts?
- Am I okay with people sharing my content?
- What information should stay private?
## **Public vs. Private: What’s the Difference?**
### **Public Account**
- Anyone can see your posts
- Your profile may appear in searches
- Good for sharing ideas with a wide audience
### **Private Account**
- Only approved followers can see your posts
- More control over who interacts with you
- Better for personal content
👉 Choose based on your purpose—not just convenience.
## **Important Settings to Check**
Go through your settings and review:
- **Post visibility** → Who can see what you share
- **Tagging controls** → Who can tag you or post about you
- **Location sharing** → Turn off unless needed
- **Profile information** → Limit personal details
- **Messaging permissions** → Control who can contact you
## **Real-World Example**
Imagine posting a photo with your location turned on.
- Strangers could see where you are
- Someone could track patterns (like where you go often)
👉 A simple setting can make a big difference in your safety.
## **Build Smart Habits**
- Check your privacy settings regularly (especially after updates)
- Don’t share personal details publicly
- Remember: even private posts can be **screenshotted and shared**
- Think before you post—privacy settings are helpful, but not perfect
## **Why This Matters**
Your privacy settings help protect:
- Your personal information
- Your safety
- Your digital footprint
👉 The more control you have, the safer you are online.
## **Key Takeaway:**
Privacy settings put you in control—but only if you use them. Take time to adjust them so you decide who sees your information and how it’s shared.
Source:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
---
### [Protect Yourself](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/protect-yourself/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
There are many ways to stay safe online. Making smart choices about who you connect with and what you share can help protect your personal information and your identity.
## **Be Careful Who You Connect With**
- Only accept friend or follow requests from **people you know in real life**
- Be cautious when interacting with people you’ve never met
👉 Not everyone online is who they say they are.
If you are talking to someone you don’t know:
- Try to **learn more about them**
- Be alert for anything that feels unusual or uncomfortable
- **Never meet in person without a parent or trusted adult’s permission**
## **Protect Your Personal Information**
It’s okay to be yourself online—but don’t share too much.
Avoid posting:
- Your home address
- Phone number
- School location
- Passwords or account details
- Sensitive information (like Social Security numbers)
👉 Sharing personal information can put your safety and identity at risk.
## **Keep Your Passwords Private**
- Never share your passwords—even with friends
- Use strong, unique passwords for different accounts
👉 Sharing passwords can lead to:
- Account takeovers
- Lost control of your information
- Posts being made without your permission
## **Log Out and Stay Secure**
- Always **log out** when you’re done using a site
- Don’t just close the browser
👉 Staying logged in can allow someone else to access your account.
- Avoid saving passwords on shared or public devices
## **Why This Matters**
Online safety is about protecting:
- Your identity
- Your accounts
- Your personal information
👉 Small decisions—like accepting a request or sharing a detail—can have big consequences.
## **Key Takeaway:**
Protecting yourself online means being careful about who you trust, what you share, and how you manage your accounts.
**Source**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[Stay signed in or out of your Google account](https://support.google.com/accounts/answer/54490?utm_campaign=guidebooks)
---
### [Personal Use of Social Media May Have an Effect at School](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/personal-use-of-social-media-may-have-an-effect-at-school/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
It may feel like what you do online at home is separate from school—but that’s not always the case.
Sometimes, posts, comments, or messages made outside of school can still impact what happens **inside** school.
## **When Does Personal Use Become a School Issue?**
Personal social media use may become a school issue when it:
- Targets or harms a classmate
- Disrupts the learning environment
- Leads to conflict that carries into school
- Involves bullying, harassment, or threats
👉 When online behavior affects students or the school community, schools may step in.
## **Possible School Consequences**
If online behavior crosses the line, schools may take action such as:
- Meeting with a teacher or administrator
- Parent or guardian conferences
- Loss of privileges
- Detention or suspension
👉 Schools have a responsibility to keep students safe—even when issues start online.
## **School Rules Still Apply Online**
The same expectations in your school’s **discipline code** apply to:
- Social media posts
- Comments and replies
- Direct messages and group chats
- Sharing photos or videos of others
👉 If something would be considered bullying or inappropriate in school, it is also not acceptable online.
## **Real-Life Example**
Imagine this situation:
A student posts a rude comment about a classmate after school.
Other students see it, comment, and share it.
The next day:
- The student who was targeted feels upset or unsafe
- The issue spreads through the school
- Teachers and administrators have to get involved
👉 What started online now affects the school environment.
## **How to Handle Negative Situations**
If someone is:
- Tagging you in rude or embarrassing posts
- Sending mean messages
- Trying to start drama
### **Do NOT:**
- Respond with more negativity
- Try to “get back” at them
### **Instead:**
- Stay calm and respectful
- **Block or mute** the person
- **Save evidence** (screenshots if needed)
- **Report it** to a trusted adult, teacher, or parent
## **Why Your Response Matters**
Your response shows:
- Your character
- Your maturity
- Your ability to make smart decisions
👉 Choosing not to engage in negativity helps protect you and prevents situations from getting worse.
## **Think Long-Term**
What you post or say online can:
- Affect your reputation at school
- Impact friendships and relationships
- Become part of your digital footprint
👉 Even posts made “just for fun” can have serious consequences.
## **Key Takeaway:**
There’s no clear line between online and school life. What you do online can affect your school experience—so always act responsibly, respectfully, and with awareness.
**Sources**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[Impact of Social Media and Personal Devices on Mental Health](https://www.nea.org/resource-library/impact-social-media-and-personal-devices-mental-health) – National Education Association (NEA)
---
### [Pause Before You Post](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/pause-before-you-post/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
Once something is posted online, you can’t fully take it back.
Even if you delete it, someone may have already:
- Seen it
- Screenshot it
- Shared it with others
👉 Online posts can last much longer than you expect.
## **Think About the Impact**
A post might seem funny, harmless, or not a big deal in the moment—but it can still:
- Hurt someone’s feelings
- Embarrass you or others
- Damage your reputation
- Be misunderstood without context
## **Emotions + Posting = Risk**
Many problems happen when people post while they are:
- Angry
- Upset
- Frustrated
👉 What feels right in the moment may not feel right later.
### **Example:**
Posting a mean comment when you’re mad could:
- Hurt a classmate
- Get you in trouble at school
- Affect how others see you in the future
## **Your Future Can Be Affected**
What you post today can impact:
- School opportunities
- Team or club participation
- Jobs in the future
👉 People may judge you based on what they find online.
## **Ask Yourself Before You Post**
- Would I be okay if this was shared with everyone?
- Could this hurt someone?
- Would I regret this later?
- Does this reflect the person I want to be?
## **Choose Wisely**
If you’re unsure:
- Wait before posting
- Rewrite your message in a more respectful way
- Or decide not to post at all
## **Key Takeaway:**
You can’t fully undo a post—so take a moment to pause, think, and make sure it’s something you’re proud to share.
**Source**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
---
### [Think Before You Post](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/put-your-best-foot-forward/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
People of all ages sometimes act differently online than they would in person.
This can happen because they feel:
- Less accountable
- More anonymous
- Less connected to how others feel
But this doesn’t mean there are no consequences.
## **Online Actions Still Have Real Impact**
Even though you’re not face-to-face:
- Your words can still **hurt others**
- Your posts can be **saved, shared, or seen by many people**
- You can still be held **responsible for what you say and do**
👉 In fact, you should be just as responsible—if not more—when you’re online.
## **Assume Anyone Can See It**
When you post something online, you don’t control who sees it.
It could be viewed by:
- Friends or classmates
- Teachers or coaches
- Family members
- People you don’t even know
👉 Once something is posted, it can spread quickly and last a long time.
## **Pause and Ask Yourself**
Before you post, comment, or share something, ask:
- Would I say this in person?
- Would I be okay if a parent or relative saw this?
- Could this hurt someone or be misunderstood?
- Is there a better, more respectful way to say this?
## **Choose a Better Approach**
If something doesn’t feel right:
- Take a moment to **reword your message**
- Wait before posting if you’re upset or emotional
- Choose words that are **respectful and clear**
## **Key Takeaway:**
Just because you’re online doesn’t mean you’re invisible. Always think before you post and choose words that reflect your best self.
**Source**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
---
### [Social Media Use for School is an Extension of Your Classroom](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/social-media-use-for-school-is-an-extension-of-your-classroom/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
When you use social media for school—whether it’s for an assignment, group project, or class discussion—you are still in a **learning environment**.
👉 That means the same rules, expectations, and responsibilities apply online just like they do in your classroom.
## **Your Behavior Still Counts**
Everything you do online for school reflects how you behave as a student.
- Your posts and comments show your **character and responsibility**
- Teachers and classmates see your online behavior just like they would in class
- School rules and consequences can still apply online
👉 Being online doesn’t mean the rules go away—it means you need to be even more thoughtful.
## **Follow Classroom Expectations Online**
Just like in school, you should:
- Be **respectful** to classmates and teachers
- Use **appropriate language**
- Stay focused on the **purpose of the activity**
- Participate in a positive and helpful way
### **Example:**
- ❌ Not okay: Making fun of someone’s idea in a class discussion post
- ✅ Better: Giving respectful feedback or asking a question
## **Think Before You Post, Comment, or Share**
Online communication can be misunderstood because:
- People can’t hear your tone
- Messages can be read out of context
- Posts can be shared beyond your intended audience
Before posting, ask:
- Would I say this in class?
- Could this hurt someone or embarrass them?
- Does this help the conversation or learning?
## **Respect Privacy and Permission**
Privacy is especially important in school-related online spaces.
- Do **not tag classmates** in posts, photos, or videos [without permission](https://socialschool4edu.com/should-i-share-student-names-on-posts/)
- Always ask both:
- Your **teacher**
- The **student involved**
- Be careful about what you share:
- No personal information
- No private conversations
- No screenshots without permission
👉 Once something is shared, you lose control over where it goes.
## **Be Careful with Visibility**
Even if something is meant for class:
- Others outside the class may be able to see it
- Posts can be copied, saved, or shared
👉 Always assume your post could be seen by a wider audience.
## **Real-World Impact**
Your school-related social media activity can:
- Affect your relationships with classmates
- Impact how teachers view your behavior
- Become part of your **digital footprint**
## **Key Takeaway:**
When you use social media for school, you are still in the classroom. Be respectful, responsible, and mindful—your actions online matter just as much as they do in person.
**Sources**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[Should I Share Student Names on Posts?](https://socialschool4edu.com/should-i-share-student-names-on-posts/) – SocialSchool4EDU
---
### [Families Can Be Helpful Partners](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/families-can-be-helpful-partners/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
Did you know your parents or guardians are often responsible for what you do online?
That’s why it’s important to **talk with them about your online activity** and work together to make smart choices.
## **Work Together on Your Digital Footprint**
Your digital footprint affects not just you—but also how others see your family.
### **Ways to Work with Your Family:**
- **Share your digital footprint**
Show your family what you post and ask for their thoughts
- **Talk about what’s okay to share**
Discuss what information should be public—and what should stay private
- **Follow family rules**
Understand and respect guidelines for social media use
## **It Goes Both Ways**
Online privacy isn’t just about what *you* post.
- Ask your family what they share about **you, your siblings, or your friends**
- Talk about what you’re comfortable with
- Create **shared rules** everyone agrees on
👉 This helps build trust and respect.
## **You Can Be a Leader, Too**
Technology is always changing—and you may know more about social media than your parents.
- Teach them what you’ve learned
- Show them how to stay safe online
- Help them understand your digital world
👉 You can be a positive role model for your family.
## **Key Takeaway:**
Working with your family helps you make better decisions online and build a safer, more positive digital presence together.
**Source**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
---
### [Be Responsible for What You Post](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/stand-behind-your-words/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
Being your best self online means making smart, respectful choices every time you post.
### **Post Truthful Information**
- Share accurate and honest content
- Don’t spread rumors or false information
- Think about the impact of what you share
### **Be Responsible with Your Words**
- Treat others with respect
- Avoid hurtful, inappropriate, or offensive comments
- Remember that tone can be misunderstood online
### **Think Before You Post**
Ask yourself:
- Would I say this in person?
- Would I be okay if others saw this later?
- Does this reflect who I want to be?
## **Why This Matters**
Your posts become part of your [**digital footprint** ](https://www.ibm.com/think/topics/digital-footprint)and can:
- Affect how others see you
- Impact your opportunities
- Stay online longer than you expect
## **Key Takeaway:**
You are responsible for everything you post. Always be honest, respectful, and thoughtful so your online presence reflects your best self.
**Source**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[What is a digital footprint?](https://www.ibm.com/think/topics/digital-footprint) – IBM
---
### [Show Your Interests](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/showing-your-interests/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
Social media isn’t just for entertainment—you can use it to show what you care about and what you’re passionate about in a positive way.
## **Ways to Share Your Interests Online**
###
### **1. Engage Thoughtfully**
- Comment on posts or articles in a respectful and meaningful way
- Share your opinions clearly and thoughtfully
- Avoid negative or hurtful comments
👉 This shows maturity and strong communication skills.
### **2. Ask Questions and Learn**
- Ask for more information about something you’re curious about
- Join conversations about topics you enjoy
- Show interest in learning from others
👉 This shows curiosity and a willingness to grow.
### **3. Connect with Experts and Ideas**
- Follow people or organizations related to your interests
- Engage with topics like science, sports, music, or current events
- Share or respond to ideas that matter to you
👉 This shows you are engaged and informed.
### **4. Highlight Your Accomplishments**
- Share projects you’re proud of
- Post about school activities, sports, music, or community service
- Explain what you learned or achieved
Examples:
- A class project you worked hard on
- A game, performance, or competition
- Volunteering or helping others
👉 This shows effort, dedication, and growth.
## **Why This Matters**
What you post helps others understand:
- What you’re interested in
- What you value
- What kind of person you are
👉 Positive posts can help build a strong and respected digital footprint.
## **Key Takeaway:**
Use social media to share what you’re passionate about in a positive way—it’s a chance to show your interests, growth, and achievements.
**Sources**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
[Social media and the internet](https://www.apa.org/topics/social-media-internet) – American Psychological Association (APA)
---
### [First Impressions](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/first-impressions/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
What you share online helps shape how others see you—sometimes before they ever meet you.
That’s why it’s important to think carefully about what you post and how it might look to:
- People who know you
- People who don’t know you at all
## **Why First Impressions Matter Online**
Today, many colleges, teams, and even future employers look at social media profiles.
👉 What they find can become:
- Your **first impression**
- And sometimes your **only impression**
They may not know your personality, intentions, or full story—they only see what’s posted.
## **What People Notice Right Away**
When someone looks you up online, they often see:
- Your **profile picture**
- Your **username**
- Your **recent posts or comments**
- Who you interact with
👉 These elements quickly shape how others judge:
- Your character
- Your maturity
- Your decision-making
## **Your Online Identity = Your Reputation**
Your online identity should match:
- Who you are
- What you value
- What you want to be known for
If your goal is to be:
- A leader
- A teammate
- A positive role model
👉 Your online presence should reflect that.
## **Think Before You Share**
Before posting, ask yourself:
- Would I want a teacher or coach to see this?
- Does this represent the best version of me?
- Could this be misunderstood?
## **Real Insight**
> “If you want to be taken seriously and professionally, you must have an online identity that matches your purpose. If you want respect and credibility online, be deliberate about choosing a profile image, content, and name that represents the ‘you’ you want the world to see.”
> — [Monique Coleman](https://en.wikipedia.org/wiki/Monique_Coleman), Actress, Entrepreneur, Philanthropist
## **Key Takeaway:**
Your online presence creates first impressions that can last. Be intentional about what you share so it reflects who you are—and who you want to become.
**Source**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
---
### [Align Your Image with Your Goals](https://sciencesafety.com/courses/social-media-guidelines-13-and-older/lessons/align-your-image-with-your-goals/)
**Published:** July 2, 2022
**Author:** admin2025Open
**Content:**
Your **digital footprint** is the impression you leave online—and it tells a story about who you are.
Every post, comment, like, share, or photo adds to that story.
## **What Is a Digital Footprint?**
Your digital footprint includes:
- Posts on social media
- Comments on videos or photos
- Messages and replies
- Photos or videos you share—or that others share of you
👉 Even small actions (like a quick comment or emoji) become part of your online identity.
## **Why It Matters More Than You Think**
Unlike real life, the internet keeps a record.
- Your posts can last **forever**
- Even deleted content may be **saved, screenshotted, or shared**
- People may only see **one moment** and judge you based on that
Future audiences might include:
- Friends and classmates
- Teachers and coaches
- College admissions or future employers
## **Online vs. Real Life**
In real life:
- People may forget mistakes
- You can explain yourself face-to-face
- Apologies are easier to see and understand
Online:
- Posts can spread quickly
- Context can be lost
- Your apology might not be seen
- People often judge based on the **first thing they see**
👉 That first impression can stick—even if it doesn’t tell the whole story.
## **How Your Posts Shape Your Image**
Everything you post sends a message about:
- Your character
- Your values
- How you treat others
Ask yourself:
- Does this show respect?
- Does this reflect who I want to be?
- Would I be proud of this later?
## **Smart Posting Habits**
- Think before you post—don’t post in anger or frustration
- Avoid sharing hurtful, embarrassing, or risky content
- Be respectful in comments and messages
- Protect your privacy and personal information
## **Real-World Impact**
Your digital footprint can:
- Help build a **positive reputation**
- Open opportunities
- Or cause problems if used carelessly
👉 Once something is online, you don’t fully control where it goes.
## **Key Takeaway:**
Your digital footprint is your online reputation. Every post adds to your story—make sure it reflects your goals, values, and the person you want to become.
**Source**:
[NYCDOE](https://www.schools.nyc.gov/school-life/school-environment/digital-citizenship/social-media-guidelines-for-students-over-13)
---
### [Video Conference Safety and Phishing: Tip Sheet](https://sciencesafety.com/courses/phishing-attacks/lessons/video-conference-safety-and-phishing-tip-sheet/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
This tip sheet explains how phishing scams and unsafe video call habits can put your personal information at risk—and what you can do to stay safe
[](https://sciencesafety.com/wp-content/uploads/2022/07/Phishing-Video-Safety-Cyber-Safety-Video-Tip-Cards_2.pdf)
## **What is Phishing?**
Phishing is when scammers try to trick you into giving away personal information, like passwords or account details.
They often use:
- Fake emails
- Text messages
- Links to look-alike websites
Their goal is to get you to click, log in, or share information without realizing it’s a scam.
## **How to Stay Safe from Phishing**
- **Don’t log in through email links**
Always go directly to the website instead of clicking a link
- **Check links carefully**
Make sure the URL is correct before clicking
- **Avoid suspicious links**
Unsafe links can download harmful files
- **Use different passwords**
This protects your other accounts if one is compromised
- **Turn on multifactor authentication (MFA)**
Adds an extra layer of protection beyond your password
👉 The infographic on page 1 shows these key steps clearly, including avoiding email links and using MFA.
## **Video Call Safety Tips**
Video calls can also expose personal information if you’re not careful.
### **Protect Your Privacy:**
- Don’t share personal details in chat or on screen
- Be aware of what’s visible behind you
- Close apps before screen sharing
### **Use Security Features:**
- Hosts should use **meeting passwords and waiting rooms**
- Only allow trusted participants into meetings
### **Stay Aware:**
- Assume calls may be recorded—even if not stated
- Keep your video software updated for security fixes
👉 The infographic on page 2 highlights these habits, including protecting what you share and using meeting security settings.
## **Why This Matters**
Phishing and unsafe video habits often work together:
- A phishing message might invite you to a fake meeting
- A video call could expose private information
Being aware helps you stay in control.
## **Key Takeaway:**
Whether you’re clicking a link or joining a video call, always slow down, think first, and protect your information.
**Source**:
[Cybersecurity and Infrastructure Security Agency](https://www.schoolsafety.gov/sites/default/files/2020-09/Cyber%20Safety%20Video%20Tip%20Cards_2.pdf)
---
### [Protecting Yourself From Phishing Attacks](https://sciencesafety.com/courses/phishing-attacks/lessons/protecting-yourself-from-phishing-attacks/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Spam filters can block many phishing messages—but they’re not perfect. Scammers are always finding new ways to get around them, so it’s important to build strong habits to stay safe.
## **Four Strong Ways to Protect Yourself from Phishing**
### **1. Keep Your Devices Updated**
- Turn on **automatic updates** for your computer, phone, and apps
- Updates fix security problems (called *vulnerabilities*) that hackers try to exploit
👉 The [Federal Trade Commission](https://consumer.ftc.gov/consumer-alerts/2019/06/update-your-software-now) warns that delaying updates gives hackers more time to attack your device
### **2. Use Security Software**
- Install antivirus or security software
- Set it to **update automatically and scan regularly**
👉 Security software helps detect and block malware and phishing threats before they cause damage
### **3. Protect Your Accounts with MFA ([Multi-Factor Authentication](https://www.ibm.com/think/topics/multi-factor-authentication))**
MFA adds an extra layer of protection beyond your password.
You may need:
- **Something you have** → a code sent to your phone
- **Something you are** → fingerprint or face scan
👉 Even if someone steals your password, MFA makes it much harder for them to access your account.
### **4. Back Up Your Data**
- Save copies of important files (photos, schoolwork, documents)
- Use **cloud storage or an external drive**
- Keep backups separate from your main device
👉 Backups protect you from losing everything if your device is hacked or infected.
## **Why These Steps Matter**
Hackers often succeed because:
- Devices are **outdated**
- Users click without thinking
- Accounts only have **one layer of protection**
Simple habits like updating, backing up, and using MFA can stop many attacks before they start.
## **Extra Protection Tips**
- Don’t click links in unexpected emails or texts
- Type website addresses directly into your browser
- Be cautious of urgent or threatening messages
- Never share passwords or personal information
## **Key Takeaway:**
Phishing attacks rely on mistakes—but strong habits like updating your devices, using MFA, and backing up your data make you much harder to trick.
**Source**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-and-avoid-phishing-scams)
[Update your software now](https://consumer.ftc.gov/consumer-alerts/2019/06/update-your-software-now) – FTC
[How To Remove Your Personal Information Before You Get Rid of Your Computer](https://consumer.ftc.gov/articles/how-remove-your-personal-information-you-get-rid-your-computer#back%20up) – FTC
[Multi-Factor Authentication](https://www.ibm.com/think/topics/multi-factor-authentication) – IBM
[](https://consumer.ftc.gov/#facebook)
---
### [What To Do If You Think You’ve Been Phished](https://sciencesafety.com/courses/phishing-attacks/lessons/responding-to-a-phishing-email/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
If you think a scammer has your personal information or you clicked something unsafe, act quickly.
### **If Your Information May Be Stolen**
If you shared things like:
- Social Security number
- Credit card or bank information
- Passwords
👉 Go to [**IdentityTheft.gov**](IdentityTheft.gov) to get step-by-step help on what to do next.
### **If You Clicked a Suspicious Link or Downloaded Something**
- Update your device’s **security software**
- Run a **full malware scan**
- Follow any steps to remove threats
👉 Acting quickly can help stop further damage.
## **How To Report Phishing**
Reporting phishing helps stop scammers and protect others.
### **Step 1: Report the Message**
- 📧 **Email:** Forward phishing emails to
**** (Anti-Phishing Working Group)
- 📱 **Text Messages:** Forward phishing texts to
**7726 (SPAM)**
### **Step 2: Report to the FTC**
- Report the scam at [**ReportFraud.ftc.gov**](ReportFraud.ftc.gov)
## **Why Reporting Matters**
When you report phishing:
- It helps identify and stop scammers
- It protects other people from being tricked
- It improves online safety for everyone
### **Key Takeaway:**
If something goes wrong, don’t panic—act quickly, report it, and protect your information.
**Source**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-and-avoid-phishing-scams)
---
### [Before You Click: Stop and Think](https://sciencesafety.com/courses/phishing-attacks/lessons/suspecting-a-phishing-attack/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
If you get an email or text message asking you to click a link, download something, or open an attachment, **pause first** and ask yourself:
👉 **Do I know this person or have an account with this company?**
This one question can help you avoid many phishing scams.
## **Step 1: If the Answer is “No”**
🚨 This is a major warning sign.
If you don’t recognize the sender or don’t have an account with the company:
- The message is likely a **phishing scam**
- Scammers often pretend to be companies you’ve never used
### **What You Should Do:**
- ❌ Don’t click any links
- ❌ Don’t open attachments
- ❌ Don’t reply to the message
- ✅ Report it (if possible)
- ✅ Delete it
👉 Even one click can install malware or take you to a fake website.
## **Step 2: If the Answer is “Yes”**
⚠️ Even if it looks like a real company, you still need to be careful.
Scammers often pretend to be:
- Streaming services (Netflix, Disney+)
- Banks or payment apps
- Schools or teachers
- Delivery companies
### **What You Should Do:**
- ❌ Don’t click the link in the message
- ❌ Don’t trust the contact information provided
Instead:
- ✅ Go directly to the official website (type it yourself)
- ✅ Use a phone number or app you already trust
- ✅ Check your account there
👉 If the message is real, you’ll see the same alert in your account.
## **Why This Matters**
Links and attachments can:
- Install **malware** on your device
- Steal your passwords or personal information
- Give scammers access to your accounts
Phishing works because it looks real—but it depends on you acting quickly without checking.
## **Extra Red Flags to Watch For**
Even if you know the company, look for:
- Messages that feel **urgent or threatening**
- Strange or misspelled links
- Generic greetings (like “Hi Dear”)
- Requests for passwords or payment information
## **Key Takeaway:**
Always pause before you click. Even if a message looks real, take a moment to check—it could protect your information and your accounts.
**Sources**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-and-avoid-phishing-scams)
[How To Recognize Phishing](https://consumer.ftc.gov/articles/how-recognize-avoid-phishing-scams#recognize)[How To Report Phishing](https://consumer.ftc.gov/articles/how-recognize-avoid-phishing-scams#report)
---
### [How To Recognize Phishing](https://sciencesafety.com/courses/phishing-attacks/lessons/how-to-recognize-phishing/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Phishing scams are designed to trick you into acting quickly—before you have time to think. They often look like messages from companies you trust, but their real goal is to steal your personal information.
Scammers send thousands of these messages every day, hoping someone clicks.
## **Example: Is This a Scam?**
[](http://consumer.ftc.gov/sites/default/files/netflixscreenshot.jpg)At first glance, this email looks real—but let’s break it down.
## **What Makes This Email Suspicious?**
### **1. It Pretends to Be a Trusted Company**
- The email uses the Netflix logo and design
- Scammers copy real branding to make messages look official
👉 Just because it looks real doesn’t mean it is.
### **2. It Creates Urgency or Fear**
- “Your account is on hold”
- Suggests there is a problem that needs immediate action
👉 Scammers want you to react quickly instead of thinking carefully.
### **3. It Uses a Generic Greeting**
- “Hi Dear” instead of your name
👉 Real companies usually use your name if you have an account.
### **4. It Pushes You to Click a Link**
- “Update Account Now” button
👉 This link likely leads to a fake website designed to steal your login or payment information.
### **5. It Feels Slightly “Off”**
- Wording may sound unusual
- Message may not match how the company normally communicates
👉 Trust your instincts—if it feels off, it probably is.
## **Common Signs of Phishing (Look for These Every Time):**
- 🚨 **Urgent messages** (“Act now!” “Your account will be locked!”)
- 👤 **Generic greetings** (no name used)
- 🔗 **Suspicious links or attachments**
- 💳 **Requests for personal or financial information**
- 📧 **Strange email addresses or misspelled URLs**
- ⚠️ **Messages that don’t match your normal experience with a company**
## **What Should You Do?**
If you see a message like this:
- ❌ **Don’t click any links or buttons**
- ❌ **Don’t reply or share information**
- ✅ **Go directly to the official website** (type it yourself)
- ✅ **Ask a teacher, parent, or trusted adult**
- ✅ **Report the message if possible**
## **Why This Matters**
If you fall for a phishing scam:
- Your accounts could be taken over
- Your money or personal information could be stolen
- Scammers could use your account to trick others
## **Key Takeaway:**
Phishing scams look real on purpose. The best defense is to slow down, look closely, and never click or share information without checking first.
**Source**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-and-avoid-phishing-scams#recognize)
---
### [Types of Phishing Attacks](https://sciencesafety.com/courses/phishing-attacks/lessons/types-of-phishing-attacks/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Phishing attacks can happen in many different ways. No matter the method, the goal is the same:
👉 **trick you into clicking, downloading, or sharing personal information.**
### **1. Email Phishing (Most Common)**
Most phishing attacks happen through email.
Scammers send messages that look like they come from trusted companies (like banks, apps, or schools). These emails often:
- Ask you to **click a link or download an attachment**
- Create a sense of urgency (ex: “Your account will be locked!”)
- Use fake email addresses that look real
🔍 **Common Tricks:**
- Slight changes in website names (ex: `paypaI.com` instead of `paypal.com`)
- Fake sender names (ex: “PayPal Support” from a random email address)
⚠️ Always check links and email addresses carefully before clicking.
### **2. Spear Phishing (Targeted Attacks)**
Spear phishing is more personalized and targeted.
Instead of sending messages to thousands of people, attackers:
- Focus on **one person or a small group**
- Use personal details to make the message feel real
They might include:
- Your name
- Your school or job
- Your role (student, teacher, etc.)
👉 Because it feels personal, it can be harder to recognize as a scam.
### **3. Smishing & Vishing (Phone-Based Attacks)**
Phishing doesn’t just happen through email—it also happens through phones.
- **Smishing** = phishing through **text messages**
- **Vishing** = phishing through **phone calls**
Scammers may:
- Pretend to be a bank, delivery service, or school
- Ask you to click a link or share information
- Pressure you to act quickly
⚠️ Example:
“You have a package waiting. Click here to claim it.”
### **4. Angler Phishing (Social Media Attacks)**
Angler phishing happens on social media platforms.
Scammers:
- Create **fake accounts** that look like real companies or people
- Reply to posts or send direct messages
- Try to get you to click a link or share information
They may use information you’ve shared online, such as:
- Your name
- Birthday
- Location
- Interests
👉 This makes the scam feel more believable.
### **Why This Matters**
Phishing works because it targets **people—not just technology**.
It relies on:
- Trust
- Urgency
- Curiosity
### **Key Takeaway:**
Phishing can happen through email, texts, calls, or social media.
If something feels urgent, unusual, or too good to be true—**pause and think before you click.**
**Source**:
[N.C. Department of Information Technology](https://www.youtube.com/@NCDIT)
[The ABCs of Email Cybersecurity ](https://www.youtube.com/watch?v=TRGAqnHmJB4)– NCDIT
[](https://www.youtube.com/@NCDIT)[](https://www.youtube.com/@NCDIT)
---
### [What is Phishing? (2:21)](https://sciencesafety.com/courses/phishing-attacks/lessons/what-is-phishing-301/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Phishing is a type of online scam where attackers try to trick you into sharing personal information, like passwords or account details.
In this video, you’ll learn how phishing scams work and how to recognize them so you can stay safe online.
### **Key Tips to Remember:**
- Don’t click on links from unknown or unexpected messages
- Check who the message is really from
- Be cautious of messages that create urgency or ask for personal information
- When in doubt, don’t respond—ask a trusted adult or teacher
### **Key Takeaway:**
Phishing scams try to trick you—but knowing the warning signs helps you stay in control.
**Source**:
[Phishing – Cyber Safety Series – CYBER.ORG](https://www.youtube.com/watch?v=08oJtFFH6a0)
---
### [How to Protect Against Ransomware](https://sciencesafety.com/courses/ransomware-malware-in-schools/lessons/how-to-prevent-and-protect-against-ransomware/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Ransomware often spreads through tricks like phishing emails, fake messages, or pop-ups. The best way to stay safe is to build strong, everyday habits.
### **Ways to Protect Yourself:**
- **Be careful with emails and links**
Only open attachments or click links from people you trust
Watch for strange or “spoofed” email addresses
- **Think before you respond**
If a message feels unusual or urgent, don’t reply right away
- **Keep your personal information private**
Never share passwords or personal details with unknown people
- **Keep your device updated**
Updates fix security problems and help protect your device
- **Use security tools**
Antivirus software and firewalls help block threats
- **Avoid public Wi-Fi for important tasks**
Public networks can make it easier for attackers to access your information
- **Back up your data regularly**
Save copies of important files so you don’t lose them in an attack
### **Final Takeaway:**
Ransomware can be serious—but most attacks can be prevented by thinking before you click, protecting your information, and building safe online habits every day.
**Source**:
[CompTIA](https://www.comptia.org/content/articles/what-is-ransomware)
---
### [Ransomware Tip Sheet](https://sciencesafety.com/courses/ransomware-malware-in-schools/lessons/ransomware-tip-sheet/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
This tip sheet highlights simple steps you can take to avoid ransomware and protect your information.
[](https://sciencesafety.com/wp-content/uploads/2022/07/Ransomware-Tips.pdf)
### **Tips to Stay Safe:**
- **Avoid unknown downloads**
Don’t download apps, games, or files from sources you don’t trust
- **Be careful with email links**
Don’t click links in emails unless you know they are safe
- **Back up your data regularly**
Save copies of important files so you don’t lose them
- **Protect your personal information**
Never share passwords or usernames with others
### **Key Takeaway:**
Ransomware spreads through unsafe clicks and downloads—safe habits can help stop it before it starts.
**Source**:
Cybersecurity and Infrastructure Security Agency
---
### [Types of Ransomware](https://sciencesafety.com/courses/ransomware-malware-in-schools/lessons/types-of-ransomware/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Ransomware can affect devices in different ways depending on what the attacker wants to control. Understanding the different types can help you recognize and avoid them.
**1. Crypto Ransomware (Most Common)**
Crypto ransomware locks (encrypts) specific files or programs on your device so you can’t open them.
- You can still use your device
- But your important files (documents, photos, schoolwork) are locked
- A message usually appears asking for payment to unlock them
👉 This is the most common type of ransomware used today.
**2. Locker Ransomware**
Locker ransomware blocks access to your entire device.
- You can’t log in or use any apps
- The screen may display a message demanding payment
- It completely stops you from using your device
👉 This type is less common but more obvious when it happens.
### **Other Types of Ransomware**
**3. Scareware**
Scareware tricks users into thinking their device is infected.
- Fake warnings or alerts appear
- Pretends to be antivirus software
- Pressures you to pay to “fix” the problem
👉 In many cases, the threat isn’t real—but clicking can make it real.
**4. Doxware (Leakware)**
Doxware steals your personal information and threatens to share it.
- Hackers may access files, messages, or photos
- They demand money to keep your information private
- This can be especially harmful if sensitive data is exposed
**5. Mobile Ransomware**
This type targets phones and tablets.
- Locks your screen or apps
- Steals personal information
- May spread through apps, texts, or links
👉 As more people use mobile devices, this type is becoming more common.
### **Why This Matters**
Even though these types work differently, they all have the same goal:
- **Block access** to your device or files
- **Scare or pressure** you into paying money
- **Steal or threaten to share your information**
### **Key Takeaway:**
Ransomware comes in different forms—but all are designed to take control of your device or data. Knowing the differences helps you stay alert and avoid attacks.
**Source**:
[CompTIA](https://www.comptia.org/content/articles/what-is-ransomware)
---
### [How Does Ransomware Work and Spread?](https://sciencesafety.com/courses/ransomware-malware-in-schools/lessons/how-does-ransomware-work-and-spread/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Ransomware is a type of malware that infects a device and locks files so they can’t be accessed.
### **How Ransomware Works:**
- It gets onto a device
- It **locks or encrypts files**
- It blocks access to systems or data
- The attacker demands money to unlock it
### **How Ransomware Spreads:**
- **Spam Emails**
Clicking a link or opening an attachment can download ransomware
- **Fake Ads (Malvertising)**
Clicking on a fake ad can install harmful software
- **Chat or Social Media Messages**
Links in messages may lead to infected files or websites
- **Social Engineering**
Attackers trick users into sharing passwords or clicking unsafe links
### **Important to Know:**
- Ransomware often looks like a normal file or download
- Sometimes it’s hidden in a zipped folder or disguised as something safe
- In some cases, it can spread quickly across systems
### **Key Takeaway:**
Ransomware spreads when users click, download, or trust the wrong thing—so always be careful before you open or click.
**Source**:
[CompTIA](https://www.comptia.org/content/articles/what-is-ransomware)
---
### [Educational Institutions and Ransomware Targeting](https://sciencesafety.com/courses/ransomware-malware-in-schools/lessons/educational-institutions-and-ransomware-targeting/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
Ransomware attacks are increasingly targeting schools and educational systems. These attacks can lock important data and systems, making it difficult—or impossible—for schools to operate until the issue is fixed.
[](https://sciencesafety.com/wp-content/uploads/2022/07/Ransomware-Targeting-Educational-Institutions.pdf)
### **How Do These Attacks Happen?**
- Attackers often use **phishing emails** to steal login information
- Once they gain access, they install ransomware across the network
- This can spread quickly and impact many users
### **Why Are Schools Targeted?**
Schools are attractive targets because they store:
- Personal student information
- Financial data
- Important school records
### **What Happens During an Attack?**
- Schools may lose access to systems and files
- Classes and operations can be disrupted
- Recovery can take time and resources
### **How Schools Can Protect Themselves:**
- Back up important data regularly
- Use **multifactor authentication (MFA)**
- Keep devices and software updated
- Monitor systems for unusual activity
- Train users to recognize phishing
### **If an Attack Happens:**
- Shut down systems to stop the spread
- Reset passwords and secure accounts
- Restore data from backups
- Report the incident to authorities
### **Key Takeaway:**
Ransomware can seriously impact schools—but strong cybersecurity habits and preparation can help prevent and respond to attacks.
**Source**:
U.S. Department of Education
---
### [What is Ransomware? (1:19)](https://sciencesafety.com/courses/ransomware-malware-in-schools/lessons/what-is-ransomware/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Ransomware is a type of malware that locks your files or data and demands payment to unlock them. It is one of the most common types of cyberattacks today.
In this video, you’ll learn how ransomware works and simple ways to protect your information.
### **Key Tips to Stay Safe:**
- Don’t click on suspicious links or attachments
- Keep your device and apps updated
- Use strong passwords and turn on extra security (MFA)
- Back up important files regularly
**Source**:
[Ransomware – Cyber Safety Series](https://www.youtube.com/watch?v=eEgYPsUionw) – CYBER.ORG
---
### [K-12 Ransomware Attacks (2:10)](https://sciencesafety.com/courses/ransomware-malware-in-schools/lessons/k-12-cyber-attack-montage/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Ransomware attacks are a growing problem for schools. These attacks can shut down systems, cancel classes, and disrupt learning for entire districts.
In recent years:
- About **1,000 schools across 62 districts** were impacted by ransomware attacks
- The Federal Bureau of Investigation reported that **57% of ransomware attacks in 2022 targeted K–12 schools**
### **Why This Matters**
Ransomware doesn’t just lock files—it can cause serious disruptions:
- Schools may cancel classes or exams
- Systems can be down for days or longer
- Important data may be lost or exposed
The average cost of a ransomware attack on schools is about **$2.73 million**, with most of the cost coming from recovery efforts—not the ransom itself.
*Figure 1 Average ransom demands compared to average ransom payments in 2020 and 2021 according to Unit 42 incident response data*
**Watch the Video:**
In this video, you’ll see real examples of schools affected by ransomware attacks and how these incidents impact students and communities.
### **Key Takeaway:**
Ransomware attacks can have a major impact on schools—making cybersecurity awareness and safe online habits more important than ever.
**Video Source:** [K-12 Cyber Attack Montage ](https://www.youtube.com/watch?v=CYCGNw0x5G4&t=45s)– Pine Cove Consulting
---
### [Reporting Malware](https://sciencesafety.com/courses/malware-safety/lessons/reporting-malware/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
If you think your computer has malware or you’ve been targeted by a scam, it’s important to report it.
You can report it to:
- Federal Trade Commission at ReportFraud.ftc.gov
- Internet Crime Complaint Center
### **Why Reporting Matters:**
Reporting helps stop scammers, protect others, and improve online safety.
### **Key Takeaway:**
If something seems wrong, don’t ignore it—report it to a trusted adult and the proper organizations.
**Sources**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-remove-avoid-malware)
[Report to help fight fraud!](https://reportfraud.ftc.gov/) – FTC
[Internet Crime Complaint Center ](https://complaint.ic3.gov/)(IC3)
---
### [How To Remove Malware](https://sciencesafety.com/courses/malware-safety/lessons/how-to-remove-malware/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
If you think your device has malware, take action right away to protect your information.
---
### **Do-It-Yourself Steps**
**1. Stop using sensitive accounts**
Avoid shopping, banking, or logging into important accounts until your device is safe.
**2. Install security software**
If you don’t already have it, download trusted antivirus or security software.
Be careful—some fake “security tools” are actually malware.
**3. Update your device**
Make sure your device, apps, and security software are fully updated.
Turn on automatic updates if possible.
**4. Run a malware scan**
- Scan your device using security software
- Delete anything flagged as harmful
- Restart your device if needed
- Run another scan to make sure everything is gone
### **If the Problem Isn’t Fixed**
**5. Restore your system**
You may be able to recover your device to an earlier, safe version.
This can fix the issue without deleting everything.
**6. Reinstall your system**
This is the most complete fix, but it may erase your data if it’s not backed up.
### **Getting Help**
- Contact your device manufacturer for support
- Have your device details ready (model, software, etc.)
### **Watch Out for Scams**
- Real tech companies will **not** contact you unexpectedly about problems
- Real security alerts will **not** ask you to call a phone number
If you see these, it’s likely a scam.
### **Key Takeaway:**
Act quickly, use trusted tools, and be cautious—removing malware helps protect your device and your personal information.
**Source**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-remove-avoid-malware)
---
### [How Malware Gets on Your Device](https://sciencesafety.com/courses/malware-safety/lessons/how-malware-gets-on-your-device/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Hackers try to get malware onto your device so they can steal personal information like usernames, passwords, or other sensitive data.
Malware often spreads when people click, download, or open something unsafe.
### **Common Ways Malware Spreads:**
- **Downloading free or illegal content**
Movies, games, or apps from untrusted sites can contain malware
- **Using file-sharing sites**
Files from unknown sources may be unsafe
- **Opening infected files**
Attachments or downloads can install malware
- **Using external devices**
USB drives or hard drives can carry malware from other devices
- **Clicking fake pop-ups**
Messages that say your device has a problem may be scams
- **Clicking ads on websites**
Some ads are designed to install malware
- **Falling for phishing emails**
Fake emails can trick you into clicking links or opening harmful attachments
### **Key Takeaway:**
Malware usually spreads through clicks and downloads—so always be careful about what you open or install.
**Sources**:
[Malware from illegal video streaming apps: What to know](https://consumer.ftc.gov/consumer-alerts/2019/05/malware-illegal-video-streaming-apps-what-know) – FTC
[How To Spot, Avoid, and Report Tech Support Scams](https://consumer.ftc.gov/articles/how-spot-avoid-and-report-tech-support-scams) – FTC
[How To Recognize and Avoid Phishing Scams ](https://consumer.ftc.gov/articles/how-recognize-avoid-phishing-scams)– FTC
---
### [How To Know if You Have Malware](https://sciencesafety.com/courses/malware-safety/lessons/how-to-know-if-you-have-malware/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Malware can cause your device to act in strange or unexpected ways. Watch for these warning signs:
### **Your device might be infected if it:**
- **Runs slowly or crashes often**
- **Won’t shut down or restart properly**
- **Won’t let you delete certain programs**
- **Shows lots of pop-ups or inappropriate ads**
- **Displays ads where you normally wouldn’t see them** (like school or government sites)
- **Has new toolbars, apps, or icons you didn’t install**
- **Changes your search engine or homepage without permission**
- **Opens tabs or websites you didn’t click on**
- **Sends messages or emails you didn’t write**
- **Loses battery quickly without a clear reason**
### **Key Takeaway:**
If your device starts acting differently than normal, it could be a sign of malware—don’t ignore it.
**Source**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-remove-avoid-malware)
---
### [How To Avoid Malware](https://sciencesafety.com/courses/malware-safety/lessons/how-to-avoid-malware/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
Hackers often try to trick people into clicking links or downloading files that install harmful software (malware). Knowing what to look for can help you stay safe.
### **Ways to Protect Yourself:**
- **Keep your devices updated**
Turn on automatic updates for your device, apps, and security software
- **Don’t change security setting**
Keep your browser’s safety settings on to block unsafe downloads
- **Be careful when installing software**
- Read each step carefully
- Don’t install programs you don’t recognize
- Skip extra “bonus” downloads
- **Download from trusted sources only**
Get apps and software directly from official websites
- **Pay attention to warnings**
Your browser may warn you about unsafe websites or downloads—don’t ignore these alerts
- **Avoid suspicious links**
Don’t click links in unexpected emails or texts
Instead, type the website directly into your browser
- **Ignore pop-ups and ads**
Don’t click messages claiming your device has a problem unless you trust the source
- **Check external devices**
Scan USB drives or external devices before opening files
### **Key Takeaway:**
Malware spreads when users click, download, or install unsafe content—so always think before you click.
**Source**:
[FTC](https://consumer.ftc.gov/articles/how-recognize-remove-avoid-malware)
---
### [Tips for Protecting Online Classrooms from Ransomware](https://sciencesafety.com/courses/malware-safety/lessons/tips-for-protecting-online-classrooms-from-ransomware-attacks/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
Schools can take important steps to protect students, teachers, and systems from ransomware attacks.
### **1. Back Up Important Data**
- Save copies of important files in a secure location
- Keep backups separate so they don’t get infected
- This helps recover information if an attack happens
### **2. Use Strong Login Security**
- Make sure users have secure accounts
- Use strong passwords and **multifactor authentication (MFA)**
- Control who has access to systems and information
### **3. Use Technology to Help Protect Systems**
- Use tools that can detect threats automatically
- Keep systems monitored without needing constant manual checks
### **4. Protect Sensitive Information**
- Scan for personal or private data
- Store sensitive information securely
- Use tools that can remove data from lost or stolen devices
### **5. Keep Devices and Software Updated**
- Install updates regularly to fix security issues
- Properly set up devices to prevent unauthorized access
### **6. Teach Cyber Safety**
- Train students and teachers to recognize phishing and scams
- Remind users to avoid clicking suspicious links or downloads
### **7. Encrypt Important Data**
- Encryption helps protect information from being read by unauthorized users
### **Key Takeaway:**
Strong security habits, regular updates, and user awareness are the best defenses against ransomware attacks.
**Source:**
[Fake Phishing Emails Expose Need for Cybersecurity Training](https://edtechmagazine.com/k12/article/2020/03/fake-phishing-emails-expose-need-cybersecurity-training) – EdTech Magazine
---
### [What is Malware?](https://sciencesafety.com/courses/malware-safety/lessons/what-is-malware/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
[**Malware**](https://www.mcafee.com/en-us/antivirus/malware.html) is harmful software designed to damage devices, steal information, or gain access to systems without permission.
One common type of malware is [**ransomware**](https://www.fbi.gov/how-we-can-help-you/scams-and-safety/common-frauds-and-scams/ransomware).
### **What Is Ransomware?**
Ransomware is a type of malware that locks your files or system so you can’t use them.
The attacker then demands money (a ransom) to unlock your data.
### **How Does Malware Spread?**
Malware often spreads by tricking people into clicking or opening something unsafe, such as:
- **Phishing emails** with harmful attachments
- Fake links or downloads
- Messages pretending to be from a trusted source
Sometimes, it only takes **one click** to infect a device.
Malware can also spread through:
- Shared files or cloud storage (like class documents)
- Fake password reset messages
- Unsafe websites or downloads
### **Why Are Schools Targeted?**
Schools rely heavily on technology for learning.
If systems are locked, it can:
- Stop students from accessing assignments
- Disrupt classes and communication
- Delay learning for days or longer
Because of this, schools can be attractive targets for attackers.
### **Why Is Ransomware Dangerous?**
Ransomware doesn’t just lock files—it can also:
- Steal personal information
- Share private data online
- Spread to other devices or accounts
This can affect students, teachers, and entire school systems.
### **Key Takeaway:**
Malware spreads by tricking users—and ransomware can lock your files and disrupt learning. Always think before you click.
**Sources**:
[How to Protect School Systems from Ransomware Attacks – EdTech](https://edtechmagazine.com/k12/article/2020/08/how-protect-school-systems-ransomware-attacks-perfcon)
[FBI.gov](https://www.fbi.gov/how-we-can-help-you/scams-and-safety/common-frauds-and-scams/ransomware)
[What is Malware? – McAfee](https://www.mcafee.com/en-us/antivirus/malware.html)
---
### [The Gap Between What Kids Know and What They Do](https://sciencesafety.com/courses/password-security/lessons/gap-between-kids-knowledge-of-password-best-practices-and-behavior/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Research shows that many students understand good password habits—but don’t always follow them.
A study from the [Pew Research Center](https://www.pewresearch.org/internet/2020/07/28/childrens-engagement-with-digital-devices-screen-time/) found that kids are learning important password rules, such as:
- Keeping passwords private
- Not writing them down
- Logging out of accounts
However, their actual behavior doesn’t always match what they know.
### **What Kids Do Well:**
- Use passwords to protect their accounts
- Understand that passwords help with safety and privacy
- Create more complex passwords as they get older
### **Common Mistakes Students Make:**
- Reusing the same password for multiple accounts
- Sharing passwords with friends
- Using passwords based on personal interests (like sports, pets, or games)
### **Why This Happens**
For many students, sharing passwords can feel like a sign of trust between friends. But in reality, it can put accounts and personal information at risk.
### **How Thinking Changes Over Time**
- Younger students focus on **safety**
- Older students focus more on **privacy**
Both are important—but strong password habits are needed at every age.
### **Key Takeaway:**
Knowing the rules isn’t enough—safe password habits only work if you actually use them every day.
**Source**s:
[NIST](https://www.nist.gov/news-events/news/2021/08/nist-study-kids-passwords-shows-gap-between-knowledge-password-best)
[Pew Research Center](https://www.pewresearch.org/internet/2020/07/28/childrens-engagement-with-digital-devices-screen-time/)
Paper: M. Theofanos, Y-Y. Choong and O. Murphy. ‘Passwords Keep Me Safe’ — Understanding What Children Think about Passwords. 30th USENIX Security Symposium 2021. Aug. 11, 2021.
---
### [Password Managers](https://sciencesafety.com/courses/password-security/lessons/password-managers/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
Password managers are tools that help you create, store, and use strong passwords without having to remember them all.
Instead of remembering many passwords, you only need to remember **one master password**. The password manager securely stores the rest and can even fill them in for you when you log in.
### **Why Use a Password Manager?**
- Helps you create **strong, unique passwords**
- Saves time by remembering your logins
- Reduces the risk of using the same password on multiple accounts
### **Examples of Password Managers:**
- [Bitwarden](https://bitwarden.com/)
- [LastPass](https://www.lastpass.com/)
- [Proton Pass](https://proton.me/pass/pricing)
### **Important Tips:**
- **Never share your master password**
- Make your master password **strong and secure**
- Only use trusted password manager tools
### **Be Careful on Shared Devices**
Web browsers may offer to save your passwords, but this can be risky—especially on shared computers.
Avoid saving passwords on devices that other people use.
### **Key Takeaway:**
Password managers make it easier to stay safe online by helping you use strong, unique passwords for every account.
**Source**s:
[Teach Magazine](https://teachmag.com/archives/11003)
[The Best Password Managers to Secure Your Digital Life](https://www.wired.com/story/best-password-managers/) – Wired
---
### [Password Generator](https://sciencesafety.com/courses/password-security/lessons/password-generator/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Strong passwords help protect your accounts from hacking and keep your personal information safe.
Use a secure password generator like [Bitwarden](https://bitwarden.com/password-generator/) to create strong, unique passwords:
[Password Generator](https://bitwarden.com/password-generator)
### **Tips for Using a Password Generator:**
- Choose a password that is **12+ characters long**
- Use a mix of letters, numbers, and symbols
- Create a **different password for each account**
- Never share your password with others
### **Key Takeaway:**
Using a password generator makes it easier to create strong passwords that are hard for hackers to guess.
**Source**:
[Bitwarden](https://bitwarden.com/password-generator/)
---
### [Making Strong Passwords: Tip Sheet](https://sciencesafety.com/courses/password-security/lessons/making-strong-passwords-tip-sheet/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
This tip sheet shares simple and effective ways to create strong, secure passwords that are also easy to remember.
[](https://sciencesafety.com/wp-content/uploads/2022/07/Strong-Passwords-Tip-Cards_Making-Strong-Passwords.pdf)
### **Tips for Creating Strong Passwords:**
- **Avoid common patterns**
Don’t use simple number patterns or anything like “password”
- **Avoid dictionary words**
Single, common words are easy for hackers to guess
- **Use a mix of characters**
Combine uppercase and lowercase letters, numbers, and symbols
- **Turn a phrase into a password**
Create a password from a sentence you can remember
Example:
- Phrase: *“Tacos are the best!”*
- Password: `T@k0sAPR>>!
---
### [Making Strong Passwords (1:52)](https://sciencesafety.com/courses/password-security/lessons/password-strength-and-reset/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
In this video, you’ll learn how to create strong passwords and why weak passwords make it easier for hackers to access your accounts.
## **Password Do’s and Don’ts**
### **❌ Avoid using:**
- Your address, birthday, or phone number
- Names of family members or pets
- Anything about you found on social media (sports, hobbies, etc.)
- Common passwords like:
- 123456
- password
- qwerty
- abc123
### **❌ Avoid common words or phrases like:**
- iloveyou
- sunshine
- football or sports teams
- admin or welcome
These are easy for hackers to guess.
### **✅ Use strong password habits:**
- **Make it long**
Use at least **12+ characters**
- **Mix it up**
Use uppercase and lowercase letters, numbers, and symbols
- **Avoid dictionary words**
Don’t use simple or common words
- **Use random or unusual phrases**
Example:
- Weak: `football123`
- Strong: `Blue!Tiger$Runs2026`
- **Be creative**
Use abbreviations or made-up phrases you can remember
### **Key Takeaway:**
Strong passwords are long, unique, and hard to guess—making it much harder for hackers to break into your accounts.
**Sources:** [Making Strong Passwords – Cyber Safety Series](https://www.youtube.com/watch?v=OiQKZWNeAjc&t=1s) – CYBER.ORG
[CompTIA](https://www.comptia.org/blog/security-awareness-training-passwords)
---
### [How To Keep Your Password Secure](https://sciencesafety.com/courses/password-security/lessons/how-to-keep-your-password-secure/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Keeping your password safe is one of the best ways to protect your accounts and personal information.
### **1. Make Your Password Long and Strong**
- Use at least **12 characters**
- Try a **passphrase** (a mix of random words)
- Add uppercase letters, numbers, and symbols
### **2. Use Different Passwords for Each Account**
- Don’t reuse passwords
- If one account gets hacked, others stay safe
### **3. Turn On Multifactor Authentication (MFA)**
MFA adds an extra step when logging in, such as:
- A code sent to your phone
- A fingerprint or face scan
### **4. Consider a Password Manager**
- Helps store and organize your passwords
- Use a strong master password to protect it
### **5. Choose Smart Security Questions**
- Don’t use answers that are easy to find online
- Avoid common or simple answers
- Use answers only you will remember
### **6. Change Passwords After a Breach**
- If a company is hacked, update your password right away
- Also change any accounts with similar passwords
### **Key Takeaway:**
Strong, unique passwords—and extra security like MFA—help keep your accounts safe.
**Source**:
[FTC](https://consumer.ftc.gov/articles/password-checklist#secure)
---
### [Why Password Security Matters (1:33)](https://sciencesafety.com/courses/password-security/lessons/why-password-security-matters-105/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
Passwords are your first line of defense against unauthorized access to your accounts and personal information. The stronger your password, the better protected you are from hackers and malicious software.
In this video, you’ll learn why password security is important and how weak passwords can put your information at risk.
**Key Tips to Remember:**
- Use **strong, unique passwords** for each account
- Avoid easy-to-guess information like names or birthdays
- Never share your password with others
- Turn on **multifactor authentication (MFA)** when available
**Video Source**:
[Morgan Stanley](https://www.youtube.com/@morganstanley)
---
### [Best Practices for End Users: Video Conferencing Tools](https://sciencesafety.com/courses/secure-video-conferencing/lessons/best-practices-for-end-users/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
These best practices help students, teachers, and staff stay safe while using video conferencing tools.
### **1. Use Approved Tools Only**
- Only use video platforms approved by your school
- Avoid signing up for unknown or unapproved apps
### **2. Protect What You Share**
- Only share what is necessary on screen
- Close other apps and windows before screen sharing
- Don’t discuss sensitive information in meetings
### **3. Be Aware of Your Surroundings**
- Make sure your background doesn’t show personal information
- Use background blur if available
- Use headphones to keep conversations private
### **4. Keep Your Device Secure**
- Use strong passwords
- Keep your device and apps updated
- Use antivirus software when possible
### **5. Secure Your Home Network**
- Use a strong Wi-Fi password
- Keep your router updated
- Don’t share your Wi-Fi with people you don’t trust
### **6. Control Meeting Access**
- Don’t share meeting links publicly
- Use passwords and waiting rooms
- Join meetings only from trusted links
- Don’t allow unknown participants
### **7. Be Careful with Links and Invitations**
- Double-check meeting links before clicking
- Make sure the invite is from a trusted source
- Don’t click suspicious links
### **8. Follow Good Meeting Habits**
- Join meetings on time and respectfully
- Follow teacher or host instructions
- Report anything unusual
### **Key Takeaway:**
Staying safe on video calls means protecting your information, using trusted tools, and being aware of your surroundings and actions.
**Source**:
[CISA.gov](https://www.cisa.gov/sites/default/files/publications/CISA_Cybersecurity_Recommendations_for_K-12_Schools_Using_Video_Conferencing_S508C_4.pdf)
---
### [Guidance for Securing Video Conferencing](https://sciencesafety.com/courses/secure-video-conferencing/lessons/guidance-for-securing-video-conferencing/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
This guidance outlines simple but important steps schools and users can take to keep video calls safe and secure.
[](https://sciencesafety.com/wp-content/uploads/2022/07/Guidance-for-Securing-Video-Conferencing.pdf)
### **1. Connect Securely**
- Use strong passwords for your Wi-Fi and devices
- Make sure your network is secure (encrypted)
- Avoid using public Wi-Fi for important meetings
- Use approved and secure video conferencing tools
### **2. Control Who Can Join**
- Use meeting passwords or access codes
- Turn on waiting rooms to approve participants
- Only share meeting links with the right people
- Lock the meeting once everyone has joined
- Remove anyone who shouldn’t be there
### **3. Manage Sharing and Recording**
- Limit screen sharing to trusted users (like the host)
- Be careful about what you share on screen
- Only record meetings when necessary
- Make sure recordings are stored securely
- Avoid sharing sensitive information during calls
### **4. Keep Software Updated**
- Always use the latest version of your video app
- Turn on automatic updates if possible
- Updates help fix security issues and keep you safe
### **Key Takeaway:**
Staying safe on video calls means controlling access, protecting your information, and using secure, updated tools.
**Source**:
[CISA.gov](https://www.cisa.gov/publication/guidance-securing-video-conferencing)
---
### [Recommended Security Practices for Schools: Video Conferencing Tools](https://sciencesafety.com/courses/secure-video-conferencing/lessons/recommended-security-practices-for-schools-video-conferencing-tools/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
Schools should take steps to make sure video conferencing tools are safe, secure, and used properly.
### **1. Choose the Right Tools**
Schools should select video platforms that meet their needs and protect student data.
This includes checking:
- The company’s reputation
- How data is stored and protected
- Whether the tool follows privacy laws
### **2. Create Clear Rules and Guidelines**
Schools should have clear policies for:
- How video tools are used
- How to protect information
- What is allowed during online meetings
These rules should be easy to understand for students, teachers, and families.
### **3. Limit the Number of Tools**
Using too many different apps can increase security risks.
Schools should:
- Use a small list of approved tools
- Regularly update and manage those tools
- Remove any unapproved apps
### **4. Be Careful with New or Outside Tools**
If a meeting uses a tool that isn’t approved:
- Join through a web browser when possible
- Avoid downloading unknown software
### **5. Use Strong Security Practices**
School staff and administrators should:
- Keep software updated
- Avoid using high-level (admin) accounts for everyday tasks
- Follow best practices to protect systems and data
### **6. Understand Privacy and Data Use**
Schools should clearly explain:
- How student data is used and stored
- What information may be tracked or recorded
- How long data is kept
### **Key Takeaway:**
Schools can keep video conferencing safe by choosing the right tools, setting clear rules, and protecting student data at all times.
**Source**:
[CISA.gov](https://www.cisa.gov/sites/default/files/publications/CISA_Cybersecurity_Recommendations_for_K-12_Schools_Using_Video_Conferencing_S508C_4.pdf)
---
### [Build in Privacy Controls for Parents](https://sciencesafety.com/courses/secure-video-conferencing/lessons/build-in-privacy-controls-for-parents/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
Schools should give families options and control when it comes to video conferencing.
### **1. Give Families a Choice**
Not all students have webcams or feel comfortable being on camera. Schools should:
- Allow students to keep cameras off
- Give parents the option to opt their child out of video participation
- Provide alternative ways to join, such as email or phone
### **2. Set Cameras to Off by Default**
Video platforms should be set so cameras are **off by default**.
Students or parents can choose to turn them on if they are comfortable.
### **3. Create a Clear Schedule**
Set specific times for video calls so:
- Students know when to join
- Parents know when their child may be on camera
- Families can plan ahead
### **4. Consider Home Situations**
Not all parents may be available during the school day.
Having a clear schedule allows families to decide what works best for their child’s participation.
### **Key Takeaway:**
Students and families should have control over video participation to help protect privacy and create a comfortable learning environment.
**Source**:
[Consortium for School Networking](https://edu.wyoming.gov/wp-content/uploads/2020/04/Video-Conferencing-Tools-in-the-Age-of-Remote-Learning-ADA.pdf)
---
### [Video Conferencing and Privacy: Key Areas to Consider](https://sciencesafety.com/courses/secure-video-conferencing/lessons/video-conferencing-and-privacy-key-areas-to-consider/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
Schools need to carefully plan how video conferencing tools are used to protect student privacy and keep online classrooms safe.
### **1. Use the Right Platform**
Schools should use video tools designed for education or approved by the district. These tools are more likely to follow student privacy laws and keep information secure.
### **2. Protect Student Accounts**
- Avoid requiring students to create accounts when possible
- Use school-managed accounts for teachers
- Let students join using secure links instead of personal logins
### **3. Keep Meeting Links Private**
- Treat meeting links like a classroom invitation
- Do not share links publicly or on social media
- Only send links through secure school platforms
### **4. Be Careful with Recording**
- Record lessons only when necessary
- Avoid recording students whenever possible
- Do not share recordings outside of the class
- Store recordings securely and limit who can access them
### **5. Set Clear Rules and Guidelines**
Schools should have clear policies for:
- How video tools are used
- What features are allowed (chat, recording, etc.)
- How data is protected
### **6. Use Strong Security Practices**
Teachers and staff should:
- Use strong, unique passwords
- Turn on two-factor authentication
- Store passwords securely
- Use secure networks (like school-approved connections)
### **Key Takeaway:**
Video conferencing is a powerful learning tool—but it must be used carefully to protect student privacy and keep online classrooms secure.
**Source**:
[Consortium for School Networking](https://edu.wyoming.gov/wp-content/uploads/2020/04/Video-Conferencing-Tools-in-the-Age-of-Remote-Learning-ADA.pdf)
---
### [Video Conferencing: Privacy Refresh](https://sciencesafety.com/courses/secure-video-conferencing/lessons/video-conferencing-privacy-refresh/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
When using video conferencing for school, it’s important to remember that your activity is part of your **education record** and must be protected.
### **What counts as personal information?**
- Your **voice** (audio)
- Your **image** (video)
- Messages in chat
All of these are considered personal information and should be treated carefully.
### **Important Privacy Reminders:**
- **Your work and participation matter**
Even if you don’t create an account, your activity in a class video call is still part of your school record.
- **Be careful with chat messages**
Chats may be saved or recorded—even “private” messages between a teacher and student.
- **Protect your login information**
Keep passwords safe and never share them.
- **Use secure connections**
Follow your school’s guidelines, such as using a VPN or secure network when required.
- **Follow school rules**
Only use features (like chat or recording) that are allowed by your school.
### **Key Takeaway:**
Everything you say, share, or show in a video call may be recorded—so always protect your privacy and follow safe practices.
**Source**:
[Consortium for School Networking](https://edu.wyoming.gov/wp-content/uploads/2020/04/Video-Conferencing-Tools-in-the-Age-of-Remote-Learning-ADA.pdf)
---
### [Privacy Considerations and Online Learning](https://sciencesafety.com/courses/secure-video-conferencing/lessons/privacy-considerations-and-online-learning/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
As online learning and video calls become a regular part of school, it’s important to think about privacy and safety.
Video conferencing tools help students and teachers stay connected, communicate, and continue learning together. Being able to see and interact with classmates and teachers can make learning feel more engaging and supportive.
However, not all video tools were designed specifically for schools. Some were originally created for business use, which means they may not always meet the same privacy and safety expectations needed for students.
Because of this, schools must carefully choose and use these tools to make sure they:
- Protect student information
- Follow privacy laws and guidelines
- Keep online classrooms safe and secure
### **Why This Matters**
When using video conferencing for learning, it’s important to balance the benefits of connection with the responsibility of protecting personal information and maintaining a safe environment.
### **Key Takeaway:**
Video tools are powerful for learning—but they must be used carefully to protect student privacy and safety.
**Source**:
[Consortium for School Networking](https://edu.wyoming.gov/wp-content/uploads/2020/04/Video-Conferencing-Tools-in-the-Age-of-Remote-Learning-ADA.pdf)
---
### [Ways to Prevent Zoombombing](https://sciencesafety.com/courses/secure-video-conferencing/lessons/ways-to-prevent-zoombombing/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
As video conferencing becomes a regular part of learning and communication, it’s important to keep online meetings safe and secure.
[**Zoombombing**](https://en.wikipedia.org/wiki/Zoombombing) is when someone joins a video call without permission and disrupts it by sharing inappropriate content, messages, or behavior.
### **How to Keep Your Meetings Safe:**
- **Use a waiting room**
This allows the host to control who enters the meeting.
- **Require a meeting password**
Only people with the password can join.
- **Watch the participant list**
If you see names you don’t recognize or unexpected participants, take action.
- **Limit screen sharing**
Set screen sharing to “host only” so others can’t share unwanted content.
- **Don’t share meeting links publicly**
Send links through private messages or school platforms—not social media.
- **Disable “join before host”**
This ensures the host is present to manage the meeting from the start.
- **Assign a co-host**
A co-host can help monitor participants and manage the meeting.
- **Mute participants when needed**
This helps control disruptions.
- **Remove and block disruptive users**
Disable the option for removed participants to rejoin.
### **Protect Your Privacy:**
- Be aware of what’s visible behind you
- Remove personal or private items from your background
- Avoid showing sensitive information on screen
- Consider covering your camera when not in use
### **Key Takeaway:**
Treat video calls like a real classroom—only the right people should be there, and the host should stay in control.
**Source**:
[Worcester Polytechnic Institute](https://www.wpi.edu/news/how-protect-your-next-class-or-meeting-zoombombing)
---
### [Cyber Hygiene Tips for Remote Learning](https://sciencesafety.com/courses/secure-video-conferencing/lessons/cyber-hygiene-tips-for-remote-learning/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
As learning moves online, it’s important for schools to follow good cybersecurity practices—also known as **cyber hygiene**—to keep students and staff safe.
### **1. Use Approved Tools and Clear Guidelines**
Schools should only use learning tools that have been reviewed for safety and privacy.
Clear guidelines help teachers and students know which tools are safe and how to use them properly.
### **2. Teach Online Safety**
Students, teachers, and staff need to learn how to recognize online risks.
This includes:
- Spotting suspicious emails or messages
- Avoiding unknown links or attachments
- Understanding common scams like phishing
Regular training helps everyone stay alert and make better decisions online.
### **3. Use Strong Passwords and Extra Security**
Passwords should be strong and unique.
Schools should also use [**multifactor authentication (MFA)**](https://www.staysafeonline.org/articles/multi-factor-authentication), which adds an extra layer of protection beyond just a password.
### **4. Watch for Security Gaps**
Remote learning creates new risks, such as:
- Using personal devices that may not be secure
- Connecting to unsafe Wi-Fi networks
- Not updating devices or apps
Schools should regularly check for weaknesses and make sure systems are secure.
### **Key Takeaway:**
Good cyber hygiene means building safe habits every day—at school and at home—to protect information and stay secure online.
**Sources**:
[EdTech Magazine](https://edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning)
[National Cyber Alliance ](https://www.staysafeonline.org/articles/multi-factor-authentication)
---
### [Tip Sheet for Schools Using Video Conferencing](https://sciencesafety.com/courses/secure-video-conferencing/lessons/tip-sheet-for-schools-using-video-conferencing/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
This tip sheet provides important guidelines to help keep students, teachers, and schools safe while using video conferencing tools
### **1. Use Approved Tools Only**
- Only use video platforms approved by your school or district
- Be careful with meeting links from unknown sources
### **2. Secure Your Meetings**
- Use meeting passwords
- Use waiting rooms to control who joins
- Only make meetings public when necessary
- Share meeting links and passwords carefully
### **3. Protect School and Student Information**
- Only share what is necessary
- Be careful when screen sharing
- Manage recording and file-sharing settings
### **4. Protect Yourself and Others**
- Check your background before turning on your camera
- Avoid showing personal or private information
- Turn off or move devices that may reveal information
- Use strong passwords for your home Wi-Fi
### **Key Takeaway:**
Video calls should be treated like real classrooms—secure, private, and only accessible to the right people.
[](https://sciencesafety.com/wp-content/uploads/2022/07/Video-Conferencing_-Guidelines-to-Keep-you-and-Your-Students-Safe.pdf)
**Sources**:
[CISA,](https://www.cisa.gov/sites/default/files/publications/CISA_Cybersecurity_Tip-Sheet_for_K-12_Schools_Using_Video_Conferencing_S508C.pdf)[](https://www.cisa.gov/sites/default/files/publications/CISA_Cybersecurity_Tip-Sheet_for_K-12_Schools_Using_Video_Conferencing_S508C.pdf)[Department of Homeland Security](https://www.cisa.gov/sites/default/files/publications/CISA_Cybersecurity_Tip-Sheet_for_K-12_Schools_Using_Video_Conferencing_S508C.pdf)
---
### [How Schools Can Keep Video Calls Safe](https://sciencesafety.com/courses/secure-video-conferencing/lessons/how-schools-can-protect-people-during-videoconferencing/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
### **1. Choose the Right Platform**
Schools should use video tools designed for education, not just general use. These platforms are more likely to follow student privacy laws and keep information safe.
Different classes may need different features, like:
- Chat or whiteboard tools
- Screen sharing
- Easy ways to connect with teachers
Schools should also have clear rules for how these tools are used and share them with students and families.
### **2. Use Security Settings**
Most video platforms have built-in safety features that help protect meetings.
Important tools include:
- **Meeting passwords** to keep unwanted people out
- **Waiting rooms** so teachers can control who joins
- **Host controls** to mute, remove, or manage participants
- **Locking meetings** once everyone has joined
These features help prevent strangers from entering calls and keep meetings secure.
### **3. Practice Good Cyber Habits**
Everyone—students, teachers, and staff—plays a role in staying safe.
Good habits include:
- Using strong, unique passwords
- Not sharing meeting links publicly
- Checking who is in the meeting
- Reporting anything unusual
Students should also behave appropriately and respectfully during video calls.
### **Key Takeaway:**
Online classrooms should be treated just like real classrooms—only the right people should be allowed in, and everyone should follow rules to stay safe.
**Source**:
[EdTech Magazine](https://edtechmagazine.com/k12/article/2020/04/why-videoconferencing-security-essential-remote-learning-perfcon)
---
### [Remote Learning Cybersecurity Risks (4:31)](https://sciencesafety.com/courses/secure-video-conferencing/lessons/remote-learning-cybersecurity-risks-431/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
As remote learning has become more common, students are spending more time online than ever before. This increased screen time also creates more opportunities for hackers to target students, families, and schools.
In this video, you’ll learn how cybercriminals take advantage of remote learning environments and the common risks students may face while learning online. These risks can include:
- Fake emails or messages (phishing)
- Unsafe links or downloads
- Weak passwords or shared accounts
- Unsecured devices or Wi-Fi networks
The video also explains how simple mistakes—like clicking the wrong link or sharing too much information—can lead to bigger problems, including account takeovers or data theft.
### **Why This Matters**
When students understand these risks, they can make smarter choices online, protect their personal information, and help keep their school accounts secure.
### **Key Takeaway:**
Being aware of online risks is the first step to staying safe while learning remotely.
Source:
[Remote learning cybersecurity risks](https://www.youtube.com/watch?v=1jcB7JfR5ug) – [PIX11 News](https://www.youtube.com/@PIX11News)
---
### [Video Call Safety (2:30)](https://sciencesafety.com/courses/secure-video-conferencing/lessons/video-call-safety-230/)
**Published:** June 28, 2022
**Author:** admin2025Open
**Content:**
In today’s world of video calls, it’s more important than ever to use strong cybersecurity habits during every meeting. This video shares simple rules to help you stay safe and keep your personal information private while using video conferencing tools.
This video is part of the Cyber Safety Series, created by [CYBER.ORG ](https://cyber.org/)in partnership with the Cybersecurity and Infrastructure Security Agency. It focuses on practical tips for staying safe during video calls.
**Source**:
[Cyber.org](https://cyber.org/)
---
### [Protect Your Information When You Use Public Wi-Fi](https://sciencesafety.com/courses/public-wi-fi/lessons/protect-your-information-when-you-use-public-wi-fi-2/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
Public Wi-Fi can be helpful, but you should always be careful about what you do while connected.
#### **Ways to stay safe:**
- **Avoid sensitive information**
Don’t access personal or financial accounts on public Wi-Fi. Always assume the network is not secure.
- **Use secure websites (https)**
Only log in or enter information on websites that start with **https://**.
If a site switches from secure to not secure, log out right away.
- **Log out when you’re done**
Don’t stay signed in to accounts, especially on shared or public networks.
- **Use different passwords**
Avoid using the same password for multiple accounts. If one account is hacked, others could be at risk.
- **Pay attention to warnings**
If your browser warns you about a website or download, take it seriously. Keep your device and apps updated.
- **Turn off auto-connect**
Set your device so it doesn’t automatically join nearby Wi-Fi networks without your permission.
- **Use helpful security tools**
Some browser tools and extensions can help force secure connections, but they don’t protect everything—so stay alert.
### **Key Takeaway:**
When using public Wi-Fi, protect your information by being careful about where you log in, what you share, and how your device is set up.
**Source**:
[FTC.gov](https://consumer.ftc.gov/articles/how-safely-use-public-wi-fi-networks)
---
### [Ways To Protect (Encrypt) Your Information](https://sciencesafety.com/courses/public-wi-fi/lessons/ways-to-encrypt-your-information-2/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
Even though you can’t control how secure public Wi-Fi is, there are steps you can take to help protect your information.
### **1. Use secure websites (look for https)**
When a website starts with **https://**, it means your information is encrypted (scrambled) as it travels over the internet.
⚠️ But remember:
Just because a site has *https* doesn’t mean it’s trustworthy. Scammers can create fake websites that look secure. Always make sure the site itself is legitimate.
### **2. Consider using a VPN**
A **VPN (Virtual Private Network)** adds an extra layer of protection by encrypting your internet connection. This makes it harder for others on the network to see your activity.
### **3. Use your mobile data when possible**
Your phone’s data connection is usually more secure than public Wi-Fi.
If you need to enter personal information (like passwords or account details), it’s safer to switch off Wi-Fi and use your mobile data.
### **Key Takeaway:**
You may not be able to secure the network—but you can take steps to secure your information.
**Source**:
[FTC.gov](https://consumer.ftc.gov/articles/how-safely-use-public-wi-fi-networks)
---
### [Hacker Demonstrates Security Risks Of Free Public Wi-Fi (2:48)](https://sciencesafety.com/courses/public-wi-fi/lessons/hacker-demonstrates-security-risks-of-free-public-wi-fi-248/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
### **Video Overview**
In this video from [CBS Boston](https://www.youtube.com/@cbsboston), a cybersecurity expert demonstrates how easy it is for hackers to take advantage of free public Wi-Fi. The demonstration shows that attackers can join the same network as you and potentially see or capture your data if the connection is not secure.
The video highlights how quickly someone with basic tools can:
- Monitor activity on a public network
- Intercept information being sent
- Take advantage of unsecured connections
### **Why This Matters**
Public Wi-Fi networks are often open and unencrypted, meaning anyone—including hackers—can join them.
This makes it easier for attackers to:
- See your online activity
- Access personal information
- Pretend to be you online
### **Key Takeaway:**
Just because Wi-Fi is free and easy to access doesn’t mean it’s safe. Always be cautious about what you do on public networks.
**Source**:
[WBZ CBS Boston](https://www.youtube.com/@cbsboston)
---
### [Public Wi-Fi Isn’t Secure](https://sciencesafety.com/courses/public-wi-fi/lessons/public-wi-fi-isnt-secure-2/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
At home, you can make your Wi-Fi safer by using strong passwords and security settings. But when you use public Wi-Fi—like at a coffee shop, airport, or hotel—you don’t control how secure the network is.
**Why does this matter?**
If a public Wi-Fi network isn’t secure, other people on the same network may be able to see what you are doing online—especially on websites that aren’t fully protected.
This could include:
- Websites you visit
- Messages you send
- Information you type (like usernames or passwords)
In some cases, someone could even take over your session and act like they are you online.
Hackers can use simple tools (many available for free) to do this. That means your:
- Personal information
- Photos and files
- Contacts
- Login details
could be at risk.
A scammer could also:
- Pretend to be you and message your friends
- Try your passwords on other accounts
- Access accounts that store important or financial information
If they get enough information, they may even try to steal your identity.
### **Another Risk to Know:**
Some public Wi-Fi networks may ask you to install something (like a “certificate”) to connect. While this can be used for security, it can also allow the network provider to see your online activity—even on secure websites.
### **Key Takeaway:**
Public Wi-Fi is convenient, but it is not always safe. You should be careful about what you do and share while connected.
**Source**:
[FTC.gov](https://consumer.ftc.gov/articles/how-safely-use-public-wi-fi-networks)
---
### [How to Prevent and Protect Against Social Engineering](https://sciencesafety.com/courses/social-engineering/lessons/how-to-prevent-and-protect-against-social-engineering/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
The best way to stay safe from social engineering is to learn how to recognize it. When you know what to look for, you’re less likely to be tricked.
#### **Ways to protect yourself:**
- **Pause and think before you act**
If something feels urgent or strange, don’t rush.
- **Check suspicious messages**
If you get a weird email, text, or call, verify it with a trusted adult, teacher, or the organization directly.
- **Only open attachments from people you trust**
Unknown files can contain harmful software.
- **Never share passwords or personal information**
No real organization will ask for your password, PIN, or private details through email or text.
- **Ignore “too good to be true” messages**
If you didn’t enter a contest, you didn’t win a prize.
- **Download apps and software from trusted sources only**
Stick to official app stores or approved school resources.
- **Watch out for urgency**
Messages that say “Act now!” or “This is urgent!” are often scams.
- **Use security tools**
Spam filters and antivirus software help block threats.
- **Ask for help**
If you’re unsure, check with a parent, teacher, or IT staff before clicking or responding.
### **Key Takeaway:**
Think before you click. If something feels off, it probably is.
**Source:**
[CompTIA](https://www.comptia.org/content/articles/what-is-social-engineering)
---
### [Social Engineering Infographic](https://sciencesafety.com/courses/social-engineering/lessons/social-engineering-infographic/)
**Published:** July 1, 2022
**Author:** admin2025Open
**Content:**
This infographic from Infosec shows how hackers trick people instead of computers. It helps you recognize common warning signs and learn how to protect yourself online.
**Source**:
[Infosec](https://www.infosecinstitute.com/resources/security-awareness/what-is-a-social-engineering-attack/)
---
### [Social Engineering Methods](https://sciencesafety.com/courses/social-engineering/lessons/social-engineering-methods/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
Cyber attackers can use social engineering to target anyone—students, parents, teachers, or school staff. Their goal is to trick people into sharing personal information or taking actions that put their accounts at risk.
One of the most common tactics is **phishing**, where attackers send fake messages to try to get you to:
- Share personal information (like your name, birthday, or student ID)
- Enter your password or PIN
- Click on a suspicious link
- Download an attachment that may contain harmful software
Attackers may also create **fake websites** that look very similar to real ones. This is called **domain spoofing**.
**For example:**
- Real site: [www.cottoncandyschool.edu](http://www.cottoncandyschool.edu)
- Fake site: [www.cottencandyschool.edu](http://www.cottencandyschool.edu) (letter changed)
- Fake site: [www.cottoncandyschoo1.edu](http://www.cottoncandyschoo1.edu) (letter replaced with a number)
These small changes can be hard to notice. If you click the wrong link, you may think you’re on a real website—but you’re actually on a fake one controlled by an attacker.
### **Key Takeaway:**
Always double-check links, websites, and messages before clicking or sharing information. Small details can make a big difference.
**Source**:
[CISA.gov](https://www.cisa.gov/uscert/ncas/alerts/aa20-345a)
---
### [How Does Social Engineering Work?](https://sciencesafety.com/courses/social-engineering/lessons/how-does-social-engineering-work/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
### **Social engineering attacks usually happen in three main steps:**
#### **1. Research the target**
The attacker gathers information about a person to make themselves seem trustworthy.
They might look at social media or public information to find things like:
- Names
- Birthdays
- Phone numbers
- Schools or workplaces
They use this information to sound believable.
### **2. Make contact**
Next, the attacker reaches out—often by email, text, phone call, or social media.
They pretend to be someone the person trusts, like:
- A teacher or school staff member
- A company or tech support
- A friend or classmate
They may use the information they found to prove they are “legitimate,” then ask for private details like passwords or personal information.
#### **3. Attack**
Once they have enough information, the attacker uses it to:
- Log into accounts
- Steal personal information
- Pretend to be the person (identity theft)
- Access systems or data
### **Key Idea:**
Social engineering works because it builds trust first—and then takes advantage of it.
**Source**:
[CompTIA](https://www.comptia.org/content/articles/what-is-social-engineering)
---
### [How Social Engineering Works](https://sciencesafety.com/courses/social-engineering/lessons/social-engineering-attacks-are-not-technical-in-nature/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
Social engineering attacks are not about hacking computers—they are about tricking people.
These attacks happen when someone outside a school or organization convinces someone inside to take an action they normally wouldn’t. Social engineers take advantage of human nature, like being helpful, trusting, or in a hurry.
**Real-Life Example (In Person):**
Think about a busy morning at school. Students are arriving, and things are moving quickly. An unfamiliar person walks up to the door, and someone holds it open for them without checking who they are.
Even though the person was trying to be polite, this situation could allow someone to enter the building without permission. This is an example of social engineering.
**How It Happens Online:**
Cyberattackers use similar tricks through emails, texts, or phone calls. They may ask for small pieces of information that seem harmless, but when combined, those details can give them access to important systems.
Often, they pretend to be someone you trust—like a coworker, a company, or a school official.
**Real Example (Email Scam):**
In one case, a school employee received an email that looked like it came from a trusted source asking for important documents. The attacker had done research to make the message look real, using names, email signatures, and details they found online.
Because the request seemed legitimate, the employee sent sensitive information—without realizing it was a scam.
**Key Takeaway:**
Social engineers rely on:
- Trust
- Urgency
- Curiosity
- Lack of awareness
They often gather information from places like social media to make their messages more believable.
**Remember:**
If something feels unusual—even if it looks real—pause and double-check before responding or sharing information.
**Source**:
[North Carolina State University](https://www.fi.ncsu.edu/resources/cybersecurity-in-k-12-an-overview-of-the-threat-landscape/)
---
### [Difference Between Social Engineering, Phishing, Ransomware, and Malware](https://sciencesafety.com/courses/social-engineering/lessons/difference-between-social-engineering-phishing-ransomware-and-malware/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
There are different types of cyberattacks, and it’s important to understand how they are different.
**Malware**
Malware is a general term for harmful software. It is designed to damage devices, steal information, or gain access to systems without permission.
**Ransomware**
Ransomware is a type of malware. It locks or blocks access to your files or device, and the attacker demands money (a ransom) to give access back.
**Social Engineering**
Social engineering is when someone tricks a person into giving away private information. Instead of hacking a computer, the attacker manipulates a person by pretending to be someone they trust.
**Phishing**
Phishing is a type of social engineering. It usually happens through emails, texts, phone calls, or fake websites that try to trick you into sharing passwords or personal information.
### **Quick Way to Remember:**
- **Malware** = harmful software
- **Ransomware** = locks your files for money
- **Social Engineering** = tricks people
- **Phishing** = fake messages that trick you
Source: [CompTIA](https://www.comptia.org/content/articles/what-is-social-engineering)
---
### [What Is Social Engineering?](https://sciencesafety.com/courses/social-engineering/lessons/what-is-social-engineering/)
**Published:** June 29, 2022
**Author:** admin2025Open
**Content:**
You may hear people say that humans are the “weakest link” in cybersecurity. This means that even when technology is secure, hackers can still succeed by tricking people instead of breaking into systems.
This is called **social engineering**.
Social engineering is when someone uses manipulation or deception to get you to share private information, like passwords or personal details. Instead of hacking a computer, they “hack” a person.
You’ve probably seen examples of this in movies. In *[Catch Me If You Can](https://www.youtube.com/watch?v=s-7pyIxz8Qg)*, a con artist pretends to be different people to gain trust and commit fraud. Social engineering works similarly—but in the digital world.
Instead of face-to-face conversations, social engineers use:
- Emails
- Text messages
- Phone calls
- Social media
They often pretend to be someone you trust, like:
- A teacher or school staff member
- A friend or classmate
- A company or tech support worker
- A bank or online service
Their goal is to trick you into:
- Sharing passwords
- Clicking on harmful links
- Sending money or personal information
**Key Idea:**
Social engineering is not about breaking technology—it’s about tricking people.
By understanding how these scams work, you can make smarter choices and protect yourself online.
**Source**:
[CompTIA](https://www.comptia.org/content/articles/what-is-social-engineering)
---
### [What To Do Once You’re Back in Your Account](https://sciencesafety.com/courses/hacked-emails/lessons/what-to-do-once-youre-back-in-your-account/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
### **What To Do Once You’re Back in Your Account**
1. **Check your account settings**
After logging back in, make sure everything looks normal:
- Check your email signature for any links you didn’t add
- Look for email “rules” that automatically forward messages—delete any you didn’t create
- On social media, check for changes like new friends or followers you don’t recognize
2. **Think about what was exposed**
Ask yourself what information the hacker might have seen. If your email includes passwords or important account details, update those accounts right away—especially for things like banking, school, or important apps.
3. **Look for signs of activity**
Check your email folders like Sent, Trash, or Deleted:
- Look for messages you didn’t send
- See if anything important was opened or deleted
- On social media, check for messages or posts you didn’t create
4. **Report identity theft if needed**
If personal information (like your Social Security number or other sensitive data) was used, report it at [IdentityTheft.gov](http://IdentityTheft.gov). They can help you create a recovery plan.
5. **Let others know**
Tell your friends, family, or classmates that your account was hacked:
- If sending a group email, use Bcc to keep everyone’s information private
- Warn them not to click on any strange links or messages from your account
- Let them know to ignore any requests for money or personal information
**Sources**:
[IdentityTheft.gov](https://www.identitytheft.gov/#/)
[FTC](https://consumer.ftc.gov/articles/how-recover-your-hacked-email-or-social-media-account)
---
### [Signs That Your Email or Social Media Account Has Been Hacked](https://sciencesafety.com/courses/hacked-emails/lessons/signs-that-your-email-or-social-media-account-has-been-hacked/)
**Published:** June 27, 2022
**Author:** admin2025Open
**Content:**
**You might have been hacked if:**
• You notice unusual activity, like messages being marked as read or deleted when you didn’t open them
• Your social media account has posts you didn’t create
• You can’t log into your email or social media account
• Your “Sent” folder has messages you didn’t send, or has been emptied
• Friends or family receive messages from you that you didn’t send—especially ones with strange links or urgent requests for help or money
• Your password suddenly stops working or has been changed without you knowing•
• You get alerts about logins from devices or locations you don’t recognize
• Your account settings (like recovery email or phone number) have been changed
**Sources**:
[Scammers Use Fake Emergencies To Steal Your Money](https://consumer.ftc.gov/articles/scammers-use-fake-emergencies-steal-your-money) – FTC
[Consumer Advice](https://consumer.ftc.gov/articles/how-recover-your-hacked-email-or-social-media-account) – FTC
---
### [Ethics and Empathy as a Moral Compass](https://sciencesafety.com/courses/ethics-and-empathy/lessons/educational-and-citizenship-value/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
Ethics and empathy act like a moral compass, helping guide young people in their actions and in how they think about personal and social issues.
They help students build confidence, understand themselves, and appreciate people from different backgrounds. Ethics and empathy also encourage openness to different ideas, cultures, and ways of thinking.
When students understand how ethics guide their choices—and develop empathy to see situations from different perspectives—they are better able to handle uncertainty and think for themselves. They are less likely to be influenced by peer pressure, social media, or trends.
They also learn that it’s okay for people to have different opinions. Instead of trying to change others, they can respect those differences and see them as opportunities to learn and grow.
Ethics and empathy also support creativity and problem-solving. When students can imagine different perspectives, they are better equipped to find thoughtful solutions and learn independently.
Research also shows that empathy matters for teachers. In studies involving nearly 2,000 students, classrooms led by teachers with an empathetic approach—rather than a strictly punitive one—saw significant improvements, including a reduction in student absenteeism.
**Sources**:
Parker B. (2016), “[Teacher empathy reduces student suspensions](https://stanford.io/2Lg0r4Z)”, Stanford News.
[Council of Europe](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy)
---
### [Ethics is About Relationships](https://sciencesafety.com/courses/ethics-and-empathy/lessons/ethics-is-about-relationships/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
**Ethics Is About Relationships**
Ethics is about how we treat ourselves and others. It’s about caring for people’s well-being and understanding what is right and acceptable in the groups and communities we are part of. It also means having a strong sense of right and wrong and staying true to your values.
Ethics is not something that stays the same—it grows and changes over time as we gain new experiences, ask questions, and learn from others.
From an early age, both ethics and empathy are shaped by the world around us, especially by parents, teachers, and other role models. Children learn best when they are encouraged to think about their own feelings and consider how others might feel in different situations.
Researchers have found that people who are empathetic often share similar habits. These habits can help students better understand others and make positive choices.
**Empathetic people:**
- Listen carefully and pay attention to others
- Are curious about people who are different from them
- Look for common ground and challenge their own assumptions
- Try to imagine what life is like for someone else
- Want to help others and make a positive difference
- Use creativity and imagination to better understand the world
By developing these habits, students can build stronger relationships, make thoughtful decisions, and contribute to a more respectful and inclusive community.
**Sources**:
Tisot C. (2014), “[Environmental Contributions to Empathy Development in Young Children](https://search.worldcat.org/title/Environmental-contributions-to-empathy-development-in-young-children/oclc/56772472)”, Hong Kong.
Krznaric R. (2012), “[Six Habits of Highly Empathic People](http://bit.ly/2Mtx2K0)”, Greater Good Magazine.
[Council of Europe](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy)
---
### [When Empathy Is Misused](https://sciencesafety.com/courses/ethics-and-empathy/lessons/why-ethics-and-empathy-are-important/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
Empathy is a powerful skill—but it does not always lead to positive behavior. Sometimes, it can be used in ways that support or encourage actions that are not ethical.
For example, when people feel high levels of fear or stress, it can become harder for them to understand and care about others’ feelings. This can lead to poor decisions or unfair treatment of others. This idea is often reflected in the saying, *“fear is the father of prejudice,”* meaning fear can lead people to judge or treat others unfairly.
Empathy can also be misused when people show understanding or support for harmful beliefs, such as racism or sexism, to gain approval or influence others. In these cases, empathy is not helping people make better choices—it is being used to justify harmful behavior.
At the same time, empathy can be a powerful force for good. Images or stories that help people understand others’ suffering have, at times, inspired kindness, support, and positive change. But strong emotional reactions can also lead to anger or conflict, depending on how people respond.
Research shows that one of the best ways to reduce bias and conflict is through open, respectful, and empathetic conversations. Empathy helps people understand different perspectives, build stronger relationships, and work through disagreements.
When students learn to use empathy in a healthy way, it helps them:
- Make thoughtful and responsible decisions
- Handle challenges and setbacks with confidence
- Build positive relationships with others
- Stay true to their values, even when facing peer pressure
In today’s technology-rich world, students are constantly exposed to new ideas, opinions, and influences. Empathy, combined with strong ethical thinking, helps guide them in making responsible choices and navigating these challenges with respect and understanding.
**Source**:
[Council of Europe](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy)
---
### [Developing Ethics and Empathy Through Childhood](https://sciencesafety.com/courses/ethics-and-empathy/lessons/developing-ethics-and-empathy-through-childhood/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
Ethics and empathy are first learned at home, often through the words and actions of parents or caregivers. Children watch how adults treat others and begin to understand what is considered right and wrong.
As children grow and enter school, they meet people from many different backgrounds and experiences. This helps them see new perspectives and understand that others may think and feel differently. Schools play an important role in this process by creating environments where diversity and inclusion are valued and respected.
Ethics and empathy are not fixed—they grow and change over time. As children make new friends, interact online, and explore social media, they are exposed to even more ideas and viewpoints. These experiences continue to shape how they understand others and how they make decisions.
Guidance from parents and teachers remains very important during this time, especially as children approach their teenage years. Support, conversation, and positive role modeling help students build strong values and thoughtful habits.
Research shows that our brains are designed to help us understand others. Special brain cells, often called “mirror neurons,” help us recognize and respond to other people’s emotions. From a young age, children begin to notice how others feel and may naturally copy or respond to those emotions.
While scientists are still learning how to measure empathy, studies suggest that people who are highly empathetic may have more active systems in the brain that support understanding and sharing emotions. This research is also helping experts better understand how people experience emotions differently, including individuals with autism.
**Sources**:
Krznaric R. (2015), [Empathy: Why it matters, and how to get it](https://www.amazon.com/Empathy-Why-Matters-How-Get/dp/0399171401), Random House, UK.
Davis M. (1983), [“Measuring individual differences in empathy: Evidence for a multidimensional approach”](https://psycnet.apa.org/record/1983-22418-001) Journal of Personality and Social Psychology 44 (1), pp. 113-126. DOI:10.1037/0022-3514.44.1.113.
[Council of Europe](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy)
---
### [Empathy and Getting Touch With Our Own Weaknesses (2:53)](https://sciencesafety.com/courses/ethics-and-empathy/lessons/empathy-and-getting-touch-with-our-own-weaknesses/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
[Dr. Brené Brown](https://brenebrown.com/about/) explains that true empathy comes from being brave enough to recognize our own struggles and feelings.
In her animated video, she shares an important idea: the best way to help someone who is hurting is not by trying to “fix” the situation or give quick advice. Instead, it’s about connecting with how they feel.
When we understand our own emotions—especially times when we’ve felt sad, left out, or frustrated—we are better able to understand others. This helps us respond with kindness, support, and care.
Empathy means saying things like:
- “I understand how that might feel.”
- “That sounds really tough.”
- “I’m here for you.”
It also means being okay with not having all the answers. Sometimes, just listening and showing you care makes the biggest difference.
**Source**:
[Brené Brown on Empathy](https://www.youtube.com/watch?v=1Evwgu369Jw&t=2s) – [The RSA ](https://www.youtube.com/@rsaorg)
---
### [Tuning Into Emotional Cues](https://sciencesafety.com/courses/ethics-and-empathy/lessons/tuning-into-emotional-cues/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
Empathy and ethical behavior start with understanding that every person deserves respect and dignity. They also require us to be aware of our own thoughts and actions, while taking responsibility for how we treat others.
Skills like listening, observing, and working with others help us better understand different perspectives. These skills allow us to see that people may think and feel differently—and that those differences matter.
Psychologist Daniel Goleman calls this ability “tuning into emotional cues.”[1](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy#1) This means paying attention to how others feel, not just through what they say, but also through body language, facial expressions, and tone of voice. It also means showing genuine interest in what others are going through.
However, this can be more difficult in online spaces, where we often cannot see or hear these non-verbal cues. Without them, it’s easier to misunderstand others or overlook how our words may affect someone.
Research also suggests that constant exposure to fast-moving images, sounds, and information—especially online—can make it harder for our brains to notice subtle emotional signals. It may also affect how we think through the consequences of our actions. [2](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy#2)
**Source**:
[1. Goleman D (2011), The Brain and Emotional Intelligence: New Insights, More Than Sound, USA.](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy#1)[2. Carr N. (2010), The Shallows: What the Internet Is Doing to Our Brains, W. W. Norton & Co., New York.](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy#2)[Council of Europe](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy)
---
### [What is Empathy?](https://sciencesafety.com/courses/ethics-and-empathy/lessons/what-is-empathy/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
Empathy is the ability to understand how someone else is feeling and to see things from their point of view. It means putting yourself in someone else’s shoes.
Empathy helps us treat others with kindness and respect. When we understand what someone else is going through, we are more likely to make good choices and avoid hurting others.
For example, if someone is being left out or teased, empathy helps us recognize how that might feel and encourages us to support them instead of joining in.
Empathy shapes how we see and respond to the people around us. It helps us make thoughtful decisions and build positive relationships both in person and online.
**Source**:
[Council of Europe](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy)
---
### [Ethics as a Foundation for Behavior](https://sciencesafety.com/courses/ethics-and-empathy/lessons/ethics-are-moral-principles/)
**Published:** July 10, 2022
**Author:** admin2025Open
**Content:**
Ethics are the moral principles that guide how individuals behave and how they conduct themselves in everyday life.
While these principles are typically shaped by what a society or group defines as right and wrong, behavior in digital environments does not always align with those standards. In many online spaces, actions that would be considered unethical in face-to-face interactions are often normalized—or even encouraged.
A common example is online bullying, where both children and adults may attempt to outdo one another with hurtful comments in pursuit of attention, validation, or peer approval.
Additionally, the borderless nature of digital technology allows individuals to move seamlessly across different communities and social norms. As a result, what is considered acceptable in one context may conflict with expectations in another.
**Source**:
[Council of Europe](https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy)
---
### [Key BTAM Resources](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/key-btam-resources/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
## **Key Resources**
**Protecting America’s Schools: A U.S. Secret Service Analysis of Targeted School Violence.** (2019).
**Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence.** (2018).
[https://www.cisa.gov/sites/default/files/publications/18\_0711\_USSS\_NTAC-Enhancing-School-Safety-Guide.pdf](https://www.cisa.gov/sites/default/files/publications/18_0711_USSS_NTAC-Enhancing-School-Safety-Guide.pdf)
**Making Prevention a Reality: Identifying, Assessing, and Managing the Threat of Targeted Attacks.** (2017).
**The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States.** (2002).
[https://www.secretservice.gov]()
**Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates.** (2002).
[https://www.secretservice.gov](https://www.secretservice.gov/data/protection/ntac/ssi_guide.pdf)
**Guide for Developing High-Quality School Emergency Plans.** (2013).
[https://rems.ed.gov/docs/REMS\_K-12\_Guide\_508.pdf](https://rems.ed.gov/docs/REMS_K-12_Guide_508.pdf)
## **Additional Resources**
**Colorado School Safety Resource Center**
**National Association of School Psychologists (NASP) – School Safety and Crisis Resources**
**NASP – A Framework for Safe and Successful Schools**
[https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/a-framework-for-safe-and-successful-schools](https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis)
**NASP PREPaRE Training Curriculum**
**Positive Behavioral Interventions and Supports (PBIS)**
[https://www.pbis.org/](https://rems.ed.gov/)
**Readiness and Emergency Management for Schools (REMS) Technical Assistance Center**
U.S. Departments of Education, Homeland Security, Justice, and Health & Human Services
**SchoolSafety.gov**
**Virginia Center for School and Campus Safety**
**Source**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [Warning Signs for Targeted School Violence](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/warning-signs-for-targeted-school-violence/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
Warning signs reflect **current behaviors and conditions** that may indicate movement along the pathway to violence. They require immediate attention and a comprehensive, behavior-based assessment.
### **Targeting and Motive Development**
- Identification of specific targets, including:
- Individuals
- Locations
- Programs or activities
- Institutional processes or philosophies
- Symbolic or proxy targets
- Articulation of motives (personal, political, religious, racial/ethnic, environmental, or special interest)
### **Escalation Toward Action**
- Increasing intensity in:
- Violent thoughts or desires
- Planning behaviors
- Efforts to prepare for an attack
- Direct or indirect communications about violence
- Statements that align with observed behaviors
- Belief that violence is acceptable or the only solution
### **Access and Capacity**
- Access to weapons or other means of harm
- Increasing ability or steps taken to carry out a plan
### **Leakage and Concerning Communications**
- Leakage of violent ideation to peers, online platforms, writings, artwork, or other communications
- Engagement with social media that promotes, facilitates, or glorifies violence
### **Emotional and Psychological Distress**
- Hopelessness, desperation, or despair
- Suicidal ideation
- Feelings of being bullied, humiliated, or persecuted
- Significant interpersonal conflicts
- Intimate partner problems
- Major losses, failures, or destabilizing life events
### **Social Withdrawal and Isolation**
- Noticeable withdrawal from peers, activities, or previously valued relationships
***Note.** Amman et al. (2017); de Becker (n.d.); Fein et al. (2004); Langman (2009, 2015); Meloy et al. (2011, 2014, 2015); Nicoletti & Spencer (2002); Reeves & Brock (2017).*
---
### [Risk Factors for Targeted School Violence](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/risk-factors-for-targeted-school-violence/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
Risk factors do not predict violence on their own; rather, they signal the need for increased monitoring, support, and intervention when considered alongside behavior, context, and protective factors.
### **Social and School Disconnection**
- Social withdrawal, isolation, or alienation
- Feelings of rejection or persecution
- History of being bullied or victimized by violence
- Low interest in school and poor academic performance
- Failure to affiliate with prosocial peer groups
- Dependence on virtual or online communities for identity and belonging
### **Grievance, Ideology, and Identity Concerns**
- Expression of personal grievance or moral outrage
- Thinking framed by rigid or extremist ideology
- Intolerance or prejudice toward others
- Occupational or future goals perceived as blocked or unattainable
### **Behavioral and Emotional Functioning**
- Poor impulse control
- Uncontrolled anger
- Chronic aggressive behavior (e.g., hitting, intimidation, bullying)
- Ongoing disciplinary problems
- Substance use (drugs or alcohol)
- Mental health concerns
### **History of Concerning or Violent Behavior**
- Violent themes in writings, drawings, or creative expression
- Previous serious threats of violence
- Criminally violent behavior
- Cruelty to animals
### Environmental and Peer Influences
- Gang affiliation
- Access to or possession of firearms or other weapons
**Note.** Adapted from Amman et al. (2017); Dwyer et al. (1998); Meloy et al. (2011, 2014, 2015); Reeves & Brock (2017); U.S. Department of Education (2016).
---
### [BTAM Record Development, Storage, and Retention](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/btam-records/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
With the exception of situations involving imminent safety risk, there is limited statutory guidance on how threat assessment records should be created, stored, and retained. For this reason, each district should work closely with its legal counsel to establish clear procedures for the management of BTAM documentation.
Record-keeping decisions are critical. Thorough documentation provides both a **behavioral rationale for interventions** and a **legal record of the school’s good-faith actions**. Case law has consistently demonstrated that when a school has *foreseeability*—even a minimal indication of a potential safety concern—it has a duty to act. Failure to respond appropriately may result in claims of negligence. Comprehensive documentation of the steps taken to **identify, inquire, assess, and manage** concerns is essential to demonstrate that the team followed a reasonable and responsible process.
### **Importance of Record Retention**
BTAM teams are encouraged to retain records for the maximum period permitted by applicable law and district policy. Maintaining these records is important because an individual may continue to pose a concern after:
- transitioning to another school,
- graduating, or
- separating from employment.
At a minimum, each school-based BTAM team should establish a **secure, confidential record-keeping system**. Ideally, a copy of each completed BTAM protocol should also be provided to a designated **district-level coordinator or administrator**. This practice:
- Ensures accountability and fidelity to the BTAM process
- Creates a secure backup for future reference
- Allows the district to collect aggregate data to guide resource allocation, training, and prevention planning
### **Student Transitions**
Districts must also develop procedures for how BTAM records are handled when students:
- move between schools within the district, or
- transfer to another district.
These procedures should align with applicable privacy laws and state and federal regulations while ensuring continuity of safety planning and support
([Maryland Center for School Safety](https://schoolsafety.maryland.gov/Pages/MCSS-About.aspx), 2018).
**Source**:
[Maryland Center for School Safety](https://schoolsafety.maryland.gov/Pages/MCSS-About.aspx)
---
---
### [Step 6. Develop Risk Management Options](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/step-6-develop-risk-management-options/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
BTAM teams must consider **all available data**, including both risk and protective factors. The[ FBI (2017) recommends identifying **levels of concern**](https://leb.fbi.gov/articles/featured-articles/school-resource-officers-and-violence-prevention-best-practices-part-two) to guide decision-making and the selection of appropriate interventions and supports. These levels are **not used to predict behavior**, assign automatic consequences, or determine changes in educational placement. There is no formula, score, or specific number of risk factors that determines a level. Instead, teams analyze risk factors, warning signs, and situational context together.
As the level of concern increases, interventions become more **directive, intensive, and immediate**. The purpose is to match supports to need—not to impose punishment. For example, exclusionary discipline such as suspension or expulsion is not appropriate for a low-level concern.
### **Conceptualizing Levels of Concern**
*(FBI, 2017; [Virginia Center for School and Campus Safety](https://www.dcjs.virginia.gov/virginia-center-school-and-campus-safety), 2016)*
**Low Level Concern**
The individual does not appear to pose a threat of violence or serious self-harm. Concerns can be resolved through problem-solving, conflict resolution, or existing supports.
**Moderate Level Concern**
The individual does not currently pose a threat but displays behaviors indicating potential future risk and requires targeted intervention and monitoring.
**High Level Concern**
The individual appears to pose a threat, demonstrates ongoing intent, and is taking steps to develop the capacity to carry out a plan. Immediate and intensive interventions are required.
**Imminent Concern**
The individual poses a clear and immediate threat of serious violence. Immediate containment is necessary to protect the individual and any identifiable targets, typically through law enforcement involvement or emergency mental health procedures.
## **Intervention and Management Planning**
The BTAM team should develop a **written, individualized management plan** focused on reducing risk while strengthening protective factors and resiliency.
Effective plans:
- Use existing school supports (MTSS, PBIS, counseling, academic interventions, skill-building groups)
- Connect students and families to community-based services
- Increase supervision and monitoring when needed
- Apply disciplinary action only when appropriate to the level of concern
- Consider program changes that better meet academic and social–emotional needs
More restrictive measures must **always be paired with supportive, skill-building strategies**, including relationship-building opportunities such as mentoring.
Environmental contributors—such as bullying, discrimination, or school climate concerns—must also be addressed through **universal prevention and positive climate initiatives** ([Maryland Center for School Safety](https://schoolsafety.maryland.gov/Pages/default.aspx), 2018; Reeves, 2020).
## **The Risk of Overreliance on Punitive Discipline**
Punitive actions—particularly suspension and expulsion—can **increase risk** by:
- Disconnecting the student from supervision and support
- Increasing isolation and grievance
- Providing time and opportunity for planning
Research from the [National Threat Assessment Center (2019)](https://www.secretservice.gov/sites/default/files/reports/2020-09/MAPS2019.pdf) found:
- Grievance was the most common motive in K–12 school attacks
- 41% of attacks occurred within the first week after a break in attendance
- 24% occurred on the first day back from an absence
- In some cases, the student was suspended at the time of the attack
These findings highlight the importance of **maintaining student connection, engagement, and monitoring**, even when disciplinary action is required. Removing a student from school may shift the risk from the campus to the broader community rather than reducing it.
This approach often requires a cultural shift, as exclusion is commonly—but incorrectly—perceived as making schools safer. BTAM teams must work closely with administrators to address victim concerns and manage community perception while implementing prevention-focused strategies.
## **Special Education Considerations**
Completion of a threat assessment **does not automatically require a referral to special education or a change in placement**. A referral is appropriate only when there is reason to suspect a disability and a need for specially designed instruction. Teams must avoid referrals based solely on fear or perceived risk.
All actions must follow applicable special education laws and procedures.
## **Case Management and Ongoing Monitoring**
Each case should have a **designated case manager** responsible for:
- Monitoring progress and response to interventions
- Communicating status changes to the BTAM team
- Coordinating reassessment when new information emerges
- Ensuring documentation is maintained in accordance with district policy
Regular documentation continues until the case is formally resolved. Closure must be recorded according to the school system procedures
([Maryland Center for School Safety](https://msa.maryland.gov/msa/mdmanual/25ind/html/66schoolsaf.html), 2018; [Virginia Center for School and Campus Safety](https://www.dcjs.virginia.gov/virginia-center-school-and-campus-safety), 2016).
**Sources**:
[Virginia Center for School and Campus Safety](https://www.dcjs.virginia.gov/virginia-center-school-and-campus-safety)
[Maryland Center for School Safety](https://msa.maryland.gov/msa/mdmanual/25ind/html/66schoolsaf.html)
[Threat Assessment and Management Teams](https://www.dhs.gov/sites/default/files/2021-12/Threat%20Assessment%20and%20Management%20Teams_0.pdf) – U.S. Department of Homeland Security
[Indicators of Progress and High-Risk Indicators](https://leb.fbi.gov/articles/featured-articles/indicators-of-progress-and-high-risk-indicators) – FBI
[School Resource Officers and Violence Prevention: Best Practices (Part Two)](https://leb.fbi.gov/articles/featured-articles/school-resource-officers-and-violence-prevention-best-practices-part-two) – FBI
[National Threat Assessment Center (2019)](https://www.secretservice.gov/sites/default/files/reports/2020-09/MAPS2019.pdf)– U.S. Department of Homeland Security
---
### [Analyzing Data: U.S. Secret Service Key Investigative Questions](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/analyzing-information-related-to-potential-threats/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
Best-practice guidelines strongly recommend analyzing collected information using the U.S. Secret Service’s key investigative questions. These questions help BTAM teams move beyond surface-level concerns and conduct a **behavior-based, individualized** risk assessment.
**Motives, Intent, and Communications**
- What are the person’s motives and goals?
- Have there been communications that suggest ideas or intent to attack or harm others?
**Interest in Violence or Weapons**
- Has the person shown inappropriate interest in:
- School, workplace, or terrorist attacks or attackers?
- Weapons, including recent acquisition or attempts to gain access?
- Incidents of mass violence or mass casualty events?
- Obsessive pursuit, stalking, or monitoring of others?
**Attack-Related Behaviors**
- Has the person engaged in behaviors that move an idea toward action (planning, preparation, rehearsal, or acquisition of means)?
- Does the person have the capacity to carry out an act of targeted violence?
**Emotional State and Problem-Solving**
- Is the person experiencing hopelessness, desperation, or despair?
- Does the person view violence as acceptable, desirable, or the only way to solve problems?
**Relationships and Protective Factors**
- Does the person have a trusting relationship with at least one responsible adult (e.g., teacher, family member, coach, counselor, or advisor)?
**Consistency and Corroboration**
- Is the person’s explanation of events consistent with their actions and known facts?
- Are others concerned about the person’s potential for violence?
**Contextual Factors**
- What circumstances or stressors might increase or decrease the likelihood of violence?
- What protective factors are present?
## The Pathway to Violence
After data are gathered and analyzed, the BTAM team determines whether the individual **poses a threat**, meaning they are demonstrating behaviors associated with the **pathway to violence**. This pathway typically progresses through the following stages:
1. **Ideation** – thinking about or expressing the idea of violence
2. **Planning** – developing a strategy for the act
3. **Preparation** – acquiring means, identifying targets, or rehearsing
4. **Implementation** – carrying out the act
Without intervention, individuals may move along this pathway from ideation toward action. The purpose of BTAM is to **interrupt this progression** by identifying warning signs early, implementing supports, reducing risk factors, and strengthening protective factors. When done effectively, the process helps move the individual **off the pathway to violence** and toward safer, more positive outcomes ([Deisinger & Randazzo, 2017](https://www.dcjs.virginia.gov/sites/dcjs.virginia.gov/files/Deisinger%20Consulting%20VA%20DCJS%20IHE%20BTAM%20Foundations%202025%20HANDOUT.pdf)).
---
### [BTAM and Data](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/btam-and-data/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
The effectiveness of a Behavioral Threat Assessment and Management (BTAM) process depends on the quality, accuracy, and corroboration of the data collected. Decisions are only as sound as the information on which they are based. For this reason, BTAM requires a **multimethod, multisource approach** that examines the context and interaction among the person of concern, potential target(s), and the environmental stressors or precipitating factors that may increase or reduce risk.
### **Key Data Sources**
Relevant information may include:
- Current academic and disciplinary records, including prior threat or suicide risk assessments
- Previous school records related to academics, behavior, and mental health
- Law enforcement records, when legally accessible
- Searches of student property (e.g., locker or vehicle on school grounds) conducted in accordance with district policy
- Searches conducted by law enforcement (e.g., home, room, or vehicle) when appropriate and legally authorized
- Internet activity, written work, creative expression, or other communications
- Social media activity
- Information from probation, juvenile justice, social services, or other involved agencies
- Any additional information determined to be relevant
### **Interviews**
Interviews are a critical component of data collection and should include the person of concern, parent or guardian, school staff, potential targets, and others who may have relevant knowledge. Interviews often reveal information that cannot be obtained through records or observation alone and allow the team to assess whether the individual’s account is consistent with their behavior.
Whenever possible, interviews should be led by a **school mental health professional**, who has specialized training in interviewing techniques and is typically perceived as a supportive rather than disciplinary figure. This increases the likelihood that the student will respond openly and honestly. District policy may define who is authorized to conduct interviews; however, it is important to remember that BTAM is not a disciplinary process. When the interviewer is primarily associated with discipline, students may be less forthcoming.
If law enforcement or a school resource officer leads the questioning, the interaction may be viewed as a criminal investigation. In such cases, **Miranda rights may be required**, depending on the circumstances and applicable law.
### **Assessing Imminence and Intent: TOADS**
The **TOADS** framework supports the evaluation of intent and imminence by examining whether the individual has:
- **Time** to carry out the plan (urgency may require immediate containment)
- **Opportunity** to access the target or carry out the act
- **Ability and desire** to follow through and a perception that violence is the only option
- **Stressors** that are negatively affecting decision-making and may serve as triggers
([Nicoletti, 2002](https://www.amazon.com/Violence-Goes-School-John-Nicoletti/dp/1879639882/))
### **Risk Factors and Warning Signs**
In addition to TOADS, the team must gather information related to known **risk factors**, which are variables associated with an increased likelihood of violent behavior. While risk factors are not precise predictors, they signal the need for heightened monitoring and intervention.
Research commonly groups these factors into the following categories:
Social or environmental stressors
History of violence
Physical or mental health challenges
Access to weapons
Concerning behavioral patterns
**Sources**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
[Violence Goes to School ](https://www.amazon.com/Violence-Goes-School-John-Nicoletti/dp/1879639882/)– John Nicoletti and Sally Spencer-Thomas
---
### [Step 5. Establish Assessment Procedures](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/step-5-establish-assessment-procedures/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
An effective Behavioral Threat Assessment and Management (BTAM) process follows a structured sequence: **identify, inquire, assess, and manage**. Clear, confidential reporting systems allow schools to identify the individual(s) or situation(s) in which behaviors have raised concern. The BTAM team then conducts a lawful and ethical inquiry to gather relevant information and evaluates the circumstances by considering context, developmental level, disability-related factors, and other contributing conditions. This process helps determine whether the individual or situation poses a threat of harm to self or others.
When there is a significant safety concern, the BTAM team engages law enforcement. Law enforcement then determines whether a formal criminal investigation is necessary. Following the assessment phase, the situation is **managed** through a problem-solving approach that may include targeted supports, interventions, and ongoing monitoring to prevent harm and reduce risk (Deisinger & Randazzo, 2017).
The primary purpose of BTAM is to understand the situation and implement strategies that mitigate safety concerns. It is not a criminal or disciplinary investigation, and it is not profiling. Profiling relies on broad generalizations based on an individual’s perceived similarity to a high-risk group. In contrast, threat assessment is an **individualized, behavior-based process** that evaluates a specific person, in a specific context, at a specific point in time ([Deisinger & Randazzo, 2017](https://www.dcjs.virginia.gov/sites/dcjs.virginia.gov/files/training-events/7735/deisingerconsultingvadcjsihebtam2022finalhandout.pdf)).
**Sources**:
[International Association for Healthcare Security and Safety ](https://iahssf.org/assets/IAHSS-Foundation-Threat-Assessment-Strategies-to-Mitigate-Violence-in-Healthcare.pdf) – IAHSS Foundation
[Making Prevention a Reality: Identifying, Assessing, and Managing the Threat of Targeted Attacks](https://sciencesafety.com/wp-content/uploads/2022/05/Making-Prevention-A-Reality.pdf) – FBI
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [Step 4. Determine the Threshold for Law Enforcement Intervention](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/step-4-determine-the-threshold-for-law-enforcement-intervention/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
A central goal of Behavioral Threat Assessment and Management (BTAM) is to distinguish between **making a threat** and **posing a threat**. When a threat is determined to be unfounded, low level, or transient, direct involvement from law enforcement is typically not necessary. In these situations, school personnel can address the concern through problem-solving, conflict resolution, and the implementation of appropriate academic, behavioral, or mental health supports in collaboration with the student and their family.
When a threat is assessed as substantive and mitigation actions are required, a school resource officer (SRO) or law enforcement partner may be engaged in either a consultative or direct role. Their involvement may support the investigation, help reduce risk, and contribute to intervention planning that prioritizes both safety and student support.
Any report involving weapons, credible threats of violence, or acts of physical violence must be reported immediately to local law enforcement in accordance with district policy and state law.
When law enforcement personnel are not district employees, a **[memorandum of understanding (MOU)](https://cops.usdoj.gov/pdf/2025ProgramDocs/SRO_MOU.pdf)** should be established. This agreement should clearly define the working relationship between the school or district and law enforcement, outline roles and responsibilities within the BTAM process, and ensure that responses remain collaborative, legally compliant, and aligned with the school’s prevention-focused approach.
**Sources**:
[School Resource Officer Memorandum of Understanding](https://cops.usdoj.gov/pdf/2025ProgramDocs/SRO_MOU.pdf) – U.S. Department of Justice
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [Step 3. Develop a Central Reporting Mechanism](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/step-3-develop-a-central-reporting-mechanism/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
For a BTAM team to accurately identify and respond to safety concerns, the school community must be willing to overcome the **bystander effect**—recognizing a concern but choosing not to report it. Ongoing awareness and training are essential so that students, staff, and families understand **what to report, when to report, and how to report**. Equally important is ensuring that all reports are taken seriously and handled responsibly. This includes protecting the confidentiality of the reporting source and responding in a manner that is proportional to the level of concern.
If responses are perceived as overly punitive, reporting will decline. Students, in particular, are often reluctant to come forward if they believe their actions will result in severe disciplinary consequences for a peer—especially when the threat later proves to be non-substantive. A balanced approach that prioritizes safety, problem-solving, and appropriate intervention helps maintain trust in the reporting process.
BTAM teams must also recognize cultural and community factors that influence an individual’s willingness to report. In some communities, past trauma, historical experiences with authority, or deeply held cultural norms may discourage disclosure of serious concerns. Beliefs such as “do not air your dirty laundry” or “snitches get stitches” can create significant barriers. Understanding these perspectives allows schools to build a climate of psychological safety where students and families feel respected, protected, and confident that reporting will lead to supportive—not harmful—outcomes.
Schools should provide **multiple confidential reporting pathways**. These may include:
- Reporting to a trusted adult
- Anonymous tip lines
- Reporting apps or online forms
- Dedicated email addresses or voicemail systems
- A reporting link on the school or district website
- Emergency reporting through 911 when appropriate
Students, staff, and families must be explicitly taught how to use these systems, what types of concerns should be reported, and the difference between reporting for safety and routine peer conflict (often framed as the difference between *telling* and *tattling*).
Regardless of the reporting method, all information must be consistently monitored and directed to the BTAM team for review and action. A reliable, well-communicated reporting structure strengthens prevention efforts, supports early intervention, and reinforces a shared responsibility for maintaining a safe school environment.
**Source**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [Step 2. Define Prohibited and Concerning Behaviors](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/step-2-define-prohibited-and-concerning-behaviors/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
A critical distinction in Behavioral Threat Assessment and Management (BTAM) is the difference between **making a threat** and **posing a threat**. Schools serve students with a wide range of developmental levels, disabilities, emotional regulation skills, and communication styles. In some cases, a student may make a threatening statement without genuine intent to cause harm. These statements are often impulsive, made in response to a moment of frustration, expressed as sarcasm, or spoken without an understanding of their impact. In such situations, the BTAM team must determine whether the individual has both the intent and the capacity to carry out the threat, rather than reacting solely to the language used.
Research indicates that as many as 70% of threats are **transient** in nature (Cornell et al., 2004). When BTAM is implemented with fidelity, low-level or transient threats can typically be resolved through a structured problem-solving process and the use of existing school supports. In these cases, the student has made a threat but does not pose an ongoing threat. This creates an opportunity for teaching, skill-building, and the strengthening of academic, behavioral, or mental health supports.
By contrast, **substantive threats** involve communications, behaviors, or contextual factors that indicate a legitimate safety concern and a possible intent to harm. These threats may be expressed verbally, nonverbally, electronically, in writing, through images, gestures, or on social media. They are taken seriously by the intended target or others, are not perceived as jokes or taken out of context, and are supported by concerning circumstances or patterns of behavior. Through a systematic assessment, the BTAM team determines the level of concern—such as moderate, high, or imminent—and identifies the actions necessary to ensure safety.
Because school safety is a shared responsibility, students, staff, and families must be explicitly taught how to recognize concerning behaviors and how to report when someone may be at risk of harming themselves or others. Creating this culture of awareness supports early intervention and prevention.
Throughout the process, the BTAM team must remain objective and grounded in verifiable facts. Fear, urgency, and strong emotions can influence how a situation is perceived, but decisions must be based on evidence rather than reaction. Team members must also be aware of their own implicit biases and ensure that the process does not contribute to the disproportionality that already exists in school discipline. Fidelity to the BTAM model requires consistency, equity, and a focus on both safety and support.
**Source**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [Step 1. Establish a Multidisciplinary Threat Assessment Team](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/step-1-establish-a-multidisciplinary-threat-assessment-team/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
Before conducting threat assessments, the Behavioral Threat Assessment and Management (BTAM) team must be carefully selected and receive appropriate training. Team members should collectively bring expertise in school administration, mental health, academic instruction, and law enforcement.
The core BTAM team should include an administrator, at least one school mental health professional (such as a school psychologist, school counselor, or school social worker), and a [school resource officer](https://www.nasro.org/) (SRO) or law enforcement partner for moderate-, high-, or imminent-risk situations (Reeves, 2020; Maryland Center for School Safety, 2018).
From this core group, it is strongly recommended that either the administrator or the school mental health professional serve as the case manager or team leader. This individual is responsible for ensuring the process is conducted thoroughly, ethically, and in compliance with legal requirements; that proper documentation is completed and maintained according to district procedures and state and federal law; and that the process is implemented with fidelity. Trained backup team members must also be available to step in when primary members are unavailable.
BTAM teams should also include, or have access to, individuals who understand how to work effectively with students with disabilities and with those who speak languages other than English. This expertise is essential when the person of concern or potential targets require these supports ([Maryland Center for School Safety, 2018](https://www.mabe.org/wp-content/uploads/2018/04/2018-Safe-to-Learn-Act-Summary-4.16.18.pdf)).
### **Core Team Responsibilities**
**School Administrator**
- Consults with team members to determine whether a full threat assessment is warranted
- Assists in conducting interviews with the person of concern, targets, witnesses, staff, students, and parents
- Helps gather relevant records and background information
- Determines and enforces disciplinary action, when appropriate
- Ensures threat management plans are implemented and monitored
- Coordinates communication with the district’s public information officer or communications director
**School Mental Health Professional (School Psychologist, Counselor, or Social Worker)**
- Consults with the team to determine the need for a full assessment
- Leads or assists with interviews
- Serves as liaison to community mental health providers
- Recommends appropriate school-based and community interventions and supports
- Assists with referrals and next steps
- May provide direct interventions and ongoing support
**School Resource Officer (SRO) / Law Enforcement**
- Assists with interviews, when appropriate
- Supports safety and security planning
- Conducts independent criminal investigations, as needed
- Serves as liaison to law enforcement, courts, juvenile justice, and probation
- Uses professional discretion regarding welfare checks, weapons checks, and home visits where legally permissible
- Assists with next steps and referrals
### **Additional Contributors**
Depending on the situation, other individuals with direct knowledge of the person of concern should be included. These may include teachers, special education case managers, behavior specialists, coaches, mentors, and other support staff. In more serious cases, legal counsel may be consulted, and human resources should be involved when staff members are the focus of concern.
### **Role of Outside Experts**
In high-risk situations, the team may consult outside professionals such as threat management specialists, psychological evaluators, or licensed therapists. However, these experts must work collaboratively with the school’s BTAM team and should never replace it.
The school-based team has access to critical contextual information—relationships, history, behavioral patterns, and environmental factors—that outside evaluators may not fully see. An external evaluation does not replace the district’s responsibility to complete a thorough BTAM process, nor does a determination by law enforcement (for example, after a wellness check) that a threat is not imminent.
Effective threat management depends on collaboration. Each partner brings unique information and perspective, and intervention planning must be coordinated to reduce risk and support positive outcomes.
**Source**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [Schools Must Balance Safety with Student Privacy Interests](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/schools-must-balance-safety-with-student-privacy-interests/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
In addition, when there is a safety concern, schools must balance safety with student privacy interests.
While many school professionals are hesitant to share information out of fear of violating confidentiality, [FERPA](https://studentprivacy.ed.gov/ferpa) contains a “health or safety emergency exception.” This exception allows school officials to disclose PII \[[personally identifiable information](https://studentprivacy.ed.gov/content/personally-identifiable-information-education-records)\] from educational records without consent to appropriate parties only when there is an articulable and significant threat.
In addition, FERPA does not cover personal knowledge or observations. Thus, professionals may share their personal observations if there is a potential safety concern (e.g., a teacher overhears a student making threatening remarks to another student). The teacher is not prohibited from sharing that information with appropriate parties responsible for school safety (e.g., designated BTAM team members, administrators, law enforcement/SRO, school mental health professionals).
One question that arises is whether information from educational records can be shared with members of the BTAM team who are not employees of the school district. Information from educational records can be shared with the BTAM team, which may include law enforcement and community mental health providers.
This information can be shared without consent when a school system demonstrates that members of the BTAM have a legitimate educational interest.
The BTAM process can ensure that members of the team do not re-disclose personally identifiable information (PII). By having members sign a written agreement specifying any FERPA requirements and responsibilities, it helps members to understand that the disclosure can only be made for BTAM purposes.
For additional guidance on legal and ethical guidelines see:
• [FERPA@ed.gov](https://studentprivacy.ed.gov/ferpa)
• [Student Privacy, U.S. Department of Education ](https://studentprivacy.ed.gov/resources/school-resource-officers-school-law-enforcement-units-and-ferpa)
• [NSBA, Fostering Safer Schools](https://www.nsba.org/fostering-safer-schools)
**Source**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [State Legislation and Threat Assessments](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/state-legislation-and-threat-assessments/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
An increasing number of states have passed legislation requiring the establishment of school threat assessment teams and/or formal threat assessment processes. In addition, several federal agencies—including the U.S. Departments of Education, Justice, and [Homeland Security](https://www.dhs.gov/sites/default/files/2021-12/Threat%20Assessment%20and%20Management%20Teams_0.pdf), the Federal Bureau of Investigation (FBI), and the U.S. Secret Service National Threat Assessment Center—recommend that schools implement comprehensive threat assessment policies, procedures, and multidisciplinary teams.
As of April 2020, the following states require the [establishment of threat assessment teams ](https://everytownresearch.org/rankings/law/school-threat-assessment-teams/)or processes: Virginia, Florida, Maryland, Rhode Island, Texas, Tennessee, Oregon, South Carolina, Kentucky, and Minnesota. Georgia requires threat assessment training but does not mandate the formation of teams.
*Note: Many other states have proposed similar legislation, so this list may not be exhaustive.*
**Sources**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
[Threat Assessment and Reporting ](https://www.schoolsafety.gov/threat-assessment-and-reporting)– School Safety
[National Center For School Safety](https://www.nc2s.org/resource/school-threat-assessment-toolkit/section-1/)
---
### [Comprehensive Supports](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/comprehensive-supports/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
Threat assessment is most effective when it is embedded within a comprehensive, [multi-tiered system of supports (MTSS)](https://www.flintschools.org/page/multi-tiered-system-of-support-mtss) that relies on interdisciplinary collaboration and a strong focus on prevention. [*A Framework for Safe and Successful Schools* (Cowan et al., 2015)](https://www.schoolmentalhealth.org/media/som/microsites/ncsmh/documents/archives/1.1.pdf) outlines best practices for building safe, supportive learning environments through MTSS. This framework helps schools identify students who may be moving toward a pathway of violence, as well as those who need additional academic, behavioral, or mental health supports.
An effective Behavioral Threat Assessment and Management (BTAM) process can lead to increased student engagement opportunities—such as mentoring programs—along with targeted interventions and services both inside and outside the school. These may include student assistance teams, school- or community-based mental health supports, and the development or revision of individualized plans such as IEPs, 504 plans, functional behavioral assessments, and behavior intervention plans. It can also initiate a structured, collaborative problem-solving process.
The central goal is to provide interventions and supports—not simply to administer punishment. While disciplinary action may be necessary when laws or district conduct codes are violated, overreliance on punitive measures—especially when used without supportive interventions—can cause more harm than good.
Strong collaborative partnerships among schools, families, community agencies, service providers, and students themselves help guide young people toward positive educational experiences and successful life outcomes.
**Sources**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
[Behavioral Threat Assessment and Management (BTAM) Best Practice Considerations for K–12 Schools](https://pak12threatassessment.org/wp-content/uploads/2021/12/NASP-Behavior-Threat-Assessment-and-Management-Best-Practice-in-K-12-Settings_2021.pdf)
*[A Framework for Safe and Successful Schools ](https://www.schoolmentalhealth.org/media/som/microsites/ncsmh/documents/archives/1.1.pdf)* – [National Association of School Psychologists (NASP)](https://eric.ed.gov/?id=ED612657)
[Multi-Tiered System of Supports (MTSS)](https://www.flintschools.org/page/multi-tiered-system-of-support-mtss) – Flint Schools
---
### [Introduction to Behavioral Threat Assessment and Management](https://sciencesafety.com/courses/behavioral-threat-assessment-and-management/lessons/introduction-to-behavioral-threat-assessment-and-management/)
**Published:** May 27, 2022
**Author:** admin2025Open
**Content:**
Behavioral threat assessment and management (BTAM) is a fact-based, systematic process for identifying, assessing, and managing potentially dangerous or violent situations. School safety experts, law enforcement officials, and the United States Departments of Education, Justice, Secret Service, and Federal Bureau of Education (2017, 2018) have cited research showing that before a student commits an act of violence on a school campus, warning signs are usually evident.
Research and best practice guidelines from these entities also indicate that a collaborative, multidisciplinary approach to behavioral threat assessment and management can identify effective interventions and supports that mitigate potential threats and help the person(s) toward a more positive pathway.
Research has also shown that when BTAM is implemented according to best practices and implemented with fidelity, students on which a threat assessment has been conducted are more likely to receive counseling services and a parent conference and less likely to receive long-term suspension or an alternative placement (Cornell et al., 2012). Preliminary research has also shown that when implemented correctly, no disparities were found among Black, Hispanic, and White students in out-of-school suspensions, school transfers, or legal actions; thus, a threat assessment process may reflect a
generalizable pathway for achieving parity in school discipline (Cornell et al., 2018).
The primary goal of BTAM is intervention. Violence is preventable, and school threat assessment teams are a critical component to school safety.
**Source**:
[Ensuring High Quality, Comprehensive Pupil Services (cnn.com)](http://cdn.cnn.com/cnn/2021/images/12/03/nasp.threat.assessment.k-12.schools.pdf)
---
### [What To Avoid Doing When Using Clamps](https://sciencesafety.com/courses/clamps/lessons/13965/)
**Published:** December 28, 2021
**Author:** admin2025Open
**Content:**
- Do not use extra-large clamps just for the sake of their large throats. Instead, use deep-throat clamps.
- Do not use any clamps with a bent frame or a bent spindle.
- Do not use wrenches, pipes, hammers, or pliers to tighten clamps. Use wrenches only on clamps specifically designed for wrenches.
- Do not hoist or pull with C-clamps. Use special lifting clamps.
- Do not use C-clamps to construct scaffolds or platforms for workers.
.gif)
**Housekeeping Organization Procedures:**
1. After use, return all clamps to their designated storage racks.
2. Leave the work area in a safe, clean, and tidy condition.
3. Regularly clean the face, pressure plate, or jaws of the clamping tool.
- Foreign debris will damage the material’s surface.
4. Apply a small amount of lubricant to the clamp screw threads, posts, and pivot points to keep them operating freely.
**Source**:
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/safety_haz/hand_tools/clamps.html)
---
### [General Safety Tips for Using Clamps](https://sciencesafety.com/courses/clamps/lessons/general-safety-tips-to-know-when-using-clamps/)
**Published:** December 28, 2021
**Author:** admin2025Open
**Content:**
- Always wear safety glasses or goggles; use a face shield when additional protection is needed.
- Choose the correct clamp style and size by matching it to the work-holding requirements. Consider:
- strength and weight (rail size and nominal clamping pressure)
- opening capacity (length of reach)
- throat depth (depth of reach)
- ease of adjustment
- clamping surface material and size
- Make sure the swivel at the end of the screw turns freely before use.
- Remove from service any clamps with bent frames; replace bent spindles if they are designed to be replaceable.
- Before tightening, confirm that the pressure plate and anvil are fully seated against the workpiece.
- Tighten only until the clamp is secure—during gluing, a small amount of glue squeeze-out indicates sufficient pressure.
- Use protective pads with C-clamps to prevent damage or marking of the work surface.
- Remove clamps promptly once the task is complete; they are intended only for temporary work holding.
- Keep all moving parts lightly oiled and the tool clean to prevent slipping. Ensure that any surfaces that contact the workpiece are free of oil and dirt.
- Store C-clamps on a rack with the jaws lightly closed rather than in a drawer to prevent damage and maintain proper alignment.
**Key Safety Usage Considerations for Clamps:**
1. It is important to choose the right clamping tool or vice for the job. They vary widely and are designed for specific purposes.
2. Pre-adjust clamps to the appropriate size and position. Accurately check for correct alignment.Pre-adjust clamps to an appropriate size and position. Accurately check for correct alignment.
3. Use scrap wood (or a shim) where necessary to protect the clamping surface of soft materials.
4. DO NOT use a hammer to tighten a clamp or a vice. Apply firm, gradual hand pressure, as excessive strain can damage the clamp and the material being held.
5. Never expose clamping tools or vices to excessive heat*.*
6. Report any worn or damaged clamping tools or vices that show signs of wear or damage.
**Source**:
[North Carolina State University](https://www.ise.ncsu.edu/processes/equipment/various-hand-tools/clamps/)
---
### [Examples of Clamps](https://sciencesafety.com/courses/clamps/lessons/what-are-examples-of-clamps/)
**Published:** December 28, 2021
**Author:** admin2025Open
**Content:**
Clamps are versatile tools that temporarily hold work securely in place. They are used for many applications, including carpentry, woodworking, furniture making, welding, construction, and metalworking.
Clamp styles include C-clamps, bar clamps, pipe clamps, deep-throat bar clamps, one-handed bar clamps, spring clamps, ratchet-action band clamps, mitre clamps, and hand screws. Bar clamps have adjustable arms that can be easily widened or narrowed to fit the workpiece, so they require fewer turns of the screw spindle than a C-clamp to hold the piece tightly.
Proper use of a bar clamp:
- Used for woodwork, especially for holding edges when gluing.
- Apply clamping pressure at right angles to the glue line to prevent slippage.
Proper use of a c-clamp:
- Used for carpentry, welding, or cutting.
Proper use of a hand screw clamp:
- Can be made of metal or wood.
- Used to hold small pieces or in furniture repair.
**Source**:
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/safety_haz/hand_tools/clamps.html)
---
### [Overview: Woodshop Safety](https://sciencesafety.com/courses/woodshop-safety/lessons/overview-woodshop-safety/)
**Published:** December 30, 2021
**Author:** admin2025Open
**Content:**
The woodshop/construction laboratory can be a dangerous location in the school if you are unaware of the hazards and risks inherent in the tools and equipment in that room/laboratory, including blades, sharp teeth, dust, noise, and other concerns.
Woodshop/construction laboratory safety is absolutely critical for the instructor and for her students and having a thorough and comprehensive understanding of the safe operating procedures for each and every tool or machine on-site and the necessary safety precautions and sequence of safer operation for each of these as well. By understanding the risks involved with the use of these wood working tools you can better communicate to your students by modeling the behavior that you want to see in your room.
This module provides an overview of commonly used tools and equipment found in woodshop and construction laboratories, including band saws, table saws, radial arm saws, jointers/planers, wood lathes, and other essential machinery. It examines the primary safety hazards associated with these tools and outlines professional best practices for their safe operation. In addition, the module introduces key safety procedures and basic maintenance strategies to help ensure these frequently used machines remain in safe working condition. Let’s begin our exploration of woodshop and construction laboratory safety.
---
### [Bandsaw Basics (24:25)](https://sciencesafety.com/courses/woodshop-safety/lessons/bandsaw-basics-2425/)
**Published:** December 29, 2021
**Author:** admin2025Open
**Content:**
This video demonstrates the proper setup and use of a bandsaw to achieve the results you are looking for. It also covers important safety tips for using the bandsaw.
**Source**:
[Dan Pattison](https://www.danpattison.com/)
---
### [Overview: Bandsaws](https://sciencesafety.com/courses/woodshop-safety/lessons/overview-bandsaws/)
**Published:** December 30, 2021
**Author:** admin2025Open
**Content:**
Bandsaws are very popular woodworking tools commonly found in the woodworking shop and construction laboratories at the school as well as in commercial settings. They are used to make certain types of cuts in wood and are very useful in production facilities and for many other purposes.
However, there are safety concerns, better professional practices, and maintenance suggestions for this saw. With a thorough appreciation of these aspects, along with hands-on training in the safer operation of the band saw, it can be a very practical and useful tool.
Let us review the details for safer use of the bandsaw in your school’s CTE and STEAM program.
---
### [Characteristic Hazardous Wastes ](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/characteristic-hazardous-wastes/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
A **characteristic hazardous waste** is a waste that exhibits specific properties indicating it poses a substantial threat to human health or the environment. A waste may be considered hazardous because it appears on an [EPA-**listed waste** list (F, K, P, or U)](https://www.epa.gov/hw/defining-hazardous-waste-listed-characteristic-and-mixed-radiological-wastes), because it exhibits one or more hazardous characteristics, or both. Wastes that are both listed and characteristic may be subject to additional regulatory requirements.
If a waste is not listed, it can still be classified as hazardous if it displays one or more of the four EPA hazardous waste characteristics. Determining whether a waste exhibits a characteristic may require laboratory testing. In some cases, information from the **Safety Data Sheet (SDS)**—such as flash point, pH, or chemical composition—can be used to make this determination without testing.
Regardless of the method used, it is important to **document how the waste determination was made** and retain that documentation. This information is valuable when working with waste vendors, during regulatory inspections, and for future staff responsible for managing the same waste streams.
The EPA has established four hazardous waste characteristics:
- Ignitability
- Corrosivity
- Reactivity
- Toxicity
A waste that exhibits any one of these characteristics is regulated as hazardous waste.
### **Ignitability (Waste Code D001)**
Ignitable wastes are those that:
- Readily catch fire and sustain combustion
- Have a **flash point below 140°F (60°C)**
These wastes are most commonly liquids, such as certain **paints, solvents, and cleaners**, although non-liquid ignitable wastes also exist.
Ignitable waste is among the most frequently generated types in art programs.
### **Corrosivity (Waste Code D002)**
Corrosive wastes are typically liquids that:
- Have a **pH ≤ 2 (strong acid)** or **≥ 12.5 (strong base)**, or
- Corrode steel at a specified rate under regulatory test conditions
These materials can:
- Destroy living tissue
- Corrode metals
- Damage containers and storage areas
Spent acids and strong alkaline solutions are common examples.
### **Reactivity (Waste Code D003)**
Reactive wastes are unstable and may:
- Explode or undergo violent reactions
- React dangerously with water
- Release toxic gases, vapors, or fumes under certain conditions
While less common in art programs, reactive chemicals may still be present and are often **misidentified or improperly stored**.
Examples that may be encountered in art and related programs include:
- **Cyanide compounds** (e.g., in jewelry or plating operations)
- **Organic peroxides** are used as curing agents for polyester resins
- **Perchlorates** are used in certain etching processes
- **Sulfides** used in photographic toners and pigments
Improper storage of incompatible materials—such as storing acids above cyanide solutions—can create severe hazards.
It is essential to review SDSs and compatibility information to determine whether materials:
- Are reactive
- May become reactive over time
- May react when mixed with other chemicals
### **Toxicity (Waste Codes D004–D043)**
The **toxicity characteristic** identifies wastes that can leach harmful concentrations of chemicals into groundwater when disposed of in a landfill.
This is determined using the **Toxicity Characteristic Leaching Procedure (TCLP)**, which simulates landfill conditions.
If the extract (leachate) contains regulated contaminants above EPA limits, the waste is classified as hazardous.
Common toxic constituents in art programs include:
- Certain solvents
- Heavy metals found in pigments, glazes, and photographic chemicals
## **Important Considerations**
This list is not exhaustive. Some wastes that are not specifically regulated may still pose significant health or environmental risks if improperly handled. Examples include:
- Glycol ethers
- Epoxies and resin systems
- Plasticizers
- Lubricating and hydraulic oils
- Metal shavings or borings
- Silica-containing materials
- Turpentine
- Polychlorinated biphenyls (PCBs)
Even when a material is not regulated as hazardous waste, it must still be managed using safe handling practices.
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
[Defining Hazardous Waste: Listed, Characteristic, and Mixed Radiological Wastes](https://www.epa.gov/hw/defining-hazardous-waste-listed-characteristic-and-mixed-radiological-wastes) – EPA
---
### [Universal Waste ](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/universal-waste/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
To promote the collection and recycling of commonly generated hazardous wastes, the Environmental Protection Agency (EPA) established the [**Universal Waste Program**](https://www.epa.gov/hw/universal-waste). This program is a streamlined subset of the hazardous waste regulations that reduces the regulatory burden on facilities while ensuring that these widely generated wastes are managed safely and responsibly.
Wastes typically covered under the Universal Waste Program include:
- **Hazardous waste batteries** (e.g., rechargeable nickel-cadmium and lithium batteries)
- **Lead-containing devices** (e.g., cathode ray tubes, lead-acid batteries, printed circuit boards, and certain electronic equipment)
- **Mercury-containing devices** (e.g., thermometers, thermostats, barometers, manometers, and temperature or pressure gauges)
- **Hazardous waste lamps** (e.g., fluorescent, high-intensity discharge \[HID\], neon, mercury vapor, high-pressure sodium, and metal halide lamps, which typically contain mercury)
Hazardous waste pesticides that are recalled or collected through a pesticide collection program are also classified as universal waste. While these materials are not commonly used in art studios or shops, pesticides from a school’s facilities maintenance department or agricultural program may fall under this category.
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
[Universal Waste Program](https://www.epa.gov/hw/universal-waste) – EPA
---
### [Material Knowledge/Material Safety Data Sheets](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/material-knowledge-material-safety-data-sheets/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
All art materials used or stored in studios, classrooms, or shop areas should have an accompanying [**Safety Data Sheet (SDS)**](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf). The SDS provides detailed information about a product’s physical and chemical characteristics—such as boiling point, melting point, and flash point—as well as its toxicity, health hazards, reactivity, required personal protective equipment (PPE), spill response procedures, disposal requirements, and recommendations for safe storage and handling.
It is essential that instructors and staff are familiar with the information contained in the SDS for every chemical or hazardous product in use. SDSs must be readily accessible to anyone who needs this information to work safely with the material.
> **In an art studio, this means every paint, solvent, glaze, adhesive, ink, or chemical product must have an accessible SDS.**
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
[Safety Data Sheet (SDS)](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf)
---
### [RCRA’s Hazardous Waste Program](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/rcras-hazardous-waste-program/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
RCRA’s Hazardous Waste Program establishes a comprehensive “cradle-to-grave” system for managing hazardous waste—from the point of generation through transportation, treatment, storage, and final disposal. The primary objective of this program is to ensure that hazardous waste is handled in a manner that protects human health and the environment at every stage of the process.
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
[What is a RCRA Hazardous Waste?](https://portal.ct.gov/-/media/deep/waste_management_and_disposal/hazardous_waste/compendium/31059002_epa_training_document_appendix_a7-what_is_a_rcra_hazardous_waste.pdf?la=en) – State of Connecticut
---
### [The Resource Conservation and Recovery Act Overview](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/the-resource-conservation-and-recovery-act-overview/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
The [Resource Conservation and Recovery Act (RCRA)](https://www.epa.gov/history/epa-history-resource-conservation-and-recovery-act), enacted in 1976, addresses the management of large volumes of municipal, industrial, and hazardous waste generated across the United States. Under RCRA, the [Environmental Protection Agency (EPA)](https://www.epa.gov/) established a comprehensive regulatory framework to ensure that waste is handled safely at every stage of its lifecycle.
These regulations are codified in **[Title 40 of the Code of Federal Regulations (CFR)](https://www.ecfr.gov/current/title-40), Parts 240–282**, and apply to commercial, industrial, and governmental facilities that generate, transport, treat, store, or dispose of waste.
RCRA is built on four primary goals:
1. **Protect human health and the environment** from the hazards associated with waste disposal
2. **Conserve energy and natural resources** through recycling and recovery practices
3. **Reduce or eliminate waste generation**, including hazardous waste
4. **Ensure the proper management of waste** in a manner that safeguards people and the environment
RCRA includes three interrelated regulatory programs:
- Hazardous waste
- Solid waste
- Underground storage tanks
For the purposes of this document, the focus is on **Subtitle C – the Hazardous Waste Program**.
### **RCRA Hazardous Waste Program**
RCRA’s Hazardous Waste Program establishes a “cradle-to-grave” system that governs hazardous waste from generation through transportation, treatment, storage, and final disposal. Its primary objective is to ensure hazardous waste is managed to protect both human health and the environment.
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
[Resource Conservation and Recovery Act (RCRA)](https://www.epa.gov/history/epa-history-resource-conservation-and-recovery-act) – EPA
[Title 40 of the Code of Federal Regulations (CFR)](https://www.ecfr.gov/current/title-40)
---
### [Art Instructors’ Obligations ](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/art-instructors-obligations/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
Art instructors are responsible for maintaining a safe and healthy environment for themselves, their students, other faculty, and any visitors to the classroom or studio. This responsibility includes reducing the use of hazardous materials whenever possible, selecting safer and more environmentally responsible alternatives, and ensuring that all materials are handled, stored, and disposed of properly.
Instructors also play a critical role in educating students about safe work practices and in maintaining a studio environment that supports the well-being of everyone who uses the space. Legal requirements are discussed in more detail later in this document. In general, these obligations include:
- **Creating and maintaining a safe learning environment**
- **Keeping an up-to-date inventory of potentially hazardous art materials**
- **Communicating potential risks by:**
- Providing access to [Safety Data Sheets (SDSs)](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf) for all hazardous products
- Notifying school officials and emergency responders to support effective emergency planning
- **Submitting required reports to government agencies**, as applicable
- **Ensuring the proper management and disposal of hazardous waste**
**Sources**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
[Safety Data Sheets (SDSs)](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf) – OSHA
---
### [Proper Waste Management and Disposal: Art Safety ](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/proper-waste-management-and-disposal/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
Proper waste management and disposal are essential for protecting human health and the environment, and they are required by law. The [Environmental Protection Agency (EPA)](https://www.epa.gov/) is authorized by Congress to establish and enforce regulations that safeguard the public from the dangers of improper waste handling and disposal.
Under the [Resource Conservation and Recovery Act (RCRA)](https://www.epa.gov/rcra), generators of hazardous waste are legally responsible for managing that waste “from cradle to grave”—from the point of generation through final disposal. Maintaining compliance with these regulations is critical to creating a safe learning and working environment and to ensuring a sustainable future.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Introduction to Environmental Health & Safety in the Arts](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/introduction-to-environmental-health-safety-in-the-arts/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
The creation of art involves a wide range of materials and processes that can present significant health and environmental hazards.
Art instructors are in a unique position not only to reduce pollution through the careful selection, use, and management of art materials, but also to pass this critical knowledge on to their students.
The Art Safety modules are designed to provide a foundational understanding of the potential risks associated with common art materials and studio practices. Many of these materials contain regulated hazardous substances that must be handled and disposed of in accordance with the law.
As the teacher or supervisor responsible for the learning environment, you play a key role in maintaining a safe workspace for all students and ensuring that hazardous waste is managed properly and responsibly.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Types of Biological Waste](https://sciencesafety.com/courses/biological-waste/lessons/types-of-biological-waste/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
### **Infectious waste is defined by seven categories:**
### **1. Cultures and Stocks**
Agents infectious to humans and associated biologicals, waste from biological production, live and attenuated vaccines, and any items used to contain, mix, or transfer these agents. This includes, but is not limited to, petri dishes, pipettes, pipette tips, microtiter plates, disposable loops, Eppendorf tubes, and toothpicks.
### **2. Human Blood, Blood Products, and Infectious Body Fluids**
This category includes blood that is not contained within a disposable item or is visibly dripping; serum, plasma, and other blood products; and non-glass containers filled with such discarded fluids.
It also includes substances containing visible blood, semen, vaginal secretions, cerebrospinal fluid, synovial fluid, peritoneal fluid, and pericardial fluid.
Glass containers filled with such discarded fluids shall be considered sharps. Intravenous bags that do not contain blood or blood products are not considered blood products. Dialysates are not considered blood or body fluids.
### **3. Sharps**
Needles, scalpel blades, hypodermic needles, syringes (with or without attached needles), and needles with attached tubing—regardless of contact with infectious agents—are considered regulated medical waste by EPA and DEP.
**Other sharps include pasteur pipettes, disposable pipettes, razor blades, blood vials, test tubes, pipette tips, broken plastic culture dishes, glass culture dishes, microscope slides, cover slips, and other broken or unbroken glass waste that may have come into contact with** infectious material.
This category also includes items capable of puncturing or tearing autoclave bags.
### **4. Research Animal Waste**
Contaminated carcasses, body parts, and bedding from animals intentionally exposed to infectious agents during research or testing.
### **5. Isolation Waste**
Biological waste and discarded materials contaminated with body fluids from humans or animals that are isolated because they are known to be infected with a highly communicable disease (biosafety level 4 agent).
### **6. Spill Cleanup Materials**
Any materials collected during or resulting from the cleanup of a spill involving infectious or chemotherapy waste.
### **7. Mixed Infectious Waste**
Any waste mixed with infectious material that cannot otherwise be classified as chemical hazardous waste or radioactive waste.
**Source**:
[University of Connecticut](https://ehs.uconn.edu/regulated-waste-management/biological-waste-guide/)
**Photo Credit:**
Dr. Hilliard F. Hardin, CDC, Wikimedia Commons
**Categories:** Biological Waste, Waste Management
---
### [Biological Waste Overview](https://sciencesafety.com/courses/biological-waste/lessons/biological-waste-overview/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
**Source**:
[Biological Waste Management](https://www.youtube.com/watch?v=gqkmc4W1YOA) – [Rice University EHS](https://safety.rice.edu/)
**Categories:** Biological Waste, Waste Management
---
### [Class Size and Occupancy Load](https://sciencesafety.com/courses/class-size/lessons/what-does-class-size-have-to-do-with-occupancy-load/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
To maintain a safe working and learning environment in a middle or high school science laboratory, the space must be evaluated to determine its **design occupancy load** and its capacity for safe egress.
Several factors are used to establish the appropriate occupancy level, including the type and layout of furniture, fixed utilities, chemical storage and use, the presence of a sprinkler system, and the number and location of exits. The primary goal is to ensure that the laboratory provides a safe environment for both students and staff and that, in the event of an emergency, all occupants can evacuate quickly and effectively. A class size that exceeds the laboratory’s design load does not meet safety standards and represents a potentially unsafe condition.
For example, a **1,250 square foot net laboratory** designed for **50 square feet per occupant** can safely accommodate **24 students and one teacher**. Increasing the number of occupants to 30 in the same space results in a higher density, which can restrict movement, reduce access to exits and safety equipment, and increase overall risk.
### **Calculate Your Laboratory’s Occupancy Load**
Use the [Science Safety Occupancy Load Calculator](https://sciencesafety.com/free-occupancy-load-calculator-tool/) to determine the maximum number of occupants your lab can safely support based on net square footage and current code requirements.
A school district or other employer may formally request a modification to the 50-square-foot-per-occupant standard. This typically requires safety improvements such as reconfiguring furniture layouts, installing a sprinkler system, adding an additional exit, or making other facility upgrades that enhance egress and overall laboratory safety.
Any proposed modification must be reviewed and approved by the[ **Authority Having Jurisdiction (AHJ)**](https://www.nfpa.org/news-blogs-and-articles/blogs/2020/10/16/a-better-understanding-of-nfpa-70e-what-makes-someone-an-authority-having-jurisdiction), such as the local or state fire marshal or state safety officer.
**Sources**:
[National Science Education Leadership Association](https://sciencesafety.com/wp-content/uploads/2023/12/NSELA-Position-Statement-Safety-Science-Teaching-Conditions.pdf)
[Science Safety Occupancy Load Calculator](https://sciencesafety.com/free-occupancy-load-calculator-tool/)
**Categories:** Instruction and Supervision
---
### [Communicating Occupancy Load Concerns](https://sciencesafety.com/courses/class-size/lessons/communicating-concerns/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
If a teacher determines that a laboratory is overcrowded and may not meet established safety standards, the concern should be **documented in writing** and submitted to the department chair, principal, and superintendent. Written documentation establishes a formal record, creates a timeline for response, and demonstrates that a safety concern has been communicated.
From a legal and risk-management perspective, once a hazard has been formally reported, the district is expected to **evaluate the concern and develop a plan for corrective action or remediation within a reasonable timeframe**.
If the issue is not addressed, the teacher may request written clarification regarding **liability and responsibility for conducting laboratory activities under the existing conditions**. Steele, Conroy, and Kauffman (1992) further recommend that unresolved safety concerns be formally presented to the school board so that the issue is documented at the governance level and corrective action can be requested.
## **II. Science/STEM Laboratories as Higher-Risk Environments**
Science and STEM education require hands-on, inquiry-based experiences. However, laboratory instruction introduces **biological, chemical, and physical hazards** that are not present in traditional classrooms. For this reason, laboratory occupancy load limits are based on life-safety codes and are not optional.
Historically, facility design, renovation projects, and instructional practices have emphasized active, student-centered laboratory learning. More recently, public health guidance—such as physical distancing recommendations—has further highlighted the relationship between **space, occupant density, and safety**.
When occupancy load limits are exceeded, the result is not simply a scheduling issue—it becomes a **health, safety, and legal compliance concern**. Overcrowding can:
- Restrict access to safety equipment and exits
- Increase the likelihood of accidents and exposures
- Compromise emergency evacuation
- Prevent safe movement and supervision
Meeting occupancy load requirements is therefore essential to maintaining a safe teaching and learning environment.
## **Administrative Awareness and Legal Implications**
In some cases, school and district administrators may not fully understand that laboratory occupancy load requirements are:
- Based on **adopted fire and building codes** (e.g., IBC, NFPA)
- Enforceable through the **Authority Having Jurisdiction (AHJ)**
- Supported by **professional safety standards** (e.g., NSTA, NSELA)
Failure to address documented safety concerns can create **potential legal exposure for both the district and the instructor**, particularly if an incident occurs in a space known to be noncompliant.
## **Science Safety Guidance**
If a teacher believes that the laboratory occupancy load has been exceeded to the point that safe laboratory instruction cannot be conducted:
1. The concern must be **documented in writing** to the administration.
2. Laboratory activities should be **modified or postponed until safe conditions are restored**.
3. The **local fire marshal or other Authority Having Jurisdiction (AHJ)** should be consulted for an official determination.
Protecting students and staff requires that laboratory activities be conducted **only in spaces that meet established safety and occupancy standards**.
**Sources**:
[2019-2020 Alabama K-12 Science Safety Guidelines](https://drive.g.oogle.com/file/d/1kuYJAEr93MlhFympkvtrq6ACLhYrWZKo/view)
[NSTA Occupancy Loads in Labs](https://www.nsta.org/blog/sciencestem-laboratory-occupancy-load-level-it-law)
**Categories:** Lab Safety
---
### [New Construction or Renovation of Science Laboratories](https://sciencesafety.com/courses/class-size/lessons/new-construction-or-renovations-in-science-labs/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
The actions required to create a safe laboratory environment depend on the **stage of facility development**. Science educators and school leaders must be knowledgeable about **legal safety requirements and recognized professional standards** and actively advocate for their inclusion in the design process. Critical areas include ventilation, occupancy load, accessibility, fire protection, and compliance with NFPA, OSHA, [ADA](https://www.ada.gov/), and applicable building codes.
For new construction or major laboratory renovations:
- **Review all applicable codes and standards.**
Consult the current editions of NFPA and International Code Council (ICC) building and fire codes for educational laboratory facilities. State, regional, or local jurisdictions may adopt additional or alternative requirements that must also be researched and followed.
- **Work with the Authority Having Jurisdiction (AHJ).**
Engage the local or state fire marshal, building official, or safety officer early in the planning process to identify required occupancy load, egress, fire protection, and ventilation standards.
- **Participate in the development of educational specifications.**
Science educators should be actively involved in writing or reviewing facility education specifications to ensure that:
- Laboratory occupancy load design is appropriate
- Adequate storage and preparation areas are included
- Proper ventilation and safety systems are specified
- Accessibility requirements are met
- **Educate decision-makers.**
Provide administrators, board of education members, architects, engineers, and facilities planners with clear information about laboratory safety standards and instructional needs so the final design **meets or exceeds code requirements** and supports safe, functional teaching and learning.
- **Design for accessibility and inclusive use.**
New laboratory facilities must incorporate **ADA-compliant and universal design features**, including:
- Accessible workstations and equipment
- Clear and compliant egress pathways
- Reach-range–appropriate safety equipment
- Equitable access for students with mobility, sensory, or other needs
### **Why Early Advocacy Matters**
Decisions made during planning and design determine whether a laboratory:
- Meets legal safety requirements
- Supports modern instructional practices
- Provides equitable access for all students
- Avoids costly retrofits and code deficiencies later
- Reduces long-term institutional liability
Active involvement by science educators ensures that laboratory spaces are **not only code-compliant but instructionally effective and future-ready**.
**Source**:
[National Science Education Leadership Association](https://sciencesafety.com/wp-content/uploads/2023/12/NSELA-Position-Statement-Safety-Science-Teaching-Conditions.pdf)
**Categories:** Lab Renovations
---
### [Renovating Existing Labs](https://sciencesafety.com/courses/class-size/lessons/for-existing-labs/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
When renovating or retrofitting existing science laboratories, planning must be guided by **current life-safety codes, occupancy load requirements, and equitable access standards**.
- **Review applicable codes and standards.**
Consult the most recent editions of [NFPA](https://www.nfpa.org/) and the [International Code Council (ICC)](https://www.iccsafe.org/) building and fire codes for educational laboratory facilities. State, regional, or local jurisdictions may adopt additional or alternative requirements, all of which must be identified and followed.
- **Work with the Authority Having Jurisdiction (AHJ).**
Engage the local fire marshal, building official, or state safety officer to determine the **laboratory’s approved occupancy load design and** verify compliance with egress and life-safety requirements.
- **Collaborate with school and district leadership.**
Develop a plan to **meet or exceed code requirements**, which may include:
- Reconfiguring furniture and workstations
- Improving egress and exit access
- Upgrading fire protection systems
- Adjusting class size to align with occupancy load
- **Design to current codes—not original construction standards.**
Renovated laboratories must comply with **current building, fire, and safety codes**, rather than the standards that were in place when the school was originally built. This ensures that modern safety infrastructure is in place as a preventive measure and that the facility adheres to best practices in laboratory design.
- **Integrate ADA and universal design principles.**
Renovations must provide **equitable access for all students**, including those with mobility, sensory, or other needs. This includes accessible workstations, clear pathways, appropriate reach ranges, and compliant safety equipment.
### **Why This Matters**
Renovation is not simply a facilities upgrade—it is an opportunity to:
- Correct legacy safety deficiencies
- Align with current legal requirements
- Improve instructional functionality
- Provide inclusive, accessible laboratory environments
- Reduce institutional and instructor liability
**Source**:
[National Science Education Leadership Association](https://sciencesafety.com/wp-content/uploads/2023/12/NSELA-Position-Statement-Safety-Science-Teaching-Conditions.pdf)
**Categories:** Lab Renovations
---
### [A Question About Occupancy Load](https://sciencesafety.com/courses/class-size/lessons/a-question-about-occupancy-load/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
In this Science Safety webinar excerpt, Dr. Ken Roy, a laboratory safety expert, answers an educator’s question about occupancy load and safe lab capacity.
---
### [Adequate Space and Time](https://sciencesafety.com/courses/class-size/lessons/adequate-space-and-time/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
### **I. Summary of Occupancy Load in Laboratories**
Science instruction must be provided with adequate **space, time, and storage capacity** to ensure safe and effective learning. The [National Science Teaching Association (NSTA)](https://www.nsta.org/) recommends a maximum of **24 students** in a laboratory setting that provides **at least 45 square feet per student** in a combined classroom/laboratory ([NSTA, 2014b](https://www.nsta.org/nstas-official-positions/liability-science-educators-laboratory-safety)).
When science instruction occurs in a **dedicated laboratory**, the [National Fire Protection Association (NFPA)](https://www.nfpa.org/) requires **50 square feet per occupant**, with “occupant” defined as anyone in the room—students, teachers, and all other personnel (Stroud & Roy, 2015).
Adequate instructional time is also a safety requirement. Students must have sufficient time to properly **clean, decontaminate, store materials, and restore their work areas** at the end of each activity (Kwan, 2002). Rushed cleanup increases the risk of accidents, chemical exposure, and improper storage.
In addition, laboratories must include **secure and sufficient storage space** for equipment, chemicals, and STEM materials. A commonly accepted guideline is **approximately 10 square feet of storage per student** (Motz, Biehle, & West, 2007). Effective storage systems should include flexible shelving, cabinets, and drawers of varied sizes to accommodate the wide range of laboratory apparatus and materials.
### **II. Accommodating Science/STEM Laboratory Occupants**
NFPA 45 defines a laboratory as **“an enclosed space used for experiments or tests.”** Occupancy load is determined by building use and is based on life-safety and egress capacity.
NFPA occupancy load factors:
- **Classrooms:** 1 person per 20 net square feet
- **Laboratories, shops, and vocational rooms:** 1 person per 50 net square feet
This distinction is critical because **class size is often assigned without regard to the laboratory’s actual square footage, which can lead to** overcrowding and noncompliance with fire and life-safety codes.
The OSHA Laboratory Standard ([29 CFR 1910.1450](http://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)) applies to laboratories that use hazardous chemicals in small quantities. Most secondary science laboratories fall under these and related safety regulations.
It is essential to distinguish between:
- **Science classroom** → lecture, discussion, and non-laboratory instruction
- **Science laboratory** → hands-on investigations involving chemicals, equipment, and increased risk
Life-safety codes apply most directly to the **laboratory environment**, where hazards are present.
NFPA 101 defines **occupant load** as the total number of persons who may occupy a space at one time.
The International Building Code (IBC) defines it as the number of persons for whom the **means of egress is designed**.
In most states, these codes are adopted into law and are further supported by requirements from:
- State education departments
- State safety regulations
- Professional organizations such as NSTA and NSELA
### **III. Relationship Between Class Size and Occupancy Load**
To maintain a safe laboratory environment, the space must be evaluated based on its **design, occupancy load, and egress capacity**.
Occupancy load is influenced by:
- Furniture layout and density
- Fixed utilities and equipment
- Chemical use and storage
- Presence of a sprinkler system
- Number and location of exits
If the number of occupants exceeds the design load, safe movement is restricted, access to safety equipment is reduced, and emergency evacuation becomes more difficult.
**Key distinction:**
- **Class size** → maximum number of students assigned to the lab
- **Occupancy load** → maximum total number of people allowed in the lab (students, teacher, aides, volunteers, etc.)
A laboratory that exceeds its occupancy load is considered a **potentially unsafe working environment**.
**Example:**
A **1,250 net square foot laboratory** designed for **50 square feet per occupant** can safely accommodate:
- 24 students
- 1 teacher
= **25 occupants (compliant)**
Increasing the room to **30 occupants** exceeds the design capacity, resulting in higher density, reduced egress efficiency, and increased risk.
### **Modifying the Occupancy Load**
A school district or employer may request a modification to the occupancy load by improving laboratory safety features, such as:
- Reconfiguring furniture layout
- Installing a sprinkler system
- Adding an additional exit
- Making other life-safety upgrades
These changes can improve the space’s safety profile. However, **any modification must be approved by the Authority Having Jurisdiction (AHJ)**, such as:
- Local fire marshal
- State fire marshal
- State safety officer
## **Why This Matters**
Adequate space, appropriate class size, sufficient cleanup time, and proper storage are not scheduling or facility preferences—they are **life-safety requirements** that directly affect:
- Emergency evacuation
- Chemical safety
- Instructor liability
- Code compliance
- Student and staff protection
**Sources**:
[2019-2020 Alabama K-12 Science Safety Guidelines](https://drive.g.oogle.com/file/d/1kuYJAEr93MlhFympkvtrq6ACLhYrWZKo/view),
[NSTA Understanding Occupancy Loads](https://www.nsta.org/blog/sciencestem-laboratory-occupancy-load-level-it-law)
[29 CFR 1910.1450](http://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) -OSHA
Image:
[UnSplash](https://upload.wikimedia.org/wikipedia/commons/thumb/5/56/Colton_High_School_DNA_Lab_in_Colton_California_2019.tif/lossy-page1-640px-Colton_High_School_DNA_Lab_in_Colton_California_2019.tif.jpg)
---
### [Using Carbon Dioxide (CO₂) Monitoring to Assess Ventilation](https://sciencesafety.com/courses/ventilation-strategies/lessons/portable-carbon-dioxide-co2-monitors/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
Schools may consider using portable carbon dioxide (CO₂) monitors as a tool to evaluate how well air circulates in classrooms and other occupied spaces. Elevated CO₂ levels can indicate inadequate ventilation relative to the number of occupants in a room, prompting further review by facilities staff.
School maintenance professionals may also rely on additional methods to assess airflow and ventilation performance, including:
- Airflow capture hoods
- Anemometers (air-velocity meters)
- Qualitative tracer techniques (such as smoke tubes or foggers)
The **Centers for Disease Control and Prevention** provides additional guidance on the use of portable CO₂ monitors in its [Ventilation FAQs](https://www.cdc.gov/niosh/ventilation/faq/index.html).
**Sources**:
[Ventilation FAQs Frequently Asked Questions](https://www.cdc.gov/niosh/ventilation/faq/index.html) – CDC
[Centers for Disease Control and Prevention (CDC) — Ventilation in Buildings](https://www.cdc.gov/coronavirus/2019-ncov/community/ventilation.html)
**Categories:** Ventilation
---
### [Clean Air is Essential (1:18)](https://sciencesafety.com/courses/ventilation-strategies/lessons/clean-air-is-essential/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
Clean air is fundamental to human health and to productive learning environments. Air pollutants—many of which are invisible—can enter the body through breathing and contribute to serious health effects, including respiratory illness, cardiovascular disease, and long-term chronic conditions. Children and adolescents are particularly vulnerable because their bodies and lungs are still developing and they spend many hours each day inside school buildings.
Outdoor air quality, nearby traffic, industrial activity, wildfire smoke, and building ventilation systems all influence the air students and staff breathe. Once pollutants enter buildings, ventilation and filtration systems play a critical role in diluting contaminants, removing particles, and maintaining healthy indoor environments.
The video below introduces the global health impacts of air pollution and why clean air is essential for protecting people of all ages:
Across education systems, attention to air quality has expanded beyond comfort alone to include health protection, regulatory compliance, and long-term facility planning. Districts and higher-education institutions increasingly evaluate airflow, filtration, exhaust systems, and maintenance practices to ensure that indoor spaces support student learning and staff well-being.
This lesson will explore:
- Why clean air matters in schools and universities
- How pollutants can enter and accumulate in buildings
- The role ventilation and filtration systems play in reducing exposure
- Practical strategies for improving indoor air quality
- How schools communicate air-quality efforts to their communities
**Source**:
[BreatheLife](https://breathelife2030.org/)
[Indoor Air Quality Tools for Schools](https://www.epa.gov/iaq-schools) – EPA
[WHO: Breathe Life – How air pollution impacts your body](https://www.youtube.com/watch?v=GVBeY1jSG9Y&t=5s)
[U.S. Department of Education](https://web.archive.org/web/20240819175903/https://www.ed.gov/coronavirus/improving-ventilation)
**Categories:** Ventilation
---
### [Ventilation and Older School Buildings](https://sciencesafety.com/courses/ventilation-strategies/lessons/ventilation-covid-19-and-older-schools/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
Many older school buildings were not originally designed to meet today’s expectations for indoor air quality and efficient air circulation. This can lead to challenges such as stagnant air, elevated carbon dioxide levels during full occupancy, temperature imbalances, and reduced comfort — all of which can affect learning, attention, and overall well-being for students and staff.
In response, many districts have undertaken targeted efforts to assess and improve ventilation systems throughout their facilities. These efforts help ensure that indoor environments support comfort, health, and productivity.
### **What Improved Ventilation Can Achieve**
Effective ventilation supports healthier indoor environments by:
- **Reducing the buildup of indoor air pollutants**, including carbon dioxide, volatile organic compounds (VOCs), and particulates
- **Supporting thermal comfort** through balanced airflow and humidity control
- **Enhancing focus and cognitive performance**, especially in classrooms and study areas
- **Improving overall occupant comfort and satisfaction** throughout learning spaces
- **Strengthening HVAC performance** when outdoor air intake and filtration are optimized
### **Strategies for Older Buildings**
Schools with aging mechanical systems can take a variety of practical steps:
- **Conduct ventilation assessments** with facilities staff or HVAC experts to evaluate airflow in classrooms, labs, cafeterias, and common spaces.
- **Balance HVAC systems** so that supply and exhaust air are properly coordinated throughout the building.
- **Upgrade filtration** (e.g., to high MERV ratings compatible with your system) to improve removal of airborne particulates.
- **Maintain HVAC equipment** regularly to ensure fans, coils, filters, and dampers function as designed.
- **Verify exhaust systems** (bathrooms, kitchens, labs) are removing air effectively to support overall circulation.
- **Use supplemental air cleaning technologies** — such as portable HEPA air cleaners — where mechanical ventilation is limited.
### **Monitoring and Assessment Tools**
To better understand ventilation performance in occupied spaces, districts may use:
- Portable carbon dioxide (CO₂) monitors as an indicator of air exchange
- Airflow capture hoods to measure supply and exhaust volumes
- Anemometers to evaluate air velocity
- Qualitative tracer methods (e.g., smoke testing) to visualize airflow patterns
### **Communicating With the School Community**
Sharing the results of ventilation assessments and improvement plans builds trust and transparency. Districts may communicate through:
- Public walkthroughs with facilities staff and community leaders
- Online summaries of findings and future upgrades
- School newsletters or board presentations
- Frequently asked questions (FAQ) pages explaining ventilation strategies in plain language
**Sources**:
[Ventilation in Schools](https://www.cdc.gov/niosh/ventilation/guidelines/index.html) – CDC
[Indoor Air Quality Tools for Schools –](https://www.epa.gov/iaq-schools) EPA
**Categories:** Covid 19, Ventilation
---
### [Communicate Clearly About Ventilation](https://sciencesafety.com/courses/ventilation-strategies/lessons/communicate-clearly-about-ventilation/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
Clear, transparent communication with school communities is essential when assessing and improving ventilation systems. Districts, schools, colleges, and universities should proactively share information with parents, students, faculty, staff, and community partners in easy-to-understand language and in formats accessible to all audiences—including on district or campus websites, in newsletters, at public meetings, and on digital platforms.
Effective communication builds trust, reduces misinformation, and demonstrates a district’s commitment to student and staff well-being.
### **Key Communication Strategies**
Schools and districts should consider the following approaches:
- **Publish ventilation plans and updates** that explain how airflow is being evaluated, what upgrades or maintenance activities are underway, and what longer-term improvements are planned.
- **Conduct building walk-throughs** with community stakeholders—including facilities engineers, custodial staff, administrators, parent representatives, teacher or faculty leaders, students, and board members—to assess ventilation systems and discuss improvement priorities.
- **Use walkthroughs as educational opportunities.** These tours can help community members understand how ventilation systems function in classrooms, cafeterias, laboratories, gyms, and auditoriums, and why certain strategies—such as filtration upgrades or exhaust fan use—are being implemented.
- **Share findings and next steps publicly.** Summaries of airflow assessments, filter upgrades, HVAC inspections, and future capital projects should be communicated clearly, along with timelines and funding considerations.
- **Create short explanatory videos** or virtual tours of mechanical rooms and air-handling systems that describe ventilation strategies in plain language for families and staff who cannot attend in person.
- **Offer multilingual communication and accessible formats** to ensure that all families—including those who speak languages other than English or who require assistive technologies—can access ventilation-related information.
- **Establish a feedback channel** that allows families, staff, and students to submit questions or concerns related to air quality and ventilation, and commit to responding in a timely manner.
### **Why Transparency Matters**
Open communication about ventilation helps reassure families that systems are being maintained responsibly, upgrades are being prioritized, and decisions are guided by health, safety, and engineering considerations. It also encourages collaboration between facilities teams and instructional staff, ensuring that ventilation practices inside classrooms and laboratories support both safety and learning.
**Sources**:
[Healthy Air Quality in Schools](https://doh.wa.gov/community-and-environment/schools/air-quality) – Washington State Department of Health
[Understanding Your Classroom CO₂ Sensor](https://doh.wa.gov/community-and-environment/schools/air-quality) – UC Davis
**Categories:** Ventilation
---
### [Filtering and Cleaning Air](https://sciencesafety.com/courses/ventilation-strategies/lessons/filtering-and-cleaning-air/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
Another important ventilation strategy recommended by the [**Centers for Disease Control and Prevention (CDC)** ](https://www.cdc.gov/index.html)and the [**Environmental Protection Agency (EPA)**](https://www.epa.gov/) is to improve air filtration and use supplemental air cleaning.
Recommended practices include:
- **Upgrade HVAC filters** to a minimum efficiency reporting value (**MERV**) rating of **13**, or to the highest rating the existing system can safely accommodate without significantly reducing airflow.
- **Ensure HVAC filters are properly sized, installed, and replaced** at least as frequently as recommended by the manufacturer.
- **Use portable air cleaners when appropriate.** Consider units that rely on filtration technologies such as [**high-efficiency particulate air (HEPA)**](https://www.epa.gov/indoor-air-quality-iaq/what-hepa-filter) filters. CDC research has shown that HEPA filtration can reduce exposure to airborne viruses—especially when combined with consistent mask use.
- **Select air cleaners sized appropriately for each space.** Portable units may be used in classrooms, offices, nurses’ suites, isolation areas, or locations with limited ventilation as an added mitigation layer.
## **Selecting Air-Cleaning Devices Safely**
The CDC and EPA provide guidance on choosing portable air cleaners and improving indoor air quality in educational and residential settings, including dormitories.
**Important caution:** Some products marketed as air cleaners intentionally generate ozone and are **not safe** for occupied spaces. Schools and colleges should carefully evaluate manufacturer claims and confirm that devices have been tested under conditions similar to those in which they will be used.
Air-cleaning technologies should supplement—not replace—proper ventilation, HVAC maintenance, and other established indoor air–quality controls.
**Sources**:
[Centers for Disease Control and Prevention (CDC) — Ventilation in Buildings](https://www.cdc.gov/coronavirus/2019-ncov/community/ventilation.html)
[EPA’s IAQ Tools for Schools program offers guidance on HVAC systems, filters, ventilation improvement, and portable air cleaners](https://www.epa.gov/iaq-schools)
[EPA — Guide to Air Cleaners in the Home](https://www.epa.gov/indoor-air-quality-iaq/air-cleaners-and-air-filters-home)
**Categories:** Ventilation
---
### [Ensure Exhaust Fans Work Properly](https://sciencesafety.com/courses/ventilation-strategies/lessons/ensure-exhaust-fans-work-properly/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
Exhaust fans play an important role in removing airborne contaminants and maintaining indoor air quality, particularly in restrooms, kitchens, locker rooms, and laboratory preparation areas.
Recommended practices include:
- **Operate exhaust fans during occupancy and for at least two hours afterward** to help remove airborne particles and moisture.
- **Inspect fans regularly** to confirm they are functioning properly and exhausting air outdoors—not into ceiling spaces or adjacent rooms.
- **Keep fan grilles, ducts, and filters clean** to maximize airflow and system efficiency.
- **Ensure fans are not obstructed** by stored materials, ceiling tiles, or structural modifications.
- **Verify airflow direction** so contaminated air is consistently pulled out of occupied spaces rather than redistributed.
- **Coordinate inspections with facilities staff or HVAC contractors** as part of routine building-maintenance schedules.
- **Address unusual noises, vibrations, or reduced airflow promptly**, as these can signal mechanical problems that reduce ventilation effectiveness.
**Sources**:
[Centers for Disease Control and Prevention (CDC)](https://www.cdc.gov/coronavirus/2019-ncov/community/ventilation.html)
[Indoor Air Quality (IAQ) Tools for Schools](https://www.epa.gov/iaq-schools) – EPA
**Categories:** Ventilation
---
### [Bring in as Much Outdoor Air as Possible](https://sciencesafety.com/courses/ventilation-strategies/lessons/bring-in-as-much-outdoor-air-as-possible/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
 The [**Centers for Disease Control and Prevention (CDC)**](https://www.cdc.gov/index.html) and the[ **Environmental Protection Agency (EPA)**](https://www.epa.gov/) outline several strategies that schools and institutions of higher education can use to improve ventilation and indoor air quality, including:
- **Increase outdoor air intake whenever possible.** Adjust HVAC systems to maximize fresh-air delivery when conditions allow.
- **Open windows and doors safely.** Where appropriate, opening windows in classrooms and on school buses—and opening doors when safe—can improve airflow. Using child-safe fans in accordance with CDC guidance can further enhance air movement.
- **Use outdoor spaces.** Hold classes, activities, and meals outside when feasible and weather permits.
#### **Note from Science Safety**
The CDC recommends opening doors and windows to increase airflow. However, this guidance must be balanced with the operation of HVAC systems that rely on filtration, air circulation, and controlled outdoor-air intake.
Opening windows and doors indiscriminately can, in some situations, interfere with mechanical ventilation performance. Schools should coordinate ventilation strategies with facilities staff to ensure that natural ventilation and HVAC systems work together effectively rather than at cross-purposes.
**Source:**
[Environmental Protection Agency (EPA)](https://www.epa.gov/)
[Centers for Disease Control and Prevention (CDC)](https://www.cdc.gov/index.html)
**Categories:** Ventilation
---
### [Use HVAC Settings to Maximize Ventilation](https://sciencesafety.com/courses/ventilation-strategies/lessons/use-hvac-settings-to-maximize-ventilation/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
Heating, ventilation, and air-conditioning (HVAC) systems play a central role in maintaining healthy indoor environments. Schools should use HVAC settings strategically to maximize ventilation and support air quality.
Recommended practices include:
- **Service or upgrade HVAC systems** in accordance with current industry standards.
- **Increase outdoor air intake** to the greatest extent the system can safely support, including running systems for at least two hours before and after building occupancy when feasible.
- **Reduce or eliminate air recirculation** in consultation with qualified HVAC professionals.
- **Disable demand-controlled ventilation controls** when appropriate. In spaces regulated by thermostats, set fans to “on” rather than “auto” so air continues to circulate even when heating or cooling is not active.
- **Implement a scheduled inspection and maintenance program** to ensure timely repair, modification, or replacement of HVAC components.
- **Consider increasing filter-replacement frequency** beyond standard maintenance schedules when advised by HVAC specialists and health officials.
**Source**:
[U.S. Department of Education](https://web.archive.org/web/20240819175903/https://www.ed.gov/coronavirus/improving-ventilation)
**Categories:** Ventilation
---
### [Ventilation and New School Year (6:31)](https://sciencesafety.com/courses/ventilation-strategies/lessons/ventilation-and-the-2021-2022-school-year/)
**Published:** August 28, 2021
**Author:** admin2025Open
**Content:**
As schools continue to prioritize healthy learning environments, ventilation remains a top concern for many communities—particularly in light of lessons learned during and after the COVID-19 pandemic.
Proper ventilation is a key preventive strategy for maintaining healthy indoor environments and, when combined with other protective measures, can reduce the likelihood of disease transmission.
Wearing a well-fitting, multi-layer mask helps limit the release of respiratory particles into the air and protects the wearer.
Improving airflow and ventilation is another critical step in reducing the concentration of airborne particles within classrooms and laboratories.
This video from the **[University of California, Davis](https://www.youtube.com/watch?v=F9hB9BgonHs),** explains why ventilation is so important in school settings and how it contributes to healthier learning environments.
**Sources**:
[U.S. Department of Education](https://web.archive.org/web/20240819175903/https://www.ed.gov/coronavirus/improving-ventilation)
[Importance of Ventilation in Schools](https://www.youtube.com/watch?v=F9hB9BgonHs)
**Categories:** Ventilation
---
### [The Chemical Hygiene Plan & Chemical Hygiene Officer](https://sciencesafety.com/courses/right-to-know-laws/lessons/the-chemical-hygiene-plan/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
Across elementary, middle, and high school science and STEM programs, there is often a troubling lack of awareness about chemical safety and regulatory responsibilities. In some cases, chemicals are treated casually, and the special considerations required for safe storage, handling, and instructional use are underestimated. This mindset is frequently driven by false assumptions—chief among them the belief that serious accidents **“won’t happen here.”**
The Pennsylvania Department of Education has noted that a common misconception among administrators and faculty is that injuries such as eye damage, lacerations, amputations, or other permanent harm resulting from STEM classroom or laboratory activities are unlikely to occur in their schools. Unfortunately, national incident data repeatedly demonstrate otherwise.
A tragic example occurred in October 2022 at [Dinwiddie High School in Virginia](https://sciencesafety.com/blog/be-safe-virginia-chemistry-accident-lit-students-on-fire/), where a chemistry accident involving methanol caused severe injuries to both students and a teacher. Early findings indicated an underestimation of methanol’s hazards and multiple breakdowns in duty-of-care responsibilities. Investigators highlighted the absence of robust hazard analysis, insufficient safety planning, and a lack of comprehensive procedural oversight—failures that point directly to weaknesses in chemical hygiene systems.
This was a preventable incident. A properly implemented and regularly updated **Chemical Hygiene Plan (CHP)**—paired with an empowered and well-trained **Chemical Hygiene Officer (CHO)**—could have provided the framework for hazard identification, staff training, and pre-activity risk assessments that might have prevented the tragedy altogether.
In the wake of such events, superintendents and district leaders nationwide have begun reassessing whether their own schools maintain current chemical hygiene plans and whether annual training and documentation requirements are being met. Increased awareness of these obligations benefits everyone in the school ecosystem—from teachers and administrators to students and families.
### **Regulatory Expectations for Schools**
School districts operating in OSHA-regulated states are required to maintain a **Chemical Hygiene Plan (CHP)** under occupational safety regulations. Districts in non-OSHA states are typically required to maintain a comparable **Environmental Hygiene Plan (EHP)**.
These documents are not optional best-practice guides; they are mandated employer responsibilities. Each district must develop, maintain, review, and update its plan to reflect site-specific operations and risks.
A comprehensive CHP or EHP typically includes:
- Standard operating procedures for chemical use
- Emergency response protocols
- Spill response and evacuation procedures
- Chemical storage and inventory controls
- Waste disposal practices
- Staff training requirements
- Inspection schedules and compliance documentation
Together, these components form the backbone of a district’s laboratory safety and risk-management system.
### **Professional Consensus on Laboratory Risk**
Organizations including the [**National Science Teaching Association (NSTA)**](https://www.nsta.org/), the [**National Science Education Leadership Association (NSELA)**](https://www.nsela.org/), the [**Council of State Science Supervisors (CSSS)**](https://cosss.wildapricot.org/), the [**American Chemical Society (ACS)**](https://www.acs.org/), [**OSHA**](https://www.osha.gov/), and [**NIOSH**](https://www.cdc.gov/niosh/index.html) have consistently warned that:
> *Academic science laboratories can be unsafe places for teaching and learning due to risks associated with biological, chemical, and physical hazards.*
Anyone who has spent time in a science department—surrounded by apparatus, reagents, heating devices, compressed gases, and specialized equipment—understands the reality behind this statement.
Schools that offer hands-on K–12 science instruction inevitably handle hazardous materials on-site. With that responsibility comes legal and ethical obligations to students and staff. From a risk-management and case-law perspective, school districts face significant liability exposure when negligence, inadequate training, or failure to follow established safety procedures contribute to an injury.
This legal dimension underscores why chemical hygiene programs must be proactive rather than reactive—and why the CHO’s role is so critical.
## **What you need to know about Chemical Hygiene Plans**
The OSHA Laboratory Standard [(29 CFR 1910.1450)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) requires the development and implementation of a formal, written, and employee-accessible program known as a [**Chemical Hygiene Plan (CHP)**](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf). OSHA defines this plan as one that must be *“capable of protecting employees from health hazards associated with hazardous chemicals used in the laboratory.”*
This requirement is directly relevant to **Directors of Education**, **Superintendents**, **district administrators**, and[ **Chemical Hygiene Officers** (CHOs)](https://sciencesafety.com/chemical-hygiene-officer-accountability/) who are responsible for occupational health and safety in school systems.
Under the OSHA Laboratory Standard, all employees who work in laboratory environments—including special education teachers and paraprofessionals—must receive safety training **before** entering laboratory spaces where chemical hazards may be present. The purpose of this training is to ensure that staff understand both the hazards they may encounter and the procedures required to work safely with chemicals used in science and STEM programs.
### **When Training Must Occur**
OSHA requires that this formal safety training be provided:
- When new employees are hired into laboratory settings
- When teachers are assigned to new courses, grade levels, or instructional spaces that involve chemical use or exposure risks
The law is explicit: employees must be provided with **current and relevant information and training** specific to the physical and health hazards posed by the chemicals in their work environment.
This means that safety instruction must be **grade-level and subject-specific**, aligned with the materials and activities teachers actually conduct. Training completed many years earlier may not meet present-day expectations unless it has been updated to reflect new hazards, equipment, or instructional practices.
Many districts establish refresher training schedules in consultation with their CHO and legal or risk management offices. Annual compliance training, supplemented with recurring science- or STEM-specific safety updates, is widely recognized as a **better professional practice** across K–12 systems and aligns with OSHA’s training requirements.
### **Employer Responsibilities Under the Lab Standard**
For newly hired staff and employees entering new laboratory roles, districts are required to provide information on:
- The content of the OSHA Laboratory Standard and its appendices (with full access to the text)
- The location and availability of the Chemical Hygiene Plan (or Environmental Hygiene Plan in non-OSHA states)
- [OSHA Permissible Exposure Limits (PELs)](https://www.osha.gov/annotated-pels) or recommended exposure limits for regulated substances
- Acceptable exposure levels for chemicals without formal OSHA standards
- Signs and symptoms associated with chemical exposure
- Access to reference materials on chemical hazards, handling, storage, and disposal, including Safety Data Sheets (SDSs)
### Required Training Topics
OSHA further mandates that employees receive training addressing:
- Methods for detecting the presence or release of hazardous chemicals (e.g., monitoring systems, visual cues, odor recognition, where appropriate)
- Physical and health hazards of chemicals used in the laboratory
- Protective measures, including PPE, work practices, and emergency procedures
- Details of the district’s CHP
- Retraining when necessary
### Annual Review and Continuous Improvement
To remain compliant, school districts must **evaluate the effectiveness of their CHP annually** and update it as conditions, chemicals, facilities, or instructional programs change. Conducting refresher training alongside these reviews is strongly recommended.
Some districts integrate additional safety instruction into department meetings or monthly professional-development sessions to reinforce expectations throughout the school year.
It is important to note, as NSTA has emphasized, that in some states, public-sector employees are not formally covered under OSHA jurisdiction. However, **better professional practice supports adopting the Lab Standard’s core protections in all school science programs**, regardless of regulatory coverage.
Given the continued occurrence of laboratory accidents and injuries nationwide, applying these safeguards universally is prudent risk management. Every member of a school district—administrators, teachers, supervisors, and support staff—shares responsibility for maintaining safe teaching and learning environments.
## **Inconsistency Is a Real Problem for School Districts**
From my experience working with small, mid-sized, and large school districts across the country, one word consistently captures how Chemical Hygiene Plans are implemented:
**Inconsistency.**
This term reflects the wide variation in understanding and appreciation for the role a Chemical Hygiene Plan (CHP) plays in strengthening safety culture across a district. While many superintendents and directors of education recognize the legal importance of the CHP—and the value of appointing a designated Chemical Hygiene Officer (CHO) to oversee science and STEM safety—others underestimate the true legal and operational weight of this document.
Let me be clear: **if a district does not formally designate a Chemical Hygiene Officer, that responsibility defaults to the superintendent.** Regardless of background, training, or experience with laboratory safety, the superintendent becomes legally accountable for chemical hygiene compliance.
That reality is sobering.
And it is one of the principal reasons inconsistency persists nationwide. **Inconsistency breeds accidents. Inconsistency breeds injuries.**
## **Chemical Hygiene Officer Accountability**
Every school district must maintain a Chemical Hygiene Plan that reflects its specific facilities, equipment, chemicals, storage areas, instructional practices, and waste-disposal pathways. These site-specific plans must align with guidance from:
- EPA regulations
- Local fire marshals
- Municipal wastewater authorities
- Environmental health agencies
Through the expertise of a qualified CHO, districts can connect the CHP to their broader risk-management systems governing laboratory instruction, chemical procurement, and hazardous-materials handling.
In non-OSHA states, similar requirements apply through Environmental Hygiene Plans (EHPs), which serve the same purpose for chemical safety in school science departments.
## **Core Responsibilities of the District Chemical Hygiene Officer**
The District CHO is responsible for overseeing and implementing the chemical safety program across all schools. This includes:
- Developing, maintaining, and enforcing the district CHP and associated training programs
- Ensuring staff receive discipline- and grade-appropriate safety training, with documentation maintained for compliance and liability purposes
- Providing access to SDSs, CHP documents, and chemical-safety references
- Collaborating with administrators and teachers to update safety procedures as instructional practices evolve
- Monitoring chemical procurement, use, storage, and disposal—including approved or prohibited chemical lists
- Ensuring laboratory inspections occur regularly and that occupational-health records are maintained
- Providing technical guidance aligned with OSHA, [NFPA](https://www.nfpa.org/), NIOSH, and similar standards
- Reviewing and revising the CHP annually to ensure continued compliance
- Evaluating requests to use high-risk substances such as explosives, carcinogens, mutagens, or acutely toxic materials
- Determining PPE requirements beyond baseline laboratory use
- Conducting recurring chemical-hygiene and housekeeping inspections
- Inspecting safety infrastructure such as eyewash stations, safety showers, ventilation systems, fume hoods, fire-suppression equipment, and PPE inventories
- Conducting annual inspections of chemical storerooms, laboratories, preparation rooms, and other science facilities, maintaining records on site and making them available to regulators upon request. Some school districts or state agencies may impose additional reporting deadlines (such as July 1), though these are not federal OSHA requirements.
- Coordinating hazardous-chemical acquisition and disposal processes
## **Next Steps for Superintendents, Supervisors, and CHOs**
District leaders should begin by asking three fundamental questions:
1. **Is there a current Chemical Hygiene Plan in place?**
2. **Who is the designated Chemical Hygiene Officer?**
3. **How accountable do we feel for chemical safety across the district?**
The answers to these questions guide next steps in strengthening laboratory safety systems and risk-management strategies.
Administrators should consult with:
- Science supervisors
- CHOs
- Department heads
- Facilities directors
- Risk-management professionals
Numerous trusted professional organizations and third-party providers offer CHP templates and support services to help districts develop customized, compliant programs.
The bottom line is simple:
**Teachers must have access to an up-to-date, annually reviewed Chemical Hygiene Plan.**
Doing so is not optional—it is central to risk mitigation, regulatory compliance, and protecting students and staff.
**Sources**:
[edCircuit Article CHP 2022](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/)
[Laboratory Safety Chemical Hygiene Plan (CHP), OSHA](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf)
[1910.1450 – Occupational exposure to hazardous chemicals in laboratories, OSHA](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)
[OSHA Permissible Exposure Limits (PELs)](https://www.osha.gov/annotated-pels)
**Categories:** Chemistry, Chemical Hygiene Plan
---
### [Introduction to PPE](https://sciencesafety.com/courses/ppe/lessons/introduction-to-ppe/)
**Published:** February 1, 2023
**Author:** admin2025Open
**Content:**
### **Module Outcomes**
By the end of this module, participants will be able to:
- Understand legal requirements for Personal Protective Equipment (PPE) in laboratory settings
- Differentiate between types of PPE and select appropriate protection for a variety of science laboratory situations
### **What Is PPE?**
Personal Protective Equipment—commonly referred to as **PPE**—includes equipment worn to minimize exposure to hazards that can cause serious workplace injuries and illnesses. These hazards may be chemical, radiological, physical, electrical, mechanical, or biological in nature.
Common examples of PPE include:
- Gloves
- Safety goggles and safety glasses
- Protective footwear
- Hearing protection (earplugs or earmuffs)
- Hard hats
- Respirators
- Lab coats, aprons, coveralls, vests, or full-body suits
In laboratories where heat, glassware, liquids, or chemicals are used, **ANSI/ISEA Z87.1-2020, D3, certified, indirectly vented chemical-splash goggles** are required.
Safety glasses may be permitted only during **dry activities**—those involving **no chemicals, heat, glassware, or biological materials**—such as engineering design work, tool use, or projectile testing.
Before any activity, a **hazard analysis and risk assessment** must be completed to select the appropriate PPE and ensure a safer learning environment.
 Source: [OSHA](https://www.osha.gov/personal-protective-equipment)
## **PPE and Laboratory Safety**
Wearing PPE is one of the most visible ways to protect both staff and students from injury in the laboratory. PPE such as goggles, gloves, lab coats, and aprons is designed to protect the eyes, hands, skin, and clothing from exposure to chemical, biological, and physical hazards.
However, PPE is **not the first line of defense**.
In laboratory safety systems, PPE is used **after**:
1. Hazard elimination or substitution
2. Engineering controls
3. Administrative controls
PPE is the final protective barrier when other controls cannot fully eliminate risk.
### **Video Reflection Activity**
Watch the following video demonstrating proper laboratory attire and PPE use.
As you view the video, reflect on:
- How PPE protects against spills and splashes
- What could happen without proper eye protection
- Whether these professional safety practices are consistently applied in your laboratory
- How PPE selection connects to hazard analysis and risk assessment
**Sources**:
[Personal Protective Equipment, OSHA](https://www.osha.gov/personal-protective-equipment)
[United Federation of Teac](https://www.uft.org/your-rights/safety-health/coronavirus/school-year-2020-21-faq/safety/school-ppe-and-supply-list)[hers](https://www.uft.org/your-rights/safety-health/coronavirus/school-year-2020-21-faq/safety/school-ppe-and-supply-list)
[Personal Protective Equipment, American Chemical Society](https://teachchemistry.org/classroom-resources/how-to-dress-for-the-lab-and-what-about-personal-protective-equipment-ppe-video-3)
[ANSI/ISEA Z87.1-2020: Current Standard for Safety Glasses](https://blog.ansi.org/ansi/ansi-isea-z87-1-2020-safety-glasses-eye-protection/?_gl=1*14td6dm*_gcl_au*MjMwMjMzMDc4LjE3NjgyMzExOTk.)
---
### [Mercury Audit Form](https://sciencesafety.com/courses/mercury/lessons/mercury-audit-form/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
Completing a mercury audit is an essential step in identifying and managing mercury-containing items within your school. The purpose of this audit is to locate potential sources of elemental mercury so they can be properly labeled, secured, and safely removed or managed in accordance with public health and environmental regulations.
During the audit, carefully inspect all relevant areas of the school, including science laboratories, prep rooms, storage areas, nurse’s offices, and maintenance spaces. Pay particular attention to older or legacy equipment that may contain mercury, such as:
- Aneroid and mercury barometers
- Manometers and vacuum gauges
- Older blood pressure cuffs (sphygmomanometers)
- Thermometers, spectral tubes, and specialty lab devices
- Electrical or mechanical equipment with mercury switches
If there is any uncertainty about whether an item contains mercury, treat it as a mercury source until confirmed otherwise. Clearly label all identified items and document their location, quantity, and current use.
The audit form provided below includes a comprehensive checklist to guide your inspection and help ensure that no common mercury-containing items are overlooked.
**The Mercury Audit Form (PDF) is provided below for completion and reference.**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/08/mercury\_audit-CDC-1.pdf” title=”mercury\_audit-CDC”\]
**Source:**
[CDC](https://web.archive.org/web/20240927114902/https://www.atsdr.cdc.gov/dontmesswithmercury/pdfs/mercury_audit.pdf)
**Categories:** Mercury
---
### [Laboratory Inspection](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/laboratory-inspection/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Inspect safety equipment, including eyewash stations, safety showers, fume hoods, fire blankets, and fire extinguishers. Coordinate with custodial or facilities staff to ensure equipment is inspected and serviced as needed.
### **a. Eyewash Stations**
Eyewash stations must conform to [**ANSI Z358.1** ](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/)standards ([American National Standards Institute](https://www.ansi.org/)).
- Provide continuous flushing water at **78°F–92°F** for **15 minutes**
- Deliver a minimum flow rate of **0.4 gallons per minute**
- Be located so they can be reached within **10 seconds** of an accident
### **b. Safety Showers**
Safety showers must conform to [**ANSI/ISEA Z358.1–2014**](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/) standards.
- Located within **10 seconds** of an accident
- Provide **20 minutes** of tepid water
### **c. Activation and Maintenance**
- Eyewash stations and safety showers must be **activated weekly**
- Annual inspection and maintenance checks are required
### **d. Fire Blankets**
- Inspect for rips, tears, or other damage
### **e. Fume Hoods**
- Adjust so the average face velocity is **100 feet per minute (fpm)**
- Use a velometer or air-flow meter to verify performance
### **f. Fire Extinguishers**
- Placement must comply with local fire code requirements
- No point in the laboratory should be more than **50 feet** from an extinguisher
- Most labs require [**ABC-rated**](https://fireextinguisherdepot.com/abc-fire-extinguishers/) extinguishers
- [**Class D**](https://fireextinguisherdepot.com/class-d-fire-extinguishers/) extinguishers are required when storing water-reactive metals such as sodium or potassium
The chemical storage room must have an **ABC-rated fire extinguisher** mounted inside the door or immediately adjacent to it.
**Sources**:
[Science Safety Guide](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[UFT](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 16.
[ANSI Z358.1 ](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/)
**Categories:** Lab Inspections
---
### [Most Common Lab Accidents](https://sciencesafety.com/courses/lab-safety-awareness/lessons/most-common-lab-accidents/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
---
### [Safety Data Sheet (6:51)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/safety-data-sheet-651/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
0Preparation and planning are essential to working safely in the chemistry lab. To be prepared, your students must understand the hazards associated with any chemical they will be using. The primary source for that information is the **Safety Data Sheet (SDS)**.
An SDS provides detailed information about a chemical’s:
- **Properties**
- **Hazards**
- **Safe handling and storage**
- **Exposure controls and personal protective equipment (PPE)**
- **Emergency and first-aid procedures**
- **Disposal considerations**
Understanding how to read and use SDSs helps students and educators recognize hazards, make safe decisions, and respond effectively in the event of an accident.
### **To support your learning, watch this video on Safety Data Sheets:**
**[Safety Data Sheet (SDS) Video](https://teachchemistry.org/classroom-resources/safety-data-sheet-sds-video-2)**— Teach Chemistry
**Source**:
[American Association of Chemistry Teachers, American Chemical Society](https://teachchemistry.org/classroom-resources/safety-data-sheet-sds-video-2)
**Categories:** Safety Data Sheets
---
### [Decision Tree For Skin Exposures](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/decision-tree-for-skin-exposures/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2022/08/decision-tree-for-skin-exposures-ccohs-1.pdf” title=”decision-tree-for-skin-exposures-ccohs”\]
**Source**:
[CCOHS](https://www.ccohs.ca/products/publications/firstaid/skin.pdf)
---
### [Eyewash Station Instructions](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/eyewash-station-instructions/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
 ## If a chemical or other hazardous substance enters the eye(s), immediate action is critical.
### **Immediate Response**
- **Within 10 seconds**, proceed directly to the nearest eyewash station.
- **Activate the hands-free control** to initiate a continuous flow of **tepid, potable water**.
- **Hold eyelids open** with fingers and allow water to flush both eyes continuously.
- **Flush for a minimum of 15 minutes**, or longer depending on the substance involved.
- **Call for help** by dialing **9-1-1** or contacting local emergency medical services.
### **Flushing Duration Guidance**
The [ANSI Z358.1-2014 ](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/)standard does **not** prescribe a specific flushing duration. Instead, it requires that compliant eyewash equipment be capable of delivering flushing fluid for **at least 15 minutes of continuous, hands-free operation**.
However, additional occupational safety references recommend **longer flushing times** based on the nature of the contaminant:
- **5 minutes** – Non-irritants or mild irritants
- **15–20 minutes** – Moderate to severe irritants or chemicals with acute toxicity through absorption
- **30 minutes** – Most corrosive substances
- **60 minutes** – Strong alkalis (e.g.., sodium, potassium, or calcium hydroxide)
If the contaminant’s identity is **unknown**, a **minimum of 20 minutes** of flushing is recommended.
### **Follow-Up Care**
- If irritation persists after flushing, **repeat the rinsing procedure**.
- **Seek medical attention as soon as possible** after first aid is administered.
- Whenever possible, consult a **physician experienced in treating chemical eye and skin exposures**.
### **Training Video Resource**
**Sources:**
Perform an Emergency Eye Wash, [Allied Health](https://www.youtube.com/watch?v=7RXExier0rA)
[Canadian Centre for Occupational Health and Safety (CCOHS)](https://www.ccohs.ca/oshanswers/safety_haz/emer_showers.html)
[ANSI Z358.1-2014 ](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/)
---
### [Responsibility and Role of Supervision When Teaching Remotely](https://sciencesafety.com/courses/remote-safety-emergency-situations/lessons/responsibility-and-role-of-supervision/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Even when established safety protocols are followed, instructional activities can only be made **safer—not completely risk-free**. Accidents may still occur, and this risk is heightened when instruction takes place outside the controlled school environment.
This is particularly true in **remote science and STEM instruction**. A remote **safety acknowledgment** is essential when students engage in hands-on activities off-site. Such documentation reinforces safety expectations, supports shared responsibility, reduces potential liability, and signals that safety remains a priority regardless of instructional setting.
In remote or off-site settings, **a responsible adult supervising the activity must exercise reasonable caution**. In a traditional school setting, this responsibility rests with the teacher. When instruction occurs at home or in the field, **encouraging parent or guardian supervision is critical**, especially in the event of an accident or emergency.
It is important to understand that a teacher’s **Duty of Care—including duties related to instruction, supervision, and maintenance—does not end when instruction leaves the classroom**. These obligations continue to apply when students complete school-assigned activities at home, at a kitchen table, or in an outdoor or field setting.
For this reason, **remote science and STEM activities must be reviewed and approved by school administration and the school district** before instruction, materials, or equipment kits are provided to students. Expectations and permissions for these activities are typically set **on a district-by-district basis**, reflecting local policies, resources, and risk tolerance.
Educators are encouraged to review guidance from the National Science Teaching Association, including [*Safety for Hands-On Science at Home Instruction*](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf), for additional recommendations and best practices for remote instruction and supervision.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Duty of Care, Remote Science
---
### [Duty of Care Obligations for Educators](https://sciencesafety.com/courses/duty-of-care/lessons/duty-of-care-obligations-for-educators/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Whether activities take place in a formal school laboratory or in off-site settings, they introduce legal considerations under the concept of **Duty or Standard of Care**.
**Duty or Standard of Care** is defined as *an obligation recognized by law requiring conformity to a certain standard of conduct to protect others against unreasonable risk*. This obligation applies to instructional decisions, activity design, supervision, and the management of foreseeable hazards.
Educators are encouraged to review the National Science Teaching Association’s[ *Legal Implications of Duty of Care for Science Instruction*](https://static.nsta.org/pdfs/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf) for additional guidance and professional context on this responsibility.
It is important to recognize that the **Duty of Care may extend beyond the physical classroom or laboratory**. School staff and school district leaders retain a duty of care when students participate in school-assigned activities conducted **at home, in the field, or off-site**, including when students are supervised by family members or other adults. In these cases, schools remain responsible for ensuring that activities are appropriately designed, risks are clearly communicated, and reasonable safeguards are established.
Understanding this extended obligation is essential to reducing risk, preventing injury, and maintaining compliance with legal and professional expectations.
**Sources:**
Safety for Hands-On Science Home Instruction [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
Legal Implications of Duty of Care for Science Instruction, [NSTA](https://static.nsta.org/pdfs/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf)
**Categories:** Duty of Care
---
### [Duty of Maintenance](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/duty-of-maintenance/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
**Duty of Maintenance** is a core element of the Duty of Care, focusing on ensuring a **safe physical environment for students and educators.**
This duty requires teachers to take reasonable steps to ensure that laboratory spaces, equipment, and safety systems are properly maintained and functioning as intended.
### **Inspect for Safety**
Teachers must routinely **inspect laboratory equipment, tools, and safety devices before, during, and after laboratory activities** to confirm that they are in safe working condition. Students should be encouraged to report malfunctioning or damaged equipment **without fear of punishment or negative consequences**.
Teachers are also expected to demonstrate and conduct **laboratory procedures before students use them**. Doing so allows educators to identify potential hazards, confirm proper operation of equipment, and determine what specific safety precautions are required before students engage in the activity.
### **Maintain Equipment and Safety Systems**
Teachers have a duty to ensure that **personal protective equipment (PPE)** and **engineering controls**—such as eyewash stations, safety showers, fume hoods, and ventilation systems—are functioning properly and meet **manufacturer specifications** as well as applicable regulatory requirements established by the[ Occupational Safety and Health Administration (OSHA)](https://www.osha.gov/) or equivalent state health and environmental safety agencies in non-OSHA states.
If any laboratory equipment, apparatus, or safety system is found to be defective or malfunctioning, it must be **immediately removed from service**, clearly **tagged**, and **locked out of operation**. Such equipment may not be returned to use until it has been **repaired or replaced** and verified to be in safe, proper working condition.
This obligation applies to **all equipment, apparatus, tools, and engineering controls** located within the science or STEM instructional space.
Effective maintenance practices are essential to preventing foreseeable hazards, reducing risk, and fulfilling an educator’s legal and professional Duty of Care.
**Source**:
[National Science Teaching Association](https://sciencesafety.com/wp-content/uploads/2023/12/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf)
**Categories:** Duty of Care
---
### [Duty of Supervision](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/duty-of-supervision/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
All science and STEM teachers must exercise continuous and active supervision when students—or student assistants—are working with **tools, equipment, chemicals, or other potentially hazardous materials**.
Appropriate **personal protective equipment (PPE)** must be worn during **activity setup, hands-on use, and cleanup**. During any activity involving tools or hazardous materials, teachers must maintain students **within their direct line of sight at all times** while those tools or materials are in use. Teachers are responsible for ensuring that students follow all established safety procedures consistently throughout the activity.
Students who behave in an unsafe or inappropriate manner during laboratory activities must be **removed from the laboratory immediately**. Progressive disciplinary consequences should follow in accordance with school policy. In addition to referencing appropriate laboratory behavior in student safety acknowledgement forms, schools should strongly consider including **laboratory conduct expectations** in their formal **Code of Conduct**.
Teachers bear **sole responsibility** for laboratory activities conducted in their instructional spaces. As such, **students must never be left unattended** during any in-progress laboratory activity. This responsibility applies even when another adult—such as a paraprofessional, specialist, or substitute teacher—is present.
Unless the additional adult is **certified in science education and has completed current, documented laboratory safety training**, that individual **must not be left in charge** of students engaged in laboratory activities. Supervision cannot be delegated to unqualified personnel without creating significant legal and safety risks.
Active supervision is a core element of Duty of Care and is essential to preventing foreseeable injuries, reinforcing safe behaviors, and maintaining a safe instructional environment.
**Source**:
[National Science Teaching Association](https://sciencesafety.com/wp-content/uploads/2023/12/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf)
**Categories:** Duty of Care
---
### [Duty of Instruction](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/duty-of-instruction/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
**The Duty of Instruction is a critical component of educators’ overall Duty of Care**.
Duty of Care requires that teachers provide **appropriate safety instruction** and the **appropriate level of supervision** during every laboratory or hands-on activity conducted within their instructional setting, whether in the classroom, laboratory, or field.
Duty of Instruction also extends beyond the individual teacher. **School districts have a responsibility to provide safety training** for employees who may be exposed to hazardous materials, equipment, or procedures. This obligation applies to **elementary, middle, and high school educators**, as well as support staff working in instructional spaces.
### **Duty to Notify Students of Safety Practices and Procedures**
Teachers have a duty to clearly communicate safety practices and procedures to students **at the beginning of the school year**, establishing the rules and expectations under which all laboratory activities will be conducted. These safety expectations should be documented in a **student safety acknowledgement or safety contract**, which must be signed by both students and parents or guardians.
Signed safety documents should be:
- Maintained on file for at least the duration of the student’s enrollment in the course
- Retained until the student reaches **18 years of age**, or **21 years of age in certain jurisdictions**
No student should be permitted to participate in any laboratory activity unless this **documentation is on file**.
Importantly, one-time safety instruction is insufficient. Safety expectations must be reinforced whenever students engage in activities that could cause harm. Before each activity, teachers should review applicable safety protocols and procedures and demonstrate how to operate tools, equipment, and materials safely.
### **Duty to Instruct and Always Model Safety**
Students learn not only from what teachers say, but from what teachers do. STEM educators have a duty to **model appropriate safety behaviors at all times**, including consistently using required personal protective equipment (PPE), such as chemical splash goggles, gloves, or lab coats when appropriate.
Teachers must ensure that **paraprofessionals, aides, and other adults** present in the instructional space also comply with all safety requirements. In addition, teachers are responsible for demonstrating laboratory techniques and the use of equipment **in the safest possible manner**, reinforcing correct practices through visible example.
### **Duty to Warn Students of Hazards**
Teachers must **explicitly warn students about the** hazards associated with laboratory activities. This includes identifying obvious hazards—such as sharp instruments like scalpels or scissors—as well as less obvious risks from chemicals, heat sources, electrical equipment, or biological materials.
While some hazards may appear to be common sense, teachers protect both students and themselves by:
- Providing **written warnings** in laboratory instructions or handouts
- Delivering **verbal safety warnings** prior to the start of an activity
- Posting appropriate **safety signage** throughout the laboratory
- Intervening immediately when student actions create unsafe conditions
Teachers should also document safety considerations in their **lesson plans**, identifying safety instructions and hazard warnings as essential components of the activity’s procedures.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf)
**Categories:** Duty of Care
---
### [Legal Responsibilities and Negligence](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/legal-responsibilities-and-negligence-221/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Understanding the legal responsibilities associated with the **Duty of Care** and the concept of negligence is essential for educators and school leaders. Failure to fulfill any aspect of the Duty of Care may result in a determination that a teacher and/or administrator within a school system is legally liable for damages, leading to judgments or awards against one or more parties.
**Negligence**, as defined by the courts, is conduct that falls below the standard of care established by law or by the profession to protect others from an unreasonable risk of harm. In practice, negligence is the **failure to exercise due care** that a reasonable person in the same professional role would have exercised under similar circumstances.
In the absence of specific statutes, regulations, or local school policies, the **standard of care is set by the profession**. In science education, professional standards and expectations are informed by position statements, safety guidance, and best practices published by recognized organizations such as the [National Science Teaching Association (NSTA)](https://www.nsta.org/), the [National Association of Biology Teachers (NABT)](https://nabt.org/), the [American Chemical Society (ACS)](https://www.acs.org/), and the [Council of State Science Supervisors (CSSS)](https://cosss.wildapricot.org/).
### **The Three Core Duties of Science Educators**
Within the modern legal framework of negligence, science teachers have **three fundamental duties**:
- **Duty of Instruction** – Providing appropriate safety instruction, warnings, and training before and during activities
- **Duty of Supervision** – Actively monitoring students and intervening when unsafe behaviors or conditions arise
- **Duty of Maintenance** – Ensuring that facilities, equipment, and safety devices are properly maintained and functional
These duties apply not only within formal academic laboratories but also during **off-site, field-based, or take-home activities**. Such activities introduce additional legal considerations under Duty or Standard of Care.
Educators and school district leaders should be aware that **Duty of Care may extend beyond the classroom or laboratory**, including to situations where students are supervised by family members or others during school-assigned activities conducted at home or in the field. In these cases, schools retain responsibility for ensuring that activities are appropriately designed, risks are communicated, and safeguards are clearly established.
Understanding these legal responsibilities is critical to reducing risk, preventing injury, and fostering a culture of safety that protects students, educators, and school systems alike.
Check out the [NSTA’s Legal Implications of Duty of Care for Science Instruction ](https://sciencesafety.com/lessons/nstas-legal-implications-of-duty-of-care-for-science-instruction/)for additional information and guidance on this topic.
**Sources**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
[STEM Legal Liability in School STEM Programs](https://edcircuit.com/stem-legal-liability-in-schools-improved-safety/) edCircuit article
**Categories:** Duty of Care
---
### [Defining Duty of Care](https://sciencesafety.com/courses/ap-biology/lessons/duty-of-care/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Medicine is guided by the Hippocratic Oath; education is guided by the **Duty of Care**. Both serve as foundational principles for their respective professions. **Duty of Care**, also referred to as the **Standard of Care**, is defined as *an obligation recognized by law requiring conformity to a certain standard of conduct to protect others against unreasonable risk* ([Prosser et al., 1984](https://archive.org/details/prosserkeetononl00keet/page/n1323/mode/2up)).
In educational settings, this means that **school staff and school or district leaders—including supervisors and administrators—are legally required to anticipate reasonably foreseeable harm** to students and others within the school environment. When such risks are foreseeable, educators and administrators are obligated to take appropriate action to prevent resulting injury or damage.
Courts have consistently affirmed this responsibility. As noted by [Ryan (2001)](https://static.nsta.org/pdfs/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf), *“The breach of a particular duty owed to a student or others may lead to liability for both the teacher and the school district that employs that teacher.”*
### **Misconceptions About Liability Protection**
A common and dangerous misconception among educators is the belief that they are fully protected by so-called *“held harmless”* clauses in employment contracts or by union or professional association agreements simply because they are certified educators. **This assumption is false.** In practice, teachers are frequently found negligent when injuries result from failures in **instruction, supervision, and/or maintenance**, regardless of such provisions.
Under common law statutes and judicial interpretations, teachers have a **duty of care to protect students from all reasonable and foreseeable risks of injury or harm**. When courts evaluate potential liability, they often apply an objective standard of care, commonly framed as:
**What would a careful or prudent parent do in the same situation?**
Put simply, the legal question is whether the educator acted reasonably or whether a failure to meet the standard of care caused student injury.
### **Duty of Care in Practice**
According to industry experts [Dr. Roy and Dr. Love](https://sciencesafety.com/blog/accidents-in-cte-and-stem-labs-a-national-safety-study/), it is essential for science and STEM educators, as well as their supervisors, to understand the duty of care owed to students. While the **duty to protect students from unreasonable risk remains constant**, the **specific behaviors required to meet that duty vary depending on context, including the activity, environment, student age, and inherent hazards**.
Teachers are expected to act reasonably, with reasonableness measured objectively using prior court rulings and best practices recommended by professional associations. The specific behaviors that constitute meeting the duty of care—particularly in instructional, supervisory, and maintenance contexts—are addressed in subsequent sections.
### **Consequences of Failing to Meet Duty of Care**
Failure to meet duty of care obligations can result in serious student injuries and, in extreme cases, fatalities. Additionally, breaches of duty of care may expose **both educators and school districts to legal action for negligence**.
For this reason, educators must understand their **state-specific education laws**, including applicable statutes, regulations, codes, and policies that define duty-of-care responsibilities and outline the consequences of failing to meet those obligations.
Understanding and applying Duty of Care is not optional—it is a professional, ethical, and legal responsibility that underpins safe learning environments and a strong culture of safety in K–12 schools.
**Sources**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/CDC_School-Chemistry.pdf)
‘[STEM Legal Liability in School STEM Programs’](https://edcircuit.com/stem-legal-liability-in-schools-improved-safety/) edCircuit 2022
**Categories:** Duty of Care
---
### [Overview: Duty of Care](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/overview-duty-of-care/)
**Published:** December 8, 2021
**Author:** admin2025Open
**Content:**
Educators have a legal and ethical obligation to act reasonably to prevent harm to students. What constitutes “reasonable action” is determined objectively, based on prior court rulings, established legal standards, and best practices recommended by recognized professional associations.
When required duties are not performed—or are performed negligently—students may be placed at risk of serious injury or, in extreme cases, fatal harm. These responsibilities apply across all grade levels, including **elementary, middle, and high school educators**, as well as the **administrators** responsible for oversight at each level.
In this section, you will explore the obligations educators have under the concept of [**Duty of Care**](https://sciencesafety.com/wp-content/uploads/2023/12/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf), a foundational principle that supports safer school environments. Specifically, this section will:
- **Define Duty of Care** and its relevance in educational settings
- **Examine Duty of Care from multiple perspectives**, including legal responsibilities, instructional practices, facility and equipment maintenance, and student supervision
- **Review real-world examples** demonstrating how Duty of Care is applied differently depending on context, activity, and age level
Duty of Care is a cornerstone of building a strong safety culture in K–12 schools. Understanding and applying this principle helps educators make informed decisions, reduce risk, and create learning environments where students can engage safely and confidently.
This is an important section—one that lays the groundwork for proactive safety awareness and responsible decision-making. **Happy learning.**
**Source**:
[National Science Teaching Association](https://sciencesafety.com/wp-content/uploads/2023/12/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf)
---
### [Are Pre-made Kits Instructions Safety Approved?](https://sciencesafety.com/courses/accidents/lessons/are-pre-made-kits-instructions-safety-approved/)
**Published:** July 12, 2023
**Author:** admin2025Open
---
### [Safety Checklist](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/checklist-of-safety-considerations/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Teachers need to carefully select the chemicals they use in demonstrations and laboratory activities. The chemicals should be relevant to the science topic being taught and help advance students’ understanding of the concepts.
In addition, teachers might use the following checklist of safety considerations before proceeding.
### **1. What health and safety hazards are reported for the chemicals?**
Checklists from the[ UFT Science Safety Manual](https://www.weteachnyc.org/media2016/filer_public/b0/00/b0002426-aac2-46cd-8996-2b50f9172e86/science_safety_manual_2022.pdf), in SDS sheets (Safety Data Sheets), on Federal OSHA (Occupational Safety and Health Administration, [www.osha.gov](https://www.osha.gov/)) and State (New York State Department of Health, ) websites, and in other listings of potential chemical hazards.
It is important to be aware of even small hazards, but they should definitely NOT prevent teachers from using the chemicals with appropriate care. Review the SDS for each chemical used in the activity/investigation.
Generally, avoid chemicals with the following characteristics.
1. 1. Less than a 50mg/kg LD50 rating (a “poison”).
2. Listed as a known human carcinogen.
3. Flash points below 23°C (73°F) with boiling points below 38°C (100°F).
4. Materials that form explosive mixtures with air. e. Materials that are explosive without a strong initiating source of heat.
### **2. What safety procedures are planned?**
These can be as simple as using tools to handle chemicals and equipment, such as a spatula, to avoid direct skin contact. Use procedures that prevent spills or the scattering of a chemical as a powder into the air.
### **3. Will there be good ventilation?**
Many hazards posed by gases or vapors released from liquids and solids can be minimized or eliminated through **adequate ventilation**. Proper ventilation reduces the concentration of airborne contaminants and limits potential exposure for students and staff.
When working with chemicals that produce hazardous vapors, **a chemical fume hood is strongly recommended**. A properly functioning fume hood provides localized exhaust ventilation that captures and removes vapors at the source, significantly reducing inhalation risks and helping maintain a safe laboratory environment.
### **4. Is heat required?**
If so, be sure no explosive or flammable materials are present during heating. For example, alcohol can be warmed by placing samples in a preheated hot-water bath, without a flame. Or, alternatively, loosely stoppered small samples in test tubes, which are placed in large water baths.
### **5. What are the lowest concentrations of solution required?**
As a general safety rule, **the lowest concentration necessary to achieve the desired instructional outcome should always be used**. Many chemical hazards arise from exposure to the pure solid or concentrated liquid form. When these substances are diluted in water, the associated hazards are significantly reduced.
For instructional laboratory use, the following concentration guidelines are recommended:
- **Student-use solutions:**
Most solutions used directly by students should be prepared at concentrations between **0.1 M and 1.0 M**.
- **Teacher-controlled solutions:**
Solutions with concentrations between **1.0 M and 6.0 M** should be kept in the teacher’s demonstration area or on the teacher’s desk. Student use of these solutions must be **directly supervised by the teacher**.
- **Highly concentrated solutions:**
Solutions **greater than 6.0 M**—including small quantities of highly concentrated reagents (e.g, **12 M acids**)—should **only be handled and dispensed by the teacher**. Students should not have direct access to these materials.
Using the lowest effective concentration reduces chemical exposure risks while still allowing students to meet instructional and experimental objectives safely.
### **6. How long should a person be exposed to chemicals and their vapors?**
Most chemical ratings in Safety Data Sheets (SDS) are industry-based. That is, hazards are listed when prolonged exposure is likely or when the time-weighted average of multiple exposures may be high. Most chemicals used in schools are handled for very short periods, rarely more than 40 continuous minutes. Brief exposures and lower concentrations reduce the hazards posed by most chemicals. Plan for the shortest possible exposure to chemicals. Once an activity is completed, ensure that its chemicals are properly disposed of or placed in containers and returned to their proper storage areas.
### **7. What are some absolute prohibitions?**
Never taste chemicals. [Waft](https://www.flinnsci.com/api/library/Download/47890af9c0ad488c955c2671f48b1dbb#) gases known to be safe at low ppm concentrations toward the nose to discern odors. Do not smell materials directly. Never touch chemicals or their solutions unless you know they are safe, such as by feeling the slipperiness of a dilute base, then rinsing it off immediately. Students should not be permitted to work with chemicals unless they are wearing eye goggles. Use certified ANS/ISEA Z87.1 D3-approved chemical splash goggles with indirect vents.
### **8. What amounts of chemicals should be used?**
Procedures should call for small quantities of reagents, as small as possible yet sufficient to make observations. Generally, 1 cm3 – 2 cm2 of chemicals in test tubes allows adequate observations.
### **9. Are safer substitutes and procedures easily available?**
Safer chemicals and procedures should always be substituted when available. For example, lauric acid can be used instead of para-dichlorobenzene to observe sublimation. Choosing greener alternatives is a great way to demonstrate environmental stewardship, and they almost always involve fewer harmful or hazardous chemicals.
### **10. The teacher must model the procedures before letting students work.**
This rule should be followed even when a clear, simple, explicit instruction sheet is provided for students. When using chemicals, the teacher must first demonstrate the steps, then allow students to read and follow the directions. This is also good instructional practice that saves time and reduces the confusion that can accompany reading undemonstrated directions.
**Source**:
[UFT Science Safety Manual, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 49.
---
### [Chemical in the Eye](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/eye-safety/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
If a chemical is accidentally splashed into the eye, **immediate action is critical.**
- **Call 911 immediately** and send a responsible individual to notify the school nurse and a school administrator.
- **Begin eye irrigation at once.** Use a plumbed eyewash station with potable, aerated water at **60°F–90°F (15.5°C–32.2°C)** flowing at **3–5 gallons per minute (11.4–18.9 liters per minute).**
- **Hold the eyelids open** as widely as possible and continue flushing for a **minimum of 15 minutes**, or until emergency medical personnel arrive.
- **Do NOT attempt to neutralize acids or bases.** The priority is rapid dilution and removal of the chemical to reduce the risk of permanent eye damage.
### Contact Lenses
- If contact lenses are worn, continuous flushing should allow them to wash out naturally.
- If a contact lens becomes chemically adhered to the eye, **do NOT attempt to remove it.** Removal must be performed by qualified medical personnel in a controlled setting.
## **Prevention**
Proper use of personal protective equipment (PPE)—specifically \*\*ANSI/ISEA Z87.1 D3–certified chemical splash goggles with indirect venting—\*\*is essential and will dramatically reduce the risk of eye exposure.
Wearing chemical-splash goggles is **mandatory** whenever chemicals are in use in the laboratory.
**Source**:
[Council of State Science Supervisors (CSSS), *High School Science Safety Guidance* (May 2021) ](http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pdf)
**Categories:** Chemistry, Lab Accidents, Eye Safety
---
### [Understanding the Lab](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/understanding-the-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
With the increasing emphasis on hands-on, inquiry-based science instruction, students are spending more time engaged in laboratory activities. As a result, chemistry teachers and laboratory instructors must have a clear understanding of laboratory safety issues and their personal responsibilities for maintaining a safe learning environment.
The most effective way to prevent laboratory accidents is through preparation and knowledge. Educators must understand the equipment, chemicals, and biological materials they work with, including their associated hazards and proper handling procedures.
Developing a broad and informed awareness of potential chemical and biological hazards—and the risks those hazards may pose—creates what can be described as a **“working understanding”** of the laboratory environment. This working understanding is built *before* activities occur and is essential to proactive accident prevention.
A working understanding of preventing laboratory accidents and incidents includes the following:
- Recognizing and identifying hazards
- Evaluating the risks associated with those hazards
- Eliminating hazards where possible or minimizing risks through appropriate controls
- Maintaining focused attention on the tasks being performed
When educators consistently apply these principles, they reduce the likelihood of incidents and help foster a culture of safety that supports effective, responsible scientific inquiry.
**Source**:
[Benedict, J. *Laboratory Safety and Risk Management*, Widener University](https://web.archive.org/web/20240718193928/https://science.widener.edu/svb/olcc_safety/papers/benedict.pdf)
---
### [Preparing for Emergencies (7:14)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/preparing-for-emergencies/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
There is an old saying that you should always plan for the best but prepare for the worst. This is good advice in the lab as well. In this video, you will see two lab emergencies that carry a high risk of injury–spills and fires. The video outlines concrete steps to prevent these emergencies and reviews some of the safety equipment used to address them.
**Source**:
Preparing for Emergencies [American Chemical Society](https://teachchemistry.org/classroom-resources/video-4-preparing-for-emergencies)
**Categories:** Lab Accidents
---
### [Act Promptly and Decisively](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/act-promptly-and-decisively/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
In the event of an accident, teachers must act promptly and decisively by following a pre-existing, locally approved emergency response plan that has been reviewed and practiced regularly.
Such a plan may include the following general steps:
- **Assess the scene.** Quickly evaluate the situation and take immediate action to eliminate hazards and prevent further exposure or injury to students or staff.
- **Assess the injured individual.** Conduct a rapid initial evaluation to determine injury severity and identify the appropriate next steps.
- **Notify appropriate personnel.** Contact school authorities, including the principal and school nurse, and call 911 or other designated emergency responders when necessary.
- **Provide care.** Ensure the injured individual receives appropriate care from a properly trained person until emergency personnel arrive or the situation is stabilized.
- **Contact family or guardians.** Notify a parent, guardian, designated emergency contact, and/or family physician as appropriate.
- **Document the incident.** After the emergency is resolved, record all relevant details, gather witness statements, complete required accident or incident reports, submit them to the school administration, and maintain copies in a secure location.
**Source**:
[CDC](https://sciencesafety.com/wp-content/uploads/2023/12/CDC_School-Chemistry.pdf)
**Categories:** Lab Accidents
---
### [Incompatible Chemicals](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/incompatible-chemicals/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Many chemicals are incompatible with each other. The potential for chemical reactions or interactions increases as more chemicals are added to your inventory. A solid understanding of chemical interactions and compatibility will help you manage your existing and future chemical inventory and reduce the likelihood of chemical incompatibility.
According to [Laboratory Safety for Chemistry Students](https://www.amazon.com/Laboratory-Safety-Chemistry-Students-Robert/dp/1119027667), by Robert H. Hill and David C. Finster, *“Incompatible chemicals are combinations of substances, usually in concentrated form, that react with each other to produce very exothermic reactions that can be violent and explosive and/or can release toxic substances, usually as gases.”*
Care should be taken when handling, storing, or disposing chemical combinations. An established and trusted chemical storage system should be in place for inventory management and minimizing chemical interactions based on chemical properties and reactivity information. The storage of waste chemicals creates another opportunity for incompatible chemicals to react, which is why segregation and identification are so important in this practice. DO NOT COMBINE WASTE CHEMICALS IN ONE CONTAINER!
Below is a short list of common laboratory chemicals and the substances with which they are incompatible. Please review these chemicals and note the incompatible compounds that may be found in your laboratory or chemical storeroom. This is important information to understand since the chemical reactions can be severe and devastating.
**Chemical** **Incompatible with** Acetic acid Nitric acid, peroxides, permanganates Acetic anhydride Ethylene glycol, hydroxyl-group-containing compounds Acetone Hydrogen peroxide Ammonium nitrate Acids, flammable liquids, powdered metals, finely divided organic or combustible materials Chlorate salts, such as sodium or potassium chlorate Acids, ammonium salts, metal powders, finely divided organic or combustible materials Chlorine Ammonia, butane, hydrogen, turpentine, finely divided metals Copper Hydrogen peroxide Hydrocarbons Bromine, chlorine, peroxides Hydrogen peroxide Combustible materials, copper, iron, most metals, and their salts, any flammable liquid Nitric acid, concentrated.
**Note**: *There have been many explosions from inappropriate or inadvertent mixing of nitric acid with organic chemicals in waste containers.*
Acetic acid, acetone, alcohol, flammable substances, such as organic chemicals Oxalic acid Silver, mercury Oxygen Flammable materials, hydrogen, oils Phosphorus, white Air, oxygen Potassium permanganate Ethylene glycol, glycerol, Sulfuric acid Sodium (Alkali metals: lithium, sodium, and potassium) Carbon dioxide, water, alcohols Sodium nitrite Ammonium salts Sulfuric acid Chlorates, Perchlorates, permanganates [U.S Consumer Product Safety Commission; Department of Health and Human Services. School Chemistry Laboratory Safety Guide, Oct 2006; pp 44–46. ](https://www.cdc.gov/niosh/docs/2007-107/default.html)
**Sources**:
[American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
[School Chemistry Laboratory Safety Guide](https://www.cdc.gov/niosh/docs/2007-107/default.html), NIOSH
**Categories:** Chemical Hazards
---
### [NIH Safer Chemical Storage and Segregation Method](https://sciencesafety.com/courses/chemical-storage/lessons/safer-chemical-storage-and-segregation-method-nih/)
**Published:** March 19, 2023
**Author:** admin2025Open
**Content:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2023/03/NIH-General\_Chemical\_Storage\_Compatibility\_Chart-1.pdf” title=”NIH-General\_Chemical\_Storage\_Compatibility\_Chart”\]:
**Source:**
[NIH](https://ors.od.nih.gov/sr/dohs/Documents/chemical-segregation-table.pdf)
---
### [Typical Chemical Storage Area Guidelines](https://sciencesafety.com/courses/chemical-storage/lessons/model-chemical-storage-area/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Content:**
Follow the procedures outlined in your **local Chemical Hygiene Plan (CHP)** to identify the **approved chemical storage system** for your school science department. This system, as approved by the **Chemical Hygiene Officer (CHO)** or **Environmental Health Officer (EHO)**, standardizes how chemicals are stored across the district to promote safety, consistency, and regulatory compliance.
All chemicals must be **returned to their designated storage locations** on shelves or in cabinets after use. While multiple recognized chemical storage systems exist, it is essential that **a single, consistent system be** used throughout the entire department. Consistency ensures chemicals are stored predictably and reduces the risk of incompatibilities and unsafe practices.
Chemical suppliers may use their own storage classification systems. While these systems differ in format, they share a common goal: to **improve chemical safety** and provide a **clear, logical framework** for daily management. The following guidelines are provided for **informational purposes only**.
**Always refer to your local Chemical Hygiene Plan for the approved storage procedures in your department.**
### **Labeling Requirements**
- Ensure that **every chemical container** is properly labeled with a **GHS-compliant label**, clearly identifying the chemical and its associated hazards.
- Chemical solutions prepared on-site must include:
- Chemical name
- Appropriate GHS hazard information
- Preparation date
- Any required workplace labeling information
- There are **no labeling exemptions** for small containers, including dropper bottles. All containers must be easily identifiable to anyone working in the laboratory.
### **Chemical Compatibility and Organization**
- Store chemicals by **family or hazard class**, not randomly or alphabetically.
- **Never store chemicals alphabetically** unless they are already separated by compatible chemical families within the approved storage system.
- Separate **incompatible chemicals** to reduce the risk of reactions, odors, precipitate formation, fire, or explosion.
- Always consult the **Safety Data Sheet (SDS)** for compatibility and hazard information when determining proper storage.
Ventilation of chemical safety cabinets must comply with **local fire codes** and the approved storage system used by your district.
### **Specific Storage Categories**
#### **Flammable Chemicals**
- Store all flammable **liquids and solids** in an **approved flammable materials safety cabinet**.
- Do not store flammables:
- In direct sunlight
- Near ignition sources
- Keep cabinet doors **closed and locked** when not in use.
- Always refer to the **CHP and SDS** for chemical-specific storage requirements.
#### **Corrosive Chemicals (Acids and Bases)**
- Store corrosives in **dedicated, approved corrosive storage cabinets**.
- **Do not store acids and bases together**, as interactions can cause odors, precipitates, or reactions.
- Not all acids are compatible with one another. For example:
- **Nitric acid must be isolated** due to its strong oxidizing properties
- **Nitric acid and acetic acid must never be stored together**, as they may react violently
- Bases (caustics) may be stored together **only as allowed** by the approved storage system.
- Always consult the **CHP and SDS** for specific storage guidance.
#### **Toxins and Poisons**
- Store all known **toxins and poisons** in a **locked safety cabinet** with restricted access.
- Use these chemicals only when necessary and in **minimal quantities**.
- Many programs now use **safer alternatives** with lower health and environmental risks.
- If these chemicals are no longer needed, arrange for **proper hazardous waste disposal** to remove them from inventory.
### **General Storage Practices**
- Do **not store chemicals above eye level** or on the top of shelving units or stacked cabinets.
- Ensure shelves have **anti-roll edge lips** and are not overcrowded.
- Never store chemicals on the floor, including large containers (e.g…, 20-liter containers).
- Use **spill trays** inside cabinets and on shelves whenever possible to contain leaks or spills.
### **Compressed Gas Cylinders**
- Compressed gas cylinders (if permitted) must be **secured with anchored chains or restraints**.
- Ensure suppliers remove **empty or partially used cylinders** promptly.
- Store all cylinders securely until removed by the supplier.
### **Annual Inspection Considerations**
During annual safety inspections and physical inventories, be alert for the following common issues:
- Improper chemical storage (odors or precipitates may indicate incompatibility)
- Leaking or deteriorating containers
- Obstructed aisles, exits, or access to safety equipment
- Non-functional locks on prep rooms or storage cabinets
- Accumulation of trash or chemical waste
- Blocked access to fire safety equipment (extinguishers, fire blankets)
- Missing or inadequate safety signage, including:
- Eye Wash Station
- Fire Extinguisher
- Flammables
- Acids / Corrosives
- Poisons
- Do Not Enter
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/07/chemicalstorageguidelinesupdated-1.pdf” title=”chemicalstorageguidelinesupdated”\]
**Source**:
[Adapted from Towson University Environmental Health & Safety Chemical Storage Guidelines](https://www.towson.edu/public-safety/environmental-health-safety/documents/chemicalstorageguidelinesupdated.pdf)
**Categories:** Chemical Storage
---
### [Chemical Shelf Storage Patterns](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/shelf-storage-patterns/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
The safe storage of chemicals is an important aspect of responsible chemical management and a critical component of your overall safety program in your school science department. Under the OSHA Lab Standard and the Hazard Communication Standard (OSHA 1910.1450 and 1910.1200), which exist to protect workers from potential exposure to hazardous chemicals, properly storing your chemicals to minimize potential interactions and maintaining an accurate chemical inventory are necessary. There are hazards associated with having chemicals on-site, and using a trusted storage system is one way to help mitigate these hazards.
Safer chemical management requires regular inspections of the chemical storage area, including the chemical safety storage cabinets, and regular inventory updates. Most school science departments have more chemicals on hand than they actually use in their STEAM programs. Regardless of whether you have 3, 30, or 330 chemicals in your inventory, they must be stored and segregated properly to minimize the potential for chemical reactions and interactions. Remember this safer practice: NOT ALL CHEMICALS CAN BE STORED RANDOMLY OR ALPHABETICALLY. Follow the directions in the chemical hygiene plan to store your chemicals properly and minimize possible interactions. If you do not have a chemical hygiene plan, notify your department chair and school administrator and ask for assistance from the school district program, occupational health and safety, and/or the facilities department to remedy this situation and minimize risks.
As a best practice in professional safety, your chemicals and their designated storage locations, including individual shelves, retainer clips, doors, hinges, and shelf lips, should be evaluated at least annually. Odors and precipitate formation indicate chemical interactions and should be investigated. This is also an ideal time to complete your annual inventory, assess the condition of your chemical bottles, and determine whether they have any educational utility. Ask yourself whether the chemical has been used in the past year and whether the risk exceeds the educational value of keeping it on-site. Many chemicals found in science department chemical storerooms have not been used in years and are likely beyond their expiration dates and should be disposed of in accordance with the local hazardous waste procedures in your district. These chemicals are taking up space and increase the potential for spills, leaks, or other chemical hazards. All chemicals in the department require an SDS (even if the chemical was purchased prior to 2015 and had an MSDS). Proper labels that identify the chemical are a legal requirement and facilitate locating chemicals in your storage room.
Following the directions in your local Chemical Hygiene Plan will identify the preferred chemical storage system in your school science department. This storage system has been approved by your local Chemical Hygiene Officer (or Environmental H.O.) to standardize the way in which chemicals are stored in your school district. Ensure that any chemicals that are used are returned to their corresponding location on the shelves or in the cabinets that they are assigned for safety purposes. While there are multiple recognized chemical storage systems in place, using one consistent system for all members of the department is critically important so that the chemicals are stored the same way.
*\*Chemical suppliers have their own chemical storage systems and there are some more popular versions used today, with one common objective – to make storing chemicals safer and provide an intelligent and simple methodology for the users to understand and manage on a daily basis*.\*
### **Typical Chemical Storage Separation**
**\*ALWAYS REFER TO YOUR CHP AND FOLLOW THE APPROVED CHEMICAL STORAGE PROTOCOLS IN YOUR SCHOOL DISTRICT. Some chemicals listed in this table SHOULD NOT be found in your department, and this table is provided as a courtesy to demonstrate common better chemical storage practices.**
**Hazard Class of Chemical** **Recommended Storage Method** **Examples** **Incompatibilities** Compressed gases – Flammable Store in a cool, dry area, away from oxidizing gases. Securely strap or chain cylinders to a wall or bench. Methane, Hydrogen, Acetylene, Propane Oxidizing and toxic compressed gases, oxidizing solids. Compressed gases – Oxidizing Store in a cool, dry area, away from flammable gases and liquids. Securely strap or chain cylinders to a wall or bench. Oxygen, Chlorine, Bromine Flammable gases Compressed gases – Poisonous Store in a cool, dry area, away from flammable gases and liquids. Securely strap or chain cylinders to a wall or bench. Carbon monoxide, Hydrogen sulfide, Nitrogen dioxide Flammable and/or oxidizing gases. Corrosives – Acids Store separately in an acid storage cabinet. Segregate oxidizing acids (i.e., Chromic, nitric, sulfuric, and perchloric acids) from organic acids Acetic acid, Phenol, Sulfuric acid, Nitric acid, Perchloric acid, Chromic acid, Hydrochloric acid, Flammable liquids, flammable solids, bases, oxidizers Corrosives – Bases Store in a separate cabinet for corrosives. Store solutions of inorganic hydroxides in labeled polyethylene containers. Ammonium hydroxide, Sodium hydroxide, Calcium hydroxide Flammable liquids, oxidizers, poisons, and acids Flammable Liquids Store in a flammable storage cabinet and away from sources of ignition. Store highly volatile flammable liquids in an explosion-proof refrigerator. Acetone, Benzene, Diethyl ether, Methanol, Ethanol, Toluene, Glacial acetic acid Acids, bases, oxidizers, and poisons Flammable Solids Store in a separate dry, cool area away from oxidizers, corrosives, and flammable liquids Phosphorus, Calcium carbide, Acids, bases, oxidizers, and poisons General Chemicals – Non-reactive Store on general laboratory benches or shelving, preferably behind glass doors and below eye level. Agar, Sodium chloride, Sodium bicarbonate, Most non-reactive salts See specific SDS. Oxidizers Store in a spill tray inside a chemical storage cabinet. Separate from flammable and combustible materials. Ammonium persulfate, Ferric chloride, Iodine, Sodium hypochlorite, Potassium permanganate, Potassium dichromate. The following are generally considered oxidizing substances: Peroxides, perchlorates, chlorates, nitrates, bromates, Separate from reducing agents, flammables, and combustibles. Poisons/Toxic Compounds Store separately in a cool, dry, well-ventilated area in unbreakable, chemical-resistant secondary containers, in accordance with the chemical’s hazardous nature. Aniline, Cyanides, Heavy metal compounds, i.e., cadmium, mercury, osmium, Oxalic acid, Phenol, Formic acid Flammable liquids, acids, bases, and oxidizers.
See specific SDS. Water-Reactive Chemicals Store in a dry, cool location, protected from water and fire sprinklers. Sodium metal, Potassium metal, Lithium metal, Lithium aluminum hydride Separate from all aqueous solutions and oxidizers. Carcinogens Label all containers as “Cancer Suspect Agents.” Store according to the hazardous nature of the chemical, using appropriate security when necessary. Benzidine, Beta-naphthylamine, Benzene, Methylene chloride, Beta-propiolactone See specific SDS. Teratogens Label all containers as “Suspect Reproductive Hazard”. Store according to the chemical’s hazardous nature and use appropriate safety measures when necessary. Lead and mercury compounds, Benzene, Aniline See specific SDS. Peroxide-Forming Chemicals Store in air-tight containers in a dark, cool, dry area. See Table 3 for recommended storage time limits. Diethyl ether, Acetaldehyde, Acrylonitrile See specific SDS. Strong Reducing Agents Store in cool, dry, well-ventilated location. Water reactive. Segregate from all other chemicals. Acetyl chloride, Thionyl chloride, Maleic anhydride, Ferrous sulfide See specific SDS. **Summary of chemical storage systems has been adapted from ‘[*Prudent Practices in the Laboratory: Handling and Disposal of Chemicals’*,](https://www.ncbi.nlm.nih.gov/books/NBK55878/) National Research Council, 1995.**
**Source**:
[Prudent Practices in the Laboratory: Handling and Disposal of Chemicals, NRC, 1995](https://archive.org/details/prudentpractices0000unse/page/n5/mode/2up)
**Categories:** Chemical Storage
---
### [Storage Challenges](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/storage-challenges/)
**Published:** June 30, 2021
**Author:** admin2025Open
**Content:**
1. **Unmanaged Chemical Stockpiles**
Most schools have hundreds of chemicals in science and technology education laboratories, art rooms and maintenance areas. Schools do not often have the proper storage facilities and/or plans for proper disposal of these chemicals. Hazardous chemicals accumulate when there is no tracking system and no disposal plan, especially when there are changes in staff and/or changes in curriculum. Industry donations and the purchase of highly hazardous materials from hardware stores or other retailers can compound this problem. Chemicals donated to the school often do not have an appropriate Safety Data Sheet (SDS) and, while useful to industry, may not be suitable in quantity or composition for student learning.
2. **Old, Outdated and Unused Chemicals**
When teachers retire or leave the school system, the chemicals they used are often left behind. Many chemicals which were useful to them may not be used by their successors. Furthermore, chemicals acquired prior to 1996 may not be needed for curriculum adhering to current NYS learning standards. The relative age of a chemical can be determined by looking at the label of its container. Labels offer a window to the past. Figure 1 (below) shows a labeling sequence used by one company. The Material Safety Data Sheet (MSDS) did not become mandatory until the mid-1980s. The MSDS is a form containing data regarding the properties of a particular chemical or chemical formulation and required to be included with every chemical shipment. However, as part of the, new Globally Harmonized System of Classification and Labeling of Chemicals, which began on June 1, 2015, Safety Data Sheet (SDS) have now replaced the Material Safety Data Sheet (MSDS). The GHS “defines health, physical, and environmental hazards of chemicals” using available data to standardize health and safety information for each chemical through a “logical and comprehensive approach” presented to users across international lines as well as companies.
3. **Highly Decentralized Chemical Procurement and Usage**
Significant challenges to health and safety occur when chemical ordering is not a coordinated effort. Implementation of a school district-wide chemical management program can reduce the quantity of chemicals ordered, used, and ultimately disposed by the district.
4. **Restricted Budgets**
Eventually, schools end up with many more chemicals than they need, plus the added expense of paying for their disposal. Restricted budgets can lead to ordering large quantities of chemicals because it seems cost-effective up front, yet end-of-life chemical disposal can be very expensive. Additionally, this further compromises the health and safety of the school environment. Chemical users determine what chemicals to order and how much is needed. Long-term storage needs and disposal of chemicals is often an afterthought.
5. **Lack of Information**
A lack of information on proper chemical storage, handling, usage and disposal leads to underestimating the resources required for establishing a chemical management program.
6. **Lack of Familiarity with Chemical Management Systems**
Many schools are unfamiliar with the various approaches available for establishing a chemical management system. Current chemical-related management activities are largely compliance-oriented, focusing on end-of-pipe waste treatment rather than pollution prevention. Pollution prevention, which addresses chemical management from the point of purchase, may prove to be a better alternative to school districts.
*This section is informed by guidance from the New York State Department of Environmental Conservation (NYS DEC), [Environmental Compliance and Pollution Prevention Guide for Schools](https://www.dec.ny.gov/docs/materials_minerals_pdf/schoolchemmgt.pdf).*
**Source**: [ENVIRONMENTAL COMPLIANCE AND POLLUTION PREVENTION GUIDE (ny.gov)](https://www.dec.ny.gov/docs/materials_minerals_pdf/schoolchemmgt.pdf) Page 7.
**Categories:** Chemical Storage
---
### [How Chemicals Should Be Stored](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/how-chemicals-should-be-stored/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Proper chemical storage can be challenging in the limited space of laboratories. The hazards associated with chemical storage can be reduced through prudent purchasing, handling, and disposal practices.
 *This is an example of poor chemical storage practices and multiple safety infractions. Do not allow this to occur in your school’s science chemical storage room*. **– Science Safety** - Ensure all hazardous chemicals are properly labeled.
- Record the receipt date on each bottle to assist with inventory management.
- Record the opening date on each peroxide former and dispose of it before the expiration date (See the Chemical Hygiene Plan).
- Label and date solutions when prepared, including the name of the chemical or mixture and any applicable hazard warnings. See additional information in the Hazard Identification/Labeling section.
- Segregate and store incompatible materials separately by hazard class. Within a hazard class, chemicals may be stored alphabetically.
- Store flammable and combustible materials in an approved storage cabinet if the volume exceeds one gallon. Keep cabinet doors closed.
- Always store hazardous chemicals no higher than eye level and never on top of a storage unit. Do not overcrowd shelves.
- Do not store chemicals on the floor.
- Liquids should be stored on shelves with a lip and in spill trays to contain the contents if the container breaks or leaks.
- Store acids in a dedicated acid cabinet, preferably in the ventilated storage area beneath the chemical fume hood. Nitric, perchloric, chromic, and sulfuric acids are strong oxidizers and must be kept isolated from organic acids.
- Store bases in a dedicated corrosives cabinet.
- Store highly toxic materials in a closed, locked, dedicated poison cabinet.
- Do not use the work surface of chemical fume hoods to store containers and equipment, as this prevents proper airflow, reduces available workspace, and may increase hazards in the event of a fire or spill.
- Chemicals to be stored in a refrigerator or freezer must be in units appropriately rated for hazardous material storage.
- NEVER store hazardous chemicals in a cold room or any other storage area with recirculating ventilation.
- Do not store hazardous chemicals under a sink.
- Secure all compressed gas cylinders to wall-mounted anchor points with chains. Keep protective caps on cylinders (including during transport) when cylinders are not in use. Remove empty cylinders as soon as possible.
- Store chemicals away from heat and direct sunlight.
- Rotate chemical inventory. Dispose of chemicals on their expiration dates. Ideally, keep a three-year supply on hand, as older chemicals can become less or more reactive over time.
- Regularly inspect chemical containers for deterioration and integrity.
- Store chemicals under appropriate conditions.
- Certain chemicals are stable only when stored in an inert gas such as nitrogen. They may burst into flame when exposed to air or moisture. See the SDS for guidance.
- Consult safety references (e.g, SDSs) before working with chemicals that are new or unfamiliar.
- Ensure that the whole science department follows the same chemical storage pattern/guidance for consistency and preventative measures.
Source: [NIH](https://sciencesafety.com/wp-content/uploads/2023/12/NIH-chemical-safety-guide.pdf)
**Categories:** Chemical Storage
---
### [Flammable Spills](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/flammable-spills/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Flammable and solvent spills pose unique hazards due to rapid vapor release, low flash points, and the potential for **ignition, flash fire, or explosion**. Proper response requires an understanding of the **specific chemical involved** and strict control of ignition sources.
Always consult the [**Safety Data Sheet (SDS)** ](https://www.avery.com/blog/sds-guide-what-are-the-16-sections-of-safety-data-sheets)for the spilled chemical, with particular attention to **[Section 6](https://whmis.org/sds/s6) (Accidental Release Measures)** and **[Section 5](https://cdp.dhs.gov/shared/se/courses/default/AWR-358%20dL%20040921/groups/149.html) (Fire-Fighting Measures)**, before attempting any response.
### **Key Considerations for Flammable Spills**
When responding to a flammable or solvent spill:
- Ensure you are wearing **appropriate personal protective equipment (PPE)** as specified on the chemical label and SDS. This typically includes:
- Chemical splash goggles (ANSI/ISEA Z87.1–compliant)
- Compatible gloves (e.g…, nitrile or butyl)
- Lab coat or chemical-resistant apron
- Face shield or respirator, if required by the SDS
- **Eliminate all ignition sources immediately**, including:
- Open flames or burners
- Electrical equipment and switches
- Spark-producing devices
- Static discharge sources
- Lighters or ignition tools
- Determine whether the spill involves **a single chemical or multiple chemicals**. Review SDSs for **compatibility concerns** before proceeding.
- Recognize that spilled solvents have a **large surface area**, increasing vapor production and ignition risk.
- **Do NOT dilute flammable solvent spills with water**, as this increases the size of the spill and vapor hazard.
### **Managing a Flammable (Solvent) Spill**
Follow the procedures outlined in the **SDS (Section 6)** and your **Chemical Hygiene Plan (CHP)**. Typical response actions include:
- Contain the spill using **non-reactive absorbent materials**
- Absorb the solvent using a **commercial spill kit designed for flammable liquids**
- If a spill kit is unavailable, use approved absorbents such as **sand, vermiculite, or kitty litter**, as listed in your CHP
- Place all absorbent and cleanup materials into a **properly labeled, heavy-duty container or bag**
- Store collected spill debris in a **secure area** designated for hazardous waste disposal
### **Broken Glass and Flammable Spills**
If broken glass is present:
- Use **extreme caution**
- **Never pick up glass by hand**
- Use a **brush, broom, and dustpan** to collect debris
### **When NOT to Proceed**
Do **not** attempt cleanup if:
- The spill involves a large volume
- Vapors are overwhelming
- The chemical identity is unknown
- A fire or active reaction is occurring
- You feel unsure or uncomfortable managing the spill
In these cases, **remove students and personnel from the area** and contact **administration, facilities, or emergency responders** as outlined in your CHP.
**Source**:
[NSTA Responding to Chemical Spills](https://sciencesafety.com/wp-content/uploads/2023/12/Responding-to-Chemical-Spills-_-NSTA.pdf)
**Categories:** Chemical Spills
---
### [Caustic Spills](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/caustic-spills/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Accidental chemical spills can occur in laboratories for many reasons. Science educators should be aware of key prevention strategies and response considerations to reduce the likelihood of releases and ensure effective action when spills occur.
Teachers must be prepared to manage minor spills safely and understand the correct response procedures for major spills. A timely and appropriate response can prevent disruptions to instruction, equipment damage, and serious injury.
In the event of a significant spill, evacuation may be necessary. Uncontrolled releases can affect indoor air quality and potentially impact the atmosphere, sewer systems, surrounding soil, or surface water. When handled properly and in accordance with established procedures, however, many chemical spills can be contained quickly and reduced to minor incidents rather than major safety events.
## **Causes of Chemical Spills**
Several factors can contribute to chemical spills in science laboratories, including:
- Overfilling waste containers
- Storing hazardous chemicals in inappropriate locations (e.g., on countertops or in unsuitable cabinets)
- Retaining chemicals that have deteriorated over time (e.g., peroxide-forming compounds becoming explosive)
- Mixing incompatible wastes or storing incompatible containers in laboratories or preparation rooms
- Improperly labeled containers
- Inattention during handling
- Chemicals accidentally dropped on floors or countertops
- Inadequate or incomplete cleanup
## **Assessing the Situation**
When preparing for potential spills, identify the hazard class of all chemicals used in the laboratory. Special attention should be given to flammable, corrosive, toxic, or air- or water-reactive substances.
If a spill occurs, do not panic.
Move staff and students away from the area while assessing the situation and determining the proper response. Identify the spilled substance using the Safety Data Sheet (SDS), focusing on:
- Section II — Hazard Identification
- Section IV — First-Aid Measures
- Section V — Fire-Fighting Measures
- Section VI — Accidental Release Measures
- Section VIII — Exposure Controls/Personal Protection
When evaluating the spill, consider:
- Hazards and risks (volatile vapors, flammability, toxicity, oxidizers, ignition sources, air- or water-reactivity)
- Spill volume (simple vs. complex)
- Potential impacts (e.g., lingering vapors, equipment damage)
- Severity (minor vs. major)
- Required personal protective equipment (eye protection, gloves, lab coat or apron)
## **Minor Spills vs. Major Spills**
Minor spills may be managed by a trained science teacher using an appropriate spill kit.
### **Responding to a Minor Spill**
- Alert occupants and evacuate if necessary.
- Close the door and increase ventilation using fume hoods; open windows if appropriate.
- Don PPE based on the hazards.
- Control the spread of liquid and place a dike around the edges.
- Use absorbents such as vermiculite, cat litter, or spill pillows.
- Prevent dust and vapor spread.
- Remove contaminated clothing and flush skin with water for at least 15 minutes.
- Protect floor drains using covers or diking material.
- Apply absorbents from the outside inward.
- Use a brush and scoop to collect material into a proper container.
- Label the container as **Spill Debris** with the chemical name.
- Decontaminate the area using mild detergent and water.
- Notify the chief building administrator, science supervisor, and Chemical Hygiene Officer.
- Complete an accident report if required.
### **Responding to a Major Spill**
Science teachers should **not** attempt to manage major spills.
- Notify occupants immediately.
- Evacuate the area.
- Shut off gas and non-essential equipment if safe; leave fume hoods running unless emergency responders advise otherwise.
- Activate the fire alarm.
- Secure medical assistance if needed.
- Contact emergency responders.
- Assess the cause only if safe to do so.
- Notify administration and the Chemical Hygiene Officer.
- Complete an accident report.
## **Responding to a Caustic (Basic) Spill**
Managing a caustic spill requires understanding the specific chemical involved. Consult the SDS—especially Section VI (Accidental Release Measures)—and your Chemical Hygiene Plan.
Typical response steps include:
- Wear appropriate PPE as outlined on the SDS and label, including ANSI/ISEA Z87.1 D3 indirectly vented goggles; nitrile or butyl gloves; rubberized apron or lab coat; and possibly a face shield or respirator, depending on the chemical.
- Determine whether more than one chemical is involved and consult SDSs for each. If incompatibilities exist or you are uncertain, evacuate and contact facilities or health and safety personnel.
- Do **not** dilute the spill with water, as this spreads contamination.
- Follow SDS and CHP instructions, which typically involve neutralizing or absorbing the chemical, labeling cleanup materials in heavy-duty bags, and staging them for disposal.
- Use commercial spill-kit neutralizers for caustics when available. If not, contain the spill with sand or approved absorbents such as kitty litter or vermiculite. Powdered citric acid may be used to neutralize bases if permitted by the CHP.
- If broken glass is present, never handle it with bare hands—use a brush or broom with a dustpan.
**Source**:
[NSTA Responding to Chemical Spills](https://sciencesafety.com/wp-content/uploads/2023/12/Responding-to-Chemical-Spills-_-NSTA.pdf)
**Categories:** Chemical Spills
---
### [Acid/Base Spills](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/acid-spills/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
### **Spills Not Involving Direct Contact with Skin**
For acid or base spills that do **not** involve contact with human skin:
- **Neutralize acids** using powdered **sodium bicarbonate (baking soda)**.
- **Neutralize bases** using **vinegar (5% acetic acid solution)**.
- **Avoid inhaling vapors** during the neutralization process.
- Apply **diatomaceous earth** or another appropriate absorbent to absorb the neutralized material.
- **Collect and dispose of all cleanup materials as hazardous waste**, following established disposal procedures.
### **Spills Involving Direct Contact with Skin**
For acid or base spills that **come into contact with human skin**:
- Immediately **flush the affected area with copious amounts of cold water** using a sink, safety shower, or drench hose for **at least 5 minutes**.
- If the spill involves clothing, **remove contaminated clothing promptly** and continue flushing the exposed skin with water as soon as possible.
- **Arrange for medical evaluation and treatment** by qualified medical personnel.
**Source**:
[U.S.. Consumer Product Safety Commission, CDC, NIOSH](https://www.cpsc.gov/s3fs-public/NIOSH2007107.pdf)
**Categories:** Chemical Spills
---
### [Spill Control Procedures and Training](https://sciencesafety.com/courses/chemical-spills/lessons/spill-control-procedures-and-training/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Content:**
Science teachers must be prepared to safely manage minor chemical spills in the laboratory and understand the proper response procedures for major incidents. A timely and appropriate response can prevent disruptions to instruction, equipment damage, and serious injuries.
In the event of a significant spill, it may be necessary to evacuate students from the laboratory. Uncontrolled releases can affect indoor air quality and potentially impact building systems, sewer lines, surrounding soil, or surface water. When spills are handled correctly and in accordance with established procedures, however, many incidents can be contained quickly and reduced to minor disruptions rather than serious safety events.
## **Causes of Chemical Spills**
Several factors can contribute to chemical spills in science laboratories, including:
- Overfilling waste containers
- Storing hazardous chemicals in inappropriate locations (e.g., on countertops or in unsuitable cabinets)
- Retaining chemicals that have deteriorated over time (e.g., peroxide-forming compounds becoming explosive)
- Mixing incompatible wastes or storing incompatible containers in laboratories or preparation rooms
- Improperly labeled containers
- Inattention during handling or transfers
- Chemicals accidentally dropped on floors or countertops
- Inadequate or incomplete cleanup following minor spills
## **Assessing the Situation**
In preparation for chemical spills, laboratory personnel should determine the hazard class of all chemicals in use. Chemicals that are flammable, corrosive, toxic, or reactive with air or water require special attention because of the increased risks they present.
If a chemical spill occurs, do not panic. First, move staff and students far away from the area while you assess the situation and determine the appropriate response. Attempt to identify the spilled substance by consulting the Safety Data Sheet (SDS)—specifically:
- Section II: Hazard Identification
- Section IV: First-Aid Measures
- Section V: Fire-Fighting Measures
- Section VI: Accidental Release Measures
- Section VIII: Exposure Controls/Personal Protection
When evaluating the spill, consider:
- The hazards and associated risks (e.g., volatile vapors, flammability, toxicity, water- or air-reactivity, ignition sources, oxidizers)
- The volume of the spill (simple versus complex)
- The potential impact (e.g., lingering vapors, equipment damage)
- The severity (minor versus major)
- Required personal protective equipment, such as eye protection, gloves, and lab coats or aprons
## **Minor Spills vs. Major Spills**
Minor spills can be safely managed by a trained science teacher using an appropriate spill kit. Spill kits can be purchased from commercial chemical suppliers.
### **Responding to a Minor Spill**
- Immediately alert lab occupants and evacuate if necessary.
- Close the lab door and increase ventilation using fume hoods; open windows when appropriate.
- Don proper PPE based on the hazards.
- Control the spread of the liquid.
- Place a dike around the outside edges of the spill.
- Use absorbents such as vermiculite, cat litter, or spill pillows.
- Prevent the spread of dust and vapors.
- Remove contaminated clothing immediately and flush exposed skin with water for at least 15 minutes.
- Protect floor drains by covering them or surrounding them with diking material.
- Distribute loose absorbents over the spill area, working from the outside inward.
- Use a brush and scoop to place material into an appropriate container.
- Apply a hazardous-waste label identifying the contents as spill debris involving the chemical.
- Decontaminate the laboratory using mild detergent and water.
- Notify the chief building administrator, science supervisor, and Chemical Hygiene Officer.
- Complete an accident report, if required.
### **Responding to a Major Spill**
Science teachers should **not** attempt to manage major spills. Fires, chemical reactions, unknown substances, or injuries require emergency response.
- Immediately notify all occupants.
- Evacuate the area.
- Shut off gas, equipment, and fume hoods if it can be done safely.
- Activate the fire alarm.
- Secure medical assistance if needed (e.g., school nurse).
- Consult emergency responders.
- Assess what caused the spill if it is safe to do so.
- Notify the chief building administrator, science supervisor, and Chemical Hygiene Officer.
- Complete an accident report.
## **Responding to Chemical Exposure**
### **If Chemicals Contact Skin or Clothing**
- Flush affected skin with water for at least 15 minutes using a safety shower or sink.
- Remove contaminated clothing and jewelry while rinsing.
- Use caution when removing pullover garments to avoid eye exposure.
- Consult the SDS for delayed effects.
- Discard contaminated clothing or launder separately; leather items must be discarded.
- Do not use solvents on skin.
- For flammable solids, brush off material first, then rinse.
- Complete an accident report.
### **If Chemicals Enter the Eyes**
- Rinse eyes for at least 15 minutes at an eyewash station, holding lids open and rotating eyes.
- If no eyewash is available, pour water from the nose outward to protect the unaffected eye.
- Remove contact lenses while rinsing.
- Seek medical attention immediately and provide SDS information if available.
- Complete an accident report.
### **If Chemicals Are Inhaled**
- Close containers, increase ventilation, and move to fresh air.
- Seek medical attention if symptoms persist (headache, irritation, dizziness, drowsiness).
- Review the SDS for health effects, including delayed symptoms.
- Complete an accident report.
### **If Chemicals Are Ingested**
- Contact the school nurse immediately.
- Call Poison Control at **800-222-1222**.
- Do not induce vomiting unless instructed by medical professionals.
## **Final Considerations**
Anyone involved in spill cleanup must be provided with appropriate PPE. The supervising teacher is responsible for ensuring this protection meets Duty of Care expectations and prevents further injury.
All chemical incidents should be investigated and reviewed by the Chemical Hygiene Officer or Safety Compliance Officer. Employees working in laboratories must receive ongoing safety training, including spill-response procedures. These steps protect personnel, students, and the institution while reducing liability and strengthening overall laboratory safety culture.
**Source**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Responding-to-Chemical-Spills-_-NSTA.pdf)
**Categories:** Chemistry, Chemical Spills
---
### [Chemical Spills](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/7946/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Accidents can occur despite careful planning, and they may take many forms. Preparing in advance is essential to minimizing risk and responding effectively when incidents happen.
Before using any chemical, review its properties and hazards and confirm that an appropriate chemical spill kit is readily available. Knowing which chemicals are in use allows you to quickly consult the Safety Data Sheet (SDS) for critical information in the event of a spill.
### **Key Laboratory Considerations for Chemical Spill Response**
- **Limit spread and exposure:** Close the laboratory door and increase ventilation to reduce the spread of dust and vapors.
- **Control and absorb liquids:** Contain liquid spills using vermiculite, commercial absorbents (e.g., Oil-Dri), cat litter, or spill pillows.
**Note:** Hydrofluoric acid and concentrated sulfuric acid require specialized absorbents. Hydrofluoric acid and perchloric acid should never be present in a high school laboratory.
- **Neutralize acids and bases:**
- Neutralize acids with sodium carbonate (soda ash) or sodium bicarbonate (baking soda).
- Neutralize bases with citric acid or ascorbic acid.
- Use pH paper to verify when the spill has been neutralized.
- Collect residues and place them in a plastic bag or bucket for disposal.
- **Dispose of waste properly:** Follow the SDS and local regulatory requirements when disposing of cleanup materials.
- **Decontaminate the area:** Clean affected surfaces and equipment using standard cleaning supplies for most spills—or follow SDS instructions when specialized procedures are required.
**Source**:
[American Chemical Society. Guide for Chemical Spill Response Planning in Laboratories](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf), 1995. P. 68.
**Image Credit:**
Carbamatesalts, Wikimedia Commons
**Categories:** Chemical Spills
---
### [Chemical Spill Accident (2:18)](https://sciencesafety.com/courses/chemical-spills/lessons/chemical-spill-accident/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
This story is about a chemical spill at a high school in Ohio.
[Chemical spill at school prompts new safety plan](https://www.youtube.com/watch?v=roatU8C8vds)
**Video Credit:**
[WDTNTV](https://www.youtube.com/@WDTNTV) Dayton, Ohio
**Categories:** Chemistry, Chemical Spills
---
### [Purchasing Chemicals](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/developing-a-purchasing-policy/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
A formal **chemical purchasing policy** should be established and followed by the school or district. Before purchasing any new chemical, the **Safety Data Sheet (SDS)** must be reviewed to evaluate critical information related to the chemical’s **physical properties, toxicology, storage requirements, handling procedures, and disposal considerations**.
### **Consider the Following Before Purchasing a Chemical**
- Will the quantity purchased be **used within 1–2 years**?
- Can the chemical be **stored properly and safely** in the existing facility?
- Is the facility **designed and equipped** to use the material safely?
- Can the chemical be **disposed of properly**, and will it require **hazardous waste disposal**?
- Does the facility have **appropriate personal protective equipment (PPE)** available?
- Are facility personnel **aware of the hazards** associated with the chemical?
- Are facility personnel **properly trained** in the safe use and handling of the material?
- Does the budget account for the **cost of disposal**, including any by-products generated?
### **Note from Science Safety**
Ensure that **all chemicals ordered** through your school or district are **approved for use** in STEM/STEAM programs. Many jurisdictions maintain an **“approved chemicals” list** and designate **preferred vendors** for purchasing laboratory chemicals. Other jurisdictions rely on **“banned” or restricted chemical lists**, identifying substances that are prohibited due to **unacceptable risk or limited educational value**.
Always follow the procedures outlined in your **Chemical Hygiene Plan (CHP)**. When questions arise, seek **clarification and approval before ordering or accepting on-site delivery of a chemical**.
**Source**:
[CDC](https://sciencesafety.com/wp-content/uploads/2023/12/CDC_School-Chemistry.pdf)
**Categories:** Chemical Inventory
---
### [Online Chemical Inventory Example (8:53)](https://sciencesafety.com/courses/chemical-inventory-management-and-chemical-inventory-safety/lessons/online-chemical-inventory-example-906/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
Many school districts use chemical inventory management systems to help schools maintain accurate inventories and ensure ready access to Safety Data Sheets (SDSs). These systems support compliance, improve organization, and strengthen overall chemical hygiene.
The video below introduces the **Chemical Management Inventory System (CMIS)** and outlines the core principles of effective chemical inventory tracking, documentation, and safety oversight.
**[CMIS](https://www.youtube.com/@csnano4066): An Online Chemical Inventory Example — See how an inventory system supports SDS access and safer chemical management.**
**Categories:** Chemistry, Chemical Inventory
---
### [Creating an Accurate Inventory](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/creating-an-accurate-chemical-inventory/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
**1. Select an Inventory System**
Choose an inventory system, database, or spreadsheet that can store detailed information for each chemical. Commercial inventory platforms are available from various vendors and may offer additional compliance and reporting features.
**2. Record Essential Data**
Your inventory team—ideally consisting of at least two people—should record the following information for each chemical. Modify this list as needed to meet local requirements:
- - Name of the chemical
- Type of container
- Concentration or molarity
- Estimated quantity
- Purchase date
- Disposal date
- Whether the chemical will remain in inventory
- Whether the chemical will be disposed of
**3. Ensure Ease of Use**
The selected inventory system should allow for efficient data entry, retrieval, and display.
**4. Review and Manage Hazards**
Once the inventory is complete, enter all information into the system so chemicals can be evaluated for health, physical/chemical, and environmental hazards.
The system should also manage Safety Data Sheets (SDSs) and allow printing of GHS-compliant labels to support comprehensive chemical-inventory management and regulatory compliance.
#### **Note from Science Safety**
School science departments often maintain large chemical inventories—sometimes 200–400 bottles of distinct chemicals. While this may appear thorough, it can create unnecessary risk. The greater the number of chemicals in storage, the higher the potential for incompatibilities, degradation, and exposure hazards.
In practice, a typical high school science program can offer a strong curriculum using as few as **60–80 carefully selected chemicals**. Inventories that far exceed instructional need increase storage challenges, complicate inspections, and elevate safety concerns.
As part of sound housekeeping and chemical hygiene practices, departments should regularly evaluate older or infrequently used chemicals. One useful strategy is to ask colleagues when a chemical was last used. Some schools place a small dot on the label each time a chemical is used, creating a simple visual method to distinguish frequently used chemicals from those occupying shelf space without instructional value.
Recognized chemical hygiene practices also recommend maintaining no more than a **three-year supply** of many chemicals. Excess or unused materials should be removed and properly disposed of to reduce the risk of exposure, deterioration, and incidents.
**Source**:
[National Science Teaching Association](https://www.nsta.org/topics/safety) (NSTA)
**Categories:** Chemical Inventory
---
### [Assessing an Inventory](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/assessing-an-inventory/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Before you can effectively manage a chemical inventory, it is essential to **assess the current status of all chemicals and their storage locations**.
A **safety pre-screening** should be conducted first to identify unsafe conditions or practices. This pre-screening may reveal issues such as:
- Sagging, damaged, or improperly secured shelving
- Sources of ignition near chemical storage areas
- Obstructed aisles or inaccessible shelves
- Corroded, leaking, or unstable containers
- Improper or incompatible chemical groupings
- Poor overall condition of storage areas
Conducting a chemical inventory assessment often reveals unexpected findings, including:
- Chemicals you did not realize were present
- Chemicals stored in **damaged or deteriorating containers**
- Chemicals with **poor, incomplete, or missing labels**
- **Unlabeled containers**
- **Hazardous or unstable chemicals**
- Toxic chemicals requiring additional controls
- Chemicals requiring **special handling or storage conditions**
- Chemicals that are **never or rarely used**
- Excessive quantities of certain chemicals
- Chemicals stored in **large or bulk containers**
If the safety pre-screening determines that conditions are unsafe for conducting an inventory, a trained professional must be contacted to address the hazards before proceeding.
When chemicals pose an immediate safety concern, a certified hazardous waste hauler should be engaged to remove the hazardous materials. Once hazards have been addressed and conditions are deemed safe, the inventory process may begin.
Before starting the inventory, the team should establish a clear plan that includes roles, documentation methods, and safety controls to ensure the process is conducted safely, efficiently, and accurately.
**Source**:
[National Science Teaching Association](https://www.nsta.org/topics/safety) (NSTA)
**Categories:** Chemical Inventory
---
### [Chemical Inventory Management](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-inventory-management/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Chemical management is a comprehensive process that includes identification, oversight, and risk reduction across every stage of a chemical’s lifecycle—purchasing, storage, distribution, use, and disposal.
Many individuals across the school system play critical roles in maintaining a safe and effective chemical inventory:
### **School District / Board of Education**
The School District or Board of Education establishes the Chemical Hygiene Officer position and adopts a Chemical Hygiene Plan that addresses chemical-management practices district-wide.
### **Superintendent**
The Superintendent allocates budgetary resources for safety initiatives and ensures that science safety remains a priority. This role is responsible for verifying that the Chemical Hygiene Plan is implemented and that chemical-management procedures are in place.
### **Chemical Hygiene Officer**
The Chemical Hygiene Officer consults with administrators and teachers to promote safer operations in science classrooms and laboratories, with a focus on compliance with the Chemical Hygiene Plan and continuous improvement in chemical management practices.
### **Principal**
The building principal—working in partnership with the Chemical Hygiene Officer—serves as a safety advocate for the school and its instructional staff, supporting proper chemical oversight and compliance.
### **Science Chairperson / Supervisor**
The Science Chairperson or Supervisor oversees the evaluation, purchase, storage, disposal, and safe instructional use of chemicals, with guidance from the Chemical Hygiene Officer.
### **Teachers**
Teachers are directly involved in storing, using, evaluating, disposing of, and purchasing chemicals. Elementary and middle school teachers should seek assistance from the district Chemical Hygiene Officer and, when available, work collaboratively with the Science Department Chair or Science Specialist.
### **Business Manager**
The Business Manager establishes purchasing procedures for chemicals throughout the year and addresses loss-control concerns, including hazardous-chemical risk-management issues in science facilities.
### **Facilities Manager**
The Facilities Manager assists with arranging chemical disposal through licensed hazardous-waste contractors or other environmentally appropriate methods. This role also supports the provision of chemical storerooms—and, when applicable, specialized storage areas—to ensure safer long-term inventory management.
[National Science Teaching Association](https://www.nsta.org/topics/safety) (NSTA)
**Categories:** Chemistry, Chemical Inventory
---
### [CHOs and Key Stakeholders](https://sciencesafety.com/courses/chemical-hygiene-plan/lessons/chemical-hygiene-plan-summary-and-cho-involvement-with-key-stakeholders/)
**Published:** March 27, 2022
**Author:** admin2025Open
**Content:**
As the **Chemical Hygiene Officer (CHO)** or **Environmental Health Officer (EHO)** for the school district, the development, implementation, and ongoing review of the **Chemical Hygiene Plan (CHP)** are among your primary responsibilities. A strong working knowledge of current legal requirements, professional standards, and industry-recognized safer practices is essential to ensuring that the CHP effectively supports educators and—most importantly—protects students in laboratory environments.
The **Chemical Hygiene Plan** must clearly describe how employees will be protected from overexposure to hazardous materials and outline the specific work practices, procedures, and controls used in laboratories to minimize risk.
The **CHP** should include a comprehensive section addressing general laboratory rules and standard operating procedures (SOPs), along with the following key components:
- Personal protective equipment (PPE) requirements established and enforced within science departments
- Accident prevention and spill-response procedures
- Chemical storage rules and procedures designed to minimize incompatible interactions
- Safety equipment requirements, including inspection and maintenance protocols
- Employee safety training, including topical, hands-on, and ongoing instruction tailored to educators and administrators
- Exposure monitoring and medical-evaluation record keeping, where applicable
- Emergency evacuation plans for each school within the district
- Formal designation of the Chemical Hygiene Officer
Successful implementation of the CHP requires collaboration among multiple stakeholders in the district, all working toward the shared goal of maintaining safe learning and working environments for students and staff.
Outlined below are the responsibilities of key personnel within the district, as defined by the **Occupational Safety and Health Administration** (or equivalent regulatory authorities). Each stakeholder works in coordination with the Chemical Hygiene Officer to support CHP initiatives, recognizing that the CHP is a legally required and enforceable document.
## **Director of Education / Superintendent**
The Director of Education or Superintendent is ultimately responsible for chemical hygiene across the district. In collaboration with other administrators, this role provides leadership, oversight, and support to ensure that laboratory chemical hygiene programs are implemented effectively, properly maintained, and continuously improved.
## **School Principal**
The school principal oversees chemical hygiene and safety practices within assigned buildings and works closely with the Chemical Hygiene Officer to develop, implement, and reinforce appropriate policies and procedures.
In coordination with the CHO, the principal identifies opportunities to strengthen the school’s chemical hygiene program, including ensuring that training on chemical use, equipment, and laboratory facilities is up to date and aligned with professional best practices.
The principal is also responsible for ensuring that required records and documentation are completed and maintained annually, including:
- Safety and chemical-hygiene training records
- Medical-surveillance records, where applicable
- Chemical inventories
- On-site inspections and audits
## **Classroom Science Teachers**
Classroom science teachers are responsible for maintaining chemical hygiene and safe practices in laboratories, preparation rooms, and chemical storage areas. Educators are expected to understand and follow the procedures outlined in the Chemical Hygiene Plan and/or the district’s Science Safety Manual.
Teachers conduct routine inspections, maintain chemical inventories, and regularly check storage areas and emergency equipment. Any deficiencies must be documented and corrected in accordance with district procedures.
Teachers are also responsible for performing hazard analyses for laboratory activities and ensuring that appropriate PPE and safety controls are available and used. All laboratory instruction must comply with CHP requirements.
As part of instructional planning, teachers must evaluate each activity to:
- Identify potential chemical, physical, and procedural hazards
- Determine methods to eliminate or reduce risks
Teachers are also expected to model strong chemical-hygiene practices and promote a culture of safety within their departments.
## **Ongoing Professional Learning and Training**
Ongoing professional learning is central to sustaining a strong culture of safety and ensuring consistent compliance with legal requirements and professional standards.
The Chemical Hygiene Officer coordinates safety training for faculty, staff, and other relevant personnel and maintains accurate training records for science teachers and administrators.
The district must provide employees with access to hazard-information training:
- At the time of initial assignment to work areas containing hazardous chemicals
- Before assignments involving new or increased exposure risks
The CHO serves as the primary decision-maker for selecting safety training programs for both onboarding and continuing education. Careful selection of high-quality training is essential because effective safety education plays a vital role in preventing accidents, injuries, and unsafe practices in science programs.
**Sources**:
[OSHA Lab Standard](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450AppA),
[The Importance of Chemical Hygiene Plans in School Districts](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) edCircuit
---
### [Right to Understand Laws and CHP](https://sciencesafety.com/courses/chemical-hygiene-plan/lessons/right-to-understand-laws-and-chp/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
The various state Right to Understand laws are very similar. The major requirements or provisions discussed below are typically included, with only minor differences regarding who must be trained, how, and to whom lists of Safety Data Sheets (SDS) and hazardous materials on-site must be submitted, and how frequently those lists are updated and distributed. These legal aspects are described in detail so that you are aware of your rights as an employee and how they relate to occupational health and safety protections.
While related, the Laboratory Standard and the Hazard Communication (HazCom) Standard are not identical. The Chemical Hygiene Officer (CHO) manages the Chemical Hygiene Plan, while the school principal typically oversees implementation of OSHA 1910.1200—the Hazard Communication Standard—which governs chemical labeling, SDS access, and hazard communication, much like the Chemical Hygiene Plan.
Paperwork requirements—such as Safety Data Sheets (SDS) and reporting lists—can feel overwhelming, but they are mandated by state and federal law. These regulations were formerly known as **Right to Know (RTK)** laws. In 2012, the Hazard Communication Standard was updated and is now commonly referred to as **the Right-to-Understand rule**.
Under [**Occupational Safety and Health Administration (OSHA)**](https://www.osha.gov/) regulation [**29 CFR 1910.1200**](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200), employers must ensure the clear and transparent communication of workplace hazards, along with procedures that provide employees access to this information when they may be exposed to hazardous substances.
## **Comprehensive Safety Programs in Schools**
Comprehensive safety programs are essential tools for reducing injuries during science activities. School district leaders are responsible for developing and adopting programs that align with professional best practices and legal safety standards.
The [**National Science Teaching Association (NSTA)**](https://www.nsta.org/) recommends that school districts base their safety programs on the following principles:
### **Program Design and Oversight**
- Safety programs should align with the **Duty of Care** standard and include:
- Engineering controls (e.g., fume hoods, fire extinguishers)
- Administrative procedures (e.g., chemical-management policies, emergency protocols)
- Personal protective equipment (e.g., goggles, gloves)
- Safety programs should include a **Chemical Hygiene Plan (CHP)** that supports safe selection, storage, inventory, use, and disposal of chemical and biological materials. Procedures should meet or exceed standards from:
- Federal agencies such as the[ **Environmental Protection Agency**](https://www.epa.gov/) and OSHA
- Standards organizations such as the[ **National Fire Protection Association (NFPA)**](https://www.nfpa.org/), [**International Code Council (ICC)**](https://www.iccsafe.org/), and [**American National Standards Institute (ANSI)**](https://www.ansi.org/)
- Professional education organizations such as NSTA, the [**National Science Education Leadership Association (NSELA)**](https://www.nsela.org/), and the [**American Chemical Society (ACS)**](https://www.acs.org/)
- Appropriate state and local agencies
- All school employees, independent contractors, and emergency personnel must have direct access to SDS or equivalent hazard-communication resources for chemicals used in instruction.
OSHA has adopted the **Globally Harmonized System of Classification and Labeling of Chemicals (GHS)** to standardize labeling and hazard communication.
### **Chemical Hygiene Officers and Shared Responsibility**
School districts should designate one or more Chemical Hygiene Officers—or equivalent personnel—who have the training and authority to oversee implementation of the Chemical Hygiene Plan. NSTA encourages districts not covered by OSHA’s Laboratory Standard to voluntarily adopt its requirements to create safer learning environments.
School administrators—including principals, assistant principals, science supervisors, superintendents, and board members—share responsibility for establishing, promoting, maintaining, and updating safety programs as regulations and professional standards evolve.
District officials should also inform teachers about the scope and limits of professional liability or tort insurance coverage applicable to the district.
## **Coordination Between HazCom and the CHP**
The Chemical Hygiene Officer’s responsibilities for chemical management—including the use of SDS and GHS-compliant labels—mirror those required under OSHA’s Hazard Communication Standard.
Because of this overlap, regular communication and shared resources between school leadership and the CHO are both practical and efficient.
Chemical inventories in science departments are another shared compliance requirement. Access to inventory information should extend beyond the classroom to include school administrators and district offices to support emergency response, purchasing controls, and regulatory reporting.
**Safety training is essential to ensure that science activities are conducted as safely as possible. NSTA recommends the following for safety training programs:**
- All teachers and others responsible for the safety of students and other personnel should receive necessary, appropriate, and ongoing training related to the operation of the engineering controls, personal protective equipment, safety procedures, and all components of the safety plan.
- School districts, as employers, have the legal responsibility to conduct districtwide science safety training for all K–12 teachers of science upon their initial assignments to classrooms, labs, or storerooms where hazardous chemicals are present and prior to assignments involving new exposure situations. In addition, training should occur annually so teachers can review, discuss, and update the safety program; share experiences and best professional practices; and receive legal updates and other information related to science instruction and safety.
- All teachers of science should have the opportunity to participate in the design and implementation of safety training programs that meet the goals set forth in the school district’s overall safety program, including the Chemical Hygiene Plan.
- Safety training programs should cover the legal duty or standard of care owed by teachers to students (NSTA 2007b) and include state safety regulations and all school board policies applicable to the science classroom.
- Safety training programs should include ways to reduce the risk of injury from exposure to blood-borne pathogens and other potentially infectious materials (OPIM) (OSHA 1992).
- Safety training should include strategies for accommodating students with academic, remedial, or physical needs, as well as those who are English Language Learners.
- Safety training programs should help teachers learn how to understand and apply the contents of SDS or other guidelines in preparation for hazardous chemical use.
**Sources**:
[American Chemical Society (ACS)](https://www.acs.org/)
[National Fire Protection Association (NFPA)](https://www.nfpa.org/)
[International Code Council (ICC)](https://www.iccsafe.org/)
[American National Standards Institute (ANSI)](https://www.ansi.org/)
[ Environmental Protection Agency](https://www.epa.gov/)
[National Science Education Leadership Association (NSELA)](https://www.nsela.org/)
[NSTA](https://www.nsta.org/nstas-official-positions/safety-and-school-science-instruction)
**Image Credit:**
Sonoma County, California
**Categories:** Chemical Hygiene Plan
---
### [CHO / EHO Designation / Declaration](https://sciencesafety.com/courses/chemical-hygiene-plan/lessons/cho-eho-designation-declaration/)
**Published:** March 27, 2022
**Author:** admin2025Open
**Content:**
There are many different versions of being the named Chemical Hygiene Officer (Environmental Hygiene Officer) in your district, and we have provided a simple template here that you can use within your district (*please follow all HR policies in your jurisdiction and have legal counsel before signing any document that you do not fully understand*) that can be used to meet federal and state legal regulatory obligations. Being the CHO / EHO is a large responsibility and should be taken seriously.
### **Chemical Hygiene Officer Designation**
The Chemical Hygiene Officer for each high school shall be a member of the science department or administrative staff with a chemistry background as assigned annually by the Principal or school district administration. This person should be given release time if they are a teacher to perform their duties described as part of the Chemical Hygiene Plan for the school district. Please refer to the Chemical Hygiene Officer Duties on the following page.
******\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_has been appointed as the Chemical Hygiene Officer at \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Name of Person / Name of School / School District)****** **effective from \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Date of Declaration)**
District Administrator of Safety: ******\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_****** Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Superintendent of Education: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date: **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_****\_\_\_\_\_\_\_\_\_\_\_******
A copy of this completed form is to be filed with the Chemical Hygiene Plan in the Principal’s office of each secondary school. A copy is to be submitted to the District Safety Department and the HR department with the listing of CHO duties and responsibilities expected from the employer, provided and agreed to by both parties. Any necessary CHO training will be funded by the school district.
### **Chemical Hygiene Officer Duties & Responsibilities**
Role: The Chemical Hygiene Officer has the duty and responsibility of monitoring the Chemical Hygiene Plan. Their duties will include:
1. Coordinates the District’s chemical hygiene planning activities.
2. Maintains records detailing efforts and results of:
o Safeguards to minimize employee exposure,
o Exposure monitoring, if applicable,
o Accidents and incidents reports, and
o Medical consultations and examinations.
3. Provides access to the CHP.
4. Provides technical assistance on the CHP to schools and employees.
5. Conducts ongoing evaluations of chemicals being used in the District.
6. Ensures that employees are provided with necessary training for compliance with the CHP.
7. Monitors the standards and requirements concerning hazardous substances.
8. Coordinates the CHP with the Accident Prevention Plan, first aid training, the Personal
Protective Equipment Plan and bloodborne pathogens training requirements.
9. Approves the purchase of all chemicals for their assigned school/building.
10. Coordinates the CHP annual review and updates as needed.
11. Ensures the availability of Safety Data Sheets (SDS) and relevant reference materials.
12. Maintains SDS for all chemicals, including household chemicals.
13. Stays abreast of current information that may affect laboratory safety.
14. Maintains a list of site-specific Chemical Hygiene Officers in the schools and works with these
individuals to monitor procurement, usage, and disposal of chemicals used in the school
laboratory program.
Some other standard language found in the CHO / EHO designation typically includes statements outlining the following:
1. Being familiar with all aspects of the Chemical Hygiene Plan, especially chemical storage and safety provisions in the science area.
2. Being a contact person for disseminating information involving chemical safety to employees of the school. This will include an annual training for employees involved with science and safety in science education.
3. Being a resource for employees at the school on matters involving the use of chemicals in the science laboratory.
4. Inspecting safety equipment at the beginning of each semester and cooperating with the annual inspection of laboratories and chemical storage areas. The CHO will be the designated subject-matter expert on safety compliance in the science facilities and for the apparatus and equipment found in the laboratories, prep areas / chemical storage rooms.
5. Reporting to the school principal and any other persons deemed necessary, any conditions involving chemicals that pose risks to health or safety.
6. Monitoring science chemical inventories and updating the school chemical inventory list when necessary.
7. Making requests to the Campus Facility Supervisor/Lead Building Maintenance Worker for disposal of unwanted chemicals from the science area. A request for disposal of unwanted chemicals includes the chemical’s name, if known, and the quantity. Requests for disposal of chemicals should be sent to the Campus Facility Supervisor/Lead Building Maintenance Worker no later than April 15th of each school year.
8. Review chemical purchase orders to indicate that no prohibited chemicals are being ordered.
9. While the appointment of a Chemical Hygiene Officer is intended to enhance safety for employees, it does not lessen the responsibility of any employee to learn and practice safe procedures for working and teaching in a school science laboratory.
10. Other duties and tasks as assigned and agreed to between the CHO and the School District.
**Sources**:
Science Safety
[The Importance of Chemical Hygiene Plans in School Districts](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) edCircuit
---
### [Specific CHO Expectations](https://sciencesafety.com/courses/chemical-hygiene-plan/lessons/specific-cho-expectations-annually/)
**Published:** March 26, 2022
**Author:** admin2025Open
**Content:**
Congratulations. You have been designated as the Chemical Hygiene Officer (CHO) for your school district and are responsible for fulfilling the duties and oversight associated with this position.
We have identified these key expectations for your review. Throughout the year, during your many interactions and on-site visits to the school’s science and STEM departments, certain observations must be documented, and some conversations and interactions must also be summarized as part of the CHP. Your role as the Chemical Hygiene Officer is significant, and these accountabilities are integral to your personal success and the school district’s overall success in science and safety.
### Here are the key roles and expectations for a Chemical Hygiene Officer in a school district:
A) **It is essential that the chemical hygiene officer has proper training in accordance with [OSHA Laboratory Standard 29CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)** or State equivalent in non-OSHA states.
B) **The chemical hygiene officer has the responsibility to conduct and manage a chemical inventory, evaluate chemicals for proper storage and labeling, determine what is appropriate in quantity and what is excess, and know how to dispose of waste chemicals.** Each municipality or region in a state will have specific waste thresholds, and the CHP will outline them for each school in its district, along with any accepted/banned chemical listings, and will provide educators with labels, inventory control, and safety storage cabinets as needed.
C) **While it cannot be assumed that the person designated to be the school’s chemical hygiene officer has a background in chemistry or in chemical health & safety, adequate training should be provided by the school district.** This is a very important aspect of the CHO’s responsibility and professional development, and learning must be an ongoing part of this role to stay current and ensure safer professional practices for educators in the district.
D) **There are also safety considerations to be made when reviewing chemical inventory, such as what chemicals are potentially explosive or reactive, are there known carcinogens, pharmaceuticals, broken or leaking containers.** Again, having an ongoing professional learning program and a solid background in chemistry, chemical handling, waste management, and, most importantly, chemical storage that minimizes potential interactions to make the science department as safe as possible.
### As the designated CHO, these specific expectations are typically found in the employment contract with the school district:
1. The CHO will work with administrators and other employees to develop and implement appropriate chemical hygiene policies and practices.
2. The CHO will monitor the purchasing practices, use, storage, and disposal of chemicals used in the school science departments.
3. The CHO is expected to review purchase orders and include chemical reagents and safety products for use in their schools.
4. The CHO will develop and update the Chemical Hygiene Plan and introduce new procedures and safer professional practices for various activities used in the curriculum in their schools.
5. The CHO will ensure that the teachers and staff in the schools and district are adequately trained in science safety and that the facilities have the proper safety equipment and engineering controls in place to operate safely while conducting experiments and experiences with students.
6. The CHO ensures that the chemicals found in the school science departments are labelled correctly with GHS labels and have corresponding SDS’s which are accessible and current.
7. The CHO actively participates in the annual science department safety inspections/audits and creates appropriate documentation and remedies any deficiency identified during on-site inspection.
8. The CHO will assist the principal and facility personnel and science educators to develop a culture of safety awareness and develop a system to identify hazards and provide precautions, ample PPE, and engineering controls/safety infrastructure in the facilities in the school district.
9. The CHO should be aware of the current legal requirements concerning regulated substances ([OSHA](https://www.osha.gov/), [NIOSH](https://www.cdc.gov/niosh/index.html), [NFPA](nfpa.org/en), etc)
10. The CHO will actively review the CHP annually and continually seek ways to improve it.
11. The CHO should ensure that workers know, understand, and follow the chemical hygiene rules in the CHP and or Science Safety Manual.
12. The CHO must provide adequate professional learning, PD, and training for all workers regarding safety, chemical hygiene, and chemical hazards.
13. The CHO determines the necessary appropriate protective equipment required and ensures that it is available and in good working order in each school science department.
14. The CHO must provide regular, formal, chemical hygiene and housekeeping inspections in the labs, prep areas, chemical storage rooms, lab ventilation, and sinks found in the science departments.
15. The CHO should regularly inspect all safety and emergency equipment to ensure it is in good working order in each of the science departments, including the fume hoods, fire safety equipment, eye wash, and deluge showers, and provide certified, approved PPE to each location in the district.
16. The CHO must maintain accurate and current records outlining employee training/safety inspections / medical records / chemical inventories/accidents, and spills that occurred in schools
As the recently designated CHO in your school district, these expectations may seem overwhelming in your position in the school district, and there are many large projects that may need attention, depending on your unique district requirements and history of science safety, professional development, CHP review, and many other factors. We at Science Safety would welcome the opportunity to learn more about you and your schools and to help you achieve regulatory compliance and elevate safety awareness across your school district through a comprehensive approach that engages educators, administrators, and students. We put together a simple plan to help you navigate your responsibilities as the Chemical Hygiene Officer. Please feel free to contact us to continue the conversation.
A) Find the existing copy of the Chemical Hygiene Plan in your district and determine how current it is, and if there are any missing key components. We can assist you in evaluating your existing CHP and updating it to reflect current safety practices and standard operating procedures.
B) Determine if there is a current chemical inventory of the chemicals in the school(s), including corresponding SDS and GHS labels on existing chemicals. You need an accurate chemical inventory for emergencies and to meet regulatory requirements. Investigate a simple, effective chemical inventory management system.
C) Identify any areas of concern in the schools, including purging old or hazardous chemicals, PPE, & safety infrastructure needs. Work with the Department Chair and the department’s educators immediately to establish a benchmark and document the findings. This could be done during the safety inspection.
D) Participate in an ongoing safety training program. This can include online professional learning programs tailored to personalized learning, specific to the needs of educators and students, and age-, stage-, and subject-appropriate.
E) Document all safety and compliance conversations and activities to demonstrate a linear progression towards increased safety and awareness in each school in the district.
F) Contact a trusted authority in the area of science safety for some outside perspective and insight into your current situation.
**Source**:
[The Importance of Chemical Hygiene Plans in School Districts](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) edCircuit
---
### [Chemical Hygiene Officer Duties](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-hygiene-officer-duties/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
### 
### **The Chemical Hygiene Officer (CHO) is responsible for the following:**
- Work with administrators and other employees to develop and implement appropriate chemical hygiene policies and practices
- Monitor the procurement, use, and disposal of chemicals used in laboratory settings
- Review all purchase orders (POs) that include chemical reagents
- Review all laboratory procedures, including any new procedures, prior to implementation
- Ensure that staff training and facilities are adequate for the materials ordered and used
- Ensure that all Safety Data Sheets (SDSs) are available, accessible, and current
- Ensure that appropriate inspections, audits, and records are maintained
- Assist facility leadership, safety committee members, principals, and department leads in developing appropriate precautions and ensuring adequate facilities
- Maintain knowledge of current legal safety standards and recognized professional safety practices related to hazardous and regulated substances
- Seek opportunities to improve and update the Chemical Hygiene Plan (CHP)
- Ensure that workers understand and follow chemical hygiene rules and procedures
- Provide or coordinate appropriate training for all workers regarding safety, chemical hygiene, and chemical hazards
**Source**:
[State of Connecticut DOE](https://portal.ct.gov/-/media/Departments-and-Agencies/DPH/dph/environmental_health/eoha/pdf/HighSchoolLabSafetyHandbookpdf.pdf)
**Categories:** Chemistry, Chemical Hygiene Plan
---
### [Who are Chemical Hygiene Officers?](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-hygiene-officer/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The [**Occupational Safety and Health Administration (OSHA)** ](https://www.osha.gov/)Laboratory Standard requires employers to appoint a **Chemical Hygiene Officer (CHO)**. In both education and industry, this role is a core part of the safety management system and carries significant responsibility and accountability, including potential legal liability. The CHO oversees the practical controls that keep chemical use safe, consistent, and compliant across an organization.
The CHO provides technical leadership in developing, implementing, and maintaining the **Chemical Hygiene Plan (CHP)**. Whether in a school district, college campus, or industrial setting, the CHP serves as the operational foundation for laboratory and chemical safety. However, a CHP cannot simply be copied from a template—it must be customized to reflect local operations, facilities, chemical hazards, staffing, and jurisdictional requirements.
In education, in particular, there is no single CHP that applies universally; each district and site must tailor its plan to its specific circumstances.
## **Regulatory Variations by Location**
The regulatory landscape varies by setting and jurisdiction. Most public schools fall under state OSHA programs, while private schools are typically under federal OSHA jurisdiction. In some states, OSHA-equivalent agencies require the appointment of an Environmental Hygiene Officer, who performs functions similar to those of a designated CHO.
Comparable variations occur in industry, where oversight may differ based on state-plan status, sector, permitting requirements, and environmental regulations.
## **Scope and Authority of the CHO**
Across education and industry, every organization that manages laboratory chemicals should designate a CHO with sufficient authority and responsibility. Every school district should have a designated Chemical Hygiene Officer overseeing chemical management in science laboratories.
The CHO must receive training consistent with OSHA’s Laboratory Standard ([29 CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)). While a CHO may not necessarily have a background in chemistry or chemical health and safety, the organization must provide appropriate training, competency development, and ongoing professional support—just as employers in industry are required to do.
## **Day-to-Day Responsibilities**
In practice, the CHO’s responsibilities extend well beyond documentation and include:
- Managing chemical inventories
- Evaluating storage, segregation, and labeling practices
- Determining appropriate purchasing quantities and identifying excess stock
- Ensuring proper disposal of waste chemicals
- Reviewing containers for leaks or damage
- Identifying potentially explosive or reactive substances
- Tracking known carcinogens, pharmaceuticals, or highly hazardous materials
These duties apply equally to school laboratories and industrial workplaces.
#### **Note from Science Safety**
> If school administration fails to appoint a Chemical Hygiene Officer, the school district—or the school’s chief executive officer (e.g., superintendent of schools)—is generally considered the default Chemical Hygiene Officer until another individual with appropriate experience and training is formally designated.
**Source**:
[PNW BOCES](https://pnwboces.org/pdf/safety/2016-Nov-Newsletter.aspx)
Science Safety
**Categories:** Chemistry, Chemical Hygiene Plan
---
### [Chemical Hygiene Plan Elements](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/hygiene-plan-elements/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Your employer—whether a school district, college, research laboratory, or industrial organization—is legally required to provide employees who work with hazardous chemicals access to a current, approved **Chemical Hygiene Plan (CHP)** (or equivalent laboratory safety program).
A CHP outlines the policies, procedures, and role-based responsibilities needed to manage chemicals safely across the organization and within each department or laboratory.
## **Core Components of a Strong CHP**
A comprehensive CHP typically includes:
- Required training and competency expectations
- Record-keeping requirements
- Safety signage and labeling standards
- Standard Operating Procedures (SOPs) for routine and higher-risk tasks
- Safety inspections and corrective-action processes
- Purchasing controls and approval workflows (as applicable)
- Chemical receipt, storage, segregation, and compatibility practices
- Waste and hazardous-waste handling, storage, and disposal procedures
- Chemical inventory management and Safety Data Sheet (SDS) access processes
- Emergency procedures (spills, releases, fire, evacuation, etc.)
- Medical-response procedures for potential hazardous-chemical exposure
## **OSHA Laboratory Standard Requirements**
Under the **Occupational Exposure to Hazardous Chemicals in Laboratories** standard ([29 CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)), issued by the [**Occupational Safety and Health Administration (OSHA)**](https://www.osha.gov/), the CHP is a written program designed to protect laboratory workers from health hazards associated with chemicals used in a specific workplace.
At a minimum, the CHP should include:
- Safety-focused SOPs relevant to each activity involving hazardous chemicals
- Criteria for selecting and implementing exposure controls (engineering controls, PPE, and hygiene practices), with special attention to particularly hazardous materials
- Requirements to ensure that fume hoods and other protective equipment are functioning properly, along with verification measures
- Information that must be provided to employees, including:
- The Laboratory Standard and appendices
- Where the CHP is located and how to access it
- Applicable exposure limits (OSHA PELs or recommended limits when no PEL applies)
- Signs and symptoms of exposure for chemicals in use
- Where to find reference materials, including SDS and hazard-handling guidance
- Circumstances requiring prior approval before performing a procedure
- Designated personnel responsible for implementing the CHP, including a Chemical Hygiene Officer and, when appropriate, a safety committee
- Additional safeguards for particularly hazardous substances (e.g., select carcinogens, reproductive toxins, highly acutely toxic materials), which may include:
- Designated work areas
- Containment devices (fume hoods, glove boxes, etc.)
- Safe handling and removal of contaminated waste
- Decontamination procedures
- An annual review to evaluate CHP effectiveness and update it as necessary
## **Worker Training Must Cover**
Training programs must address:
- How to detect the presence or release of hazardous chemicals (monitoring, visual cues, odors, etc.)
- Physical and health hazards in the work area
- Protective measures, including safe work practices, emergency procedures, and required PPE
- Key elements of the written CHP
## **Medical Examinations and Consultations**
Medical evaluations must be made available when:
- An employee develops signs or symptoms consistent with exposure to hazardous chemicals
- Exposure monitoring indicates routine levels above the action level or PEL for regulated substances
- An incident occurs—such as a spill, leak, explosion, or similar event—that could reasonably result in hazardous exposure
Medical services must be:
- Provided at a reasonable time and place
- Conducted by—or under the direct supervision of—a licensed physician
- Provided at no cost to the employee
- Offered without loss of pay
## **Additional CHP Resources**
For further guidance on developing or reviewing a Chemical Hygiene Plan:
- OSHA’s full Laboratory Standard is available on its [website](https://www.osha.gov/).
- Appendix A of [29 CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) provides non-mandatory recommendations to assist in CHP development.
**Source**:
[OSHA 1910.1450](https://sciencesafety.com/wp-content/uploads/2023/12/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf)
**Image Source:**
Unsplash
**Categories:** Chemistry, Chemical Hygiene Plan
---
### [Chemical Hygiene Overview (2:35)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-hygiene-overview-235/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Most states and OSHA require work environments, including schools, to have a safety plan that reduces risks and ensures a safer workplace for employees ([OSHA Laboratory Standard—29 CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)). This is referred to as the [Chemical Hygiene Plan (CHP)](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf) and includes policies, procedures, and responsibilities designed to develop an awareness of potentially harmful chemicals in the workplace.
**\*Note**: *OSHA states call this a Chemical Hygiene Plan, and non-OSHA states call it an Environmental Hygiene Plan.*
The chemical hygiene plan is: “*…a written program developed and implemented by the employer which sets forth procedures, equipment, personal protective equipment, and work practices that (i) are capable of protecting employees from the health hazards presented by hazardous chemicals used in that particular workplace and (ii) meet the requirements of paragraph (e) of this section.*” \[[View Source](https://www.dec.ny.gov/docs/materials_minerals_pdf/schoolchemmgt.pdf)\]
OSHA technically covers employees, not students, in the laboratory. However, to maintain a safer working environment for science teachers and all laboratory occupants, including students, all laboratory occupants must follow the chemical hygiene plan. Otherwise, the teacher, as an employee, could be put at risk.
### **Here’s a high-level overview of what a Chemical Hygiene Plan looks like.**
**Sources**:
[UFT Science Safety Manual](https://sciencesafety.com/wp-content/uploads/2023/12/NYC-DEO-science_safety_manual_2022.pdf)
[Connecticut DOE](https://portal.ct.gov/SDE/Publications/Connecticut-High-School-Science-Safety/OSHA-Laboratory-Standard---the-Bedrock-for-High-School-Science-Safety)
[New York State School Science Chemical Management Guidance Manual](https://www.dec.ny.gov/docs/materials_minerals_pdf/schoolchemmgt.pdf)
[Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pdf)
**Categories:** Chemistry, Chemical Hygiene Plan
---
### [Determining Toxicity of Chemicals](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/determining-toxicity-of-chemicals/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Understanding how chemicals affect the body is essential for working safely in laboratories and instructional spaces. Three major factors influence whether a chemical exposure may cause harm: **dose**, **duration**, and **latency**.
## **Dose: How Much Is Too Much?**
In general, the greater the amount of a substance that enters your body, the greater its effect. This relationship between amount and effect is known as the **dose–response relationship**.
For example, organic solvents such as toluene, acetone, and trichloroethylene all affect the brain in similar ways, but to different degrees depending on the dose. Their effects resemble those of alcohol consumption:
- At low doses, you may feel nothing or experience a mild, sometimes pleasant sensation.
- At moderate doses, dizziness or headaches may occur.
- At high doses, you may become intoxicated, lose consciousness, or even stop breathing.
When inhaling a toxic chemical, the dose received depends on four factors:
1. The concentration of the chemical in the air
2. How fast and deeply you are breathing, which depends on physical activity
3. How much of the inhaled chemical is absorbed into the bloodstream
4. How long does the exposure lasts
It is safest to keep exposure to any toxic substance as low as reasonably achievable. Because some chemicals are far more toxic than others, acceptable exposure levels vary widely.
The **threshold level** is the lowest concentration that might produce harmful effects. This level varies by chemical and may also vary from person to person due to individual sensitivity. If airborne concentrations remain well below the threshold, harmful effects are unlikely. Levels above the threshold are considered “too much,” meaning health effects are *possible*—not guaranteed.
## **Duration: How Long Is Too Long?**
The longer you are exposed to a chemical, the greater the likelihood of being affected. Dose still matters: very low levels may cause no noticeable effects regardless of duration, while higher concentrations may be tolerated briefly but become harmful when exposures are repeated over time.
Long-term exposure is particularly concerning because:
- Some chemicals accumulate in the body
- Damage may not have sufficient time to repair between exposures
The combined effect of dose and time is called the **exposure rate**.
The body relies primarily on the liver, kidneys, and lungs to detoxify chemicals and remove them. If the rate of exposure exceeds the body’s ability to eliminate the substance, chemicals may build up over time.
For example, someone exposed for eight hours a day may rely on the remaining 16 hours for elimination before the next exposure. If elimination is incomplete, accumulation occurs day after day.
Illnesses that affect detoxifying organs—such as hepatitis, which inflames the liver—can further reduce the body’s ability to remove chemicals.
Accumulation does not continue indefinitely. Eventually, the amount in the body may reach a steady state, where intake and elimination balance. This point differs for each chemical:
- Some substances, such as ammonia and formaldehyde, are rapidly eliminated and do not accumulate.
- Others remain for long periods. Lead is stored in bone, calcium in the liver and kidneys, and polychlorinated biphenyls (PCBs) in body fat.
- A few materials, such as asbestos fibers, may remain in the body permanently once deposited.
## **Latency: How Long Does It Take for Effects to Appear?**
Toxic effects may appear immediately after exposure or may take many years to develop.
- **Acute exposure** refers to a single or short-term exposure. Acute effects may occur right away or be delayed for days or weeks.
- **Chronic exposure** involves repeated contact over months or years. Chronic effects are always delayed.
A chemical may cause acute effects, chronic effects, or both. For example, inhaling solvents might cause short-term symptoms such as headaches or dizziness that fade after work ends. Over months or years, repeated exposure could contribute to liver or kidney damage.
The time between the start of exposure and the onset of disease is called the **latency period**. Some chronic illnesses—such as cancers caused by chemical exposure—can have latency periods of decades. In some cases, cancer has developed as long as 40 years after the initial exposure.
Long latency periods make it difficult to establish clear cause-and-effect relationships between exposure and illness. Because chronic diseases often develop gradually, individuals may have symptoms long before a diagnosis is made. For this reason, it is essential for workers and healthcare providers to understand the potential long-term health effects of workplace chemicals.
### **What are the differences between acute and chronic effects?**
**Acute** **Chronic** Occurs immediately or soon after exposure (short latency). Occurs over time or long after exposure
(long latency) Often involves a high exposure (large dose)
over a short period. Often involves low exposures (small doses) over a long period. Often reversible after exposure stops. Many effects are not reversible. Can be minor or severe. For example, a small amount of ammonia can cause throat or eye irritation; larger amounts can be serious or even fatal. The chronic effects of many chemicals remain unknown. For example, most chemicals have not been tested for cancer or reproductive effects. The relationship between chemical exposure and symptoms is generally, although not
always, obvious. It may be difficult to establish a relationship between chemical exposure and illness due to a long latency period. Knowledge is often based on human exposure. Knowledge is often based on animal studies.
## **Reaction and Interaction: What If You’re Exposed to More Than One Chemical?**
Depending on your role, you may be exposed to more than one chemical at a time. When this occurs, it is important to understand the possible **reactions** and **interactions** between substances.
A **reaction** occurs when chemicals combine to form a new substance. That new substance may have properties very different from the original materials—and it may be more hazardous.
For example, when household bleach and lye (such as some drain cleaners) are mixed, they can produce highly dangerous chlorine gas and hydrochloric acid. A chemical’s Safety Data Sheet (SDS)—formerly known as a Material Safety Data Sheet (MSDS)—often lists hazardous reactions and substances that should not be mixed with it. Employers are required by law to maintain SDSs for hazardous substances in the workplace and make them available upon request.
An **interaction** occurs when exposure to more than one substance results in a health effect that differs from the effects of each substance alone.
One type of interaction is called **synergism**—a process in which two or more chemicals produce an effect greater than the sum of their individual effects.
For example, carbon tetrachloride and ethanol (drinking alcohol) are both toxic to the liver. If someone is overexposed to carbon tetrachloride and also drinks alcohol excessively, the resulting liver damage may be far greater than would be expected from either substance alone.
Another example of synergism is the increased risk of lung cancer associated with both cigarette smoking and asbestos exposure. Smoking one pack of cigarettes per day *or* being heavily exposed to asbestos may each increase lung-cancer risk several-fold. However, the combination of smoking and heavy asbestos exposure can multiply that risk dramatically.
Another type of interaction is **potentiation**, which occurs when one substance increases the harmful effect of another, even though the second substance alone would not normally cause that effect.
For instance, acetone by itself does not damage the liver, but it can increase carbon tetrachloride’s ability to cause liver injury.
Unfortunately, relatively few chemicals have been thoroughly tested to determine how they interact with other substances.
## **Sensitivity: Are Some People More Affected Than Others?**
Yes—people vary widely in how sensitive they are to chemical exposures.
Many factors influence how an individual reacts to a chemical, including:
- Age
- Sex
- Genetic traits
- Diet
- Pregnancy
- Overall health
- Use of medications, drugs, or alcohol
Because of these differences, some individuals may experience toxic effects at much lower or higher doses than others.
People may also develop **allergic reactions** to certain chemicals. These individuals respond differently from those who are not allergic, often at very low exposure levels. Substances that cause allergic reactions are called **allergens** or **sensitizers**.
For example, formaldehyde gas is irritating to the eyes, nose, and throat. At sufficiently high levels, nearly everyone will experience tearing and throat irritation. Some individuals are more sensitive and may develop symptoms at much lower levels of exposure.
Formaldehyde can also occasionally trigger allergic reactions, such as dermatitis or hives. A small number of people may develop hives at very low exposure levels, while most people will not—regardless of how much they are exposed.
**Source**:
[Purdue University](https://www.purdue.edu/research/oevprp/docs/pdf/Introduction%20to%20Chemical%20Hazards%20in%20the%20Workplace.pdf)
**Categories:** Chemical Hazards
---
### [Safer Handling of Alcohol](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/tips-for-the-safer-handling-of-alcohol/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Conduct a hazard analysis and risk assessment for the use of alcohol before any laboratory investigation or demonstration. Review all safety actions that must be taken in advance.
Prepare a list of significant hazards in the procedure and identify the controls necessary to minimize them. The procedure, hazard analysis, and risk assessment should be reviewed and approved by the Chemical Hygiene Officer (or designee), as outlined in the [Chemical Hygiene Plan](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf), before alcohol is used in the science department.
Review the Safety Data Sheet (SDS) prior to use and ensure students are aware of all hazards associated with flammable materials.
Practice the laboratory activity, investigation, or demonstration before conducting it with students.
Ensure that students, teachers, and any other adults in the laboratory wear sanitized, indirectly vented chemical-splash goggles meeting **ANSI/ISEA Z87.1 D3–2020**, chemical-resistant aprons or lab coats, and non-latex chemical-resistant gloves.
Personal protective equipment (PPE) must be worn throughout the entire activity—including setup, hands-on work, and takedown. PPE should be removed only after all materials are secured and hands are washed.
Handle alcohols in a fume hood to prevent flammable or combustible vapors from reaching ignition sources, and use only the minimum quantity necessary. Keep only the required volume in the laboratory and store stock containers in a flammables cabinet within the chemical storeroom.
Know the locations of the A-B-C fire extinguisher, fire blanket, fire alarm, eyewash station, and safety shower, and be able to reach them within 10 seconds. Teachers should receive annual training on their use. If district policy prohibits the use of fire extinguishers, evacuate the room, close the door, and activate the fire alarm in the event of a fire.
Know where spill-cleanup materials are stored.
Never work alone in the laboratory.
Remove all ignition sources from the laboratory before alcohol is used.
Keep stock reagent bottles in the chemical storeroom.
Restrict the quantity of alcohol in the laboratory to what is required for the experiment or demonstration.
Do not use conventional alcohol lamps, as they are unsafe.
If a fume hood is not available for a demonstration, place an impact-resistant barrier—such as a commercially manufactured safety shield—between the experiment and students. Ensure observers remain at least **10 feet (≈3 meters)** away. Shields should be made of impact-resistant plastic, optically clear acrylic, or tempered glass; be at least **24 inches high**; and extend **12 inches** beyond the hazard on both sides.
All individuals in the room must wear certified [ANSI/ISEA Z87.1 D3–2020](https://wwwn.cdc.gov/PPEInfo/Standards/Info/ANSI/ISEAZ8712020) indirect-vent safety goggles during the demonstration. In the absence of a permanent hood, a portable fume hood rated for alcohol use may be used according to the manufacturer’s instructions.
Tie back long hair and avoid loose clothing or open-toe shoes in the laboratory.
When appropriate, consider using microchemistry techniques and camera projection to allow students to observe reactions that would be unsafe at full scale.
**Sources**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safer-Handling-of-Alcohol-in-the-Laboratory-_-NSTA.pdf)
[OSHA](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf)
**Image Credit:**
Diane A. Reid, Photographer
**Categories:** Lab Experiments
---
### [Chemical Hazards: Incompatibility](https://sciencesafety.com/courses/hazards/lessons/chemical-hazards-incompatibility/)
**Published:** March 6, 2023
**Author:** admin2025Open
**Content:**
Substances in the left-hand column should be stored and handled in a way that prevents contact with the corresponding substances in the right-hand column. The following list includes some chemicals commonly found in laboratories, but it should not be considered exhaustive. Information for a specific chemical can usually be found in the **“Reactivity”** or **“Incompatibilities”** section of its Safety Data Sheet (SDS).
Environmental Health & Safety (EHS) maintains a reference copy of the [**Rapid Guide to Chemical Incompatibilities**](https://www.amazon.com/Rapid-Guide-Chemical-Incompatibilities-VNR/dp/0471288020), which documents incompatibilities for hundreds of chemicals.
### **Note**
Most of the chemicals listed are not typically found in secondary school science departments. However, these materials are occasionally found, and special cautionary procedures are required to minimize the risk of chemical reactions due to incompatibility or improper storage.
Remain alert for these substances and strictly follow their incompatible storage, handling, and waste-management protocols.
Chemical Class or Chemical Name Incompatible Chemicals Alkaline and alkaline earth metals, such as Sodium, Potassium, Cesium, Lithium, Magnesium, Calcium Carbon dioxide, Carbon tetrachloride, and other chlorinated hydrocarbons, any free acid or halogen. Do not use water, foam, or dry chemical on fires involving these metals. Acetic acid Chromic acid, Nitric acid, hydroxyl compounds, Ethylene glycol, Perchloric acid, peroxides, permanganates. Acetic anhydride Chromic acid, Nitric acid, hydroxyl-containing compounds, Ethylene glycol, Perchloric acid, peroxides, and permanganates. Acetone Concentrated Nitric and Sulfuric acid mixtures. Acetylene Copper, Silver, Mercury, and halogens, Fluorine, Chlorine, Bromine. Alkali & alkaline earth metals (such as powdered Aluminum or Magnesium, Calcium, Lithium, Sodium, Potassium) Water, Carbon tetrachloride or other chlorinated hydrocarbons, Carbon dioxide, and halogens. Aluminum alkyls Halogenated hydrocarbons, water. Ammonia (anhydrous) Silver, Mercury, Chlorine, Calcium hypochlorite, Iodine, Bromine, Hydrogen fluoride, Chlorine dioxide, Hydrofluoric acid (anhydrous). Ammonium nitrate Acids, metal powders, flammable liquids, chlorates, nitrites, Sulfur, finely divided organics or combustibles. Aniline Nitric acid, Hydrogen peroxide. Arsenical materials Any reducing agent. Azides Acids. Benzoyl peroxide Chloroform, organic materials. Bromine Ammonia, Acetylene, Butadiene, Butane, and other petroleum gases, Sodium carbide, Turpentine, Benzene, and finely divided metals, Methane, Propane, Hydrogen. Calcium carbide Water (see also Acetylene). Calcium hypochlorite Methyl carbitol, Phenol, Glycerol, Nitromethane, Iron oxide, Ammonia, activated carbon. Calcium oxide Water. Carbon, activated Calcium hypochlorite, all oxidizing agents. Carbon tetrachloride Sodium. Chlorates Ammonium salts, acids, metal powders, Sulfur, finely divided organics or combustibles. Chlorine Ammonia, Acetylene, Butadiene, Butane, Propane, and other petroleum gases, Hydrogen, Sodium carbide, Turpentine, Benzene, and finely divided metals, Methane. Chlorine dioxide Ammonia, Methane, Phosphine, and Hydrogen sulfide. Chlorosulfonic acid Organic materials, water, powdered metals. Chromic acid & Chromium trioxide Acetic acid, Naphthalene, Camphor, Glycerin, Turpentine, alcohol, and other flammable liquids, paper, or cellulose. Copper Acetylene, Hydrogen peroxide, Ethylene oxide. Cumene hydroperoxide Acids, organic or mineral. Cyanides Acids. Ethylene oxide Acids, bases, Copper, and magnesium perchlorate. Flammable liquids Ammonium nitrate, Chromic acid, Hydrogen peroxide, Nitric acid, Sodium peroxide, and halogens. Fluorine Almost all oxidizable substances. Hydrocarbons (such as Bromine, Butane) Fluorine, Chlorine, Chromic acid, Sodium peroxide. Hydrocyanic acid Nitric acid, alkalis. Hydrofluoric acid (anhydrous) Ammonia (aqueous or anhydrous). Hydrogen peroxide Copper, Chromium, Iron, most metals or their salts, any flammable liquid, combustible materials, Aniline, Nitromethane, alcohols, Acetone, organic materials, Aniline. Hydrides Water, air, Carbon dioxide, and chlorinated hydrocarbons. Hydrofluoric acid, anhydrous (Hydrogen fluoride) Ammonia (anhydrous or aqueous), organic peroxides. Hydrogen sulfide Fuming Nitric acid, oxidizing gases. Hydrocarbons (Benzene, Butane, Propane, Gasoline, Turpentine, etc.) Fluorine, Chlorine, Bromine, Chromic acid, Sodium peroxide, fuming Nitric acid. Hydroxylamine Barium oxide, Lead dioxide, Phosphorus pentachloride and trichloride, Zinc, Potassium dichromate. Hypochlorites Acids, activated Carbon. Iodine Acetylene, Ammonia (anhydrous or aqueous), Hydrogen. Maleic anhydride Sodium hydroxide, Pyridine, and other tertiary amines. Mercury Acetylene, Fulminic acid, Ammonia, Oxalic acid. Nitrates Acids, metal powders, flammable liquids, chlorates, sulfur, finely divided organics or combustibles, Sulfuric acid. Nitric acid (concentrated) Acetic acid, Aniline, Chromic acid, Hydrocyanic acid, Hydrogen sulfide, flammable liquids, flammable gases, nitrateable substances, organic peroxides, chlorates, Copper, brass, any heavy metals. Nitroparaffins Inorganic bases, amines. Oxygen Oil, grease, Hydrogen, flammable liquids, solids, or gases. Oxalic acid Silver, mercury, organic peroxides. Perchlorates Acids. Perchloric acid Acetic anhydride, Bismuth and its alloys, alcohol, paper, wood, grease, oil, organic amines or antioxidants. Peroxides, organic Acids (organic or mineral); avoid friction, store cold. Phosphorus (white) Air, Oxygen, alkalis, reducing agents. Phosphorus pentoxide Propargyl alcohol. Potassium Carbon tetrachloride, Carbon dioxide, water. Potassium chlorate Acids, Sulfuric acid (see also chlorates). Potassium perchlorate Sulfuric & other acids (see also Perchloric acid, & chlorates). Potassium permanganate Glycerin, Ethylene glycol, Benzaldehyde, any free acid, Sulfuric acid. Selenides Reducing agents Silver Acetylene, Oxalic acid, Tartaric acid, Fulminic acid, ammonium compounds. Sodium Carbon tetrachloride, Carbon dioxide, water. See alkaline metals (above). Sodium amide Air, water. Sodium nitrate Ammonium nitrate and other ammonium salts. Sodium oxide Water, any free acid. Sodium peroxide Any oxidizable substance, such as Ethanol, Methanol, glacial Acetic acid, Acetic anhydride, Benzaldehyde, Carbon disulfide, Glycerine, Ethylene glycol, Ethyl acetate, Methyl acetate and Furfural. Sulfides Acids. Sulfuric acid Chlorates, perchlorates, permanganates, organic peroxides. Potassium chlorate, Potassium perchlorate, Potassium permanganate (similar compounds of light metals, such as Sodium, Lithium). Tellurides UDMH (1,1-Dimethylhydrazine) Oxidizing agents such as Hydrogen peroxide and fuming Nitric acid. Zirconium Prohibit water, Carbon tetrachloride, foam and dry chemical on zirconium fires. **Sources**:
[Cornell University EH&S](https://ehs.cornell.edu/research-safety/chemical-safety/laboratory-safety-manual/appendix-k-incompatible-chemicals)
[Virginia Tech Chemical Safety](https://ehs.vt.edu/programs/laboratory-safety/chemical-safety.html)
---
### [Hazard Identification: Best Practices](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/hazard-identification-best-practices/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Most schools are very safe places. We can keep them safer by identifying potential hazards and resulting risks in labs and prep rooms. The [Occupational Safety and Health Administration defines a hazardous chemical](https://www.osha.gov/laws-regs/standardinterpretations/1987-09-17-0) as “any chemical which is a physical or a health hazard.”
The [Hierarchy of Controls infographic](https://www.osha.gov/sites/default/files/Hierarchy_of_Controls_02.01.23_form_508_2.pdf) is often used to illustrate the effectiveness of control measures in assessing and mitigating hazards and associated risks. You will notice that PPE, which is always recommended, is the least effective control method for managing hazards, whereas elimination is the most effective.
Take a moment to explore the Hierarchy of Controls pyramid and reflect on this in your own planning and risk management for your planned activities. Identifying sources of hazards is a necessary requirement for science education professionals, and recognizing chemical hazards is a good place to start.
Lab chemicals include:
- Cancer-causing agents (carcinogens)
- Toxins (e.g., those affecting the liver, kidney, and nervous system)
- Irritants
- Corrosives
- Sensitizers
- Agents that act on the blood system or damage the lungs, skin, eyes, or mucous membranes.
OSHA rules regulate exposures to approximately 400 substances. OSHA aligns with the Globally Harmonized System of Classification and labeling of Chemicals (GHS) for classifying and labeling hazardous chemicals. Both standards use physical and chemical definitions, along with pictograms, to further classify & define hazardous chemicals.
[A Manhattan jury recently awarded nearly $60 million in damages](https://nypost.com/2019/07/01/beacon-hs-student-burned-in-botched-chemistry-experiment-awarded-nearly-60m) to a former Beacon High School student who was badly burned by a teacher’s botched chemistry experiment more than five years ago. The student suffered third-degree burns over 30% of his body, including his face, neck, arms, and hands. This happened when his teacher accidentally ignited a fireball during a “Rainbow Experiment” to show the colored flames produced by various salts. The teacher appeared to ignore several safety protocols during the experiment, including pouring highly flammable methanol directly from a gallon jug rather than using a beaker and a pipette. During the flame-jetting of methanol from the jug, students were seated too close to the demonstration and were burned. This took place in a classroom without a ventilated hood to remove fumes. Several safety deficiencies have often been identified in lab accident reports and warnings for this type of lab demo over several decades:
- students sitting too close to the demonstration;
- limited, inappropriate, or no personal protective equipment in use;
- no safety shield present or fume hood use;
- alcohol stock bottles are sometimes used to refill hot ceramic dishes or surfaces.
- limited or non-existent teacher training in the hazards and risks of using flammable liquids, with resultant safety actions.
### **RAMPing up safety**
One approach to help prevent these types of safety incidents involves actively applying four principles of safety fostered by the [American Chemical Society](https://institute.acs.org/acs-center/lab-safety/safety-basics-and-ramp.html): **R**ecognize hazards, **A**ssess the risks of hazards, **M**inimize the risks of hazards, and **P**repare for emergencies. Using the **RAMP** process helps teachers working in academic labs minimize risks and protect students from serious injury. Unfortunately, if the first step of recognizing and understanding hazards is not successful, the risk of hazard assessment may falter.
A past issue of the [ACS *Journal of Chemical Health & Safety* ](https://pubs.acs.org/journal/achsc5)(May/June 2019, Volume 26, Number 3) had a feature article titled “Recognizing and understanding hazards – The key first step to safety.” The author, Robert H. Hill Jr., presents an analysis of several incidents and shows that, in most cases, if not all, the teacher lacks an understanding of the hazards and, in effect, cripples the RAMP process, resulting in a safety incident. For example, he noted that the teacher in one case did not understand the properties of flammable liquids at high concentrations of vapor above the liquid.
ACS has a [video](https://teachchemistry.org/classroom-resources/video-5-ramp-for-students) for students and another for [teachers](https://teachchemistry.org/classroom-resources/video-6-ramp-for-teachers) about RAMP.
### **The AAA method**
A similar approach, encouraged by the NSTA Safety Advisory Board, is the [AAA](https://sciencesafety.com/wp-content/uploads/2023/03/Science-Safety-AAA-Approach.pdf) (Analysis, Assessment, and Action) process for “driving home” safety, involving a hazard Analysis, risk Assessment, and appropriate safety Action. It addresses the need to do a full hazard analysis as the first step.
To locate hazards for a lab or demo, a reliable source is the Safety Data Sheets: Section 2—Hazard(s) identification: a*ll hazards regarding the chemical and required label elements*. Other sources include asking colleagues, checking the [NSTA safety portal](https://sciencesafety.com/wp-content/uploads/2023/12/SaferHandlingOfAlcohol.pdf), the [NSTA safety alert,](https://sciencesafety.com/wp-content/uploads/2023/12/NSTA-Flametests-Alert.png) and the [ACS safety alert](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/ccs-chair-rainbow-demonstration-cen-comment.pdf).
Once hazards have been analyzed, the associated risks can be assessed. For example, the accumulation of flammable vapors may lead to ignition, resulting in a flash fire or jetting flame. Associated risks include extreme heat and exposure to active flames.
Lastly, determine the appropriate safety precautions to take based on the hazards and resulting risks. In the case of the Rainbow demonstration, the safer option is an alternative demo that eliminates the use of flammable methanol. [This can be done](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/safetypractices/flame-tests-demonstration.pdf) by dissolving the salts in water, soaking a wooden applicator stick in the solution, and running it over an active Bunsen Burner flame.
### **In the end**
Whether **RAMP** or **AAA** is used, one thing is clear: Most safety incidents can be avoided by adopting a safer approach. Once employed as science teachers, too many schools don’t follow up on initial or annual safety training for science teachers—until an accident occurs and a lawsuit like the one mentioned above ensues. Stay safer. Don’t destroy a student’s life or your own.
**Sources**:
[NSTA Safer Science Labs ](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
[OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/OSHAfactsheet-laboratory-safety-osha-lab-standard.pdf)
**Categories:** Chemical Hazards
---
### [Common Lab Hazards](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/common-lab-hazards/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
**Type of Lab Hazard** **Typical Concerns** **Chemical Hazard** Hazardous Chemicals Toxins Corrosives Flammables **Biological Hazard** Microbes Plants Genetic materials Animals **Physical Hazard** Slips. Trips, Falls Projectiles Equipment & Apparatus Machinery Noise **Electrical Hazard** Shock Fire potential Malfunctioning Equipment Extension Cords
Identifying potential risks in the laboratory requires a combination of safety training and awareness. By following the proper procedures and laboratory techniques demonstrated by your instructor—and by recognizing potential hazards—you can prevent most accidents and injuries.
If you are uncertain about any procedure or condition, **ask your instructor for clarification.**
## **Preparing for Emergencies**
There is an old saying: *“Always plan for the best, but prepare for the worst.”* This advice applies especially well in the laboratory.
In the accompanying video, you will see two lab emergencies that pose a high risk of injury: **spills and fires**. The video outlines practical steps to help prevent these incidents and explains the safety equipment commonly used to respond to them.
**Source**:
[American Chemical Society](https://teachchemistry.org/classroom-resources/video-4-preparing-for-emergencies)
**Categories:** Lab Experiments
---
### [Hazard Types](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/hazard-types/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Every chemical is potentially unsafe. Therefore, all chemicals must be handled properly, thoughtfully, and in the minimum quantities necessary. Even common substances such as sodium chloride (NaCl) and sugar can pose risks if used improperly and may have hazards identified in their Safety Data Sheets (SDSs) and guidance from the [**National Institute for Occupational Safety and Health (NIOSH)**](https://www.cdc.gov/niosh/index.html).
At the same time, most chemicals—when handled correctly—are safe and essential tools for education. Chemicals and chemical reactions help students understand the world, its composition, and how matter interacts. They form a cognitive foundation upon which more abstract chemical principles are built.
## **Understanding Chemical Hazards**
Chemical hazards generally fall into two broad categories:
### **1. Health Considerations**
Health considerations relate to a chemical’s toxicity and biological effects. This includes whether a substance is:
- Poisonous or toxic
- Mutagenic
- Carcinogenic
- Harmful to specific organs or body systems
These factors determine how a chemical may affect human health through exposure.
### **2. Safety Considerations**
Safety considerations relate to a chemical’s physical and reactive properties. This includes how:
- Explosive or unstable, a chemical may be
- Flammable or combustible it is
- Reactive it may be with air, water, or other substances
- Exothermic its reactions can be
These characteristics influence how safely a chemical can be stored, handled, and used.
## **Standards and Hazard Classification**
Organizations such as the [**New York State Education Department**](https://www.nysed.gov/) have developed health and safety rating systems for many chemicals used in educational settings. These systems align with federal standards established by the [**Occupational Safety and Health Administration (OSHA)**](https://www.osha.gov/).
In addition, OSHA, NIOSH, and Safety Data Sheets provide standardized categories and levels of chemical hazards to support safe handling, storage, and instructional use.
**Source**:
[UFT Science Safety Manual](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 55. Image: Wikimedia Commons
**Categories:** Chemical Hazards
---
### [Recap: Chemical Handling and Waste Disposal](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/recap-chemical-handling-and-waste-disposal/)
**Published:** December 8, 2021
**Author:** admin2025Open
**Content:**
Chemicals must be respected and handled with care and intention. The same is true for waste materials generated on-site, which must be properly identified, stored, and documented. As you review the key topics in this section, several essential takeaways apply directly to classrooms, laboratories, workshops, and departmental workspaces.
Poor housekeeping can lead to fire hazards, accidents, lost tools or supplies, and damaged equipment—while also contributing to higher operating and disposal costs. In contrast, strong housekeeping practices help minimize fire risks and accidents, reduce waste and disposal expenses, increase efficiency, and support safer day-to-day operations. Maintaining clean, organized, and well-managed workspaces also creates a positive impression during inspections and reflects a strong commitment to safety, compliance, and professional laboratory practice.
### **General Housekeeping and Safety Standards**
The following guidance outlines good practices related to general housekeeping and safety:
- Keep access doors, aisles, and exit routes clear of obstructions at all times.
- Be familiar with the location, use, and limitations of emergency equipment, including eyewash stations, safety showers, fire alarms, exits, and fire extinguishers.
- Safety Data Sheet (SDS) information must be readily available. Refer to the SDS example provided below for guidance.
### **Areas Requiring Special Consideration**
- Handling of chemicals, including flammable and combustible liquids and gases
- Use of open flames and spark-producing equipment, including hot work authorization where required
- Arrangement and use of portable electrical cords
- Maintaining clean, unobstructed work areas
Limit hazardous materials to the minimum amount necessary for an operation, and keep process containers covered when not in use. Clean surfaces—including countertops, benchtops, fume hoods, and floors—of drips and residues. Sinks or other water sources located within six feet of electrical receptacles must be protected by GFCI outlets.
Clean chemical spills immediately. Small spills may be addressed by properly trained personnel using appropriate spill-response supplies, and all resulting waste must be disposed of correctly.
### **Facility Systems and Oversight**
Facility leadership, in coordination with maintenance, operations, or facilities management personnel, is responsible for ensuring periodic inspection, testing, and maintenance of the following systems:
- Utilities (steam, gas, electrical)
- Air supply and exhaust systems
- Fire protection equipment
- Detection and alarm systems
- Compressed gas regulators and pressure relief valves
- Waste disposal systems
- Fire doors
- Emergency lighting and exit signage
- Electrically operated equipment
### **Storage, Compatibility, and Waste Management**
Chemical incompatibilities exist and must always be considered when storing materials. Chemicals must be separated from incompatible substances to prevent odors, precipitation, fires, or explosions. Containers that are not in use should be in good condition, stored upright, and kept closed.
Chemicals must be used and stored according to the manufacturer’s recommendations and in ways that minimize the risk of tipping, tearing, puncturing, or breakage.
You are responsible for ensuring that chemicals in the inventory are stored in a recognized, safe storage system and that waste materials are secured until hazardous materials pickup can be scheduled with an approved vendor. If you are uncertain or uncomfortable handling any chemical, consult your supervisor or designated safety lead before proceeding.
**Source**:
[The Importance of Chemical Hygiene Plans in School Districts](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) – edCircuit
---
### [What Should I Do When Chemicals Don’t Have Labels?](https://sciencesafety.com/courses/waste-management/lessons/what-should-i-do-when-chemicals-dont-have-labels/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
**Q&A on disposing of unlabeled chemicals with Dr. Ken Roy**,
Chief Safety Compliance Advisor, [**National Science Teaching Association (NSTA)**](https://www.nsta.org/?srsltid=AfmBOoo_NW3M8dse1QgXzRBlXTkf_IMOQFJPtI1EpLFGBvF1SK_vzCkd), and
Safety Compliance Officer, [**National Science Education Leadership Association (NSELA)**](https://www.nsela.org/)
Unlabeled chemical containers present serious safety, legal, and environmental risks in school laboratories. In this video discussion, Dr. Roy addresses best practices for responding to unlabeled chemicals, including how to protect staff and students, comply with regulations, and arrange for proper identification or disposal.
Topics include:
- Why unlabeled chemicals should never be opened or tested casually
- How to isolate and secure unknown materials
- When to contact Environmental Health & Safety (EHS) or district safety officials
- Regulatory considerations for disposal
- Documentation and communication procedures for departments
---
### [Waste Disposal: Do’s and Dont's](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/disposal-dos-and-donts/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
#### Not an Ideal Location or Practice for Waste Disposal
## **DON’T**
- Do not mix incompatible chemicals.
- Do not store incompatible chemicals near one another while awaiting disposal.
- Do not discard chemicals in sinks, medical/pathological waste (MPW) containers, or general trash.
- Do not treat chemical waste in any manner, including the use of ethidium bromide filters.
- Do not dispose of volatile chemicals by evaporation.
- Do not place waste containers in hallways or other public areas.
- Do not move chemical containers that show precipitation, crystallization, or solids forming inside or on the bottle.
## **Picric Acid Warning**
Picric acid is commonly used in biological laboratories and can become a dangerous explosive if allowed to crystallize or dry out.
If dehydrated picric acid is discovered, **DO NOT MOVE THE BOTTLE.**
Immediately contact [Environmental Health & Safety (EHS)](https://www.hhs.gov/about/agencies/asa/foh/ehss/index.html) or the Department of Environmental Protection (DEP) for evaluation and removal.
## **DO**
- Keep waste containers closed at all times except when adding waste.
- Store chemical waste inside the laboratory in a designated, restricted-access area while awaiting pickup.
- Place liquid waste containers in secondary containment (e.g., pans or trays).
- Understand chemical compatibility and store wastes accordingly.
- Arrange for chemical waste pickup within **60 days** of the accumulation start date whenever possible.
- Dispose of empty chemical bottles as chemical waste or through approved recycling programs, as applicable.
- Use only approved safety cans provided by the Chemical Disposal Service for flammable waste.
- Attach and fully complete a chemical waste tag on all chemical waste that is not in its original container to ensure proper identification.
- Contact [Environmental Health & Safety (EHS)](https://www.hhs.gov/about/agencies/asa/foh/ehss/index.html) or your DOHS Safety Specialist if you are unsure how to dispose of a chemical.
**Source**:
[NIH](https://sciencesafety.com/wp-content/uploads/2023/12/NIH-chemical-safety-guide.pdf)
**Categories:** Waste Management
---
### [How Green Chemistry Differs From Cleaning Up Pollution](https://sciencesafety.com/courses/green-chemistry/lessons/how-green-chemistry-differs-from-cleaning-up-pollution/)
**Published:** February 25, 2022
**Author:** admin2025Open
**Content:**
Green chemistry reduces pollution at its source by minimizing or eliminating hazards associated with chemical feedstocks, reagents, solvents, and products. Selecting safer or less hazardous chemicals to achieve the same educational outcomes is the foundation of green chemistry practices in school science departments.
This approach differs from cleaning up pollution—also known as **remediation**—which focuses on treating waste streams through end-of-the-pipe methods or cleaning up environmental spills and releases. Remediation may involve separating hazardous chemicals from other materials and treating them so they are no longer hazardous, or concentrating them for safe disposal. Most remediation activities do not involve green chemistry.
While remediation removes hazardous substances from the environment, green chemistry prevents them from entering the environment in the first place.
If a technology reduces or eliminates hazardous chemicals used during environmental cleanup, it may qualify as a green chemistry technology. One example is replacing a hazardous sorbent used to capture mercury from the air for disposal with an equally effective but nonhazardous alternative. By using a nonhazardous sorbent, the hazardous material is never manufactured, meaning the remediation technology meets the definition of green chemistry.
**Source**:
[EPA](https://www.epa.gov/greenchemistry/basics-green-chemistry)
**Image**:
[Wikimedia Commons](https://upload.wikimedia.org/wikipedia/commons/thumb/e/e0/Test_Tube_Holder.jpg/640px-Test_Tube_Holder.jpg)
---
### [How to Determine What Constitutes Hazardous Waste](https://sciencesafety.com/courses/environmental-health-safety-in-the-arts-hazardous-waste-management-basics/lessons/how-to-determine-what-constitutes-hazardous-waste/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
Proper hazardous waste identification is critical. Review the following three questions to determine whether a material may be considered hazardous waste.
### **1. Is the Material a Solid Waste?**
For a material to be considered hazardous waste, it must first meet the definition of a **solid waste**. Hazardous wastes are a subset of solid wastes.
Although the term may sound misleading, a solid waste does not have to be physically solid. Under the [Resource Conservation and Recovery Act (RCRA)](https://www.epa.gov/rcra), a solid waste is defined as any material that is discarded by being abandoned, inherently waste-like, or recycled. As such, a “solid waste” can be a solid, liquid, or compressed gas.
### **2. Is the Waste Excluded?**
RCRA provides several exclusions that apply to specific waste streams. These exclusions typically would not apply to art studios or workshops, with the exception of hazardous waste samples.
Samples of hazardous wastes may be sent to a laboratory to determine whether the waste is hazardous. These samples are collected and transported solely for the purpose of waste characterization and are regulated differently from other hazardous wastes.
### **3. Is the Waste a Listed or Characteristic Hazardous Waste?**
Once it has been determined that the material is a solid waste and is not excluded, the next step is to determine whether it qualifies as hazardous.
### ***Note from Science Safety***
Follow your local guidelines for hazardous waste storage and disposal, which are outlined in your **Chemical Hygiene Plan** and **Hazard Communication (HazCom) Safety Plan** (right to understand). These documents illustrate the proper procedures for handling wastes generated in your school.
Be sure to follow these directions carefully and overcommunicate hazardous waste protocols to your department. Remember not to mix chemicals in a single container or store incompatible chemicals near one another while waiting for secure and safer removal, as dangerous chemical reactions may occur.
**Source**:
[EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Hazardous Waste](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/hazardous-waste/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
 Example of improper chemical storage practices and hazardous waste disposal procedures.
Hazardous waste is any material regulated by the [Environmental Protection Agency](https://www.epa.gov/) (EPA) under their solid waste guidelines. Under the [Resource Conservation and Recovery Act](https://www.epa.gov/laws-regulations/summary-resource-conservation-and-recovery-act) (RCRA) (1976, 1984, 2002) hazardous waste includes chemicals on one of several regulatory lists or chemicals categorized as Ignitable, Corrosive, Reactive or Toxic. Most school waste can be placed in one or more of the categories in the previous sentence.
Use the [SDS (Safety Data Sheets)](https://sciencesafety.com/product/safety-data-sheets/) to help with classification, or call your regional DEC office (718) 482-4996 to categorize the waste.
RCRA (Resource Conservation and Recovery Act) categories are defined as follows:
- **Ignitable**: Substances that give off vapors that can ignite. This group includes flammable solvents.
- **Corrosive**: Substances that destroy living tissue as well as equipment on contact. Acids and bases are included in this category.
- **Reactive**: Substances that are not stable under certain conditions. Different substances may exhibit violent reactions due to chemical incompatibilities or exposure to air, water, or oxygen. These violent reactions may include the generation of large amounts of heat and gas or an explosion. Water-reactive metals such as sodium and potassium are included in this category.
- **Toxic**: Substances that are health hazards when inhaled, ingested, or in contact with skin. Cyanide and sulfide compounds are included in this category. Hazardous waste must be disposed of in compliance with local, state, and federal laws and, therefore, must be stored in appropriate containers until the waste can be picked up by a licensed transporter. (Procedure to follow)
**Hazardous waste must be disposed of in compliance with local, state, and federal laws and, therefore, must be stored in appropriate containers until the waste can be picked up by a licensed transporter.** (Procedure to follow) Use the designated hazardous waste procedures for storage, identification, and disposal from your school district facilities or OH&S department, and guidance from your Chemical Hygiene Officer.
The [New York City Department of Environmental Protection](https://www.nyc.gov/site/dep/index.page) (NYCDEP) regulates the disposal of hazardous waste under the Federal Resource Conservation and Recovery Act (RCRA). The [New York State Department of Environmental Conservation](https://dec.ny.gov/) (N.Y.S. DEC) enforces these regulations.
To simplify hazardous waste management:
- Prepare in advance for the chemical waste that will be generated for a particular lab activity.
- Have appropriate, properly labeled containers for the particular chemical waste in front of each lab class so students can place the waste from their experiment in the container. These containers should be metal, plastic, or plastic-coated glass. Glass jars and bottles should be enclosed in a non-breakable secondary container. Chemical waste awaiting pickup must be stored in a safe place. Unless there is an emergency mercury pick-up, non-emergency chemical waste may be stored until the end of the school year and then removed from the school as one chemical pick-up request. Storage containers must be appropriate for the type of waste. These containers must be clearly labeled with information including the identity of the substance, the hazard or toxicity of the contents, and the date the particular substance became waste.
**Records of chemical waste and pick-ups must be kept for [3 years](https://www.epa.gov/hwgenerators/frequent-questions-about-hazardous-waste-generation).**
**Source**:
[UFT Science Safety Manual](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 104.
**Categories:** Chemical Hazards, Waste Management
---
### [Safe Chemical Handling (3:44)](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/safe-chemical-handling-344/)
**Published:** December 9, 2021
**Author:** admin2025Open
**Content:**
It’s vital that you prepare for each lab activity by assessing potential risks, donning the appropriate personal protective equipment (PPE), and being aware of the protective measures and emergency responses relevant to the chemicals you’ll be working with. Preparation, proper PPE, and hazard awareness are foundational to safer handling practices.
Before working with any chemical:
- **Assess hazards:** Review the chemical’s properties and potential risks using the manufacturer’s instructions and the Safety Data Sheet (SDS).
- **Select proper PPE:** Choose appropriate eye protection, lab coats, gloves, and other protective equipment based on the chemicals in use.
- **Plan for emergencies:** Know what to do in the event of an exposure or chemical spill, including the location of eyewash stations, safety showers, and spill kits.
- **Understand safe techniques:** Proper procedures — such as adding acid to water when diluting strong acids — help prevent violent reactions and reduce the risk of injury.
- **Know transport precautions:** When moving chemicals between work areas, use suitable secondary containers to prevent spills.
- **Minimize exposure:** Never smell chemicals directly; work with volatile or toxic substances under a fume hood.
- **Handle spills appropriately:** Small spills should be managed with proper cleanup procedures, but large spills require evacuation and qualified personnel.
Watch the video above for a visual demonstration of these principles and to recognize both the legal standards and best professional practices involved in handling laboratory chemicals safely.
**Source**:
[North Carolina Community Colleges – BioNetwork](https://www.youtube.com/@NCBioNetwork)
---
### [Overview: Chemical Handling and Waste Disposal](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/overview-chemical-handling-and-waste-disposal/)
**Published:** December 8, 2021
**Author:** admin2025Open
**Content:**
This module has been carefully developed to provide an overview of safer chemical handling practices and waste-disposal guidance.
You will learn about:
- Good chemical hygiene practices
- Chemical incompatibilities commonly found in laboratory inventories and the potential issues that arise when two or more incompatible containers are stored near one another
- Best practices for handling chemical waste and addressing disposal concerns at your school
Let’s explore this critical aspect of chemical hygiene and organizational management as it relates to your laboratory and your department within the school.
---
### [Waste, Handling and Disposal](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/waste-handling-and-disposal/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
All hazardous waste containers must be clearly labeled **“Hazardous Waste”** and include sufficient identifying information to support safe handling and compliant disposal (e.g.., chemical names or composition, approximate percentages for mixtures, and key hazards). Containers kept in laboratory work areas must be managed to prevent unnecessary accumulation—collect only what is needed for normal operations, keep containers closed except when adding waste, and move full or no-longer-needed containers to the designated waste storage area promptly.
Before using any chemical, make sure you have what you need to dispose of any waste safely—approved containers, labels, a storage location, and a straightforward pickup/disposal process. Manage hazardous waste in accordance with the Resource Conservation and Recovery Act (RCRA) and all applicable federal, state, and local requirements. Do not mix waste chemicals unless a qualified person has confirmed they are compatible.
---
The [Resource Conservation and Recovery Act](https://www.epa.gov/laws-regulations/summary-resource-conservation-and-recovery-act) (RCRA) is the primary U.S. law giving the EPA authority to control hazardous and non-hazardous solid waste from “cradle to grave,” meaning from generation to disposal, focusing on safe management, source reduction, and recycling to protect human health and the environment. It establishes a system to track hazardous waste (manifest system). It sets standards for managing everything from industrial waste to municipal garbage, with significant amendments addressing underground storage tanks and waste minimization.
---
Do not allow waste to build up in work areas; move full containers to the designated storage area promptly. Follow the maximum container size and type limits in the maximum allowable container capacity table referenced earlier.
Waste quantities are limited by the maximum container size and type allowed for the area. Do not exceed the maximum allowable container capacity table referenced earlier, and always use containers that are compatible with the waste, in good condition, and appropriate for the hazards (e.g, corrosion resistance, shatter resistance, and tight-fitting caps).
**Image and Resource Reference: [Maximum Allowable Container Size](https://up.codes/s/maximum-allowable-container-size)**
**As an Example**
Flammable chemical waste counts toward **flammable storage limits**. All hazardous waste must be stored and handled in accordance with **federal, state, and local regulations**, as well as your organization’s internal EHS procedures. For quick reference, here is an example disposal protocol for hazardous waste in **both education and industry**:
- **Identify** the chemicals you want removed using **colored self-adhesive labels**. Do **not** remove or move the chemicals yourself; attach the colored “dots” to the containers.
- **Document** the items on the **Chemical Removal Request Form** (in schools, this may be a form distributed by the Department of Education; in industry, this is typically an EHS hazardous waste pickup request or similar internal form).
- **Create copies for internal routing and records.** Keep the original for your own records; provide one copy to your site administrator/department head (e.g, assistant principal or plant/operations manager) and one copy to facilities/operations (e.g, custodian or facilities supervisor).
- **Facilities/operations initiates the service request.** In schools, the custodian will prepare a work order PO18 using Trade Code 75 and attach the chemical list; in industry, facilities/EHS will submit the work order/service ticket (or purchasing request) using the applicable internal trade code/cost center, attaching the same list for the waste vendor and internal tracking.
Remember, removing hazardous waste is “complex” because it’s not just hauling chemicals away—it’s a regulated chain of decisions and documentation that an employer must control to meet legal duties, protect workers, and limit liability. Regulatory responsibility stays with the employer (“generator”). Under the Resource Conservation and Recovery Act (RCRA), the organization that generates the waste is responsible for proper identification, storage, shipping, and final disposition—even when a contractor transports it.
- **Correct waste identification and classification are required.** Someone qualified must determine what the waste is (contents and hazards) and whether it meets the definition of hazardous waste. This includes preventing incompatible mixing and ensuring unknowns are handled safely.
- **Container, labeling, and accumulation rules must be followed.**
Waste must be placed into compatible containers, kept closed, appropriately labeled (e.g, “Hazardous Waste” and contents), and stored within allowed accumulation limits/areas. Poor container management is a common compliance failure.
- **Segregation and compatibility controls are critical.**
Incompatible waste streams (e.g., acids/bases, oxidizers/organics, reactives/water-reactives) can cause fires, toxic gas release, or pressure buildup. Employers typically require an EHS review before combining any waste streams.
- **Documentation and tracking are part of the job.**
Hazardous waste removal involves internal logs, pickup requests, inventories, and shipment records. For shipped waste, paperwork (often including manifests, depending on the waste and jurisdiction) must be accurate and retained.
- **Vendor qualification and chain-of-custody matter.**
Employers must select approved haulers and treatment/disposal facilities, confirm required licenses and permits, and ensure the waste goes to an appropriate facility—not simply “off site.”
- **Training and role assignment are mandatory for safety and compliance.**
Staff involved in handling, packaging, and storage need training appropriate to their duties (hazard communication, spill response, waste handling procedures, etc.). The employer assigns responsibility to competent personnel (often EHS/CHO) because mistakes create regulatory exposure and real safety risks.
- **Risk management is built in.**
The employer must plan for spills, exposures, emergencies, and security (e.g., restricted access) and ensure that PPE and spill supplies are available.
Again, removing hazardous waste is a complex compliance task that must be assigned and managed by the employer. It requires correctly identifying and labeling waste, storing it in approved containers, keeping incompatible materials separate, and following strict rules for accumulation, pickup, transportation, and disposal. These requirements must be addressed in the organization’s Chemical Hygiene Plan (CHP), which defines roles, procedures, and controls for safe chemical use and waste handling. Even when a vendor is used, the employer remains responsible for ensuring the waste is handled and documented properly.
**Source**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
---
### [What Can We Learn From Failures to Protect Our Students?](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/what-can-we-learn-from-failures-to-protect-our-students/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
 Review the following scenarios involving accidents and injuries in school settings and reflect on the impact these incidents have on everyone involved—from district leadership and school administrators to educators, students, and families. Through increased safety awareness and the use of multiple risk-management strategies, many of these incidents were later deemed **preventable**. No district wants to face litigation related to serious injury, disfigurement, or loss of life among those in its care.
These examples illustrate the critical importance of safer practices, procedures, and comprehensive risk-management planning. Please note that some of this content may be disturbing; however, its educational value lies in demonstrating the real-world consequences of inadequate safety systems in schools today.
### **Incident Examples**
- **W.T. Woodson High School (Fairfax County, VA, 2015):**
Five students were seriously injured when a teacher conducted a dangerous chemistry experiment using open flames and methanol. [*Read more.*](https://www.washingtonpost.com/local/public-safety/three-injured-after-fire-at-woodson-high-school-in-fairfax/2015/10/30/7f6b6aac-7f10-11e5-afce-2afd1d3eb896_story.html)
- **Merrol Hyde Magnet School (Hendersonville, TN, 2018):**
Seventeen students were burned in a chemical flash fire caused by a mixture of borax and alcohol, resulting in school closure. *[Read more](https://www.newschannel5.com/news/hazmat-situation-reported-at-hendersonville-school).*
- **Encinitas Union School District (San Diego County, CA, 2019):**
Thirteen-year-old Priest Rivera suffered severe facial burns during a classroom activity involving alcohol. *[Read more](https://www.cbs8.com/article/news/local/lawsuit-filed-in-explosive-encinitas-school-science-experiment/509-8bf9a0bf-ed7d-4a90-bf64-2eb977a945a2).*
- **DeKalb County School District (GA, 2019):**
A fifteen-year-old student sustained extensive burns to the face and body in a laboratory fire. *[Read more](https://www.11alive.com/article/news/education/dekalb-teen-burns-report-blames-teacher-lawyers-say/85-7c734918-2de7-4b1d-b580-b02f1010ba75).*
- **Dinwiddie County, VA (October 2022):**
A methanol-related demonstration resulted in burns to both a chemistry teacher and multiple students. *[Read more](https://www.12onyourside.com/2022/10/19/student-remains-hospitalized-after-dinwiddie-school-fire/).*
These cases often led to litigation over allegations of negligence or recklessness, resulting in substantial financial and reputational costs for school systems. It is also notable that **methanol (methyl alcohol)** appeared in many of these incidents. Because of its low flash point and high vapor pressure, methanol requires special precautions. In some cases, similar instructional goals can be achieved using **ethanol (ethyl alcohol)**, which is generally more stable and predictable in laboratory settings.
### **What Can We Learn From These Events?**
These incidents reveal recurring themes. When examined after the fact, many were preventable. They should serve as examples of what **must** be done to prevent similar tragedies in your schools or departments.
Expert-witness investigations frequently focus on lesson planning, supervision, hazard analysis, and risk assessments, and Duty of Care obligations—often forming the basis for legal findings related to negligence or recklessness.
Most accidents could have been avoided through:
- thorough hazard analyses and risk assessments
- appropriate safety training
- heightened safety awareness
- adherence to legal requirements and professional best practices
Ask yourself:
- Are there chemicals that should **not** be present in your schools?
- Have all STEAM activities been formally evaluated for safety before being conducted?
These are essential questions with both legal and ethical implications. While risk-management expectations may not yet be universally embedded in instructional culture, they **must** become standard practice to prevent catastrophic outcomes related to inadequate supervision, instruction, maintenance, or planning.
Reducing liability does **not** mean eliminating hands-on learning. It means making informed, deliberate decisions about materials, equipment, locations, engineering controls, training, and the shared safety mindset of everyone involved.
### **A Final Reminder**
#### If you ever find yourself asking, ***“Is this really safe?”***—trust that instinct.
#### **If the activity cannot be made safe through controls and planning, do not proceed.**
**Sources**:
[Chemistry demonstration gone wrong caused Dinwiddie school fire](https://www.12onyourside.com/2022/10/19/student-remains-hospitalized-after-dinwiddie-school-fire/) – NBC 12
[‘They let a chemistry teacher do a magic trick’: Lawyers blame administrators, teacher for teen’s classroom burns](https://www.11alive.com/article/news/education/dekalb-teen-burns-report-blames-teacher-lawyers-say/85-7c734918-2de7-4b1d-b580-b02f1010ba75) – 11 Alive
[Family files lawsuit against school district for burns suffered by Encinitas student in science experiment](https://www.cbs8.com/article/news/local/lawsuit-filed-in-explosive-encinitas-school-science-experiment/509-8bf9a0bf-ed7d-4a90-bf64-2eb977a945a2) – CBS 8
[18 Triaged, Transported After School Hazmat Situation](https://www.newschannel5.com/news/hazmat-situation-reported-at-hendersonville-school) – News Channel 5 Nashville
[6 injured in chemistry classroom fire at Woodson High in Fairfax](https://www.washingtonpost.com/local/public-safety/three-injured-after-fire-at-woodson-high-school-in-fairfax/2015/10/30/7f6b6aac-7f10-11e5-afce-2afd1d3eb896_story.html) – Washington Post
Science Safety
---
### [What the Data Tells Us](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/what-the-data-tells-us-2/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
In 2020, a national study involving 718 educators from 42 states examined safety practices in lab-based CTE and STEM programs. The study focused on risk-management strategies and provided a revealing snapshot of both strengths and gaps in school laboratory safety nationwide.
### **Safety Training**
Key findings included:
- **93%** of participating teachers had a safety plan embedded in their curriculum.
- **12%** did not provide safety training to students before laboratory participation.
- **11%** did not require students to complete a safety test prior to lab work.
- **33%** did not require students to earn a perfect score on safety assessments.
- **35%** of STEM and CTE teachers reported receiving no formal safety training.
- **54%** received safety training during undergraduate technical or teaching-methods coursework.
- Lack of safety training—combined with other factors—was strongly associated with higher accident rates.
### **Acknowledgment / Safety Forms**
- **69%** of teachers reported not using student safety acknowledgment forms.
### **Class Size**
- STEM accidents increased when class sizes exceeded **24 students**.
- **57%** of schools had classes larger than 25 students, yet only **26%** of those schools had facilities designed to safely accommodate that number.
### **Chemical Inventory, Inspections, and Disposal**
- **58%** of teachers could not recall the most recent annual safety inspection.
- **31%** of schools lacked a reliable SDS-management system.
- **41%** conducted annual chemical inventories.
- **37%** were unsure how chemicals were disposed of at the district level.
### **Personal Protective Equipment (PPE)**
- **86%** of classrooms had a fire extinguisher.
- Only **45%** of schools had ANSI Z87.1-2020 D3 indirectly vented chemical-splash goggles for liquid-handling activities, while **83%** stocked safety glasses for solid-material work.
### **Accidents**
- **77%** of reported accidents involved students.
- **51%** of schools nationally experienced injuries or litigation.
- **80%** of science and STEM teachers reported at least one injury in their classes within the past year.
- **62%** cited students not following instructions as the leading cause of accidents.
### **Why These Findings Matter**
These results carry significant implications for district-level risk-management strategies and potential legal liability. For example, the absence of appropriate splash goggles in chemistry labs could result in severe injury during an accidental spill or projectile incident. Similarly, inadequate guarding on CTE machinery presents serious safety and liability concerns.
It is also worth reflecting on how **only 86 percent** of classrooms reported having a fire extinguisher—an essential piece of emergency equipment.
Taken together, these deficiencies highlight the urgent need for comprehensive risk-management programs that combine district- and school-level leadership. The data should prompt safety advocates to examine current practices, strengthen existing frameworks, and recommit to creating safer learning environments for all students and staff.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2023/03/Safer-Engineering-and-CTE-Instruction-A-National-STEM-Education-Imperative.pdf”\]
**Source**:
[Safer Engineering and CTE Instruction: A National STEM Education Imperative](https://sciencesafety.com/wp-content/uploads/2022/10/Safer-Engineering-and-CTE-Instruction-A-National-STEM-Education-Imperative.pdf)
---
### [SSRMF Recap](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/ssrmf-recap/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
To summarize the role of risk management in CTE, science, and STEAM programs, several critical elements contribute to creating safer learning environments for students.
Using student safety acknowledgment forms across all classes is an important first step, particularly when paired with formalized, discipline-specific safety training for everyone in the school community. Together, these practices can significantly reduce risk and the likelihood of accidents or injuries.
Educators should routinely conduct safety reviews tied to planned activities—evaluating hazards, modifying procedures when necessary, and weighing risk against educational value. This process is one of the most important components of effective risk management in these instructional areas.
**When risk management becomes embedded within daily pedagogy and supported through transparent conversations about safety**, schools can better distinguish actual risks from perceived ones and select activities that are developmentally appropriate for students’ ages, abilities, and experience levels.
Too often, safety planning receives attention only after an incident occurs. In reality, risk management is a vital element of a balanced educational experience for both students and staff.
### **District-Level Key Considerations**
At the school-district level, the following factors deserve close attention:
- Schools carry unseen hazards, risks, and liability when delivering science and STEAM programs.
- Most accidents are preventable when safety protocols, procedures, professional and legal standards, and industry-accepted best practices are consistently applied.
- Ongoing safety training is required for regulatory compliance and should occur during onboarding and annually thereafter.
- Many new or inexperienced teachers lack sufficient safety training and may be unprepared for emergencies.
- Some facilities remain unsafe due to inadequate engineering controls, unsecured chemical storage, or occupancy-load concerns that increase risk.
- By implementing comprehensive and compliant science-safety systems, districts can meet regulatory expectations while cultivating a strong culture of safety awareness.
## Science Safety Risk Management Framework
When evaluating your existing risk-management program for STEAM instruction, ensure these areas serve as focal points when developing or strengthening strategies to reduce risk. A comprehensive, hands-on, inquiry-based STEAM program remains the curricular goal; however, such environments naturally involve hazards—chemical, biological, physical, and electrical—that must be intentionally managed.
Cultivating a strong safety mindset and elevated awareness—through consistent training, Chemical Hygiene Plans, safety manuals, student acknowledgment forms, appropriate PPE, accurate chemical inventories and SDS management, secure storage practices, and annual laboratory inspections—creates safer teaching and learning environments across the department.
**Source**:
Science Safety
---
### [Safe and Secure Materials Storage](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/secure-and-safer-hazardous-material-storage/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
Chemical safety and security are fundamental components of the risk-management framework, as limiting access to chemicals and hazardous materials—including waste—reduces overall liability and risk within a school system.
Using certified chemical-safety cabinets, locking storage-room doors and cabinets, and posting clear signage such as **“Restricted Access Only”** or **“No Student Entry”** all help strengthen security around hazardous-material storage areas.
> *“There must be adequate storage space for all materials. From a safety and environmental regulation standpoint, proper storage is a critical issue. Teachers and their supervisors must secure appropriate storage spaces in science labs, especially during renovations or new construction projects.”*
> — *From NSTA’s* [The Safety and School Science Instruction](https://www.nsta.org/nstas-official-positions/safety-and-school-science-instruction)
Science education requires equipment, laboratory glassware, hazardous chemicals, and project storage. To meet these needs, schools must provide dedicated storage areas equipped with appropriate casework, such as open shelving or safety cabinets located in designated rooms or storage spaces.
Legal safety standards—including[ OSHA housekeeping](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.22) requirements and safe-walkway provisions—apply to these environments. In addition, the storage of hazardous chemicals is governed by multiple local, state, and federal regulations, including [NFPA](https://www.nfpa.org/) and[ EPA](https://www.epa.gov/) codes.
### **Adequate Space**
Educational specifications for constructing science laboratories and storerooms vary by state. In general, however, preparation rooms and storage areas should provide approximately **10 square feet per student** and include specialized, secure cabinets for different categories of chemicals, according to the *[NSTA Guide to Planning School Science Facilities](https://www.amazon.com/Planning-School-Science-Facilities-PB149E2/dp/1933531088)*. Programs that involve extensive hands-on activities may require additional storage space to support student work safely.
### **General Storage**
Science laboratories require individual student storage, teacher storage, and general classroom storage. Examples include wall cabinets, drawer units, tall storage cabinets, glass-front wall units, microscope cases, and large open or enclosed storage areas tailored to instructional needs. Adequate lighting is also essential to reduce the likelihood of accidents or errors and to promote safe operation.
Security is another critical component of laboratory storage. **All storage areas must be equipped with locking mechanisms to prevent theft or misuse**. Under Duty of Care obligations, schools may face legal consequences if a student removes equipment or supplies from the laboratory and an injury results. When reasonable deterrents are in place, licensed or certified educators are typically positioned on firmer legal ground.
### **Storage Cabinet Considerations**
When selecting and installing storage cabinets, consider the following safety-focused features:
- Choose solid hardwood construction rather than particle board.
- Anchor cabinets securely and clearly label weight limits.
- Provide an interior usable depth of at least **15 inches (38 cm)**.
- Use lock cylinders keyed alike to allow access only to authorized employees.
- Install self-closing drawers and doors to enhance safety.
- Secure all cabinets and shelving to walls or structural supports to reduce movement during seismic events or other forceful impacts.
- Provide step stools or stepladders for safe access to high storage areas.
- Maintain **18 inches (0.46 m)** of clearance from sprinkler heads to the tops of cabinets or shelves, as required by **NFPA 13**.
- Install wall cabinets so the bottom edge is **18 to 24 inches (0.46–0.61 m)** above work surfaces.
- Use glass-panel cabinet doors to allow visibility of contents; wired glass or polycarbonate glazing is recommended for display or windowed cabinets.
### **Technology Equipment Storage**
Storing technology equipment, such as laptops, in drawers or cabinets can be effective when proper ventilation is provided. Some devices are heat sensitive and require adequate airflow. Forced-air systems—such as small fans or vented panels—may help prevent overheating.
### **Storage for Hazardous Chemicals**
Hazardous-material storage depends on the type of hazard (such as flammable, combustible, or corrosive substances), the quantity present, the nature of laboratory operations, and whether materials include compressed gases, toxic components, or highly reactive substances.
Chemicals may have specific storage requirements related to heat or light sensitivity. Educators must understand the properties of each chemical used and follow guidance provided in Safety Data Sheets (SDS) and labeling information. **Fume hoods must never be used for storage**, as this constitutes a serious OSHA violation.
Maintain only the minimum quantities necessary to support instructional activities and dispense limited amounts as needed, while carefully considering chemical compatibility.
The OSHA Hazard Communication Standard ([**29 CFR 1910.1200**](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)) requires commercial containers to display chemical names, hazard warnings, and manufacturer or importer information. Many districts also assign **decision dates**—rather than relying solely on expiration dates—to determine when chemicals should be removed from service, reauthorized, or properly disposed of.
### **Chemical Storage Room Guidelines**
The following practices reflect legal requirements and better professional safety standards:
- Provide continuous ventilation as required by [**NFPA 45**](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45).
- Store only quantities that can be consumed within a school year and never exceed limits specified by[ **OSHA 29 CFR 1910.106**](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.106), [**NFPA 45**](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45), or state and local fire and building codes.
- [Use caution with peroxide-forming chemicals](https://ehs.cornell.edu/research-safety/chemical-safety/laboratory-safety-manual/chapter-8-chemical-hazards/87-peroxide), which degrade faster when exposed to UV light or heat.
- Isolate incompatible materials, such as strong acids and bases or oxidizers and reducers.
- Secure shelving units to walls and ensure they are stable and load-rated.
- Install shelf lips or restraints on all shelves.
- Place trays beneath large liquid containers to contain leaks.
- Equip floors with curbs, scuppers, drains, or containment features to prevent liquid migration, unless container volumes are below 10 gallons (38 L).
- Store nothing directly on floors.
- Install water sprinklers where required.
- Use doors with self-closing hardware.
- Secure chemical-storage rooms with lockable doors and restrict access to trained personnel.
- Ensure electrical fixtures meet **[NFPA 70](https://www.nfpa.org/codes-and-standards/nfpa-70-standard-development/70) (National Electrical Code)** classifications for hazardous locations.
- Provide appropriate fire extinguishers (A, B, or C types; D types for combustible metals).
- Post signage requiring splash goggles.
- Install electrical receptacles at least six inches above work surfaces.
- Construct wall assemblies to prescribed fire-resistance ratings.
- Do not store Class I flammable liquids in basements.
- Avoid stacking containers.
- Provide at least two remote exits for storage rooms larger than 500 square feet.
- Use spark-resistant fan components when ventilation systems are installed.
### **Specialized Storage Equipment**
Depending on the inventory, additional storage may be required, including flammable-liquid cabinets, safety cans, approved plastic containers, laboratory explosion-proof refrigerators, and glass storage bottles.
Flammable and combustible storage cabinets may require mechanical ventilation per manufacturer instructions and local codes. These cabinets typically include vent ports for ducting vapors to the exterior and must display appropriate warning signage (for example, **“Caution: Flammable Liquids.”**)
### **Refrigerated Chemical Storage**
Some chemicals require refrigeration to maintain stability; however, even under cooling conditions, degradation products may become flammable or explosive. Refrigerators and freezers used for storing flammable liquids must be purpose-built or modified for hazardous locations. Electrical components within these units must meet **Class I, Division 1** requirements under[ **NFPA 70**](https://www.nfpa.org/codes-and-standards/nfpa-70-standard-development/70) or [**NFPA 45**](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45).
### **Guidelines for Chemical Storage in Refrigerators**
Consider the following practices when storing chemicals in refrigerators:
- Use only refrigerators specifically designed for chemical storage.
- Never store food and chemicals in the same unit.
- Store only the quantities needed for instruction.
- Remove chemicals and dispose of them properly at designated “drop-dead” or review dates.
- Post clear signage on refrigerators indicating contents (for example, **“For Edible Food and Drink Only”** or **“For Hazardous Chemical Storage Only.”**)
- Maintain good housekeeping by keeping contents neat and organized and avoiding overloaded shelves.
- Any unattended electrical heating equipment must include a manual-reset over-temperature shutoff in addition to standard temperature controls.
Always keep chemical storeroom and preparation-area doors locked to minimize unauthorized access. Chemicals housed in safety cabinets should also remain locked as an added layer of protection and as a better professional safety practice.
Waste materials must be clearly identified, segregated, and secured until removal by a licensed hazardous-waste handler. Limiting access to chemicals during the school year and especially during breaks or holidays reduces overall risk and lowers the likelihood of accidents or chemical exposure.
**Sources**:
[NSTA Safer Storage of Chemicals](https://www.nsta.org/blog/safer-storage),
[Responsible Chemical Management](https://edcircuit.com/responsible-stem-chemical-management/) edCircuit 2022
[The Safety and School Science Instruction](https://www.nsta.org/nstas-official-positions/safety-and-school-science-instruction) NSTA
[NSTA Guide to Planning School Science Facilities](https://www.amazon.com/Planning-School-Science-Facilities-PB149E2/dp/1933531088)
[8.7 Peroxide Forming Compounds](https://ehs.cornell.edu/research-safety/chemical-safety/laboratory-safety-manual/chapter-8-chemical-hazards/87-peroxide) Cornell University EHS
[29 CFR 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200) The OSHA Hazard Communication Standard
[29 CFR 1910.106](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.106) Flammable liquids OSHA
[NFPA 70](https://www.nfpa.org/codes-and-standards/nfpa-70-standard-development/70)
[NFPA 45](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45)
Image: [UnSplash](https://images.unsplash.com/photo-1532187643603-ba119ca4109e?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=2070&q=80)
---
### [Materials Inventory & Safety Data Sheets](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/chemical-inventory-safety-data-sheets/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
Schools must maintain an accurate and current inventory of all chemicals on site. This includes compounds used in science departments, vocational and technical-education programs, arts courses, and maintenance or custodial areas.
OSHA addresses these requirements in two primary regulations:[ **29 CFR 1910.1450**](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) (the Laboratory Standard) and [**29 CFR 1910.1200** ](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)(the Hazard Communication Standard). Together, these standards require—at a minimum—annual updates to chemical inventories and the maintenance of associated Safety Data Sheets (SDS) so employees may access hazard information under “Right to Understand” provisions.
> *Maintaining an accurate chemical inventory is a critical element of risk management, as many substances require specialized handling, storage, disposal procedures, and spill-response planning.*
>
> *Science Safety*
### **Chemical Inventory Management**
Chemical inventory management is a comprehensive process that involves identifying chemicals and managing risks across all stages of purchasing, storage, distribution, use, and disposal. Many individuals across a school system play important roles in maintaining safe and compliant chemical-management practices:
**School District / Board of Education** – Establishes the Chemical Hygiene Officer position and adopts a Chemical Hygiene Plan that addresses chemical management.
**Superintendent** – Creates budget allocations for safety, ensures that science safety remains a district priority, and verifies that the Chemical Hygiene Plan is implemented and effectively addresses chemical management.
**Chemical Hygiene Officer (CHO)** – Consults with administrators and teachers to promote safer operation of science classrooms and laboratories, with a focus on implementing and maintaining the district’s Chemical Hygiene Plan.
**Principal** – Works in partnership with the Chemical Hygiene Officer to serve as a safety advocate for the school and to support teachers in managing chemicals appropriately.
**Science Chairperson/Supervisor** – Oversees the evaluation, purchase, storage, disposal, and safer use of chemicals within instructional programs, in collaboration with the Chemical Hygiene Officer.
**Teachers** – Participate in and are responsible for the storage, use, evaluation, disposal, and purchase of chemicals as appropriate. Elementary and middle school science teachers should seek assistance from the district Chemical Hygiene Officer and, when available, from the Science Department Chair or Science Specialist.
**Business Manager** – Establishes purchasing procedures and addresses loss-control concerns, including hazardous-chemical risk-management issues within science facilities.
**Facilities Manager** – Assists with chemical disposal through licensed hazardous-waste haulers or other environmentally appropriate methods and provides secure chemical storerooms—and, where applicable, specialized storage areas—for safer chemical inventory management.
### **Creating an Accurate Inventory**
1. **Select an Inventory System.**
Choose a database or spreadsheet capable of storing detailed information for each chemical. Commercial chemical-inventory platforms are also available from a variety of vendors.
2. **Record Key Data for Each Chemical.**
A minimum of two team members should participate in the inventory process. Data fields may be adjusted to meet local needs, but should include:
- Chemical name
- Container type
- Concentration or molarity
- Estimated quantity
- Purchase date
- Disposal date
- Whether the chemical will remain in inventory
- Whether the chemical is slated for disposal
3. **Ensure Usability.**
The chosen inventory system should allow for easy data entry, retrieval, and display.
4. **Review and Manage Hazards.**
After completing the inventory, enter all information into the system so chemicals can be evaluated for health, physical/chemical, and environmental hazards. The system should also manage SDS documents and allow for printing GHS-compliant labels to support comprehensive chemical management and regulatory compliance.
### **How to Read a Safety Data Sheet (SDS)**
A [Safety Data Sheet (SDS)](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf) is a critical document that OSHA requires employers to provide to employees for any potentially harmful substances used in the workplace. Your shop should keep SDS documents printed and readily accessible in an SDS binder—often a large, brightly colored binder. If you are unsure where it is located, ask your shop manager.
If you bring outside materials into the laboratory, you must first obtain and review the SDS for those substances, then print a copy and provide it to your manager for inclusion in the binder.
In the United States, an SDS follows a standardized format and is divided into the following sections:
- **Section 1:** Identification
- **Section 2:** Hazard(s) Identification
- **Section 3:** Composition/Information on Ingredients
- **Section 4:** First-Aid Measures
- **Section 5:** Firefighting Measures
- **Section 6:** Accidental Release Measures
- **Section 7:** Handling and Storage
- **Section 8:** Exposure Controls/Personal Protection
- **Section 9:** Physical and Chemical Properties
- **Section 10:** Stability and Reactivity
- **Section 11:** Toxicological Information
- **Section 12:** Ecological Information
- **Section 13:** Disposal Considerations
- **Section 14:** Transportation Information
- **Section 15:** Regulatory Information
- **Section 16:** Other Information
### **Most Critical Sections**
Each SDS section contains valuable information. However, while the entire document should always be reviewed, the most critical health-and-safety details are typically found in:
- **Section 2:** Hazard Identification
- **Section 4:** First-Aid Measures
- **Section 7:** Handling and Storage
- **Section 8:** Exposure Controls/Personal Protection
These sections provide essential guidance on understanding risks and preventing injury when using the product.
**Sources**:
[National Science Teaching Association](https://www.nsta.org/topics/safety) (NSTA)
[ **29 CFR 1910.1450**](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) (OSHA The Laboratory Standard)
[**29 CFR 1910.1200** ](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)(OSHA The Hazard Communication Standard).
[Safety Data Sheet (SDS)](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf) (OSHA Hazard Communication Standard: Safety Data Sheets )
---
### [Facilities and Laboratory Inspections](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/annual-laboratory-safety-inspections/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
**Annual Physical Safety Inspections** are required for OSHA compliance and ensure that science departments are reviewed each year, with resulting reports retained for potential OSHA review. These inspections document the condition and functionality of safety equipment, engineering controls, personal protective equipment (PPE), and operational and accessibility features. Ideally, the Chemical Hygiene Officer (CHO) conducts the inspection in collaboration with the school principal, department chair, and members of the joint health and safety committee.
Understanding that a safety inspection is required is an important first step; however, it is equally critical to know **what** to inspect and **why**. Conducting an inspection with only a checklist or spreadsheet—without understanding the purpose behind each item—can limit its effectiveness. Some systems may appear functional at a glance but reveal deficiencies when tested, such as insufficient water flow at an eyewash station or inadequate pressure in a fire extinguisher. Many safety criteria may seem like “common sense” to some inspectors but may not be obvious to others, underscoring the importance of training and consistency.
Most laboratory inspections are completed by a team that includes the [Chemical Hygiene Officer](https://sciencesafety.com/blog/example-chemical-hygiene-officer-job-description-general-responsibilities/) (also known as the Environmental Hygiene Officer in non-OSHA states), a building administrator or principal, and the science department chair or lead chemistry teacher. At least two individuals should participate in each inspection to ensure accurate documentation of findings. Ideally, team members bring complementary experience and have received CHO-specific or laboratory-inspection training.
If such training has not occurred, online professional development services are available from reputable providers, including Science Safety. A comprehensive annual safety inspection at a typical secondary school typically takes about four hours to complete. Schools may also find established laboratory inspection checklists helpful, such as those available from the[ National Institute for Occupational Safety and Health (NIOSH)](https://www.cdc.gov/niosh/index.html).
Here are several key areas to focus on when conducting inspections throughout the science department:
### **Neatness and Clutter**
Maintaining an organized, clean, and uncluttered laboratory is both a legal requirement and a foundational safety practice. Access to safety equipment—such as fire extinguishers and eyewash stations—must remain unobstructed at all times. Nothing may impede access to these critical safety systems. Obstructions are among the first conditions OSHA compliance officers look for during laboratory walk-throughs, and a well-organized science department is a strong indicator of a positive safety culture.
Safety signage should clearly identify the locations of emergency equipment. Laboratory benchtops, counters, and work surfaces must be kept free of debris, equipment, and leftover chemicals, particularly overnight. These housekeeping practices are essential components of a strong safety culture.
The same expectations apply to chemical storerooms and preparation areas—these spaces must remain clean, uncluttered, and organized to reinforce consistent safety expectations throughout the department. Slip, trip, and fall hazards are especially serious and must be corrected immediately, as they are among the leading causes of laboratory injuries.
### **Fire Safety**
Fire safety is a critical element of every laboratory safety program and fire-response plan. Core components may include fire extinguishers, fire blankets (where permitted), sand buckets, Class D fire extinguishers for reactive metals, and posted emergency exit procedures near laboratory doors.
Specific criteria govern each element of the fire-safety program. For example, ABC dry-chemical extinguishers must be wall-mounted (not placed on the floor), display a current service tag, and show a pressure gauge reading at full charge.
Local fire marshal regulations and district policies always supersede the [NFPA 101 Life Safety Code](https://www.nfpa.org/codes-and-standards/all-codes-and-standards/list-of-codes-and-standards/detail?code=101) and OSHA guidance. The school’s Chemical Hygiene Plan should clearly outline emergency fire-response procedures and the responsibilities of staff members under their Duty of Care obligations. Conducting hazard analyses before laboratory activities helps prevent fire-related incidents, particularly when flammable materials are involved.
### **Eye Safety**
Chemistry laboratories and any space where chemicals are used must be equipped with a fully functional, plumbed eyewash station that is ANSI/ISEA-approved and capable of delivering **15 minutes of hands-free tepid water flow** ([ANSI/ISEA Z358.1-2014](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/))**. Eyewash stations must remain unobstructed at all times.**
Portable one-liter saline bottles do **not** meet the requirements of an eyewash station, although they may be used temporarily while moving to a plumbed unit. Schools may utilize freestanding eyewash stations or faucet-mounted models, provided the devices are certified and approved.
Eyewash nozzles should be inspected regularly, cleaned of mineral scale with appropriate cleaning agents, and thoroughly rinsed before testing. Units must be flushed weekly for five minutes to remove stagnant water and must operate independently so users can hold their eyelids open while flushing for at least 15 minutes with tepid water.
### **PPE**
Safety glasses and goggles serve different purposes and must be selected carefully. For laboratories that use heat, glassware, liquids, or chemicals, only [**ANSI/ISEA Z87.1 D3**](https://blog.ansi.org/ansi/ansi-isea-z87-1-2020-safety-glasses-eye-protection/) indirectly vented chemical-splash goggles are acceptable for everyone in the room.
For physical-science environments involving dry activities—without chemicals, heat, liquids, or glassware—ANSI/ISEA-approved impact-rated safety glasses with side shields may be used.
Studies indicate that PPE compliance remains inconsistent:[ 84 percent of schools reported having adequate numbers of safety glasses, while only 50 percent stocked certified chemical splash goggles](https://sciencesafety.com/science-safety-what-the-data-tells-us/).
A formal sanitation program for cleaning and disinfecting goggles after use is essential. Additional protective equipment may include rubberized laboratory aprons or lab coats and appropriate gloves, such as nitrile or vinyl, depending on the hazard assessment.
PPE must be available in a range of sizes to accommodate all occupants. Stocking only one size of lab coat or protective clothing is insufficient. Substituting uncertified or lower-cost protective equipment creates serious liability risks and undermines safety programs.
Always use **certified, properly fitted PPE**.
### **Engineering Controls**
Certain built-in safety mechanisms—known as **engineering controls**—are designed to separate people from biological, chemical, or physical hazards within science spaces. These include master control switches and valves, emergency drench showers, eyewash stations, and fume-hood and ventilation systems.
Master control systems are often located at the front of the room or at the instructor’s desk and may involve keyed controls or simple valves that activate water and natural-gas supplies. These systems must function properly at all times.
Fume hoods are designed to remove hazardous vapors generated during chemical reactions and must maintain a face-velocity draw of at least **100 cubic feet per minute (CFM)** to be considered functional. Specialized firms can inspect laboratory HVAC systems—including fume hoods—to verify that fresh air is being supplied without recirculation and that systems operate as designed.
### **Chemical Storage**
Chemicals must be stored in segregated safety cabinets according to their chemical families—such as acids, bases, flammables, toxins, oxidizers, and other specific categories. Not all acids can be stored together; for example, **nitric acid must be stored separately from other acids**. Storing incompatible chemicals together is one of the most serious deficiencies to identify during storage-area inspections.
Organized storage that separates incompatible substances and allows easy identification and retrieval for instructional use is essential. A fine white residue on bottles or shelving may indicate acid-base reactions producing salt and water, while strong odors can also signal incompatible storage conditions.
Inspecting chemical-storage areas requires technical knowledge and experience. Some districts maintain “banned chemical” lists identifying substances that should not be present in schools due to elevated risks.
Understanding how chemicals age or change over time is equally important, as some become more reactive and hazardous. Responsible chemical management and accurate inventory management are critical to overall safety and regulatory compliance.
### **Labels and SDS**
Every chemical container in the storeroom must display a legible, **GHS-compliant label**, and an associated [**Safety Data Sheet (SDS)** ](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf)must exist for every chemical in the inventory—**without exception**. This includes diluted solutions used in grades 9–12 and chemicals transferred to secondary containers, such as Erlenmeyer flasks, which must be labeled for the workplace.
Although many schools maintain electronic SDS databases, keeping printed copies remains a better professional safety practice. For older **Material Safety Data Sheets (MSDS)** issued before 2015, districts are legally required to retain records for **30 years** to document potential long-term employee exposures.
The **[OSHA Hazard Communication Standard (29 CFR 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200))** governs chemical labeling and inventory requirements for employees and also represents a strong professional safety practice.
Chemicals must never be stored in food-grade containers or beverage bottles. Only approved chemical-storage vessels designed for laboratory use may be used in storerooms and safety cabinets.
### **Lab Inspection Recap**
Conducting a laboratory inspection is an annual requirement for OSHA compliance and should involve at least two members of the school science safety team—ideally including the [Chemical Hygiene Officer (CHO)](https://sciencesafety.com/chemical-hygiene-officer-accountability/)—who possess experience and understanding of occupational health and safety principles and responsible chemical-hygiene practices.
> *The primary purpose of these annual reviews is to identify areas of concern throughout laboratories, preparation rooms, and chemical storerooms. Using a comprehensive inspection template that allows for photographs, anecdotal notes, and references to applicable health and safety regulations helps ensure consistency and supports compliance with OSHA—or equivalent—reporting requirements.*
>
> *Science Safety*
A thorough science department inspection typically takes half a day to complete, followed by additional time to prepare formal reports documenting deficiencies and corrective actions.
[Annual inspections](https://edcircuit.com/can-my-school-be-fined-for-non-compliance/) are required to avoid sanctions or fines for noncompliance with school or district requirements. Begin the process by reviewing and completing the [inspection checklist for each space](https://www.nsta.org/blog/safety-checklist-navigating-safer-waters). This not only generates an overall safety assessment but also helps identify priorities for improvement to support safer teaching and learning environments.
Inspection results must be shared with administrators so that all safety concerns are addressed promptly. **If hazards exist that make instruction unsafe, laboratory activities and demonstrations must be temporarily suspended until corrective measures are implemented.** Failure to do so may expose both teachers and administrators to serious legal liability if injuries occur.
**Sources**:
[ National Institute for Occupational Safety and Health (NIOSH)](https://www.cdc.gov/niosh/index.html)
[NFPA 101 Life Safety Code](https://www.nfpa.org/codes-and-standards/all-codes-and-standards/list-of-codes-and-standards/detail?code=101)
[ANSI/ISEA Z87.1 D3](https://blog.ansi.org/ansi/ansi-isea-z87-1-2020-safety-glasses-eye-protection/)
[ANSI/ISEA Z358.1-2014](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/)
[Science Safety](https://sciencesafety.com/science-safety-what-the-data-tells-us/)
[OSHA Hazard Communication Standard (29 CFR 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)
[Can My School Be Fined for Non-Compliance? edCircuit](https://edcircuit.com/can-my-school-be-fined-for-non-compliance/)
[The Safety Checklist: Navigating to Safer Waters! – NSTA](https://www.nsta.org/blog/safety-checklist-navigating-safer-waters)
---
### [Personal Protective Equipment (PPE)](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/personal-protective-equipment-ppe/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
**Personal protective equipment (PPE)** refers to gear worn to minimize exposure to hazards that can cause serious workplace injuries or illnesses. These hazards may include chemical, radiological, physical, electrical, mechanical, or other occupational risks.
PPE may include gloves, safety goggles, safety glasses, protective footwear, earplugs or earmuffs, hard hats, respirators, coveralls, vests, and full-body suits. **ANSI/ISEA Z87.1-2020 D3–certified safety goggles with indirect venting** are the acceptable form of protective eyewear for laboratory activities involving heat, glass, chemicals, or liquids. Safety glasses may be used only for dry laboratory activities—those involving no chemicals, heat, glassware, or biological materials—such as projectile motion investigations, impact testing, or design and engineering tool use.
A hazard analysis and risk assessment must always be completed during activity planning to determine the appropriate PPE required for a safe learning experience.
Sufficient quantities of PPE must be available in appropriate sizes, maintained in good condition, free from damage, and worn whenever required by **all** occupants of the laboratory—including visitors—while activities are taking place.
Only approved and certified **ANSI/ISEA Z87.1 D3 indirectly vented chemical-splash goggles** should be used when working with liquids, chemicals, or heat, and approved safety glasses should be worn for projectile hazards and similar risks. Nitrile gloves should be used when appropriate, along with laboratory aprons or lab coats when required.
In CTE facilities, proper protective equipment must also be utilized, including safety footwear, protective eyewear (glasses and shields), gloves, welding gear, and any other task-specific protection.
> If appropriate PPE is not available, **no laboratory activity should occur—period.**
Maintaining a formal cleaning, sanitation, and disinfection program for PPE is considered a better professional practice and is increasingly important for maintaining safe instructional environments.
### **PPE and Laboratories**
Here is a video that demonstrates how to properly don personal protective equipment (PPE) and explains why appropriate attire is essential during science laboratory activities.
Watch the video and reflect on how using the correct PPE can reduce the impact of accidental spills, splashes, or other unexpected incidents in the laboratory. Consider whether you were previously aware of these better professional safety practices.
**Sources**:
[United Federation of Teac](https://www.uft.org/your-rights/safety-health/coronavirus/school-year-2020-21-faq/safety/school-ppe-and-supply-list)[hers](https://www.uft.org/your-rights/safety-health/coronavirus/school-year-2020-21-faq/safety/school-ppe-and-supply-list)
[American Chemical Society](https://teachchemistry.org/classroom-resources/how-to-dress-for-the-lab-and-what-about-personal-protective-equipment-ppe-video-3)
---
### [Activity-Based Risk Assessments](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/hazard-analysis-risk-assessment/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
Hazard analysis and risk assessment are critical components of the risk-management framework, as they involve evaluating proposed activities along with the associated hazards and risks.
Educators should conduct a hazard analysis and risk assessment before each laboratory training session or demonstration and adjust equipment, materials, locations, personal protective equipment (PPE), and other variables as needed to make the experience safer for students.
> A guiding question should always be: *Do the hazards and risks associated with this activity outweigh its educational value?* If the answer is yes, the activity should not proceed. Instead, identify a less hazardous alternative or use virtual laboratories or videos to present the concept.
>
> Activities should never be conducted solely for entertainment; all actions must be tied to clear curricular objectives.
##
##
##
##
## Table of Common Lab Hazards and Concerns
The hazards listed here represent common concerns found in science, STEAM, and CTE programs. These include **chemical, biological, physical, and electrical** hazards associated with equipment, apparatus, materials, and tools, as well as their intended use in these subject areas.
This is not an exhaustive list, as each school will present unique hazards and risks based on factors such as facility layout, equipment, and the individuals on site.
Review this table carefully and reflect on how these hazards apply to your own programs and on the best ways to mitigate them to reduce risk across STEAM learning environments.
**Type of Lab Hazard** **Typical Concerns** **Chemical Hazard** Hazardous Chemicals Toxins Corrosives Flammables **Biological Hazard** Microbes Plants Genetic Materials Animals **Physical Hazard** Slips, Trips, and Falls Projectiles Equipment & Apparatus Machinery Noise **Electrical Hazard** Shock Fire Potential Malfunctional Equipment Extension Cords ## The AAA Method
A related approach encouraged by the NSTA Safety Advisory Board is the **AAA (Analysis, Assessment, and Action)** process for reinforcing safety through hazard analysis, risk assessment, and appropriate safety actions. This method emphasizes conducting a thorough hazard analysis as the first step in planning any laboratory activity.
### **Analysis**
The first step is to analyze potential hazards. These may include physical hazards (such as labware, ring-stand rods, or meter sticks), chemical hazards (corrosives and toxins), and biological hazards (mold and bacteria). Hazard analysis is typically informed by prior laboratory experience, employer-required safety training, Safety Data Sheets (SDS), the Chemical Hygiene Plan, Occupational Safety and Health Administration (OSHA) guidance (see Resources), and reputable laboratory-safety information sources.
### **Assessment**
Next, assess the risks associated with the identified hazards using relevant sections of the Safety Data Sheet, including:
- **Section 2:** Hazard Identification
- **Section 5:** Firefighting Measures
- **Section 6:** Accidental Release Measures
- **Section 10:** Stability and Reactivity
- **Section 11:** Toxicological Information
### **Action**
Determine appropriate actions based on the types of hazards and associated risks. The three primary strategies outlined in [OSHA’s Hazard Prevention and Control](https://www.osha.gov/sites/default/files/Hierarchy_of_Controls_02.01.23_form_508_2.pdf) guidance (see Resources) include **engineering controls**, **administrative controls**, and **personal protective equipment (PPE)**.
**Section 8** of the SDS can help identify appropriate PPE (such as safety glasses or goggles) and engineering controls. Labels on hazardous chemicals should also be reviewed before use. In situations where risks remain too high, the activity or demonstration should be discontinued and replaced with a safer alternative.
## RAMPing Up Safety
Another approach for preventing safety incidents involves actively applying four principles promoted by the [American Chemical Society (ACS)](https://www.acs.org/): **Recognize hazards, Assess risks of hazards, Minimize risks of hazards, and Prepare for emergencies**—commonly known as **RAMP**.
Using the RAMP process helps teachers working in academic laboratories reduce risks and protect students from serious injuries. However, when the first step—recognizing and understanding hazards—is unsuccessful, the entire risk-assessment process can falter.
A feature article in the *ACS Journal of Chemical Health & Safety* (May/June 2019, Volume 26, Number 3), titled [*“Recognizing and Understanding Hazards—The Key First Step to Safety,”*](https://pubs.acs.org/doi/10.1016/j.jchas.2018.11.005) illustrates this point. Author Robert H. Hill Jr. analyzes several incidents and shows that, in many cases, teachers lacked sufficient understanding of hazards, which weakened the RAMP process and contributed to safety incidents.
In one example, he describes a situation in which a teacher did not fully understand the properties of flammable liquids or the dangers posed by high concentrations of flammable vapors above the liquid surface.
The American Chemical Society (ACS) also provides supporting **resources on RAMP**, including a [**student-focused video**](https://teachchemistry.org/classroom-resources/video-5-ramp-for-students) and a [**teacher-focused video**](https://teachchemistry.org/classroom-resources/video-6-ramp-for-teachers), for those who wish to explore the framework further.
### **In the End**
Whether **RAMP** or **AAA** is used, one conclusion remains clear: most safety incidents can be prevented when educators consistently apply one of these hazard-analysis approaches.
Too often, schools fail to provide initial or annual safety training for science teachers until after an accident occurs—sometimes followed by legal action. Maintaining consistent training, oversight, and hazard-review practices is essential to protecting students, educators, and school communities.
Stay safe. Protect lives—both your students’ and your own.
**Sources**:
[American Chemical Society (ACS)](https://www.acs.org/)
[OSHA’s Hazard Prevention and Control](https://www.osha.gov/sites/default/files/Hierarchy_of_Controls_02.01.23_form_508_2.pdf)
[RAMP Up Safety Brochure – ACS Institute](https://pubs.acs.org/pb-assets/rampupsafety/index.html#)
[*“Recognizing and Understanding Hazards—The Key First Step to Safety,* ACS Journal of Chemical Health & Safety](https://pubs.acs.org/doi/10.1016/j.jchas.2018.11.005)
[NSTA Three-Step Method for Safer Lab](https://www.nsta.org/blog/three-step-method-safer-labs)
[NSTA Safer Science Labs AAA Approach](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
[ACS](http://www.acs.org/content/acs/en/chemical-safety/basics.html)
‘[Safety ](https://edcircuit.com/safety-training-in-stem-and-cte-programs-a-necessity/)[Training in STEM and CTE, edCircuit ](https://edcircuit.com/safety-training-in-stem-and-cte-programs-a-necessity/)‘
[**RAMP Student-focused video**](https://teachchemistry.org/classroom-resources/video-5-ramp-for-students)
[**RAMP Teacher-focused video**](https://teachchemistry.org/classroom-resources/video-6-ramp-for-teachers)
---
### [Contracts & Acknowledgement Forms](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/safety-acknowledgement-forms/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
As a better professional safety practice, student safety acknowledgment forms—often referred to as safety contracts—can encourage safer behaviors by clearly outlining laboratory safety rules. Ideally, these forms are shared with parents or guardians, signed, and returned to the school.
Safety acknowledgment forms should be retained until the student reaches 18 or 21 years of age, as they are often requested following a medical exposure or injury during the school year or at a later date. These forms may be completed digitally and archived, provided they are securely stored and compliant with FERPA requirements.
Below is an excerpt from the NSTA High School Student Safety Acknowledgment Form for review and possible adaptation for use in your school.
### **NSTA High School Student Safety Acknowledgement Form**
Science is a process of discovering and exploring the natural world. Explorations can occur in the classroom or laboratory, or in the field. As part of your science instruction, you will conduct many activities and investigations that involve a variety of materials, equipment, and chemicals. As a result, you may be exposed to biological, chemical, and physical hazards. Safety is the FIRST PRIORITY for students, instructors, and parents. To ensure safer experiences, the following operating procedures—based on legal safety standards and best professional practices—have been developed to protect everyone. Your instructor will provide additional safety procedures for specific situations or settings. These safety operating procedures must be followed at all times.
Review these procedures with your instructor and parents/guardians, then sign and obtain a parent/guardian signature. Your signature indicates that you understand the lab may have hazards, that you have read the safety procedures, and that you agree to follow them at all times. Signatures are required before you can participate in any activity or investigation.
**Safety Standards for Student Conduct in the Classroom, Laboratory, or Field**
- Conduct yourself in a responsible manner at all times. Inappropriate behavior, such as throwing things and doing unauthorized experiments, is prohibited.
- Read all lab and safety operating procedures before conducting an activity and follow all verbal and written instructions during the activity or investigation.
- Eating, drinking, chewing gum, applying cosmetics (including lip balm), touching contact lenses, or conducting other unsafe activities are not permitted. Food storage is not allowed in the laboratory.
- Do not enter or work in the laboratory unless an instructor is present.
- Unauthorized and unsupervised activities or investigations are prohibited.
- Never enter chemical storage or preparation areas.
- Removing chemicals or equipment from the classroom or laboratory is prohibited unless authorized by the instructor. Do not touch any materials, equipment, or other items for a lab activity until instructed by the teacher.
- Sanitized indirectly vented, chemical-splash goggles (ANSI/ISEA Z 87+ D3) or safety glasses (ANSI/ISEA Z 87+ D3), as appropriate, should be worn during setup, hands-on activity, and take-down/cleanup unless the instructor specifically states that the activity or demonstration does not require the use of eye protection. Indirectly vented chemical splash goggles must be worn whenever you are working with chemicals, a heating source, particulate matter, or glassware. Notify the teacher immediately if your goggles are damaged or do not fit properly.
- When an activity requires the use of non-latex laboratory aprons, the apron shall be appropriate to the size of the student and the hazard associated with the activity or investigation. The lab apron may be removed only when the instructor has noted it is safe to do so and has followed the appropriate procedures for sanitation and disinfection.
- Dress appropriately for laboratory work by protecting your body with clothing and shoes. Long hair should be tied back, and collars tucked in. Avoid wearing loose or baggy clothing and dangling jewelry. Acrylic nails are a safety hazard near heat sources and should not be used. Sandals or open-toe shoes are not to be worn during any lab activities. Refer to pre-lab instructions. If in doubt, ask!
- Know the location of and how to operate all safety equipment in the room. This includes eyewash stations, a deluge shower, fire extinguishers, a fume hood, and a safety blanket. Know the location of emergency master electric and gas shutoffs and exits.
- Certain classrooms or laboratories may have living organisms, including plants and animals, in aquaria or other containers. Students should not handle organisms without their instructor’s approval. Wash your hands with soap and water after handling any organisms.
- When an activity or investigation requires the use of non-latex laboratory gloves for hand protection, the gloves shall be appropriate for the hazard and worn throughout the activity. Cover all cuts, broken skin, or wounds with a waterproof dressing to reduce or prevent exposure. Wash your hands thoroughly with soap and water after removing gloves.
- Keep hands away from the face at all times. Do not put your hands or other objects in or near your mouth or eyes.
- All accidents, chemical spills, broken glassware, and injuries (including minor burns) must be reported immediately to the instructor, no matter how trivial they may seem at the time. Follow your instructor’s directions for immediate treatment.
***Agreement*:**
I have read the safety operating procedures above and agree to follow them during any science lab, investigation, or activity. By signing this form, I acknowledge that, given the biological, chemical, or physical hazards, the science classroom, laboratory, or field can be an unsafe place to learn. These safety operating procedures are designed to help prevent accidents and ensure my own safety and that of my fellow students. I will follow any additional instructions given by my instructor. I understand that I may ask my instructor at any time about the safety operating procedures if they are not clear to me. My failure to follow these science laboratory operating procedures may result in disciplinary action.
---
**(Student Signature) (Date)**
I have read and reviewed the lab safety rules with my child.
---
**(Parent/Guardian Signature) (Date)**
***Please keep these pages in the front of the laboratory section of your notebook***
**Sources**:
[NSTA High School Student Safety Acknowledgement Form](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-HighSchool.pdf)
[Student Laboratory Safety Agreement, Carolina](https://www.carolina.com/teacher-resources/Document/student-laboratory-safety-agreement/tr38202.tr?srsltid=AfmBOooV3P6PlN-Gm88zeSEwxQMGgvOAS0K8CXkhw-fGeg6fi9RaZzA4)
[American Chemical Society, Lab Safety Contract page 77 ](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
---
### [Program and Document Reviews](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/chemical-hygiene-plan-safety-manuals/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
A **Chemical Hygiene Plan (CHP)**—sometimes referred to as an Environmental Hygiene Plan in non-OSHA states—is a legally required document and a critical component of responsible chemical management and overall risk-management strategies. The CHP outlines legal standards, better professional safety practices, and standardized operating procedures for most situations encountered in science departments.
It also includes provisions for exposure evaluation and medical consultation following incidents involving hazardous chemicals or conditions. The **Chemical Hygiene Officer (CHO)** is responsible for implementing and overseeing the plan and for promoting safer chemical-hygiene practices.
### **What you need to know about Chemical Hygiene Plans**
The OSHA Laboratory Standard ([**29 CFR 1910.1450**](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)) requires the development and implementation of a formal, written, and employee-accessible program known as a Chemical Hygiene Plan (CHP). OSHA defines this plan as one that must be *“capable of protecting employees from health hazards associated with hazardous chemicals used in the laboratory.”*
This information is particularly important for school district Directors of Education, Superintendents, and Chemical Hygiene Officers (CHOs), as it applies directly to their occupational health and safety responsibilities. **Under the OSHA Laboratory Standard, all school district employees who work in laboratory settings—including special education teachers and paraprofessionals—must receive safety training before entering the laboratory.** This training ensures employees understand chemical hazards and how to work safely with substances used in science departments.
The Laboratory Standard also establishes an ongoing legal requirement for school districts to evaluate the effectiveness of the CHP annually and update it as needed. It is considered prudent to provide refresher CHP training on the same schedule. An alternative approach is to offer shorter, supplemental training sessions during department meetings throughout the year.
As noted by NSTA, public employers in some states are not covered under OSHA and may not be legally required to comply with this standard. However, better professional practice supports the application of the Laboratory Standard’s core components—such as appointing a Chemical Hygiene Officer and providing chemical-safety training—in **all** public and private school science laboratories.
> Given that accidents and injuries continue to occur in school science and STEAM departments, it remains prudent to apply these more stringent safety practices even when not legally required. Every individual in a school district is directly or indirectly responsible for maintaining a safe environment for teaching and learning.
### **Inconsistency Is a Real Problem for School Districts**
Based on experience working with small, medium, and large school districts across the country, one word often summarizes the implementation of Chemical Hygiene Plans: **inconsistency**. This term reflects the wide variation in understanding and appreciation for the role a CHP plays in strengthening safety awareness across entire districts.
While many superintendents and directors of education recognize the legal importance of a CHP—and the value of having a designated Chemical Hygiene Officer to manage safety programs for science and STEM—other administrators may not fully understand the fundamental legal implications of this critical document.
> *“If there is no designated Chemical Hygiene Officer in your school district, that responsibility automatically becomes the Superintendent’s, regardless of their education, experience, training, or exposure to chemical hygiene practices and procedures. This is real and frightening because it makes the Superintendent legally liable and accountable.”*
> — **Science Safety**
This reality illustrates one of the major contributors to a nationwide culture of inconsistency in the development and management of Chemical Hygiene Plans for teachers and staff. Inconsistency in safety systems increases the likelihood of accidents and injuries—underscoring the importance of consistent, district-wide implementation and oversight.
### **Chemical Hygiene Officer Accountability**
School districts must maintain a Chemical Hygiene Plan (CHP) that includes all required criteria and components, along with site-specific standard operating procedures for the unique equipment, apparatus, materials, and chemicals used in schools within each local region. This localized CHP should align with guidance from the Environmental Protection Agency (EPA), local municipal or county fire marshals, and wastewater pollution-control authorities to ensure safer disposal practices for chemical waste generated on school campuses.
Through the knowledge, interpretation, and experience of the Chemical Hygiene Officer (CHO), districts can implement the CHP in accordance with legal and professional safety standards and integrate it into a comprehensive risk-management program covering all chemical-related activities in school laboratories.
***In states not covered by OSHA, similar requirements are typically addressed through an Environmental Hygiene Plan that governs chemical safety practices in school science departments.***
**Sources**:
[edCircuit Article 2022](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/)
[**29 CFR 1910.1450**](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450), OSHA
**Image Source:**
[UnSplash](https://images.unsplash.com/photo-1617155093730-a8bf47be792d?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=1470&q=80)
---
### [Training & Awareness](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/safety-training-awareness/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
> “Safety training is essential to ensure that science activities are conducted in the safest manner possible”.
>
> NSTA
Safety training for administrators, principals, educators, and students should occur **every year** and be both grade-level and discipline-specific. When a teacher receives a new assignment, safety training must be provided for the equipment, apparatus, chemicals, and other hazards associated with that role before instruction begins.
Educators also carry responsibilities under their Duty of Care obligations—specifically the **Duty to Instruct**—to model and demonstrate safer techniques and behaviors prior to each laboratory activity, ensure that students understand all safety expectations (often documented through student safety acknowledgment forms), and review every safety aspect of the planned procedures for each experiment.
### **NSTA recommends the following for safety training programs:**
- All teachers and others responsible for the safety of students and other personnel should receive necessary, appropriate, and ongoing training related to the operation of the engineering controls, personal protective equipment, safety procedures, and all safety plan components.
- School districts, as employers, have the legal responsibility to conduct districtwide science safety training for all K–12 teachers of science upon their initial assignments to classrooms, labs, or storerooms where hazardous chemicals are present and before assignments involving new exposure situations. In addition, training should occur annually so teachers can review, discuss, and update the safety program; share experiences and improve professional practices; and receive legal updates and other information related to science instruction and safety.
- All science teachers should be able to participate in designing and implementing safety training programs that meet the goals outlined in the school district’s overall safety program, including the Chemical Hygiene Plan.
- Safety training programs should cover the legal duty or standard of care owed by teachers to students ([NSTA 2007b](https://www.nsta.org/nstas-official-positions/liability-science-educators-laboratory-safety?srsltid=AfmBOorkWHKvLBqnwemib4BwYtRvAcCWCZahOYhKpBRt-DQ4WdsNx8iv)) and include state safety regulations and all school board policies applicable to the science classroom.
- Safety training programs should include ways to reduce the risk of injury from exposure to bloodborne pathogens and other potentially infectious materials ([OPIM](https://www.securewaste.net/what-is-opim-step-by-step-guide-safely-handle-other-potential-infectious-materials/)) ([OSHA 1992](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1030)).
- Safety training should include strategies for accommodating students with academic, remedial, or physical needs and those who are English Language Learners.
- Safety training programs should help teachers learn how to understand and apply the contents of SDS or other guidelines in preparation for hazardous chemical use.
### **Principal & VP Annual Safety Training**
- OSHA Hazard Communication Standard ([OSHA 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)) training (Right to Understand)
- OSHA Lab Standard ([OSHA 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)) training
- Occupancy Loads ([ICC 2015](https://www.nahb.org/-/media/NAHB/advocacy/docs/top-priorities/codes/code-adoption/sig-changes-2015-icc-model-codes.pdf?rev=7a2f81dd61a7423ea38cfbd94e652d53&hash=10011E4053DEA7FA85C5716C79B53029); [NFPA 2015](https://www.nfpa.org/codes-and-standards/nfpa-101-standard-development/101))
- Global Harmonized System ([GHS](https://unece.org/about-ghs)) & Safety Data Sheet (SDS) training
- Responsible Chemical Hygiene
- Supervisory Safety protocols
- Engineering Controls & Safety Maintenance ([ANSI](https://www.ansi.org/)/ISEA, [NFPA](https://www.nfpa.org/), [OSHA](https://www.osha.gov/))
- Ventilation safety training
- Special Education ([ADA](https://www.ada.gov/resources/disability-rights-guide/) & [IDEA](https://www.ed.gov/laws-and-policy/individuals-disabilities/idea) regulations)
- OPIM and Blood-borne Pathogens training
- First Aid & AED training\*
- Educator Duty of Care Obligations
- Annual safety and compliance training on emergency procedures and protocols
### **Teacher Annual Safety Training**
- OSHA Hazard Communication Standard ([OSHA 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)) training (Right to Understand)
- OSHA Lab Standard ([OSHA 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)) training
- Occupancy Loads ([ICC 2015](https://www.nahb.org/-/media/NAHB/advocacy/docs/top-priorities/codes/code-adoption/sig-changes-2015-icc-model-codes.pdf?rev=7a2f81dd61a7423ea38cfbd94e652d53&hash=10011E4053DEA7FA85C5716C79B53029); [NFPA 2015](https://www.nfpa.org/codes-and-standards/nfpa-101-standard-development/101))
- Global Harmonized System ([GHS](https://unece.org/about-ghs)) & Safety Data Sheet (SDS) training
- Discipline / Subject area specific training on hazards and safer use of equipment, apparatus, tools, machinery, emergency procedures, hazard analysis & risk assessment, and overall chemical hygiene
- Special Education ([ADA](https://www.ada.gov/resources/disability-rights-guide/) & [IDEA](https://www.ed.gov/laws-and-policy/individuals-disabilities/idea) regulations)
- OPIM and Blood-borne Pathogens training
- First Aid & AED training\*
- Educator Duty of Care Obligations
- Annual safety & compliance training on emergency procedures and protocols
### **Student Annual Safety Training**
- Students should receive subject-specific safety training each year, supported by a student safety acknowledgment form (often referred to as a safety contract).
- Annual safety and compliance training should address emergency procedures and protocols, the importance of personal protective equipment (PPE), effective communication, hazard identification, and safer laboratory techniques that are appropriate for each subject area and grade level.
It should be noted that students are not covered by OSHA safety regulations. However, because they are present in laboratory environments, it is essential to provide age- and developmentally appropriate safety instruction, reinforce proper behavior, and review procedures and safety protocols before each laboratory activity.
### Research Supports NSTA’s Recommendations
In a 2021 national study on safety in STEM programs, Dr. Tyler Love and Dr. Ken Roy found that formalized safety training reduced the risk of accidents by **51 percent**—a powerful and compelling statistic.
Another key finding revealed that only **38 percent** of teachers reported receiving formal, appropriate safety training from their employer (school district). When considered alongside the documented reduction in training-related accidents, this gap highlights significant liability concerns and, more importantly, serious implications for the safety of educators and students alike.
*\* Refer to local policy on first aid and AED usage in your school*
**Sources**:
[NSTA Position on School Safety and Instruction](https://www.nsta.org/nstas-official-positions/safety-and-school-science-instruction)
[Safer Engineering and CTE Instruction: A National STEM Education Imperative. What the Data Tells Us](https://sciencesafety.com/wp-content/uploads/2022/10/Safer-Engineering-and-CTE-Instruction-A-National-STEM-Education-Imperative.pdf)
[Long Overdue: Results From a National STEM Lab Safety Study, NSTA](https://www.nsta.org/blog/long-overdue-results-national-stem-lab-safety-study)
[OSHA 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)
[OSHA 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450)
[ICC 2015](https://www.nahb.org/-/media/NAHB/advocacy/docs/top-priorities/codes/code-adoption/sig-changes-2015-icc-model-codes.pdf?rev=7a2f81dd61a7423ea38cfbd94e652d53&hash=10011E4053DEA7FA85C5716C79B53029)
[What Is OPIM? Step By Step Guide: Everything You Need To Know](https://www.securewaste.net/what-is-opim-step-by-step-guide-safely-handle-other-potential-infectious-materials/)
[edCircuit Safety Training for STEM and CTE, 2022](https://edcircuit.com/safety-training-in-stem-and-cte-programs-a-necessity/)
---
### [Introduction to the Science Safety Risk Management Framework (SSRMF)](https://sciencesafety.com/courses/science-safety-risk-management-framework/lessons/introduction-to-the-ssrmf/)
**Published:** March 1, 2023
**Author:** admin2025Open
**Content:**
The [Science Safety Risk Management Framework (SSRMF)](https://sciencesafety.com/science-risk-management/) is a formal, cohesive, and holistic process for science, STEAM, CTE, and laboratory safety. It provides organizations and schools with a structured approach to managing and mitigating hazards and risks associated with program delivery, helping create safer learning and working environments.
Built around eight core components, the SSRMF offers a framework that enables schools to anticipate potential threats and associated risks within their programs and to implement strategies that minimize harm while still delivering rigorous, high-quality instruction.
The Science Safety Risk Management Process recommends annual reviews and updates to procedures, inspections, training, and documentation, creating a continuous cycle of risk evaluation and mitigation. Framework components do not need to be completed in the order shown on the SSRMF diagram; however, it is standard practice to begin the school year with appropriate safety training and conclude the year with physical safety inspections.
## **Science Safety Risk Management Framework**
The primary contributors to a successful, manageable, and robust risk-management program are shown above for reference. Review these elements and reflect on how each obligation is currently met—or not met—within your school system, and how they naturally connect to form a cohesive approach that protects all educational stakeholders.
Collaboration among members of the school community is essential to ensure these components are implemented and sustained each school year through safety awareness and regulatory compliance efforts, thereby reducing accidents in schools. These eight components are fully integrated into the SSRMF, and each contributes to lowering overall risk and creating safer learning environments.
### The Eight Components of the SSRMF
The following eight components make up the SSRMF:
- Safety Training for Educators and Students
- Safety Document Reviews
- Student Safety Acknowledgement Forms
- Personal Protective Equipment
- Materials Identification (Chemical Inventory and Safety Data Sheets)
- Materials Management (Secure and Safe Hazardous Materials)
- Annual Facility and Laboratory Inspections
While each component is important on its own, it is critical to recognize that when they are intentionally planned and integrated, they deliver exponential benefits—resulting in safer school facilities and a stronger culture of safety awareness throughout the district.
**Source**:
[Science Safety Risk Management Framework (SSRMF)](https://sciencesafety.com/science-risk-management/)
---
### [SDS vs Labels](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/sds-vs-labels/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/09/methanol-ghs-CBS-1.pdf” title=”methanol-ghs-CBS (1)”\]
**Safety Data Sheets (SDSs)** provide significantly more detailed information about chemical products than container labels. While **labels present critical hazard information at a glance**, the language and warnings found on labels are **derived directly from the SDS**.
Labels and SDSs work together as complementary hazard communication tools. Both are essential resources for understanding the chemicals you use and for working safely in laboratory and classroom environments.
### **Using Label Information**
Container labels help you quickly identify:
- **The hazards of the product**
- **How to protect yourself from those hazards**
- **Safe handling practices and emergency measures**
## **Safety Data Sheets (SDSs)**
The SDS associated with a chemical provides comprehensive safety information in a **standardized, 16-section format** established under the **Globally Harmonized System (GHS)** by the United Nations. This standardized format ensures consistency and clarity across manufacturers and countries.
The safety information contained in an SDS is what **drives the creation of the corresponding container label**.
## **General Information**
Chemicals are valuable tools used in many instructional and everyday activities; however, they can also pose **health and safety risks**. Before using any chemical product, it is important to understand:
- What chemicals are in the product
- What hazards are associated with the product
- What precautions are necessary to use the product safely
- What actions to take in the event of an emergency
The **Hazard Communication Standard**, enforced by the Occupational Safety and Health Administration (OSHA), requires that employees have access to information about the chemicals they may be exposed to in the workplace, as well as guidance on safe work practices and protective measures. Much of this information is communicated through **container labels and SDSs**.
## **Chemical Container Labeling**
Every chemical container must be labeled by the manufacturer or supplier with information that communicates potential hazards and safe use practices. At a minimum, a container label must include:
- The **product name**
- The **name and address of the manufacturer or supplier**
- **Physical hazards** (e.g.., flammability, corrosivity, reactivity)
- **Health hazards** and how exposure may affect individuals
**Never use a chemical from an unlabeled container.**
If a label is missing or unreadable, report it immediately to a **department chair, laboratory supervisor, administrator, or environmental health and safety professional**.
Never remove or deface an existing label unless the container is immediately relabeled with the required information.
## **Secondary Containers**
When a chemical is transferred from its original container to a **secondary container**, the new container must be labeled with at least:
- The **chemical name**
- The **appropriate hazard warning(s)**
To prevent injury or confusion, it is recommended that the chemical identity and hazard warnings be **copied directly from the original container label**. Including the **name of the person who transferred the chemical** and the **date of transfer** is also considered a best practice.
## **Training and Right to Know**
By law, individuals have the right to understand the hazards of the chemicals they work with and how to protect themselves. Before working with any chemical, you should know:
- The requirements of the Hazard Communication Standard
- Where SDSs are located and how to access them
- How to read chemical container labels and SDSs
- The processes or activities involving chemical use
- The physical and health hazards, including symptoms of overexposure
- Proper handling procedures and required personal protective equipment (PPE)
- How to detect a chemical release or exposure
- What actions to take in an emergency, such as a spill or injury
If you believe hazard communication requirements are not being followed or you have not been provided sufficient information to work safely, **stop the activity and report your concerns** to appropriate supervisory or safety personnel. No one should be pressured to perform tasks they believe are unsafe.
## **Getting Assistance**
Environmental Health and Safety (EH&S) professionals are available to assist with:
- Interpreting SDS information
- Identifying safer chemical alternatives
- Selecting appropriate PPE
- Conducting hazard assessments
- Monitoring work environments for chemical exposure
If respiratory protection is required, EH&S should be consulted to arrange appropriate **medical evaluation and fit testing**.
## **What an SDS Must Contain**
Although an SDS may vary in appearance, it must include specific information, such as:
- Chemical identity
- Manufacturer or supplier contact information
- Hazardous ingredients
- Physical and chemical properties
- Physical and health hazards
- Routes of exposure
- Exposure limits
- Signs and symptoms of overexposure
- Required PPE and exposure controls
- Safe handling, storage, and disposal procedures
- Emergency and first-aid measures
Always review the SDS **before using a chemical** and refer back to it whenever questions arise.
**Sources**:
[Work Safe BC](https://www.worksafebc.com/en/resources/health-safety/toolbox-meeting-guides/whmis-2015-safety-data-sheets)
[Washington State University EH&S Department](https://ehs.wsu.edu/workplace-safety/safety-data-sheets/factsheet-labels-and-sdss/#:~:text=Pprepared%20by%20the%20chemical%20manufacturer,not%20found%20on%20container%20labels.)
[SDS from Carolina Biological Supply](https://www.carolina.com/teacher-resources/Document/msds-methanol/tr-msds-methanol.tr)
**Categories:** WHIMS
---
### [Safety Data Sheets](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/safety-data-sheets-2/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
**Safety Data Sheets (SDSs)** are standardized documents that provide critical information about hazardous products and the safety precautions required when working with them.
An SDS helps you understand:
- **The hazards associated with a product**
- **How to use the product safely**
- **What could happen if safety guidance is not followed**
- **How to recognize signs and symptoms of exposure**
- **What actions to take in the event of an emergency**
SDSs are essential tools for protecting students, educators, and staff and play a key role in informed decision-making, hazard recognition, and emergency preparedness in the laboratory or classroom.
Here’s an example of an SDS:
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/09/ThermoFisher-70-Ethanol-SDS.pdf”\]
**Sources:**
[Thermo Fisher Scientific](https://www.fishersci.com/store/msds?partNumber=BP82014&productDescription=70%25+ETHANOL&vendorId=VN00033897&countryCode=US&language=en)
[Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/sds.html)
[Work Safe BC](https://www.worksafebc.com/en/resources/health-safety/toolbox-meeting-guides/whmis-2015-safety-data-sheets)
[Safety Data Sheet Search, Chemical Safety](https://chemicalsafety.com/sds-search/)
**Categories:** WHIMS
---
### [How To Read an SDS](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/how-to-read-an-sds/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
### **How to Read a Safety Data Sheet (SDS) for Beginners**
A Safety Data Sheet (SDS) is an important document that the [U.S. Occupational Safety and Health Administration (OSHA)](https://www.osha.gov/) requires employers to make available to employees for any potentially hazardous substances handled in the workplace. Your shop should have SDS documents printed and readily accessible in an SDS binder—often a large, brightly colored binder. If you are unsure where it is located, ask your shop manager.
If you bring outside materials into the shop, you should first obtain and review the SDS for those materials, then print a copy and provide it to your shop manager for inclusion in the binder.
An SDS follows a standard format and is divided into the following sections:
- **Section 1:** Identification
- **Section 2:** Hazard(s) Identification
- **Section 3:** Composition/Information on Ingredients
- **Section 4:** First-Aid Measures
- **Section 5:** Firefighting Measures
- **Section 6:** Accidental Release Measures
- **Section 7:** Handling and Storage
- **Section 8:** Exposure Controls/Personal Protection
- **Section 9:** Physical and Chemical Properties
- **Section 10:** Stability and Reactivity
- **Section 11:** Toxicological Information
- **Section 12:** Ecological Information
- **Section 13:** Disposal Considerations
- **Section 14:** Transportation Information
- **Section 15:** Regulatory Information
- **Section 16:** Other Information
### **Most Critical Sections**
Each section contains valuable information. While users should always read the entire SDS, the most critical information related to health and safety is typically found in the following sections:
- **Section 2:** Hazard Identification
- **Section 4:** First-Aid Measures
- **Section 7:** Handling and Storage
- **Section 8:** Exposure Controls/Personal Protection
*These sections provide essential details needed to understand the risks involved and to help prevent injury while using the product.*
### **Other Useful Information**
If you are considering laser cutting a material, **Section 5: Firefighting Measures** contains important information about thermal decomposition and risks associated with boiling, burning, or melting. **Section 13: Disposal Considerations** can also be helpful, although it often includes general statements such as “ensure disposal is carried out in accordance with applicable local regulations,” which may not provide enough guidance for end users. For disposal questions, consult your local shop manager for procedures specific to your facility.
**Section 6: Accidental Release Measures** is also important; however, in the event of a spill or other accidental release, you should contact your local shop manager so the hazard can be addressed safely according to local policies and regulations rather than attempting to manage the situation solely based on the SDS.
The remaining sections may be too technical for non-specialists or may not apply directly to end users. While the organization and technical language can feel overwhelming, careful review of the most critical sections remains essential.
### **Hazard Identification**
The hazard identification section is often the most confusing, but it is also the most important to understand. At the top of this section, you will typically find a subsection titled **GHS Classification**, which lists hazard types followed by numerical categories.
The hazards shown apply specifically to the material in question and are drawn from a broader list of potential hazards, sometimes grouped into health hazards, physical hazards, and hazards not otherwise classified.
### GHS Classification
In general, under the GHS system, **lower numbers indicate higher risk**, while higher numbers indicate lower—but still present—risk. For additional detail, [consult published guides and reference charts](https://justinlavallee.pages.cba.mit.edu/tutorials/how-to-read-SDS/images/ghsguideoct05.pdf).
To further interpret the example, we can consult the OSHA guide and see that **Acute Toxicity (Oral), Category 4** means ingestion of between 300 and 2,000 mg/kg of body weight is expected to be lethal for 50 percent of those exposed. If the product were classified as **Category 1** for acute oral toxicity, the lethal dose would be less than 5 mg/kg of body weight.
**Skin Corrosion, Category 1** indicates that testing observed destruction of skin tissue—specifically visible necrosis through the epidermis and into the dermis—in at least one test subject after exposure of four hours or less. More specifically, **Subcategory 1A** refers to corrosive responses observed in at least one subject following exposure of three minutes or less during an observation period of one hour or less. While these injuries are considered local, longer-term effects of exposure to corrosive substances can include permanent scarring.
Of particular concern is **Skin Sensitization (Category 1)**. A sensitizer may cause little or no reaction on initial exposure; however, subsequent exposures can trigger a significant immunological response. This reaction may not be limited to the contact site and can become systemic. Because this is an allergic response, both the amount of exposure required and the severity of the reaction vary widely from person to person. Since the effects cannot be predicted, the safest course of action is to treat sensitizers seriously and avoid exposure altogether.
The guides referenced above list all hazard-classification categories that may appear on an SDS, along with detailed explanations of each. An optional extension activity is to review each listed classification and analyze its meaning, as demonstrated in the examples above.
### **Label Elements**
Next in **SDS Section 2: Hazard(s) Identification**, you will see hazard pictograms and a signal word. Continuing with our example:
These elements are intended to distill the hazards and risks associated with the material into their most basic form. In this case, the exclamation-point pictogram can indicate one or more of the following: irritant, dermal sensitizer, acute toxicity, narcotic effects, or respiratory tract irritation. The second pictogram indicates a corrosive material. A complete listing of possible pictograms can be found beginning on [page 38 of the referenced publication](https://justinlavallee.pages.cba.mit.edu/tutorials/how-to-read-SDS/images/ghsguideoct05.pdf).
There are two signal words—**Danger** and **Warning**—that may appear on material labels and SDS documents. **Danger** indicates more severe hazards, while **Warning** indicates less severe hazards. Not all materials include a signal word.
### **Hazard and Precautionary Statements**
Hazard statements are standardized phrases assigned based on hazard classifications. These statements repeat the information conveyed through GHS classifications in the SDS and must also appear on compliant product labels, while the more detailed GHS classification information may appear only in the SDS.
Neither guide includes a comprehensive list of all hazard and precautionary statements, as they are intended to be largely self-explanatory. More detailed information about specific hazards can always be found in the SDS itself. Numerous websites also compile complete lists of hazard statements for those who wish to explore them further.
Precautionary statements complement the information provided elsewhere in the SDS, such as first-aid measures, PPE requirements, and disposal procedures. When clearly written, they can serve as a helpful summary, but they should not replace careful review of the other critical sections in their entirety.
### **Closing Thoughts**
Many materials encountered in the shop may pose health hazards—some extremely serious. These materials often do not present obvious warning signs, such as strong odors, that would intuitively signal danger. For this reason, it is important to become comfortable reading SDS documents and to review them proactively before using unfamiliar products or as a refresher when working with materials that have not been used recently.
Manufacturers may change product formulations while continuing to market them under the same brand names, making it especially important to consult the most current SDS available.
SDS documents are created primarily for regulatory compliance and may not always clearly highlight every risk. Hazards can remain obscured by unfamiliar language, and required safety procedures may not always be obvious. For example, the phrase *“use in a well-ventilated area”* can mean different things in different settings. If you have questions or concerns, consult your shop manager or the environmental health and safety officer who supports your facility. If you believe you have been exposed to chemicals, report the incident immediately and seek medical attention from your campus clinic or a local hospital if the exposure is serious.
#### **Remaining Sections**
Sections addressing first aid, handling, storage, exposure controls, personal protective equipment, and disposal are generally written in plain language and typically do not require further explanation here.
**Sources**:
[American Association of Chemistry Teachers, American Chemical Society](https://teachchemistry.org/classroom-resources/safety-data-sheet-sds-video-2)
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/GloballyHarmonizedSystemOfClassificationAndLabelingOfChemicals.pdf)
[MIT](https://justinlavallee.pages.cba.mit.edu/tutorials/how-to-read-SDS/index.html)
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/GloballyHarmonizedSystemOfClassificationAndLabelingOfChemicals.pdf)
[OSHA](https://www.osha.gov/)
**Categories:** Safety Data Sheets
---
### [Hazardous Products Must Have SDS](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazardous-products-must-have-an-sds/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
If a product covered by the **Hazardous Products Act** meets the criteria for inclusion in a hazard class or category, it is considered a *hazardous product*.
The official definition of a hazardous product is as follows:
> **Hazardous product** means any product, mixture, material, or substance that is classified, in accordance with regulations made under subsection 15(1), in a category or subcategory of a hazard class listed in Schedule 2 (*produit dangereux*).
Below is an example of a Safety Data Sheet (SDS) from Irving.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/09/Irving-safety-data-sheet-1.pdf” title=”Irving-safety-data-sheet”\]
**Sources:**
[Irving Oil](https://www.irvingoil.com/en-US)
[Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/sds.html)
**Categories:** WHIMS
---
### [Safety Data Sheets: What To Be Aware Of](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/safety-data-sheets/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
A Safety Data Sheet (SDS)—an OSHA requirement (see PDF below)—is the standard document provided for every hazardous chemical manufactured or sold in the United States. It contains information in a consistent, structured format so that science teachers, emergency personnel, and other users can quickly locate critical safety details.
The 16 SDS sections appear in the same sequence for **all** chemicals, and manufacturers and distributors use the approved UN Globally Harmonized System (GHS) template, including prescribed language and hazard pictograms, to communicate a chemical’s associated risks.
**Things to note:**
- Every chemical in your inventory must have an SDS.
- When chemicals are ordered, an SDS must accompany the shipment for it to be accepted.
- Common classroom substances—such as baking soda, vinegar, and ammonia water—require SDS documentation if they are part of your inventory.
- Records of chemicals used in school science departments must be maintained for **30 years**.
- SDS was formerly known as the Material Safety Data Sheet (MSDS).
- SDS documents are provided by the manufacturer, distributor, or importer and contain safety and hazard information about the substance and its use.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/06/acetone-acs-aka-solvent.pdf”\]
**Sources:**
[Aldon Chemical Company](https://www.aldon-chem.com/)
[ Manufacturer SDS (external link) ](https://www.aldon-chem.com/sds/acetone-acs-aka-solvent.pdf)
**Categories:** Safety Data Sheets
---
### [Safety Data Sheet Overview](https://sciencesafety.com/courses/global-harmonized-system-training/lessons/safety-data-sheet-sds-overview/)
**Published:** September 20, 2021
**Author:** admin2025Open
**Content:**
The [Safety Data Sheet (SDS)](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf), formerly known as the Material Safety Data Sheet (MSDS), is provided by the manufacturer, distributor, or importer of a chemical to communicate information about the substance and its proper use.
Unlike the MSDS, the SDS is required to present information in a standardized format. This includes details about the chemical’s properties; physical, health, and environmental hazards; protective measures; and safety precautions for handling, storing, disposing of, and transporting the chemical. Every SDS contains 16 sections presented in the same sequence.
The Globally Harmonized System (GHS) provides standardized language, or “building blocks,” for communicating chemical hazards in SDSs, just as it does on chemical labels.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/06/Hazard-Communication-Standard-Safety-Data-Sheets-OSHA3514.pdf”\]
**Source**:
[OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/Hazard-Communication-Standard-Safety-Data-Sheets-OSHA3514.pdf)
---
### [Recap: Lab Unit Design and Equipment](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/recap-lab-unit-design-and-equipment/)
**Published:** December 8, 2021
**Author:** admin2025Open
**Content:**
Safety signage in your laboratory is intentionally installed to provide an additional visual reference and assist during emergencies. It also serves as a reminder for students as they scan the lab, helping them quickly identify the locations of safety equipment and engineering controls.
Across industry, retail, wholesale, and manufacturing settings, signage is widely used to communicate information to individuals in proximity to potential hazards or safety equipment through text, visuals, or symbols. Each room should display appropriate safety signage that is visible from across the space and clearly indicates the referenced item or control. Be sure to consistently reinforce this information with students so they know where to go and what to use in an emergency.
***Side note:** If any of the signage covered in this module is missing, notify your administrator and facilities staff as soon as possible so it can be addressed promptly.*
---
### [Storage Room Requirements](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/storage-room-requirements/)
**Published:** September 28, 2021
**Author:** admin2025Open
**Content:**
Chemical storage rooms must be used solely for the storage of chemicals.
Storage rooms shall be equipped with a continuously operating ventilation system that provides at least six air changes per hour and exhausts directly to the outdoors.
According to **NFPA 45 (2015), Section 7.2.2**, laboratory spaces must be continuously ventilated.
Chemicals shall not be used within the storage room, and all incompatible materials must be properly separated.
**Source**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
[Comparing Laboratory Instructional Space Ventilation Standards. NSTA](https://www.nsta.org/blog/comparing-laboratory-instructional-space-ventilation-standards?srsltid=AfmBOoqy4t-riOFAPLwBohKddcZyUDEHrMmPsWpoe9E8H2v0zv7Xfu4s)
[U.S. Department of Energy, *NFPA 45 — 2015 Edition Changes and Issues Related to Energy Conservation*, Section 7.2.2 (2016)](https://www.energy.gov/sites/prod/files/2016/06/f33/P-1-10_NFPA_45_-_2015_Edition_Changes_and_Issues_Related_to_Energy_Conservation.pdf)
---
### [Means of Access to an Exit](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/means-of-access-to-an-exit/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
It is unlawful to obstruct or impede access to any required means of egress. All required means of egress—including each exit, exit access, and exit discharge—must be continuously maintained free of obstructions and impediments to allow immediate use in the event of fire or other emergency. Students should be reminded to keep backpacks, clothing, and other personal belongings away from aisles and doorways. Maintaining clear pathways to exits is both a legal requirement and a better professional safety practice.
Emergency lighting must be provided for any laboratory work area that requires a second means of access to an exit. Follow the guidelines outlined in the emergency plan and clearly communicate these expectations to students. This is a critical component of fire emergency planning.
**Source**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
---
### [Chemical Hoods and Perchloric Acid](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/chemical-hoods-and-perchloric-acid/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
When perchloric acid is heated above ambient temperature, it produces vapors that can condense and form explosive perchlorates. To reduce this hazard, heating must occur only in a chemical fume hood specifically designed for perchloric acid operations, or in a hood equipped to trap and scrub vapors before they are released through the exhaust system.
The hood, exhaust ductwork, and fan must be acid-resistant, nonreactive, and impervious to perchloric acid. A water-spray wash-down system must be provided to clean the hood interior behind the baffle and the entire exhaust system after each use. This wash-down method is recommended in the [*CRC Handbook of Laboratory Safety*](https://www.amazon.com/Handbook-Laboratory-Safety-Keith-Furr/dp/0849325234).
***Note from Dr. Ken Roy, Science Safety:***
*Perchloric acid should not be present in school laboratories. If it is discovered, arrangements should be made to properly identify, isolate, and remove it from the school as soon as possible.*
**Sources**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
[CRC Handbook of Laboratory Safety](https://www.amazon.com/Handbook-Laboratory-Safety-Keith-Furr/dp/0849325234)
---
### [Signage: Where More Than One Chemical is Present](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/where-more-than-one-chemical-is-present/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
Where more than one chemical is present in a building or specific area, professional judgment shall be exercised to indicate hazard ratings using the following methods:
**Composite Method.**
When many chemicals are present, a single sign shall summarize the maximum ratings contributed by the material(s) in each hazard category, along with any applicable special hazards, for the building and/or area. This means the sign displays the highest value in each hazard category for any chemical at that location. For example, one chemical may present the highest health hazard, while another presents the highest flammability hazard.
**Individual Method.**
When only a few chemicals are present, or when only a limited number are of concern to emergency responders—taking into account factors such as physical form, hazard rating, and quantity—individual signs shall be displayed. The chemical name shall appear below each sign.
**Composite–Individual Combined Method.**
A single sign shall be used to summarize hazard ratings for buildings or larger areas containing numerous chemicals using the Composite Method. Signs based on the Individual Method shall be used for individual rooms or smaller areas within the building that contain limited numbers of chemicals.
**Source**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
---
### [NFPA Rating Explanation Guide](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/interpreting-nfpa-704-codes/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
The purpose of the NFPA 704 codes is to provide a “quick look” at potential hazards. The chart below identifies the **Health**, **Flammability**, and **Reactivity** hazards of materials and indicates the relative severity of each hazard using numerical ratings from four (4), representing severe hazard or extreme danger, to zero (0), representing no required warning.
The bottom quadrant is used to identify special hazards that are important to emergency responders.
**Sources**:
[Sonoma County](https://web.archive.org/web/20220121021246/https://sonomacounty.ca.gov/PRMD/Fire-Prevention/Bulletin-NFPA-704/)
[National Fire Protection Association (NFPA) Rating System, Colorado State University](https://www.fm.colostate.edu/wp-dev/wp-content/uploads/CH-23.NFPA_ratings.pdf)
---
### [Signs Requirements: NFPA 704 Diamond](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/signs-requirements/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
It is highly recommended that, in addition to identifying the laboratory, NFPA 704 hazard diamond signs be posted.
These signs should be conspicuously affixed at entrances to locations where hazardous materials are handled or dispensed in quantities requiring a permit, as well as at other locations designated by the commissioner.
The [National Fire Protection Association (NFPA)](http://www.nfpa.org) is a private, nonprofit organization that produces technical data on fire protection and prevention, including the widely used NFPA diamond, which contains codes representing chemical hazards.
The [NFPA 704 diamond](https://www.nfpa.org/news-blogs-and-articles/blogs/2021/11/05/hazardous-materials-identification)—sometimes referred to as the “fire diamond”—is a standard placard used to quickly identify a chemical’s level of hazard. The sign is divided into four quadrants:
- **Blue** – Health
- **Red** – Flammability
- **Yellow** – Instability/Reactivity
- **White** – Special Hazards
Within the blue, red, and yellow quadrants, a number from 0 to 4 indicates the degree of risk associated with the chemical. The higher the number, the greater the hazard. For some chemicals, the white quadrant contains symbols identifying special hazards.
**Sources**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
[National Fire Protection Association (NFPA)](http://www.nfpa.org)
[Hazardous Materials Identification, NFPA](https://www.nfpa.org/news-blogs-and-articles/blogs/2021/11/05/hazardous-materials-identification)
---
### [Safety Showers, Neutralizing or Absorbing Agents and Curtains](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/safety-showers-neutralizing-or-absorbing-agents-and-curtains/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
Where more than five gallons of corrosive or flammable liquids are stored or handled, fixed overhead or flexible handheld safety showers must be available within the laboratory or located outside the laboratory within 25 feet of the laboratory or storage-room entrance door. In addition, neutralizing or absorbing agents must be provided.
Safety showers must be tested annually, and records of all maintenance must be maintained on site.
Safety showers and eyewash stations must be accessible within 10 seconds of travel time. These units must be flushed weekly in accordance with OSHA guidance and ANSI/ISEA Z358.1-2015, Section 5.5.2.
Curtains and drapes used in laboratories must be documented as either **“flame-proof”** (chemically treated) or **“inherently flame-resistant.”** Documentation must be provided by an individual holding a valid **flame-proofing certificate of fitness.**
**Sources**:
[FDNY D-15](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d15-noe-study-materials.pdf)
[American National Standards Institute (ANSI)](https://www.ansi.org/)
[When Should Safety Showers & Emergency Eyewashes Be Used? (ANSI)](https://blog.ansi.org/ansi/emergency-eyewash-safety-shower-requirements/?_gl=1*1bx34cy*_gcl_au*MjMwMjMzMDc4LjE3NjgyMzExOTk.)
[ANSI Z358.1-2014: Emergency Eyewash & Shower Standard](https://blog.ansi.org/ansi/ansi-z358-1-emergency-eyewash-station-shower/?source=blog)
---
### [Safety Equipment Found in the Lab (3:49)](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/safety-equipment-found-in-the-lab-349/)
**Published:** December 9, 2021
**Author:** admin2025Open
**Content:**
This lesson covers essential **safety equipment found in the science laboratory**, including:
- Safety shower and eyewash station
- Fire extinguisher
- Fire blanket
- First aid kit
- Evacuation route
- Chemical fume hood
Each of these items plays a critical role in minimizing risk and responding effectively to emergencies that may occur during laboratory activities. Knowing **what the equipment is**, **where it is located**, and **how it is used** is foundational to safe practice in any science or STEM learning space
### **Here’s the instructional video that walks through these components:**
**Key safety equipment highlighted in this lesson includes:**
- **Safety Shower & Eyewash Station** – Emergency units designed to flush chemicals from the body and eyes to reduce injury.
- **Fire Extinguisher** – A device used to control or extinguish small fires; essential for any lab where heat, flames, or flammable substances are present.
- **Fire Blanket** – A flame-resistant blanket used to smother small fires or protect individuals from flames.
- **First Aid Kit** – A prepared collection of supplies to treat minor injuries such as cuts, burns, and splashes.
- **Evacuation Route** – Clearly marked exit paths that ensure occupants can leave the lab space quickly and safely during an emergency.
- **Chemical Fume Hood** – A ventilation device that removes hazardous fumes and vapors from the breathing zone to enhance safety during chemical procedures.
These items are not optional extras—they are **essential protections** designed to support rapid response and reduce harm when accidents occur.
**Sources**:
[Safety Equipment / Lab Safety Video Part 2,](https://www.youtube.com/watch?v=IiHEYtnKfF0) [BioNetwork North Carolina Community Colleges](https://www.ncbionetwork.org/)
[Lab Safety Manual: Safety Equipment, Hampshire College](https://www.hampshire.edu/lab-safety-manual-safety-equipment)
[Lab Safety Equipment, Labster](https://theory.labster.com/safety_equipment/)
---
### [Overview: Lab Unit Design and Equipment](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/overview-lab-unit-design-and-equipment/)
**Published:** December 8, 2021
**Author:** admin2025Open
**Content:**
The science and STEM laboratory is a highly specialized space within a school that supports the exploration of scientific concepts and the testing of hypotheses. It is equipped with unique tools, apparatus, and engineering controls that allow curiosity-driven inquiry to take place safely. Within the laboratory, numerous safety systems and products are designed for use during emergency or unexpected situations. Because of their importance to regulatory compliance, signage and signaling devices that visually identify the locations of safety equipment for teachers and students are emphasized in legislation and safety standards.
In this module, we will explore the use of signage for key components of your existing laboratory safety program, including fire extinguishers, fire blankets, first aid kits, chemical spill kits, eyewash stations, drench showers, fume hoods, broken-glass containers, and clearly marked exits. These features are designed to minimize the time required to locate and use safety equipment in the event of a flood, fire, chemical spill, accidental injury, or other emergency.
This module will help you examine the safety resources already present in your science and STEM spaces, so you can develop a deeper understanding and appreciation of how these resources support safe teaching and learning environments.
---
### [Conclusion: Right to Know Laws](https://sciencesafety.com/courses/right-to-know-laws/lessons/conclusion/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
There are many related **“Right to Understand”** laws in place to provide added layers of safety, security, and hazard communication for employees. While these laws are written for employees and employers, students are considered an extension of the employee while in the laboratory as a better professional safety practice—meaning they deserve and are entitled to the same access and visibility to hazard prevention strategies afforded to teachers (employees).
These Right to Understand (formerly Right to Know) laws have basic tenets summarized from the following legislation:
- **[OSHA CFR 29 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) – The Laboratory Standard**
- **[OSHA CFR 29 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200) – Hazard Communication Standard (HazCom)**
Science activities—including hands-on investigations, explorations, and demonstrations—are essential for high-quality K–12 science instruction and occur in a variety of locations both inside and outside schools, including science classrooms, laboratories, and field settings (Bass, Yumol, and Hazer 2011). These activities build student knowledge and skills in science and address the nation’s critical need for high-quality education in science, technology, engineering, and mathematics (STEM) subjects. These skills are further supported by the Next Generation Science Standards (NGSS) (NGSS Lead States 2013).
Inherent in conducting science activities, however, is the potential for injury. The [National Science Teachers Association (NSTA)](https://www.nsta.org/) encourages K–12 school leaders and teachers to promote and support the use of science activities in instruction while working to avoid and reduce injury. NSTA provides guidelines for school leaders—including principals, assistant principals, school and district science supervisors, superintendents, board of education members, and others—to develop safety programs that include effective chemical management, safety training for teachers and staff, and school environments that are as safe as possible.
NSTA recommends that science educators—including those at the elementary level—adhere to the better professional practices and legal safety standards outlined below and be proactive in ensuring that school and district leaders are aware of and complying with these expectations. While these recommendations are geared toward K–12 school systems, NSTA also encourages institutions of higher education to adopt similarly robust guidelines and provide adequate safety training for preservice teachers.
NSTA further recommends that teachers and school leaders visit the NSTA Safety Portal for up-to-date information on safety issues and guidelines. Comprehensive safety programs are essential tools in reducing injury during science activities. School district leaders are responsible for developing and adopting programs that include safety policies and procedures consistent with better professional practices and legal safety standards.
NSTA recommends that school districts develop safety programs based on the following guidelines:
Safety programs should be consistent with the **Duty of Care** (NSTA Safety Advisory Board 2014a) as applied to engineering controls (e.g., fume hoods, fire extinguishers), administrative procedures (e.g., chemical management policies and emergency procedures), and personal protective equipment (e.g., safety goggles, gloves). Safety programs should also include a **Chemical Hygiene Plan** that ensures proper management of hazardous chemical and biological materials, including appropriate selection, storage, inventory, use, and disposal.
Program procedures should meet or exceed standards adopted by federal agencies such as the[ Environmental Protection Agency (EPA)](https://www.epa.gov/) and the [Occupational Safety and Health Administration (OSHA)](https://www.osha.gov/); professional standards organizations such as the [National Fire Protection Association (NFPA)](https://www.nfpa.org/en),[ International Code Council (ICC)](https://www.iccsafe.org/), and the [American National Standards Institute (ANSI)](https://www.ansi.org/); professional teacher associations such as NSTA, the [National Science Education Leadership Association (NSELA)](https://www.nsela.org/), and the [American Chemical Society (ACS)](https://www.acs.org/); and applicable state and local agencies.
All school employees, independent contractors, and emergency personnel should have direct access to Safety Data Sheets (SDS), or other updated guidelines, for all hazardous chemicals used in instruction. SDS outline recommended practices for safer chemical handling and use. OSHA publishes these guidelines and has adopted the [Globally Harmonized System of Classification and Labeling of Chemicals (GHS)](https://www.osha.gov/hazcom/global).
School districts should designate one or more Chemical Hygiene Officers—or equivalent personnel—who possess the knowledge and training necessary to oversee and monitor implementation of the Chemical Hygiene Plan. NSTA encourages all school districts, including those not covered under OSHA’s Laboratory Standard (OSHA 1990), to voluntarily comply with this standard to promote safer working and learning environments.
School district officials—including principals, assistant principals, science supervisors, superintendents, and board of education members—share responsibility for establishing, promoting, maintaining, and updating safety programs to reflect changes in legal safety standards and better professional practices. District officials should also inform teachers of the nature and limits of professional liability and/or tort insurance held by the school district (NSTA 2007a).
Safety training is essential to ensure that science activities are conducted in the safest manner possible. NSTA recommends that all teachers and others responsible for student and staff safety receive appropriate and ongoing training related to engineering controls, personal protective equipment, safety procedures, and all components of the safety plan.
School districts, as employers, have the legal responsibility to conduct districtwide science safety training for all K–12 science teachers upon their initial assignment to classrooms, laboratories, or storerooms where hazardous chemicals are present and before assignments involving new exposure situations. In addition, training should occur annually so teachers can review, discuss, and update safety programs; share experiences and better professional practices; and receive legal updates and other relevant information related to science instruction and safety.
All science teachers should have the opportunity to participate in the design and implementation of safety training programs that meet the goals outlined in the school district’s overall safety program, including the Chemical Hygiene Plan. Safety training programs should address the legal duty or standard of care owed by teachers to students (NSTA 2007b) and include applicable state safety regulations and school board policies governing science classrooms. Safety training programs should also include methods for reducing the risk of injury from exposure to blood-borne pathogens and other potentially infectious materials (OPIM) ([OSHA 1992](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1030)). Safety training should include strategies for accommodating students with academic, remedial, or physical needs, as well as English Language Learners. Training programs should further help teachers learn to understand and apply the contents of Safety Data Sheets (SDS) or other guidelines when preparing for hazardous chemical use.
**NSTA recommends the following practices to establish and maintain the safest possible environment for science activities:**
All schools, even when not legally required, should provide appropriate safety engineering controls (e.g., eyewash stations and showers, fume hoods, ventilation systems, and fire extinguishers); administrative procedures (e.g., chemical management policies and emergency procedures); and personal protective equipment (e.g., goggles, gloves, and aprons). Teachers should identify, document, and notify school and district officials about existing or potential safety concerns that affect the teaching and learning environment—including hazards such as class sizes that violate occupancy load codes (ICC 2012; NFPA 2015), an insufficient number of laboratories, or laboratories of inadequate size (NSTA 2014b); practices contrary to safety research (West and Kennedy 2014); defective equipment; or improper facility design (Motz, Biehle, and West 2007)—and provide recommendations to correct these issues.
School leaders and teachers should consult research identifying three major safety concerns related to overcrowding: adult supervision, individual workspace area, and the occupancy load for which the space was designed. Classes with more than 24 students engaged in science activities cannot safely be supervised by one teacher. Research further shows that accidents increase significantly as enrollment exceeds 24 students or when inadequate individual workspace is provided (West and Kennedy 2014). For additional guidance, educators should consult *Overcrowding in the Instructional Space* and related documents available through the NSTA Safety Portal.
Teachers should assess safety risks for each proposed learning activity—such as exceeded occupancy limits or inoperable engineering controls—and make appropriate modifications when needed. Teachers should eliminate activities when, in their professional judgment, they cannot be conducted safely even with modifications (NSTA 2014b). School districts should not discipline teachers for exercising such judgment in an objectively reasonable manner.
Materials intended for human consumption, including food or drink, should not be permitted in any laboratory or instructional space where laboratory activities will occur or where hazardous chemical, physical, or biological hazards have been present. No science activities involving chemical or bacterial hazards should take place in cafeterias or other areas designated for food consumption.
Teachers should know and understand the “Duty or Standard of Care,” defined as a legal obligation requiring conformance to a certain standard of conduct to protect others against unreasonable risk (NSTA Safety Advisory Board 2014a). Teachers should advise students regarding appropriate safety precautions when working with hazardous chemicals. School administrators should notify teachers of student health concerns that may place a student or others at risk, in accordance with applicable privacy legislation.
School district leaders and teachers should send written safety acknowledgment forms to parents and guardians outlining legal safety regulations and better professional practices followed in science instruction (NSTA Safety Advisory Board 2013). These forms should be retained for the length of time required by state statutes of limitations.
Teachers should plan field experiences to be as safe as possible by reviewing school board policies prior to trips and conducting advance site visits to assess potential hazards. Teachers should also ensure that all substances used in any activity are appropriate for students’ developmental levels and suitable for the available school science facilities.
**Sources**:
[NSTA PS Safety and School Science Instruction](https://sciencesafety.com/wp-content/uploads/2026/01/NSTA_position-statement_Safety-and-School-Science-Instruction_v2.pdf) *(updated April 2024)*
[OSHA CFR 29 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450) – The Laboratory Standard
[OSHA](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200)[ CFR 29 1910.1200](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200) – Hazard Communication Standard (HazCom)
[OSHA CFR 1910.1030](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1030) – Bloodborne Pathogens
[National Science Teachers Association (NSTA)](https://www.nsta.org/)
[ Environmental Protection Agency (EPA)](https://www.epa.gov/)
[Occupational Safety and Health Administration (OSHA)](https://www.osha.gov/)
[National Fire Protection Association (NFPA)](https://www.nfpa.org/en)
[ International Code Council (ICC)](https://www.iccsafe.org/)
[American National Standards Institute (ANSI)](https://www.ansi.org/)
[National Science Education Leadership Association (NSELA)](https://www.nsela.org/)
[American Chemical Society (ACS)](https://www.acs.org/)
[Globally Harmonized System of Classification and Labeling of Chemicals (GHS)](https://www.osha.gov/hazcom/global)
[Reducing the Risks of Liability in the Lab (NSTA)](https://www.nsta.org/blog/reducing-risk-liability-lab)
---
### [Major Requirements](https://sciencesafety.com/courses/right-to-know-laws/lessons/major-requirements/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
Science activities including hands-on investigations, fieldwork, and classroom demonstrations are essential to high-quality K–12 instruction and occur in many settings, such as science classrooms, laboratories, and outdoor environments (Bass, Yumol, and Hazer 2011). These experiences help build student knowledge and skills in science and address national priorities in science, technology, engineering, and mathematics (STEM). They are also aligned with the [**Next Generation Science Standards (NGSS)**](https://www.nextgenscience.org/) ([NGSS Lead States 2013](https://www.nextgenscience.org/news/final-next-generation-science-standards-released)).
At the same time, conducting science activities inherently carries some risk. Without proper planning, training, and safeguards, injuries can occur.
The [**National Science Teachers Association (NSTA)**](https://www.nsta.org/) encourages school leaders and educators to promote active science learning while also working deliberately to prevent and reduce accidents. To support this goal, NSTA provides guidance for principals, assistant principals, district science supervisors, superintendents, board members, and other administrators to:
- Develop comprehensive laboratory safety programs
- Ensure effective chemical management systems
- Implement ongoing safety training for teachers and staff
- Create learning environments that minimize hazards
NSTA further recommends that all science educators—including those at the elementary level—follow established legal safety standards and recognized professional best practices. Teachers are urged to be proactive in communicating safety needs to school and district leaders and ensuring that these expectations are consistently upheld.
Although these recommendations focus primarily on K–12 settings, NSTA also encourages institutions of higher education to adopt similarly rigorous safety practices and to provide thorough laboratory safety training for preservice teachers.
Educators and school leaders are encouraged to consult the [**NSTA Safety Portal** ](https://www.nsta.org/topics/safety)regularly for the most current safety guidance, regulatory updates, and professional resources.
###
###
### **Declarations**
Comprehensive safety programs are important tools in reducing injury during science activities. School district leaders are responsible for developing and adopting a comprehensive safety program that includes policies and procedures consistent with best professional practices and legal safety standards. NSTA recommends that school districts develop safety programs based on the following guidelines:
- Safety programs should be consistent with the [Duty of Care](https://sciencesafety.com/wp-content/uploads/2023/12/NSTA-Statement-and-Standard-dutyofcare.pdf) (NSTA Safety Advisory Board 2014a) as applied to [engineering controls](https://www.osha.gov/SLTC/etools/safetyhealth/comp3.html#Engineering%20Controls) (e.g, fume hoods, fire extinguishers, etc.), administrative procedures (e.g, chemical management policies and emergency procedures), and [personal protective equipment](https://www.osha.gov/SLTC/personalprotectiveequipment/) (safety goggles, gloves, etc.).
- Safety programs should include a [Chemical Hygiene Plan](https://sciencesafety.com/wp-content/uploads/2023/12/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf) that allows for the proper management of hazardous chemical and biological materials (e.g, appropriate selection, storage, inventory, use, and disposal). Program procedures should meet or exceed existing standards adopted from federal government agencies, such as the Environmental Protection Agency (EPA), and Occupational Safety and Health Administration (OSHA); professional material standards associations, such as the National Fire Protection Association (NFPA), International Code Council (ICC), and the American National Standards Institute (ANSI); professional teacher associations, such as NSTA, the National Science Education Leadership Association (NSELA), and the American Chemical Society (ACS); and/or appropriate state and local agencies.
- All school employees, independent contractors, and emergency personnel should have direct access to [Safety Data Sheets](https://sciencesafety.com/wp-content/uploads/2023/12/Hazard-Communication-Standard-Safety-Data-Sheets-OSHA3514.pdf) (SDS) or other similar updated guidelines for all hazardous chemicals used in instruction. SDS set forth guidelines for the safer handling and use of chemicals. OSHA publishes these guidelines and has adopted a new system titled the Globally Harmonized System of Classification and Labeling of Chemicals (GHS).
- School districts should designate one or more chemical hygiene officers, or someone equivalent, who has the knowledge and training to monitor and oversee the implementation of a Chemical Hygiene Plan. NSTA encourages all school districts, including those not covered under OSHA’s Laboratory Standard (OSHA 1990), to comply with this laboratory standard for a safer working and learning environment.
- School district officials, such as principals, assistant principals, science supervisors, superintendents, and board of education members, must share the responsibility of establishing, promoting, maintaining, and updating safety programs to include changes in legal safety standards and better professional practices.
- School district officials should inform teachers of the nature and limits of applicable professional liability and/or tort insurance held by the school district (NSTA 2007a).
Safety training is essential to ensure that science activities are conducted as safely as possible. NSTA recommends the following for safety training programs:
- All teachers and others responsible for the safety of students and other personnel should receive necessary, appropriate, and ongoing training related to the operation of the engineering controls, personal protective equipment, safety procedures, and all safety plan components.
- School districts, as employers, have the legal responsibility to conduct district-wide science safety training for all K–12 science teachers upon their initial assignments to classrooms, labs, or storerooms where hazardous chemicals are present and prior to assignments involving new exposure situations. In addition, training should occur annually so teachers can review, discuss, and update the safety program, share experiences and best professional practices, and receive legal updates and other information related to science instruction and safety.
- All teachers of science should have the opportunity to participate in the design and implementation of safety training programs that meet the goals set forth in the school district’s overall safety program, including the Chemical Hygiene Plan. (or Environmental Hygiene Plan)
- Safety training programs should cover the legal duty or standard of care owed by teachers to students (NSTA 2007b) and include state safety regulations and all school board policies applicable to the science classroom.
- Safety training programs should include ways to reduce the risk of injury from exposure to bloodborne pathogens and other potentially infectious materials (OPIM) (OSHA 1992).
- Safety training should include strategies for accommodating students with academic, remedial, or physical needs and those who are English Language Learners.
- Safety training programs should help teachers learn how to understand and apply the contents of SDS or other guidelines in preparation for hazardous chemical use.
**NSTA recommends the following to establish and maintain the safest possible environment for science activities related to the Right to Understand laws in place:**
- All schools, even if not required by law, should provide appropriate safety engineering controls (e.g, eyewash stations/showers, fume hoods, ventilation systems, and extinguishers); procedures (e.g, chemical management policies and emergency procedures); and personal protective equipment (e.g, goggles, gloves, and aprons).
- Teachers should identify, document, and notify school and district officials about existing or potential safety issues that impact the teaching and learning environment—including hazards such as class sizes in violation of occupancy load codes (ICC 2012, NFPA 2015), an insufficient number of labs, or labs of insufficient size ([NSTA 2014b](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-and-School-Science-Instruction-NSTA-PositionStatement_Safety.pdf)); practices that are contrary to safety research (West and Kennedy 2014); inadequate or defective equipment; or improper facility design (Motz, Biehle, and West 2007)—and give necessary recommendations to correct or rectify the issue.
- School leaders and teachers should consult research that identifies three safety concerns regarding overcrowding: adult supervision, individual workspace area, and occupancy load for which the space was designed. Classes with more than 24 students engaged in science activities cannot be safely supervised by a single teacher. Additionally, research data show that accidents rise dramatically as class enrollments exceed 24 students or when an inadequate individual workspace is provided (West and Kennedy 2014). For more information, visit [Overcrowding in the Instructional Space](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-and-School-Science-Instruction-NSTA-PositionStatement_Safety.pdf) and other documents located in the [NSTA Safety Portal](https://www.nsta.org/topics/safety).
- Teachers should assess the safety risks (e.g, overcrowding, such as surpassed occupancy load limits, inoperable engineering controls, etc.) for each proposed learning activity and make appropriate modifications when needed. Teachers should eliminate an activity if, in exercising their professional judgment, they believe the activity cannot be performed safely with modification (NSTA 2014b). The school district should not discipline the teacher for exercising such judgment in an objectively reasonable manner.
- Materials intended for human consumption, including food and/or drink, should not be permitted in any laboratory or instructional classroom space where laboratory activities will be conducted or where hazardous chemicals or physical/biological hazards have been used.
- No science activities involving chemical or bacterial hazards should take place in cafeterias or other areas specifically designed for food consumption.
- Teachers should know and understand the “Duty or Standard of Care,” which is defined as an obligation recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (NSTA Safety Advisory Board 2014a).
- Teachers should advise students about appropriate safety precautions when using hazardous chemicals.
- School administrators should notify teachers of student health concerns that may place a student or others at risk in accordance with existing privacy legislation.
- School district leaders and teachers should send written safety acknowledgment forms to parents and guardians regarding legal safety regulations and better professional practices to be followed in science instruction (NSTA Safety Advisory Board 2013). The safety acknowledgment forms should be kept on file for the period required by the individual state statute of limitations.
- Teachers should plan for field experiences that are as safe as possible by checking school board policy prior to the trip, making an advance visit to assess any safety hazards.
- Teachers should ensure that all substances used for any activity are appropriate for both the developmental age of students and for use in the available school science facility.
**Sources**:
[NSTA Safety and School Instruction](https://www.nsta.org/nstas-official-positions/safety-and-school-science-instruction)
[National Science Teachers Association (NSTA)](https://www.nsta.org/)
[Laboratory Safety Chemical Hygiene Plan (CHP), OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf)
[Next Generation Science Standards (NGSS)](https://www.nextgenscience.org/)
---
### [GHS Revision: Labels and Safety Data Sheets](https://sciencesafety.com/courses/right-to-know-laws/lessons/ghs-revision/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
Please review this resource summarizing updates to the **Globally Harmonized System of Classification and Labeling of Chemicals (GHS)**. The document explains how OSHA revised its Hazard Communication Standard to align with United Nations GHS requirements, including **new label elements** and a **standardized 16-section Safety Data Sheet (SDS) format,** as outlined in [Globally Harmonized System Revisions to Labels and Safety Data Sheets.](https://ehs.stanford.edu/forms-tools/globally-harmonized-system-revisions-to-labels-and-safety-data-sheets)
### What GHS Requires on Chemical Labels
GHS-compliant labels must include:
- **Product identifier**
- **Signal word** (Danger or Warning)
- **Hazard statements**
- **Precautionary statements**
- **Supplier information**
- **Pictograms** communicating specific hazards such as flammability, toxicity, corrosives, oxidizers, or carcinogenicity, as shown in the label diagram in [Globally Harmonized System Revisions to Labels and Safety Data Sheets.](https://ehs.stanford.edu/forms-tools/globally-harmonized-system-revisions-to-labels-and-safety-data-sheets)
These pictograms provide **immediate visual warning** to laboratory personnel—even before reading the full label.
### Safety Data Sheets (SDS) Updates
Manufacturers and distributors must supply SDS documents using a **standardized 16-section format**, including:
- Identification
- Hazard(s) identification
- First-aid measures
- Fire-fighting measures
- Handling and storage
- Exposure controls/PPE
- Toxicological information
- Disposal and transport details
This full SDS structure is described in [Globally Harmonized System Revisions to Labels and Safety Data Sheets.](https://ehs.stanford.edu/forms-tools/globally-harmonized-system-revisions-to-labels-and-safety-data-sheets)
### Why This Matters in Schools and Laboratories
All chemicals in instructional laboratories should:
- Display **GHS-compliant labels**
- Include **current SDS documents**
- Feature appropriate **hazard pictograms**
- Be supported by staff training on label interpretation
GHS adoption is now a foundational part of chemical safety programs worldwide and forms the basis for hazard communication in U.S. educational laboratories.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/07/GHS\_revisions\_to\_labels\_and\_SDSs-1.pdf” title=”GHS\_revisions\_to\_labels\_and\_SDSs”\]
**Sources**:
[Globally Harmonized System Revisions to Labels and Safety Data Sheets, Stanford University, Science Safety](https://ehs.stanford.edu/forms-tools/globally-harmonized-system-revisions-to-labels-and-safety-data-sheets)
[Globally Harmonized System Pictograms Guide, Stanford Environmental Health & Safety](https://ehs.stanford.edu/forms-tools/globally-harmonized-system-pictograms-guide)
---
### [Right-to-Understand Laws](https://sciencesafety.com/courses/right-to-know-laws/lessons/right-to-know-laws/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
The standard that once focused on workers’ “right to know” now emphasizes their **right to understand** chemical hazards in the workplace.
OSHA’s [**Hazard Communication Standard (HCS)** ](https://www.osha.gov/hazcom)has been aligned with the **Globally Harmonized System of Classification and Labeling of Chemicals (GHS)**. This alignment establishes a consistent, internationally recognized approach to classifying chemical hazards and communicating those hazards through standardized labels and Safety Data Sheets (SDSs).
According to OSHA, this update improves clarity and consistency for workers, reduces trade barriers, supports productivity for organizations that handle hazardous chemicals, and helps control costs associated with updating SDSs and labels.
## **Hazard Communication Standard (HCS): What It Requires**
To ensure chemical safety in the workplace, information about the identities and hazards of chemicals must be **available, accessible, and understandable** to employees.
[OSHA’s HCS](https://www.osha.gov/hazcom) requires that:
- **Chemical manufacturers and importers** evaluate the hazards of the chemicals they produce or import and prepare compliant labels and Safety Data Sheets.
- **Employers** maintain labels and SDSs for hazardous chemicals in the workplace and provide training so employees can handle those chemicals safely.
## **Major Elements of the Hazard Communication Standard**
### **Hazard Classification**
Manufacturers and importers must apply specific criteria to classify:
- Health hazards
- Physical hazards
- Hazards of chemical mixtures
### **Labels**
Chemical containers must include:
- A standardized **signal word** (Danger or Warning)
- One or more **pictograms**
- **Hazard statements** describing the nature of the hazard
- **Precautionary statements** explaining safe handling, storage, and emergency response
### **Safety Data Sheets (SDS)**
Safety Data Sheets must follow a uniform **16-section format**, making it easier for workers and emergency responders to locate critical safety information.
### **Information and Training**
Employers must train workers on:
- The meaning of label elements and pictograms
- How to read and use SDSs
- How chemical hazards apply to their specific job tasks
#### **CHO Practice Note:**
In school and laboratory environments, the Chemical Hygiene Officer plays a critical role in ensuring:
- SDS access for all hazardous chemicals
- Proper container labeling
- Staff training and documentation
- Alignment with district policies and the Chemical Hygiene Plan
- Annual review of hazard communication procedures
**Source**:
[Hazard Communication, OSHA](https://www.osha.gov/hazcom)
[Globally Harmonized System of Classification and Labelling of Chemicals (GHS), UNECE](https://unece.org/about-ghs)
[Foundation of Workplace Chemical Safety Programs, OSHA](https://www.osha.gov/hazcom/global)
[Hazard Communication Standard: Safety Data Sheets, OSHA](https://www.osha.gov/sites/default/files/publications/OSHA3514.pdf)
**Categories:** Right to Understand
---
### [Respirators, Pathogens, and More](https://sciencesafety.com/courses/ppe/lessons/respirators-pathogens-and-more/)
**Published:** February 1, 2023
**Author:** admin2025Open
**Content:**
### **N95 Respirators and Surgical Masks**
View the following overview video on respirators and masks:
An **N95 respirator** is a respiratory protective device designed to achieve a close facial fit and to efficiently filter airborne particles.
The designation **“[N95](https://www.fda.gov/medical-devices/personal-protective-equipment-infection-control/n95-respirators-surgical-masks-face-masks-and-barrier-face-coverings)”** indicates that, when properly tested, the respirator filters at least **95% of airborne particles** with a median diameter of 0.3 microns.
N95 respirators are commonly used in healthcare and emergency response environments when there is a risk of inhaling **infectious aerosols**, including during **aerosol-generating procedures (AGPs)** such as intubation, suctioning, or certain medical treatments.
In school and laboratory environments, respirators may be required when hazards cannot be adequately controlled by engineering or administrative controls. **Any required respirator use triggers OSHA Respiratory Protection Program requirements**, including:
- Medical evaluation
- Fit testing
- Training
- Program documentation
*CHO oversight is essential whenever respiratory protection is considered.*
### **BBP and PPE**
The **OSHA Bloodborne Pathogens Standard[ (29 CFR 1910.1030)](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1030)** and CDC Standard Precautions require the use of appropriate PPE to protect workers from exposure to potentially infectious materials.
This includes:
- Gloves
- Gowns or lab coats
- Masks or respirators
- Eye protection (goggles)
- Face shields
### **Using Personal Protective Equipment (PPE) in Labs**
Appropriate selection and use of PPE are critical for reducing exposure to biological, chemical, and physical hazards in laboratory environments.
View the following PPE overview video:
**Sources**:
[Minnesota Department of Health](https://www.health.state.mn.us/facilities/patientsafety/infectioncontrol/ppe/comp/masks.html)
[How to put on and take off N95 and surgical masks, Miami Herald](https://www.youtube.com/watch?v=v4KhgqWA9xw)
[Bloodborne Pathogens – Personal Protective Equipment (PPE), Oregon Occupational Safety & Health (Oregon OSHA)](https://www.youtube.com/watch?v=hSYYWY3Hgjc)
[Bloodborne Pathogens / Worker protections against occupational exposure to infectious diseases, OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/Bloodborne-Pathogens-Worker-protections-against-occupational-exposure-to-infectious-diseases-_-Occupational-Safety-and-Health-Administration.pdf)
[1910.1030 – Bloodborne pathogens, OSHA](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1030)
[Using Personal Protective Equipment (PPE) in Labs, Texas Tech University Environmental Health and Safety](https://www.youtube.com/watch?v=XfZEaqR6Ulo)
[N95 Respirators, Surgical Masks, Face Masks, and Barrier Face Coverings, U.S. Food and Drug](https://www.fda.gov/medical-devices/personal-protective-equipment-infection-control/n95-respirators-surgical-masks-face-masks-and-barrier-face-coverings)
---
### [Eye Protection: Legalities & Sanitization](https://sciencesafety.com/courses/ppe/lessons/eye-protection-legalities-sanitization/)
**Published:** February 1, 2023
**Author:** admin2025Open
**Content:**
### **Eye Protection Requirements**
Special Circular No. A-732 (October 1, 1979)
Regulation of the Chancellor
1\. This regulation incorporates the regulations of the [Commissioner of Education that pertain to eye safety devices (Section 141.10).](https://www.brockport.edu/live/profiles/5267-eye-safety-policy) Goggles are to be worn by all pupils, teachers, and visitors observing or engaging in the activities which involve the following:
1.1. Hot solids, liquids, or molten metal; or
1.2. Milling, sawing, turning, shaping, cutting, or stamping of any solid materials; or
1.3. Heat treatment, tempering, or kiln firing of any metal or other materials; or
1.4. Gas or electric arc welding; or
1.5. Repairing or servicing of any vehicle; or
1.6. Caustic or explosive chemicals or materials.
2\. Eye safety devices within the meaning of this regulation include face shields, goggles, safety glasses, welding helmets, hoods, and other specialized equipment. These devices must meet the American National Standard Practice for Occupational and Educational Eye and Face Protection, 287.1-1968, promulgated by the American National Standards Institute, Inc.
3\. Teachers involved in the above categories shall ensure that children under their jurisdiction use the goggles provided for them in all of the listed processes and any other activities that might create a hazardous condition for their eyes. Those eye protective devices listed by the Bureau of Supplies are acceptable under this regulation.
## **Goggles and Masks**
This video demonstrates correct eye protection use **in conjunction with face masks**:
##
## **Sanitizing and Disinfecting Goggles**
Always follow the **manufacturer’s cleaning recommendations**, as materials vary by lens type and frame construction.
Goggles may be sanitized or disinfected using **soap, chemical disinfectants, or UV light**, depending on district protocols.
### **Cleaning Methods**
#### **Soap and Water**
- Wash goggles with dishwashing detergent and warm water
- Rinse thoroughly and allow to air dry
- Use a **soft-bristle brush** for debris
- Avoid abrasive towels that may scratch lenses
#### **Chemical Disinfection**
- Mild bleach solution:
- **2 teaspoons bleach per gallon of water**, or
- **½ tablespoon bleach per pint of water** for higher disinfection levels
- Follow district approval and Chemical Hygiene Plan procedures
- Common practice (“Lysol Dip” method):
- **1¼ ounces disinfectant per gallon of water**
- Immerse goggles for **10 minutes**
- Rinse with clean water and air dry
- Approved disinfectants should align with the [**EPA List N**](https://www.epa.gov/coronavirus-and-disinfectants/list-n-advanced-search-page-disinfectants-coronavirus-covid-19)
#### **UV Light Sanitization**
- UV-C cabinets can disinfect goggles in approximately **5 minutes**
- Kills **99% of bacteria**, but:
- Does **not remove dirt, debris, or chemical residue**
- Requires pre-cleaning when visibly soiled
- Safety features must automatically shut off the UV light if the doors are opened
#### **CHO Practice Reminder:**
*Sanitization procedures must be:*
- *Approved by the district*
- *Documented in the Chemical Hygiene Plan*
- *Consistent with manufacturer and regulatory guidance*
**Sources**:
[Science Safety Guide, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[Eye Safety Checklist, CDC](https://stacks.cdc.gov/view/cdc/39940)
[2019-2020 Alabama K-12 Science Safety Guidelines](https://www.alabamaachieves.org/wp-content/uploads/2021/03/May-20-Alabama-k12-science-safety-guidelines.pdf)
[OSHA Eye and Face Protection](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.133)
[Eye Safety Policy, SUNY Brockport](https://www.brockport.edu/live/profiles/5267-eye-safety-policy)
[Eye and Face Protective Devices, Nebraska Department of Education](https://www.education.ne.gov/wp-content/uploads/2024/07/Eye-Safety-poster-11x15-no-bleed_v2.pdf)
[EPA List N](https://www.epa.gov/coronavirus-and-disinfectants/list-n-advanced-search-page-disinfectants-coronavirus-covid-19)
[UNODC Laboratory: Correct use of eye protection with an N95 particulate mask, UNODC (video)](https://www.youtube.com/watch?v=TXjHrCXExUs)
[Eye and Face Protection, The Ohio State University](https://ohioline.osu.edu/factsheet/aex-7906)
---
### [Eye Protection: Types and Uses](https://sciencesafety.com/courses/ppe/lessons/eye-protection-types-and-uses/)
**Published:** February 1, 2023
**Author:** admin2025Open
**Content:**
Approved and certified eye protection **must be worn by all individuals**—students, educators, staff, and visitors—whenever laboratory activities present a potential eye hazard.
If **chemicals, glassware, heat, or pressurized systems** are in use, **ANSI/ISEA Z87.1 D3–2020 certified chemical splash goggles with indirect venting** are required. This is a **legal safety standard**, a recognized professional best practice, and a critical liability safeguard in laboratory environments.
### **Standards and Compliance**
All protective eye and face protection devices must:
- Comply with **ANSI/ISEA Z87.1 D3–2020**, *American National Standard Practice for Occupational and Educational Eye and Face Protection*
- Be **clearly marked** to identify the manufacturer and certification
- Be **appropriate for the specific hazard** involved in the planned activity
Eye protection must be inspected **before each use**. Lenses, frames, straps, and vents should be checked for damage, residue, cracking, or improper fit. Any damaged or compromised eyewear must be **removed from service immediately and replaced**.
No laboratory activity should proceed unless eye protection is worn **correctly and continuously**.
## **Types of Eyewear**
### **Prescription Safety Eyewear**
OSHA regulations require that individuals who wear prescription lenses and are exposed to eye hazards must use:
- Eye protection that **incorporates the prescription**, or
- Eye protection designed to be worn **over prescription lenses** without disturbing their position
All prescription safety eyewear must comply with **ANSI/ISEA Z87.1 D3–2020**.
**Note:** Contact lenses alone **do not constitute eye protection**.
### **Safety Glasses**
Safety glasses protect against **moderate impact hazards**, such as:
- Flying particles
- Broken glass
- Grinding, sawing, or scaling operations
- Minor splashes
Side shields are required when hazards may originate from the side.
Safety glasses **do not provide adequate protection** for activities involving:
- Chemical pouring or mixing
- Stirring liquids
- Corrosive or bulk chemical use
In these situations, **chemical splash goggles are required**.
Only **district-approved, ANSI-marked safety glasses** may be used. Eyewear without proper certification markings **cannot be used for liability or compliance purposes**.
### **Chemical Splash Goggles**
Certified chemical splash goggles provide protection against:
- Chemical splashes
- Corrosive materials
- Bulk liquid transfer
Appropriate goggles feature **indirect venting**, preventing liquids from entering the eye area while allowing airflow.
**Important distinction:**
Goggles designed for woodworking or dust protection—often identified by multiple perforations—are **not appropriate for chemical use** and must never be substituted.
In science laboratories, **ANSI/ISEA Z87.1 D3–2020 chemical splash goggles with indirect vents are the gold standard** and should be the default eye protection for teachers and students when working with chemicals, heat, or glassware.
### **Welder’s and Chipper’s Goggles**
- **Welder’s goggles** protect against sparks, splashing metals, and harmful light radiation. Lenses are impact-resistant and available in graduated shades.
- **Chipper’s/Grinder’s goggles** protect against flying particles and include dual eyecups with impact-resistant lenses.
These are commonly required in **technical education programs**, fabrication labs, and engineering spaces where projectiles or sparks may occur.
### **Face Shields**
Face shields provide **additional protection** to the eyes and face and must be used **in conjunction with** primary eye protection, such as safety glasses or chemical splash goggles.
They are appropriate when protection is needed from:
- Flying debris
- Chemical or biological splashes
- Metal sparks
Face shields **must never be used alone** and are **not a substitute** for certified eye protection.
**Mesh face shields are not suitable for chemical use.**
### **Welding Shields**
Welding shields offer enhanced protection from:
- Infrared and radiant light
- Metal splatter and slag
- Welding, brazing, soldering, and cutting operations
Proper **filter lenses** are required. Tinted lenses are **not sufficient** unless specifically marked as filter lenses.
Inspect shields, goggles, and lenses regularly and remove from service if damage is observed.
### **LASER Eye Protection**
No single pair of safety glasses provides protection against all LASER systems.
LASER eye protection must be selected based on:
- Wavelength
- Power level
- Exposure duration
Only eyewear specifically rated for the LASER system in use provides adequate protection.
**CHO Practice Reminder:** *Eye protection selection is a **hazard-based decision**, not a preference.*
*The CHO is responsible for ensuring that **appropriate, certified, and task-specific eye protection** is used consistently in laboratory and technical learning environments.*
**Source**:
[Cornell University](https://ehs.cornell.edu/research-safety/chemical-safety/laboratory-safety-manual/chapter-3-personal-protective-3)
[ANSI/ISEA Z87.1-2020: Current Standard for Safety Glasses](https://blog.ansi.org/ansi/ansi-isea-z87-1-2020-safety-glasses-eye-protection/)
[OSHA Eye and Face Protection](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.133)
---
### [Gloves](https://sciencesafety.com/courses/ppe/lessons/gloves/)
**Published:** February 1, 2023
**Author:** admin2025Open
**Content:**
### **Glove Types for Laboratory Activities**
The most commonly used personal protective equipment in schools is gloves—primarily **latex** and **nitrile**.
When reviewing Safety Data Sheets (SDS), glove recommendations are typically based on an **8-hour occupational exposure period**. While students are unlikely to experience continuous contact for that length of time in school laboratories, these standards are based on workplace safety guidance and provide an important benchmark for protection.
Not all gloves are appropriate for handling every chemical or biological material. The SDS for each substance specifies compatible glove materials and must be consulted **before** any laboratory activity.
Watch the following video on glove use in laboratory settings and reflect on how glove type affects protection:
###
### **Vinyl Gloves**
Vinyl gloves provide resistance to water, oils, and fats and are commonly used in elementary and middle school settings or for handling preserved specimens.
However, PVC (vinyl) gloves offer **minimal chemical resistance** and are best suited for **light-duty applications** that do not involve hazardous chemicals.
### **School Supply Practices**
School nurses typically maintain supplies of latex or nitrile gloves. However, science and STEM departments should maintain their **own dedicated PPE inventory**, including gloves appropriate for various laboratory activities.
Keep glove boxes readily accessible in the classroom and stocked in multiple sizes:
**XS, S, M, L, XL**
Maintain extra supplies for visitors and always match glove material to the chemicals or biological materials being handled.
### **Latex Gloves**
Latex gloves are inexpensive, readily available, and impermeable to bloodborne pathogens (BBP). Their close fit allows for good dexterity.
Because they are thin, however, latex gloves can be punctured easily by sharp edges or broken glass. Exercise caution when handling sharps.
### **Nitrile Gloves**
Nitrile gloves provide protection similar to latex in fit, durability, and resistance to bloodborne pathogens, but contain **no natural latex**, making them an excellent option for individuals with latex allergies.
 Image Credit: [UAB](https://www.uab.edu/ehs/images/docs/bio/BIO315-Bloodborne-Pathogens-2015-Course-Update_2014-12-22.pdf)
**Science Safety Note:**
*Additional specialty gloves—for heat resistance, cryogenic work, or chemical splash protection—may be required for certain activities. Selection tools and charts are available through institutional safety offices and universities, such as the [University of Massachusetts Amherst, Environmental Health & Safety, and Emergency Management.](https://www.umass.edu/ehs/)*
## **Glove Selection Criteria**
When selecting gloves for laboratory use, consider three critical factors:
### **Degradation Rating**
Degradation refers to changes in the physical properties of a glove after chemical contact, such as:
- Hardening
- Swelling
- Cracking
- Shrinking
- Stiffening
Degradation ratings indicate how well the glove material withstands chemical exposure.
### **Breakthrough Time**
Breakthrough time is the period between first contact with a chemical on the glove surface and detection of that chemical on the inside of the glove.
### **Permeation Rate**
Permeation rate is the speed at which a chemical passes through the glove material **after breakthrough has occurred**. This involves:
- Absorption into the glove surface
- Diffusion through the material
- Desorption on the inside
If no breakthrough occurs, the permeation rate is not measured.
### **Important Practice Note**
Manufacturers conduct permeation and degradation testing under controlled laboratory conditions. Real-world classroom environments may differ significantly.
For chemical mixtures, glove selection should be based on the **shortest breakthrough time** among components.
**Always consult the SDS for every chemical or biological material used** in the laboratory to confirm the required PPE.
**Sources**:
[Princeton University EHS: Gloves](https://ehs.princeton.edu/laboratory-research/laboratory-safety/ppe-the-lab/gloves)
[Alabama K-12 Science Safety Guidelines](https://asta30.wildapricot.org/science.safety)
[University of Massachusetts Amherst, Environmental Health & Safety and Emergency Management](https://www.umass.edu/ehs/)
[Bloodborne Pathogens 2015 Training Course, The University of Alabama at Birmingham](https://www.uab.edu/ehs/images/docs/bio/BIO315-Bloodborne-Pathogens-2015-Course-Update_2014-12-22.pdf)
[Gloves in the Laboratory, Michael Evans](https://www.youtube.com/watch?v=NleP1PydPTI&t=2s)
---
### [Responsibilities Related to Student Injuries: Educator Question](https://sciencesafety.com/courses/duty-of-care/lessons/am-i-still-held-responsible-if-a-student-is-injured-and-i-did-a-hazard-analysis-and-assessment/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
---
### [Dangers of Methanol in Hand Sanitizer](https://sciencesafety.com/courses/methanol-safety/lessons/methanol-in-hand-sanitizer/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
During the COVID-19 pandemic, some manufacturers incorrectly used **methanol** in hand sanitizers. Methanol is a **toxic industrial alcohol** that should never be an ingredient in products intended for human use.
The use of methanol in hand sanitizers has had **devastating health effects**, including cases of **systemic poisoning** when individuals applied the contaminated sanitizer to their skin or accidentally ingested it. Because methanol can be absorbed through the skin and inhaled as a vapor, even casual use of a contaminated product can lead to **methanol poisoning**, which may result in visual impairment, metabolic acidosis, central nervous system depression, or death.
For these reasons, regulatory authorities, including the [U.S. Food and Drug Administration (FDA)](https://www.fda.gov/), prohibit the presence of methanol in hand sanitizer products. Both the FDA and the [**Environmental Protection Agency (EPA)**](https://www.epa.gov/) conducted testing and issued warnings and recalls to protect public health.
This issue serves as a critical reminder that understanding the **chemical properties and toxicological effects** of substances used in classrooms, labs, and consumer products is essential for safety.
**Video Reference — Methanol in Hand Sanitizer:**
###
### **Key Points for CHOs and Educators**
- Methanol should **never be used in hand sanitizers or disinfectant products.**
- Only **ethanol** and **isopropanol** are recommended and approved for hand sanitization by public health agencies.
- CHOs should ensure that products used in school and lab environments are **verified safe** and **comply with FDA standards**.
- This incident reinforces the importance of **hazard awareness and chemical selection training**.
**Sources**:
[UTC professor explains dangers of methanol in hand sanitizer after FDA warning](https://www.youtube.com/watch?v=EMSYUOIbaw4) – [WRCB Chattanooga](https://www.local3news.com/)
[U.S. Food and Drug Administration (FDA)](https://www.fda.gov/)
[Environmental Protection Agency (EPA)](https://www.epa.gov/)
---
### [Methanol Safety During COVID](https://sciencesafety.com/courses/methanol-safety/lessons/methanol-safety-during-the-covid-19-pandemic/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
During the COVID-19 pandemic, confusion emerged about which alcohols were appropriate for sanitizers and disinfectants. A safety advisory from the Methanol Institute clarified that **methanol must never be used** as a hand sanitizer or surface disinfectant.
Unlike **ethanol** and **isopropanol**, which are recommended by public health agencies, methanol:
- Has **poor effectiveness** against viruses
- Is **highly toxic** if inhaled, ingested, or absorbed through skin
- Can cause **blindness, neurological damage, or death** even at relatively low exposures
Regulatory agencies such as the FDA and WHO specify that only **ethanol or isopropanol** are appropriate alcohols for sanitizing products. Methanol is an industrial chemical—not a hygiene product—and should never be substituted in schools, homes, or laboratories.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/11/Methanol-Safety-During-the-COVID-19-Pandemic-3-1.pdf” title=”Methanol-Safety-During-the-COVID-19-Pandemic-3″\]
**Source**:
[Methanol Safety During the COVID-19 Pandemic, Methanol Institute (2020)](https://methanol.org/wp-content/uploads/2020/04/Methanol-Safety-During-the-COVID-19-Pandemic-3.pdf)
---
### [Acute Exposure Guidelines and Timelines](https://sciencesafety.com/courses/methanol-safety/lessons/acute-exposure-guidelines-and-timelines/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
It is important to understand that **a methanol exposure does not require a large spill** to create a serious hazard. Even relatively small volumes can generate airborne concentrations capable of causing acute health effects. For example, a spill of **less than 500 mL** in an enclosed or poorly ventilated space may be sufficient to reach dangerous vapor levels.
Methanol has a **low odor threshold and a high vapor pressure**, meaning harmful concentrations can develop quickly—often **before** individuals recognize a problem. The table below summarizes interim Acute Exposure Guideline Levels (AEGLs), which describe the airborne concentrations associated with increasingly severe health outcomes over short time periods.
### Key Reference Values
- **Lower Explosive Limit (LEL): 55,000 ppm**
- - = greater than 10% of LEL
- \*\* = greater than 50% of LEL
- **AEGL-3 (10 minutes): 40,000 ppm**
*AEGL-3 represents concentrations above which life-threatening effects or death could occur.*
### Why This Matters in Schools and Laboratories
- Harmful vapor levels can develop **rapidly after a small spill**
- Odor is **not a reliable warning sign**
- Standard classroom ventilation may be **insufficient** to prevent acute exposure
- Ignition risk increases as concentrations approach LEL values
**CHO Practice Point:**
Any methanol spill—regardless of size—should be treated as potentially hazardous. Immediate actions include evacuation of the area, elimination of ignition sources, and activation of the facility’s emergency response procedures.
### **Acute Exposure Guideline Levels for Methanol (ppm)**
10 min 30 min 60 min 4 hr 8 hr AEGL 1
(discomfort, non-disabling) – ppm 670 ppm 670 ppm 530 ppm 340 ppm 270 ppm AEGL 2
(irreversible or other serious, long-lasting effects or impaired ability to escape) – ppm 11,000 ppm\* 4,000 ppm 2,100 ppm 730 ppm 520 ppm AEGL 3
(life-threatening effects or death) – ppm \*\* 14,000 ppm\* 7,200 ppm\* 2,400 ppm 1,600 ppm Acute Exposure Guidelines (AEGLs) and Lower Explosive Limit (LEL) values illustrate how rapidly methanol can reach life-threatening or explosive concentrations. These thresholds are used for emergency planning and CHO decision-making—not as “acceptable” exposure levels.
###
---
### [Chronic Effects of Methanol](https://sciencesafety.com/courses/methanol-safety/lessons/chronic-long-term-effects-of-methanol/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
 **GHS Pictograms to communicate known chemical hazards**
Misuse or mishandling of methanol can result in serious acute and long-term health effects. Early symptoms of exposure may include:
- Dizziness and weakness
- Nausea and vomiting
- Confusion or altered mental status
- Visual disturbances or blurred vision
Because methanol is both **highly toxic and extremely flammable**, anyone who suspects exposure should **immediately leave the area**, avoid further contact, and **seek medical evaluation without delay**.
For immediate guidance, contact **Poison Control at 1-800-222-1222**.
### **Medical Care (Information Only)**
Treatment for methanol poisoning must occur in a **licensed medical facility**. Hospital care may include antidotal therapy (such as fomepizole or ethanol), correction of metabolic acidosis, and in severe cases hemodialysis. These interventions are **medical procedures only** and are not part of school-based first aid.
### **Delayed and Long-Term Effects**
Severe methanol poisoning can result in permanent injury, including:
- Damage to the optic nerve leading to partial or total blindness
- Injury to specific areas of the brain resulting in movement disorders similar to Parkinsonism
- Toxic encephalopathy affecting memory, thinking, and coordination
- Peripheral nerve damage
### **Effects of Repeated or Chronic Exposure**
Methanol is **not classified as a known human carcinogen**, but chronic or repeated exposure has been associated with:
- Persistent eye inflammation and visual impairment
- Recurrent headaches, dizziness, and sleep disturbance
- Gastrointestinal irritation
- Skin dermatitis from repeated contact
- Potential developmental toxicity; effects on reproduction remain uncertain
The most consistently reported consequence of long-term low-level exposure is **progressive eye damage**. Preventing exposure through substitution, engineering controls, PPE, and strict handling procedures is the most effective protection.
**Source***:*
[Centers](https://www.cdc.gov/niosh/ershdb/emergencyresponsecard_29750029.html)*[ for Disease Control and Prevention (CDC)](https://www.cdc.gov/niosh/ershdb/emergencyresponsecard_29750029.html)*
---
### [First Aid Measures For Methanol Exposure](https://sciencesafety.com/courses/methanol-safety/lessons/first-aid-measures-for-exposure-to-methanol/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
### **For School or Laboratory Settings – CHO Guidance**
> **Scope of Responsibility:**
> Treatment for methanol poisoning must occur in a licensed medical facility. The Chemical Hygiene Officer’s role is to ensure **immediate removal from exposure, initiation of first aid consistent with the Chemical Hygiene Plan, and rapid activation of emergency medical services and Poison Control.** CHOs do **not** diagnose or administer antidotes.
### **CHO Immediate Actions**
1. **Activate Emergency Response**
- Call **911** and state: *“Suspected methanol exposure/poisoning in a school laboratory.”*
- Contact **Poison Control: 1-800-222-1222**
- Notify administration per the CHP emergency protocol
2. **Remove From Exposure**
- Stop the activity and eliminate ignition sources
- Move the affected person to fresh air
- Secure the area and prevent further contact
3. **Provide Basic First Aid Only**
**Eyes**
- Flush with tepid water for a **minimum of 15 minutes**
- Remove contact lenses if present
- Do not apply neutralizing agents
- Seek immediate medical care
**Skin**
- Remove contaminated clothing
- Rinse skin with copious water
- Do not allow the person to re-enter the exposure area
**Inhalation**
- Move to fresh air
- Monitor breathing
- If breathing is difficult, trained responders may administer oxygen
- If not breathing, begin CPR using a barrier device
**Ingestion**
- **Do NOT induce vomiting**
- Do not give food or drink unless directed by Poison Control
- Keep the person calm and warm until EMS arrives
### Critical CHO Knowledge (Not Treatment)
- **Medical** **antidotes** (fomepizole or ethanol) are **hospital-only interventions**
- Symptoms may be **delayed 1–72 hours**
- Even asymptomatic exposures require **medical evaluation**
### Post-Incident CHO Responsibilities
- Preserve SDS and container labels for EMS
- Document exposure details
- Initiate incident investigation
- Review engineering controls, SOPs, and training
- Determine if methanol should be eliminated or substituted
### **When in Doubt**
Call **POISON CONTROL: 1-800-222-1222**
This service provides real-time instructions to schools, nurses, and first responders.
**Sources**:
[CDC](https://www.cdc.gov/niosh/ershdb/emergencyresponsecard_29750029.html)
[Standard on Fire Protection for Laboratories Using Chemicals, NFPA 45](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45)
---
### [Methanol Exposure Has Severe Consequences](https://sciencesafety.com/courses/methanol-safety/lessons/exposure-to-methanol-in-the-lab-has-severe-consequences/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
###
### **Time Course of Symptoms**
Adverse health effects from methanol poisoning may **not appear immediately**. A symptom-free period of **1–72 hours** is common before serious toxicity develops. This delay can create a false sense of security and must never be interpreted as the absence of harm.
### **Why Methanol Is So Dangerous**
Methanol itself becomes highly toxic after it is metabolized in the body to **formaldehyde and formic acid**. These by-products cause:
- **Metabolic acidosis** (dangerous buildup of acid in the blood)
- Damage to the **optic nerve leading to partial or total blindness**
- **Central nervous system depression**, seizures, coma, and potentially death
### **Short-Term Exposure Effects (Under 8 Hours)**
**Early symptoms may include:**
- Headache, dizziness, confusion
- Drowsiness or decreased level of consciousness
- Poor coordination (ataxia)
- Nausea and vomiting
- Abdominal pain
**Severe toxicity may progress to:**
- Seizures or coma
- Respiratory or heart failure
- Vision loss or permanent blindness
- Life-threatening metabolic acidosis
> **Critical Note:** Minimal early symptoms do **not** indicate low risk. Toxicity often worsens with time, especially when medical treatment is delayed.
### **Exposure Routes and Associated Effects**
**Eye Contact**
- Irritation, redness, pain
- Blurred vision, sensitivity to light
- Possible permanent visual damage
**Inhalation**
- Vapors can cause the same systemic effects as ingestion
- Headache, dizziness, CNS depression
- Risk increases in poorly ventilated spaces
**Ingestion**
- Gastrointestinal distress (nausea, vomiting, severe abdominal pain)
- Neurological effects, including confusion, agitation, coma
- Visual disturbances described as “snowstorm” or “misty” vision
- Potential kidney injury and multi-organ failure in severe cases
**Skin Contact**
- Irritation and redness
- Significant absorption can occur through the skin, contributing to systemic poisoning
### **When to Seek Emergency Care**
Immediate medical evaluation is required if any of the following occur after potential methanol exposure:
- Visual changes or eye pain
- Persistent headache or dizziness
- Vomiting or abdominal pain
- Confusion, unusual behavior, or drowsiness
- Any inhalation of methanol vapors in an enclosed space
### **CHO Safety Takeaway**
- Methanol exposure is a **medical emergency** with a delayed onset.
- **Ventilation, substitution with ethanol, and strict PPE** are essential.
- Any suspected exposure requires **urgent medical assessment**—do not wait for symptoms to worsen.
**Sources**:
[CDC](https://www.cdc.gov/niosh/ershdb/emergencyresponsecard_29750029.html)
[WHO Methanol Poisoning Fact Sheet, Methanol Institute ](https://methanol.org/wp-content/uploads/2016/06/WHO-Methanol-Poisoning-Fact-Sheet.pdf)
**Image Credit:**
[unSplash](https://images.unsplash.com/photo-1617155093730-a8bf47be792d?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=1470&q=80)
---
### [Methanol Contamination and Exposure](https://sciencesafety.com/courses/methanol-safety/lessons/methanol-contamination-and-exposure/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
Methanol can enter the environment—and the human body—through several pathways. Understanding these routes of exposure is essential for preventing accidental injury in school laboratories. Consistent use of appropriate PPE and adherence to established safer-handling procedures are critical to reducing risk.
### **Potential Environmental Pathways**
- **Indoor Air:** Methanol can be released as vapor or as a fine liquid aerosol during pouring, heating, or spraying activities.
- **Water:** Spilled or improperly disposed-of methanol can contaminate sinks, drains, or local water systems.
- **Food and Surfaces:** Methanol residues can contaminate food, drink containers, or work surfaces if chemicals are handled near eating areas.
- **Outdoor Air:** Vapors can be released to the outside environment through open containers or inadequate ventilation.
- **Agricultural Impact:** If released as an aerosol outdoors, methanol has the potential to contaminate nearby plants or soil.
### **Routes of Human Exposure**
Methanol can enter the body through four primary routes:
- **Inhalation** – breathing vapors or aerosols
- **Ingestion** – swallowing contaminated liquids or residues
- **Skin absorption** – contact with liquid methanol
- **Eye contact** – splashes or vapors irritating eye tissue
Even small amounts can cause serious health effects. Methanol vapors may be present without a strong warning odor, making unrecognized exposure possible.
### **Essential Safety Practices**
To prevent exposure in the laboratory:
- Always wear required PPE: indirect-vent chemical splash goggles, gloves, and a lab coat.
- Use methanol only in a functioning chemical fume hood or properly ventilated space.
- Never smell, taste, or directly handle chemicals without protection.
- Keep methanol away from food, beverages, and personal items.
- Clean spills immediately using approved procedures and materials.
Following these precautions—and eliminating methanol whenever a safer substitute is available—provides the most effective protection for students and staff.
**Sources**:
[CDC](https://www.cdc.gov/niosh/ershdb/emergencyresponsecard_29750029.html)
[NIOSH Pocket Guide to Chemical Hazards – Methanol](https://www.cdc.gov/niosh/npg/npgd0397.html)
[OSHA Hazard Communication resources](https://www.osha.gov/hazcom)
---
### [Dealing With a Methanol Fire Situation](https://sciencesafety.com/courses/methanol-safety/lessons/dealing-with-a-methanol-fire-situation/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
### **Fire-Fighting Information**
Methanol is **highly flammable** and ignites easily from heat, sparks, static electricity, or open flames. When burning, methanol can produce **irritating, corrosive, and toxic gases** that pose serious risks to anyone nearby.
Key hazards include:
- Methanol vapors can travel significant distances and **flash back** to the ignition source.
- Liquid runoff may enter drains or sewers and create **secondary fire hazards downstream**.
- Because methanol has a **very low flash point**, water alone is often **ineffective** at extinguishing a methanol fire.
### **Recommended Extinguishing Methods**
For **small, incipient fires** in a laboratory setting, appropriate options include:
- **Dry chemical (ABC) extinguishers**
- **Carbon dioxide (CO₂) extinguishers**
- **Alcohol-resistant foam (AR-AFFF)**
- **Water spray or fog** to cool surrounding areas (not as the primary agent)
- **Fire blanket** or **dry sand** for very small, contained spills
> **Important:** *Never attempt to fight a methanol fire unless you have been trained and it is safe to do so. If the fire is spreading, activate the alarm, evacuate immediately, and call emergency responders*.
### **Laboratory Safety Reminder**
- Eliminate all ignition sources when working with methanol.
- Use only inside a **functioning chemical fume hood**.
- Keep bulk containers far from any demonstration area.
- Ensure appropriate **Class B fire extinguishers** are accessible and inspected.
**Source**:
[CDC](https://www.cdc.gov/niosh/ershdb/emergencyresponsecard_29750029.html)
[NFPA 30 Flammable and Combustible Liquids Code](https://www.nfpa.org/codes-and-standards/nfpa-30-standard-development/30)
---
### [Do Not Use Methanol with Open Flames!](https://sciencesafety.com/courses/methanol-safety/lessons/do-not-use-methanol-based-flame-tests-on-open-laboratory-desks/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
### **Statement From the U.S. Chemical Safety Board (CSB)**
Following a flash fire at the Terry Lee Wells Discovery Museum in Reno, Nevada, [CSB](http://www.csb.gov/) Chairperson [**Rafael Moure-Eraso**](https://www.csb.gov/assets/1/6/csb_leadership_team_bios_22_eraso.pdf) issued [a national warning against the use of methanol in classroom and laboratory](https://www.csb.gov/statement-of-csb-chairperson-rafael-moure-eraso-warning-against-use-of-methanol-during-laboratory-and-classroom-combustion-demonstrations-in-the-wake-of-reno-nevada-museum-fire/) combustion demonstrations.
On [**September 3, 2014**](https://www.cnn.com/2014/09/03/us/nevada-museum-explosion), a science demonstration at the museum resulted in injuries to **nine people—eight of them children**—after burning methanol was accidentally sprayed toward the audience. CSB investigators determined the incident occurred during a **“fire tornado” demonstration**, in which metal salts were burned in the presence of **methanol-soaked cotton** on a rotating platform.
When the cotton failed to ignite, additional methanol was poured from a **four-liter (one-gallon) plastic container**. Unbeknownst to staff, the cotton was likely still smoldering. The added methanol ignited instantly, **flashing back into the container** and ejecting burning fuel toward nearby spectators.
### **Not an Isolated Incident**
The Reno event mirrors numerous accidents across the country involving methanol in classroom demonstrations:
- **2006 – Ohio:** Student **Calais Weber** was severely burned during a “rainbow flame” demonstration. She required multiple skin grafts and was placed in a medically induced coma. Her story is documented in the CSB video [*After the Rainbow*](https://www.youtube.com/watch?v=g6vR0BdRCNY).
- **2012 – Liverpool, NY:**[ Several students and a teacher were hospitalized](https://www.syracuse.com/news/2012/04/girl_with_blouse_in_flames_ran.html) after a methanol-based experiment ignited.
- **2014 – Another high school:** A student suffered serious burns from a similar [methanol flame activity](https://www.csb.gov/csb-releases-key-lessons-for-preventing-incidents-from-flammable-chemicals-in-educational-demonstrations-in-wake-of-several-serious-methanol-accidents-that-injured-children-and-adults/).
These incidents highlight a recurring pattern: **methanol and open-bench demonstrations are a dangerous combination.**
### **Why Methanol Is Especially Dangerous**
According to the CSB:
- Methanol produces **heavier-than-air flammable vapors** that can travel unseen.
- It has a **low flash point** and can ignite at room temperature.
- Vapors can **flash back to bulk containers**, causing explosions or fuel spray.
- Even small quantities present an **unacceptable risk** near flames, sparks, or hot surfaces.
Greg Dolan, CEO of the [Methanol Institute](https://methanol.org/index.html), emphasized that methanol is a [**toxic and flammable chemical**](https://web.archive.org/web/20140413173513/http://www.ishn.com:80/keywords/hazardous%20materials) that should be handled only in appropriate industrial settings—**not in museums or classrooms.**
The [**American Chemical Society Committee on Chemical Safety**](https://www.acs.org/about/governance/committees/chemical-safety.html) has similarly called for an immediate end to all rainbow demonstrations using methanol or other flammable solvents on open benches, stating:
> “The ‘Rainbow’ demonstration performed on an open bench using a flammable solvent is a **high-risk operation**.”
### **CSB Safety Recommendations**
The Chemical Safety Board issued four key recommendations for any laboratory use of methanol:
1. **Do not use bulk containers** of flammable chemicals when small quantities are sufficient.
2. **Implement strict safety controls** when handling hazardous chemicals.
3. **Conduct a comprehensive hazard analysis and risk assessment** before the activity.
4. **Provide a safety barrier** between the demonstration and the audience.
### **Safer Alternatives**
The CSB urges all schools, museums, and educators to:
- **Discontinue use of bulk methanol** in any demonstration involving flames or ignition sources.
- Use **minimal, pre-dispensed quantities** only when absolutely necessary.
- Never position flammable liquids near spectators.
- Adopt **non-flammable alternatives**, such as:
- Wooden splints soaked in **metal salts dissolved in water**, passed through a Bunsen burner flame.
- Video demonstrations or simulations for high-risk phenomena.
## **NSTA Position on Methanol Use**
The [**National Science Teaching Association (NSTA)**](https://www.nsta.org/) strongly [recommends](https://www.nsta.org/safety-alert-do-not-use-methanol-based-flame-tests-open-laboratory-desks?srsltid=AfmBOoost_mtGJg0rkZBPz0GtPIRanoK9Tinl5OOYQ_GkSoFfEgy7TPX):
- **Immediate discontinuation** of methanol-based flame tests on open laboratory desks.
- Recognition that invisible vapors can be ignited by flames, sparks, static electricity, or hot surfaces.
- Selection of **safer investigations** through formal hazard analyses and risk assessments.
“Teachers who conduct these types of demonstrations outside of a fume hood put themselves and their students at unnecessary and serious risk.”
### **Key Takeaway**
Methanol demonstrations have resulted in **life-altering injuries** to students and educators. The scientific concept can be taught **without flammable liquids**, and safer methods are readily available.
**Safety must be the absolute priority in every classroom and laboratory.**
**Sources**:
[Chemical Safety Board](https://www.ishn.com/articles/99618-csb-stop-using-methanol-in-lab-classroom-demonstrations)
[National Science Teaching Association](https://www.nsta.org/safety-alert-do-not-use-methanol-based-flame-tests-open-laboratory-desks)
[American Chemical Society Committee on Chemical Safety](https://www.acs.org/about/governance/committees/chemical-safety.html)
[Methanol Institute](https://methanol.org/index.html)
News reports: [CNN,](https://www.cnn.com/2014/09/03/us/nevada-museum-explosion) [Syracuse.com](https://www.syracuse.com/news/2012/04/girl_with_blouse_in_flames_ran.html)
---
### [After the Rainbow (4:55)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/after-the-rainbow/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
[*After the Rainbow*](https://www.youtube.com/watch?v=g6vR0BdRCNY) is a 2013 documentary produced by the [US Chemical Safety and Hazard Investigation Board (USCSB)](https://www.csb.gov/) that examines one of the most serious laboratory accidents in a high school—an open-flame chemistry demonstration that went tragically wrong. The video features [Calais Weber](https://www.cleveland.com/metro/2008/01/burned_alive_survivors_story_o.html), who was severely burned in 2006 when a “rainbow flame demonstration” exploded at her Ohio boarding school.
**TRIGGER WARNING:** This video contains graphic descriptions and images of burn injuries that may be distressing or triggering for some viewers and could evoke strong emotional responses.
The rainbow flame demonstration is intended to teach a core chemistry concept: that certain metal salts produce characteristic flame colors when heated. However, safety experts and experienced educators emphasize that there are **far safer ways** to demonstrate this principle—ways that do **not** require flammable liquids.
One recommended approach is to dip wooden splints into solutions of dissolved metal salts and then pass them through the controlled flame of a Bunsen burner. This technique allows students to observe flame color changes while significantly reducing the risk of fire or explosion. It represents a safer, professionally accepted alternative to the procedure shown in the USCSB video.
**Although the content may be difficult to watch, the message is critically important.** The testimony of the victim and the findings of the USCSB underscore the necessity of comprehensive safety training, strict adherence to legal and professional standards, and the use of safer instructional practices in every laboratory setting.
**Sources:**
[American Chemistry Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
[US Chemical Safety Board (USCSB)](https://www.csb.gov/)
[After the Rainbow, USCSB](https://www.youtube.com/watch?v=g6vR0BdRCNY)
[Burned alive: Survivors’ story of the Western Reserve Academy lab accident, Cleveland.com](https://www.cleveland.com/metro/2008/01/burned_alive_survivors_story_o.html)
[After the Rainbow: A Cautionary Tale of Chemistry and Carelessness, edCircuit 2025](https://edcircuit.com/after-the-rainbow-a-cautionary-tale-of-chemistry-and-carelessness/)
**Categories:** Lab Accidents
---
### [Chemistry Lesson Gone Wrong (1:22)](https://sciencesafety.com/courses/methanol-safety/lessons/chemistry-lesson-gone-wrong-122/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
The [U.S. Chemical Safety Board confirmed](https://www.csb.gov/csb-releases-key-lessons-for-preventing-incidents-from-flammable-chemicals-in-educational-demonstrations-in-wake-of-several-serious-methanol-accidents-that-injured-children-and-adults/) that a fire at [STRIVE Preparatory Schools SMART Academy (CO)](https://staff.striveprep.org/en-US/about-strive-prep-7ec2d8f8) was caused by a chemistry lesson that tragically went wrong. This incident underscores the highly volatile nature of **methanol** and reinforces the critical importance of rigorous safety practices whenever this alcohol is used in educational settings.
Cases like this are not isolated. A brief review of public reports reveals **dozens of injuries to students and teachers** linked to methanol during classroom demonstrations and laboratory activities. These events highlight how quickly a routine lesson can escalate when flammable solvents are handled without appropriate controls, training, or supervision.
#### **Key Takeaway:**
Methanol must be treated as a high-hazard chemical requiring strict adherence to engineering controls, proper ventilation, appropriate PPE, and well-developed procedures outlined in the school’s Chemical Hygiene Plan.
**Sources:**
[Teacher in methanol fire not adequately trained – Denver 7 News](https://www.youtube.com/watch?v=Ms57JaVIs5I)
[U.S. Chemical Safety Board](https://www.csb.gov/)
[CSB Releases “Key Lessons for Preventing Incidents from Flammable Chemicals in Educational Demonstrations” in Wake of Several Serious Methanol Accidents that Injured Children and Adults](https://www.csb.gov/csb-releases-key-lessons-for-preventing-incidents-from-flammable-chemicals-in-educational-demonstrations-in-wake-of-several-serious-methanol-accidents-that-injured-children-and-adults/)
[Denver chemistry teacher fired after accident hurts four – Denver Post](https://www.denverpost.com/2014/10/07/denver-chemistry-teacher-fired-after-accident-hurts-four/)
---
### [Differences Between Methanol, Ethanol, and Isopropanol](https://sciencesafety.com/courses/methanol-safety/lessons/understanding-the-differences-between-methanol-ethanol-and-isapropanol/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
### **Ethyl Alcohol (Ethanol)**
The words **ethanol** and **alcohol** are not interchangeable. Ethanol—also called **ethyl alcohol**—is the only type of alcohol considered safe for consumption when it is not denatured or contaminated. Ethanol is often referred to as *grain alcohol* because it can be produced through the fermentation of grains and sugars.
Ethanol belongs to a broader class of chemical compounds known as **alcohols**. It is important to remember: **all ethanol is alcohol, but not all alcohol is ethanol.** This distinction is critical because different alcohols have very different health and safety impacts.
### **Methyl Alcohol and Isopropyl Alcohol**
Two other alcohols commonly encountered in laboratories are **methyl alcohol (methanol)** and **isopropyl alcohol (isopropanol).**
- **Methanol** is frequently used as a laboratory solvent, fuel additive, antifreeze agent, and in certain biological procedures. It can be absorbed through the skin and inhaled as vapor. Methanol is highly toxic and can cause severe central nervous system damage, blindness, organ failure, and death.
- **Isopropyl alcohol**, commonly known as *rubbing alcohol*, is widely used as a disinfectant and in hand sanitizers. It evaporates quickly, producing a cooling sensation on the skin. Although less toxic than methanol, isopropanol is still poisonous if ingested and must be handled with appropriate safety precautions.
The initial effects of ingesting ethanol, methanol, or isopropanol may appear similar, but only ethanol is reasonably safe to consume[. ](https://pmc.ncbi.nlm.nih.gov/articles/PMC4222078/)**Drinking methanol or isopropanol can result in blindness, permanent injury, or death.**
### **Alcohol Definition and Chemistry**
Alcohols are organic compounds that contain at least one **hydroxyl group (-OH)** attached to a saturated carbon atom. The general formula for a simple alcohol is:
**CnH2n+1OH**
Alcohols are classified by the number of carbon groups attached to the carbon bearing the hydroxyl group:
- **Primary alcohol:** RCH₂OH
- **Secondary alcohol:** R₂CHOH
- **Tertiary alcohol:** R₃COH
Alcohols are **polar molecules** due to the hydroxyl group, making them more soluble in water than many other hydrocarbons. Ethanol, methanol, and isopropanol are all miscible with water. Hydrogen bonding also gives alcohols higher boiling points than comparable ethers or hydrocarbons.
Each alcohol has unique properties—boiling point, flammability, and toxicity. While one alcohol may sometimes substitute for another in limited laboratory applications, **substitution is never appropriate in foods, beverages, or cosmetics** because ingestion of methanol or isopropanol can be fatal.
### **Hydroxy- vs. -ol Naming**
The term **ethanol** was introduced in 1892, using the root *ethane* with the **-ol** suffix to indicate an alcohol. Ethyl alcohol and ethanol are the same substance, just as methyl alcohol and methanol are identical.
Under [IUPAC](https://iupac.org/) naming rules, when the hydroxyl group is the dominant functional group, the compound name ends in **-ol**. When it is not the principal group, the name may use the **hydroxy-** prefix. Common sugars such as sucrose, dextrose, and fructose contain hydroxyl groups but are not named with the -ol suffix.
### **Safety Considerations**
All alcohols are flammable and must be kept away from ignition sources, including open flames, hot plates, burners, and electrical equipment. Always review the **Safety Data Sheet (SDS)** for the specific alcohol used to understand:
- Safe handling and storage
- Required personal protective equipment (PPE)
- Ventilation requirements
- Spill and emergency procedures
Use the **smallest quantity necessary** and clearly communicate the flammability and toxicity hazards to students. Even small amounts of methanol can cause severe harm. Understanding the similarities and differences among alcohols is essential for accurate hazard analysis and risk assessment before any laboratory activity.
#### References
[International Union of Pure and Applied Chemistry (IUPAC)](https://iupac.org/). (2006). *Alcohols.* In [**Compendium of Chemical Terminology**](https://goldbook.iupac.org/) (2nd ed., “Gold Book”). [https://doi.org/10.1351/goldbook.A00204](https://goldbook.iupac.org/terms/view/A00204)
**Sources:**
[Toxic Alcohols 101: Ethanol, Methanol, Isopropanol, Berkshire](https://berkshire.com/toxic-alcohols-101-ethanol-methanol-isopropanol/)
[International Union of Pure and Applied Chemistry](https://iupac.org/)
[National Institutes of Health (NIH)](https://pmc.ncbi.nlm.nih.gov/articles/PMC4222078/)
---
### [Common Names for Methanol & Applications](https://sciencesafety.com/courses/methanol-safety/lessons/common-names-for-methanol-common-uses/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
Methanol is widely available from scientific and chemical suppliers for laboratory and industrial use. It is also commonly sold through everyday retail outlets such as hardware stores, paint suppliers, pharmacies, and grocery stores. Because methanol is a key ingredient in many consumer products, it is essential to recognize the various names under which it may appear. Manufacturers and distributors often use different trade or regional names, which can make identifying methanol more challenging.
While the following list is not exhaustive, it illustrates how easily this hazardous and toxic substance can be obtained as an ordinary “consumer commodity.”
### Common Names and Products Containing Methanol
- Alcohol, methyl
- Alcool méthylique (French)
- Alcool metilico (Italian)
- Bieleski’s solution
- Coat-B1400
- Colonial spirit(s)
- Columbian spirit(s)
- Eureka Products Criosine Disinfectant
- Eureka Products, Criosine
- Freers Elm Arrester
- Ideal Concentrated Wood Preservative
- Metanol (Spanish)
- Metanolo (Italian)
- Methyl hydrate
- Methyl hydroxide
- Methylalkohol (German)
- Methylol
- Metylowy alkohol (Polish)
- Monohydroxymethane
- Pyroligneous spirit
- Pyroxylic spirit(s)
- Surflo-B17
- Wilbur-Ellis Smut-Guard
- Wood naphtha / Wood spirit
- X-Cide 402 Industrial Bactericide
### **Everyday Availability and Risk Awareness**
***“Methyl hydrate”*** is frequently found in hardware and paint stores, grocery stores, art rooms, and school chemical storerooms. Despite this widespread availability, many users are unaware that these products contain methanol and may not recognize the significant hazards associated with their use.
Most consumers who purchase paintbrush cleaners or similar products are unlikely to realize they are handling a highly flammable, toxic chemical. Improper storage on a workbench or in a classroom can present serious risks. Methanol requires careful handling, appropriate storage conditions, and proper disposal procedures to prevent fires, poisoning, or environmental contamination.
### **Importance of Education and Safer Alternatives**
Many incidents in homes and school laboratories can be traced to a lack of understanding about methanol’s chemical properties. Always consult the Safety Data Sheet (SDS) before use, and never handle methanol without appropriate personal protective equipment (PPE) and documented safety training.
When conducting hazard analyses and risk assessments for classroom activities, **educators should prioritize eliminating or substituting methanol whenever possible.** Choosing less hazardous alternatives can significantly reduce the likelihood of exposure, accidents, and injuries associated with methyl alcohol.
**Source**:
[Science Safety](https://sciencesafety.com)
---
### [Methanol Fact Sheet](https://sciencesafety.com/courses/methanol-safety/lessons/methanol-fact-sheet/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
This infographic illustrates the health hazards associated with methanol exposure. You should review it to recognize potential symptoms of methyl alcohol overexposure in your science laboratory or chemical storeroom. This public safety resource was designed to help the general public better understand methanol and its risks.
###
### **Methanol Fact Sheet – Key Takeaways**
- **Methanol is highly toxic.** Even small amounts can cause serious harm if swallowed, inhaled, or absorbed through the skin.
- **Vapors are dangerous.** Breathing methanol fumes can affect the nervous system and may occur without strong warning odors.
- **Early symptoms resemble common illnesses** and may include headache, dizziness, nausea, vomiting, blurred vision, and confusion.
- **Severe exposure can lead to blindness, organ damage, coma, or death** without prompt medical treatment.
- **Skin contact matters.** Methanol can be absorbed through the skin, especially with prolonged exposure or when gloves are not worn.
- **Children are especially vulnerable** because of their smaller body size and developing nervous systems.
- **Immediate action is critical.** Suspected exposure requires fresh air, removal of contaminated clothing, flushing of eyes and skin, and urgent medical evaluation.
**Why this matters in schools:**
Methanol is common in laboratories and some consumer products. Recognizing symptoms early, preventing vapors from accumulating, and using proper PPE and ventilation are essential to prevent life-threatening injuries.
**Link to infographic:** [https://www.childrenshospital.org/sites/default/files/media\_migration/023efa22-13b8-49ee-8cdd-cc873af4b36e.pdf](https://www.childrenshospital.org/sites/default/files/media_migration/023efa22-13b8-49ee-8cdd-cc873af4b36e.pdf)
**Sources:**
[Boston Children’s Hospital Infographic](https://www.childrenshospital.org/sites/default/files/media_migration/023efa22-13b8-49ee-8cdd-cc873af4b36e.pdf)
[Boston Children’s Hospital – Pediatric Environmental Health Center](https://www.childrenshospital.org/services/pediatric-environmental-health-center/patient-resources/methanol)
---
### [What is Methanol?](https://sciencesafety.com/courses/methanol-safety/lessons/what-is-methanol/)
**Published:** November 26, 2021
**Author:** admin2025Open
**Content:**
**Illustration:** Structural formula of methanol (CH₃OH) shown above
Methanol is a toxic alcohol widely used as an industrial solvent, pesticide, and alternative fuel source. It also occurs naturally in humans, animals, and plants. Small amounts of methanol are present in foods such as fresh fruits and vegetables, fruit juices, fermented beverages, and diet soft drinks containing aspartame.
Regulatory agencies such as the [U.S. Environmental Protection Agency (EPA)](https://www.epa.gov/) and the[ U.S. Food and Drug Administration](https://www.fda.gov/)
(FDA) monitor consumer products to ensure that alcohol-based hand sanitizers contain **ethanol or isopropanol** rather than methanol. Numerous product recalls have occurred when methanol was used as the active ingredient inappropriately—a preventable and serious safety concern. Refer to the[ **EPA List N**](https://www.epa.gov/coronavirus-and-disinfectants/about-list-n-disinfectants-coronavirus-covid-19) guidance for more information on approved[ disinfectant products](https://www.cdc.gov/infection-control/hcp/disinfection-sterilization/chemical-disinfectants.html).
### **Health Hazards**
Most methanol poisonings occur from ingesting contaminated beverages or products containing methanol. However, in occupational and laboratory settings, **inhalation of methanol vapors and absorption through the skin** can be just as dangerous as ingestion. The characteristic alcohol odor of methanol **does not provide adequate warning** at low concentrations, making overexposure possible without obvious sensory cues.
Methanol exposure can result in:
- Headache, dizziness, and nausea
- Visual disturbances and potential blindness
- Central nervous system depression
- Severe metabolic acidosis and organ damage
- Death in extreme cases
### **Flammability and Laboratory Risks**
Methanol has a[ **very low flash point**](https://methanol.org/wp-content/uploads/2017/03/Safe-Handling-Manual.pdf) and produces vapors that can ignite easily. Improper handling in school laboratories has led to flash fires, severe burns, disfigurement, and significant property damage. Because of these risks, methanol must be treated as a **high-hazard flammable and toxic chemical** requiring strict controls.
### **School and Workplace Safety Requirements**
#### **Science Safety Note:**
Methanol is present in many school science laboratories. Employees with access to methanol must receive documented safety training covering:
- Safer storage, handling, and disposal practices
- Required personal protective equipment (PPE)
- Spill response and fire prevention measures
- Proper use of chemical fume hoods and ventilation
A **specific Standard Operating Procedure (SOP)** for methanol should be included in the school’s **Chemical Hygiene Plan (CHP)**. Whenever possible, **safer alternatives, such as ethanol, should be used in place of** experiments to reduce risk.
### **Key Safety Practices**
- Store methanol in approved flammable-liquid cabinets
- Use only in a functioning chemical fume hood
- Eliminate open flames and ignition sources
- Wear indirect-vent chemical splash goggles, gloves, and a lab coat
- Use the smallest quantity necessary
- Never heat methanol on an open hot plate
- Ensure appropriate Class B fire extinguishers are available
Extreme care is required whenever methanol is used in educational settings. Substituting less hazardous materials, combined with engineering controls and strict procedures, is the most effective way to prevent injuries.
**Sources:**
[CDC – Methanol](https://www.cdc.gov/niosh/ershdb/emergencyresponsecard_29750029.html)
[CDC – Chemical Disinfectants](https://www.cdc.gov/infection-control/hcp/disinfection-sterilization/chemical-disinfectants.html)
[EPA – About List N](https://www.epa.gov/coronavirus-and-disinfectants/about-list-n-disinfectants-coronavirus-covid-19)
[Methanol Institute: Safe Handling Manual ](https://methanol.org/wp-content/uploads/2017/03/Safe-Handling-Manual.pdf)
---
### [Proper Ventilation in the Laboratory](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/laboratory-ventilation/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Proper ventilation must be provided whenever odoriferous, hazardous, or potentially harmful materials are used in the laboratory.
 Credit: [EPA](https://www.epa.gov/indoor-air-quality-iaq)
Ventilation is a critical component of safe laboratory operations. Inadequate or poorly functioning ventilation systems can allow the buildup of hazardous vapors and airborne contaminants, increasing the risk of respiratory irritation, acute exposure, and long-term health effects.
### Ventilation Safety Guidelines
- **Occupied laboratory air exchange rates** should be **6–10 air changes per hour (ACH)**, in accordance with guidance from the [*American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE)*](https://www.ashrae.org/), or **greater than 8 ACH** as specified by [**NFPA 45**](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45).
School facilities personnel should verify and document laboratory air exchange rates.
- **Unoccupied laboratories**, including **chemical storerooms**, should maintain **a minimum of 4 air changes per hour**, as required by **NFPA 45**.
- **Air supplied to laboratories, preparation rooms, and chemical storage areas must not be recirculated** to other parts of the building, including classrooms, offices, or other labs.
- **Only conduct laboratory activities that the existing ventilation system can safely support.**
If general ventilation is insufficient, use a chemical fume hood or select an alternative activity that reduces exposure risks.
- **Preventive maintenance programs must be in place** to ensure ventilation systems operate as designed.
Ventilation filters should typically be inspected and replaced **quarterly (approximately four times per year)**.
### Regulatory Guidance
A key reference for laboratory ventilation requirements is **NFPA 45: Fire Protection for Laboratories Using Chemicals**, which outlines forced-air ventilation standards for academic laboratories.
**Science Safety Note – NFPA 45 Requirements**
- **Section 7.2.2**
Laboratory units and chemical fume hoods in which chemicals are present must be **continuously ventilated under normal operating conditions**.
- **Section 7.4.1**
Air exhausted from chemical fume hoods and other local exhaust systems **must not be recirculated**.
- **Section 6.4.1**
Laboratory rooms must use **100% outside air** and exhaust directly to the exterior.
**Laboratory and fume hood exhaust air must not be returned to the building.**
### 1. How Is Your Lab’s Indoor Air Quality (IAQ)?
[Indoor air quality (IAQ)](https://www.epa.gov/indoor-air-quality-iaq) refers to the condition of the air within occupied spaces such as school classrooms and laboratories. Since the mid-1970s energy crisis—when buildings became more tightly sealed—IAQ has received increased attention due to its impact on health and safety.
While OSHA does not have a single, standalone IAQ standard, it does enforce several **related regulations**, including ventilation and air contaminant standards. According to OSHA, common contributors to IAQ issues include:
- Improperly operated or poorly maintained heating, ventilation, and air conditioning (HVAC) systems
- Overcrowding
- Radon
- Moisture intrusion and dampness
- Outdoor air pollutants entering the building
- Internally generated contaminants
**Common pollutants include:**
- Biological contaminants (e.g…, influenza viruses, COVID-19, mold, pollen, animal dander)
A major contributor to poor laboratory IAQ is **inadequate preventive maintenance** of ventilation systems. Combined with biological pollutants, this can promote the growth of bacteria, fungi, and mold, potentially leading to serious health issues in science and STEM laboratory environments.
Additional applicable standards include **[NFPA 45: Standard on Fire Protection for Laboratories Using Chemical](https://www.nfpa.org/codes-and-standards/nfpa-45-standard-development/45)s**, which requires specific ventilation practices to prevent the accumulation of flammable gases, vapors, particulates, and other airborne contaminants.
NFPA 45 specifies:
> “All laboratory rooms shall use 100% outside air and exhaust to the outside. There shall be no return of fume hood and laboratory[ exhaust back into the building](https://ehs.stanford.edu/manual/laboratory-standard-design-guidelines/general-ventilation-considerations).”
These requirements ensure that hazardous fumes or vapors generated in laboratories are not recirculated into occupied areas.
### **2. What Are the Symptoms of Poor IAQ?**
Symptoms of poor IAQ vary depending on the type of contaminant. A common indicator is that students or staff feel unwell while in the laboratory or school building, but symptoms improve after leaving the area.
Symptoms may include:
- Irritation of the eyes, nose, throat, and lungs
- Fatigue
- Headaches
Moisture-related IAQ problems can promote the growth of bacteria, fungi, and mold, leading to more serious respiratory symptoms such as:
- Allergic reactions
- Asthma
- Coughing and wheezing
- Shortness of breath
- Sinus congestion and sinusitis
Common sources of moisture include plumbing leaks, roof leaks, and condensation issues that are not promptly addressed.
### **3. What Are Some Common Causes?**
In science and STEM laboratories, **chemical pollutants** such as gases and vapors are frequent contributors to IAQ problems. Activities involving acids, toxins, flammables, heated chemicals, or reaction by-products can degrade air quality when ventilation is insufficient.
In physics, technology education, and makerspaces, **particulate matter** is often a concern. Dust from drywall, wood, silica, and other materials generated by power tools (e.g…, drilling, cutting, sanding) can remain suspended in the air and pose inhalation hazards.
### **4. Controlling IAQ Issues**
Effective IAQ management follows the **Hierarchy of Controls**:
1. **Elimination and Engineering Controls**
2. **Administrative Controls**
3. **Personal Protective Equipment (PPE)**
#### Elimination and Engineering Controls
Eliminating the source of contamination is always the [preferred approach](https://web.archive.org/web/20220307192353/https://www.colorado.gov/pacific/sites/default/files/AP_A-Simple-Guide-to-Calculating-Your-VOC-and-HAP.pdf). This includes:
- Removing hazardous substances
- Substituting less hazardous materials
- Enclosing pollutant sources
For example, when working with alcohols or solvents, selecting products with lower volatile organic compound (VOC) content reduces airborne exposure. VOC information can typically be found in the **Physical Properties** section of the Safety Data Sheet (SDS).
Engineering controls are the next most effective option and include:
- Chemical fume hoods
- Local exhaust ventilation systems
- Spray booths
Increasing the rate of air exchanges per hour introduces more fresh air and dilutes contaminants. This approach is especially effective for controlling biological hazards such as viruses and mold. Preventive maintenance is critical—an operational fan motor without a functioning belt renders a fume hood ineffective.
#### Administrative Controls and PPE
When elimination and engineering controls are not feasible or sufficient, administrative controls should be implemented. These include:
- Adjusting work schedules
- Training and education
- Housekeeping practices
If these measures are still insufficient, PPE such as gloves, lab coats, eye protection, and respiratory protection may be required.
### **5. Air Ventilation Systems**
Proper ventilation is essential when using sanitizers, disinfectants, and chemicals that readily vaporize. Poor ventilation increases inhalation risks.
Facilities personnel should use a [ventilation checklist](https://19january2017snapshot.epa.gov/sites/production/files/2014-08/documents/ventchklst.pdf) addressing:
- Outdoor air intakes
- System cleanliness
- Air distribution
- Air exchange rates
- Exhaust systems
- Quantity of outdoor air
Rather than opening windows—which can introduce unfiltered pollutants—it is preferable to optimize mechanical ventilation systems. HVAC systems should use **MERV 13 or higher filters**, where compatible.
Additional enhancements may include:
- HEPA filtration (if system design allows)
- UV-C germicidal lighting
- Ionizing air purification systems (where approved)
### **6. Air Monitoring**
IAQ investigations require systematic evaluation of potential pollutants. When monitoring is necessary:
- Compare samples from affected and unaffected areas
- Collect outdoor air samples for reference
ASHRAE **62.1-2016** provides guidance on acceptable contaminant levels.
Although OSHA does not have a formal IAQ standard, it enforces IAQ hazards under the [**General Duty Clause (OSH Act, Section 5(a)(1))**](https://wwwn.cdc.gov/WPVHC/Nurses/Course/Slide/Unit5_4), which requires employers to provide a workplace free from recognized hazards.
### **7. National Consensus Standards**
OSHA recognizes national consensus standards related to IAQ, including:
**ASHRAE**
- *62.1-2016*: Ventilation for Acceptable Indoor Air Quality
- *55-2013*: Thermal Environmental Conditions for Human Occupancy
**ASTM**
- *E1971-05(2011)*: Stewardship for Cleaning Commercial and Institutional Buildings
**Additional Resources**
- [OSHA: *Indoor Air Quality in Commercial and Institutional Buildings*](https://www.osha.gov/sites/default/files/publications/3430indoor-air-quality-sm.pdf)
- [EPA: Indoor Air Quality Information Clearinghouse](https://www.epa.gov/indoor-air-quality-iaq)
- [NIOSH: Guidance for Indoor Air Quality Investigations](https://www.cdc.gov/niosh/docs/91-114/default.html)
### **8. In the End**
**Listen to your body.**
If symptoms occur at work but not elsewhere, contact your facilities department or health and safety compliance team to investigate and address potential IAQ hazards before they lead to long-term health issues.
**Sources**:
[EPA](https://www.epa.gov/indoor-air-quality-iaq)
State of Connecticut
Science Safety
NFPA 45
[OSHA: *Indoor Air Quality in Commercial and Institutional Buildings*](https://www.osha.gov/sites/default/files/publications/3430indoor-air-quality-sm.pdf)
[NSTA ](https://www.nsta.org/blog/laboratory-indoor-air-quality-safety)
**Categories:** Ventilation
---
### [Chemical Fume Hoods (4:02)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-fume-hoods/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Chemical fume hoods are engineered ventilation systems designed to remove hazardous vapors, gases, fumes, and airborne particulates generated during laboratory activities. They are specifically used to control exposure to toxic, flammable, corrosive, or otherwise dangerous substances and are among the **most critical engineering controls** in a chemistry laboratory.
When used correctly, fume hoods help protect students, educators, and laboratory personnel by capturing contaminants at the source and preventing their release into the laboratory environment.
The following video, produced by the **University of California, Los Angeles**, provides an overview of chemical fume hood use and function:
**Video:**
### **Science Safety Note: About the Video**
While the video provides useful information about fume hood operation, it contains an important safety issue that should be noted for instructional purposes:
- The individual in the video is wearing **safety glasses**, which are **not appropriate** for work conducted in a chemical fume hood.
- **Indirectly vented ANSI/ISEA Z87.1 chemical splash goggles** are **always required** when working in a fume hood or spray booth to provide adequate protection against chemical splashes, vapors, and aerosols.
Educators should point out this discrepancy to reinforce correct personal protective equipment (PPE) expectations and emphasize that **video demonstrations do not always reflect best professional safety practices**.
**Source**:
[UCLA Environment, Health & Safety](https://www.youtube.com/watch?v=z6lYWPKuXHA)
**Categories:** Ventilation
---
### [Sample Mercury School Policy](https://sciencesafety.com/courses/mercury/lessons/sample-mercury-school-policy/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
Please review the following resource from the State of Ohio, which outlines the importance of eliminating mercury and mercury-containing products from school environments due to their inherent toxicity and the serious chronic health effects associated with mercury exposure.
Mercury and mercury-containing products **should not be present in schools under any circumstances**. This includes, but is not limited to:
- Mercury thermometers
- Barometers
- Manometers
- Other mercury-containing equipment or laboratory apparatus
Many safer alternatives are readily available and provide equivalent instructional value with significantly reduced risk. For example, **spirit-filled (alcohol) thermometers** can be used in place of mercury thermometers. In the event of accidental breakage, a small alcohol spill presents far fewer health and environmental hazards than elemental mercury.
This sample policy serves as a reference for districts seeking to:
- Remove mercury from school facilities
- Reduce the risk of accidental exposure
- Establish safer purchasing, storage, and disposal practices
- Align laboratory practices with modern safety standards
Districts should review this resource and work with local health departments, environmental agencies, and legal counsel to ensure mercury-free practices are implemented consistently across all instructional and storage areas.
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/08/Ohio-Sample-Mercury-Policy-1.pdf” title=”Ohio-Sample-Mercury-Policy”\]
**Source**:
[CDC](https://web.archive.org/web/20240926230007/https://www.atsdr.cdc.gov/dontmesswithmercury/pdfs/Ohio-Sample-Mercury-Policy.pdf)
**Categories:** Mercury
---
### [Mercury Policies (2:20)](https://sciencesafety.com/courses/mercury/lessons/your-schools-mercury-policy-220/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
To protect students and staff from the dangers of mercury exposure, **school districts should have a clear, written policy specifically addressing mercury management**. While many districts already maintain general chemical safety or environmental health policies, **a mercury-specific policy provides more targeted protections** and addresses risks unique to mercury-containing materials.
A comprehensive mercury policy should **supplement—not replace—existing chemical hygiene or environmental safety plans** and clearly define expectations, procedures, and responsibilities.
### **Core Elements of a School Mercury Policy**
A district mercury policy should include procedures for:
- **Identifying sources of mercury** within school facilities
- **Clearly and consistently labeling** mercury-containing items
- **Safely storing and disposing** of mercury and mercury-containing materials
- **Responding to mercury spills or releases**
- **Purchasing mercury-free alternatives** whenever possible
### **Key Questions to Consider When Developing a Policy**
When creating or reviewing a mercury policy, districts should evaluate:
- Are staff members **educated about the health risks associated with mercury**?
- Do staff understand **how mercury must be stored safely** prior to disposal?
- Does the policy clearly identify **approved disposal methods and contacts**?
- Are **local resources** available (e.g., hazmat teams, environmental consultants, public health agencies) to assist with cleanup if needed?
- Does the policy clearly state **disciplinary consequences** if mercury is brought onto school grounds in violation of district rules?
### **Mercury Spill Response Considerations**
A mercury policy must also address **spill preparedness and response**, including:
- Are **roles and responsibilities clearly defined** for staff during a spill incident?
- Are **mercury spill kits available**, accessible, and appropriate for the school setting?
- Does the policy specify **who must be contacted** in the event of a spill (e.g., administration, environmental health, emergency responders)?
- Is there a **communication plan** for notifying parents or guardians if a spill presents potential exposure risks?
- Do staff understand **how to protect children’s health** during and after a mercury incident?
### **Key Takeaway**
A well-defined mercury policy helps ensure **consistent decision-making, rapid response, and reduced risk**. Clear expectations and procedures protect not only students and staff, but also the district from preventable incidents, regulatory violations, and long-term liability.
**Source**:
[CDC](https://web.archive.org/web/20240926181756/https://www.atsdr.cdc.gov/dontmesswithmercury/policy.html)
[Mercury: Danger in Your School – Mercury-free Schools](https://www.youtube.com/watch?v=a-bNC_4K_0s)
**Categories:** Mercury
---
### [Mercury Disposal and Recycling](https://sciencesafety.com/courses/mercury/lessons/mercury-disposal-and-recycling-info/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
The **most effective way to prevent dangerous mercury spills in schools is to remove mercury-containing items entirely**—but this must be done **safely and in compliance with hazardous waste regulations**.
If mercury-containing items are not disposed of properly, they may:
- Break when placed in classroom trash cans or dumpsters, releasing mercury and contaminating school spaces
- Enter landfills or incinerators, where mercury can be released into the environment and pose long-term health and environmental risks
### **Finding Safe Disposal and Recycling Options**
Many states and local governments offer **mercury collection, recycling, or hazardous waste disposal programs**, and some states have specific laws governing mercury disposal.
To determine the appropriate disposal method for your school:
- Locate **[local or regional hazardous waste](https://search.earth911.com/) collection programs**
- Contact your **state health department or [environmental protection agency](https://www.epa.gov/aboutepa/health-and-environmental-agencies-us-states-and-territories)** for guidance
### **Safe Storage Until Disposal Can Occur**
If mercury-containing items cannot be immediately removed, they must be **secured and stored safely** to prevent exposure or accidental release.
Recommended steps include:
- Complete a [**mercury audit** ](https://web.archive.org/web/20240927114902/https://www.atsdr.cdc.gov/dontmesswithmercury/pdfs/mercury_audit.pdf)to identify and document all mercury-containing items in the school
- Place mercury-containing items in a **sealed, zipper-top plastic bag**
- Place the sealed bag inside a **rigid plastic container with a tight-fitting lid**
- Cushion the container with **kitty litter or newspaper** to prevent breakage
- Clearly label the container: **“Mercury — Do Not Touch”**
- Store the container in a **locked location inaccessible to students**
### **Key Safety Reminder**
Mercury-containing materials should **never be handled casually or disposed of through regular trash streams**. Proper identification, containment, storage, and disposal are essential to protecting students, staff, and the environment.
**Sources**:
[ATSDR](https://web.archive.org/web/20241112155630/https://www.atsdr.cdc.gov/dontmesswithmercury/disposal_info.html)
[ASTDR Mercury audit ](https://web.archive.org/web/20240927114902/https://www.atsdr.cdc.gov/dontmesswithmercury/pdfs/mercury_audit.pdf)
[CDC](https://web.archive.org/web/20241112155630/https://www.atsdr.cdc.gov/dontmesswithmercury/disposal_info.html)
[EPA](https://www.epa.gov/aboutepa/health-and-environmental-agencies-us-states-and-territories)
**Categories:** Mercury
---
### [When Mercury Is Spilled (2:30)](https://sciencesafety.com/courses/mercury/lessons/when-mercury-is-spilled-230/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
Mercury spills present a **serious health risk**, particularly in school environments. When elemental mercury is released, it can quickly **evaporate into invisible, toxic vapors**, especially at room temperature.
### **Health Effects of Mercury Exposure**
Mercury poisoning can affect multiple body systems, including the **nervous system, lungs, and kidneys**. Children are especially vulnerable because their bodies and nervous systems are still developing.
**Inhalation of mercury vapor** is the most dangerous form of exposure. Breathing in mercury fumes over time may result in symptoms such as:
- Anxiety, irritability, or unusual fatigue
- Loss of appetite
- Memory or concentration difficulties
- Hearing problems
- Tremors or shaking, particularly in the hands
### **Important Safety Reminder**
Mercury spills **must never be cleaned up by students or school staff** using household methods (e.g., brooms or vacuums). Improper cleanup can spread contamination and increase vapor exposure.
If mercury is discovered or spilled:
- Isolate the area immediately
- Evacuate occupants from the space
- Notify administration and facilities personnel
- Contact trained hazardous materials or environmental health professionals for cleanup
**Sources**:
[Mercury: Danger in Your School – Health Effects](https://www.youtube.com/watch?v=NMqMqNW_w_k&t=25s) [CDC-YouTube](https://www.youtube.com/@CDC)
[CDC](https://web.archive.org/web/20240926181756/https://www.atsdr.cdc.gov/dontmesswithmercury/policy.html)
**Categories:** Mercury
---
### [What is Mercury? (1:30)](https://sciencesafety.com/courses/mercury/lessons/what-is-mercury/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
Mercury is a naturally occurring metal found in the environment. It exists in several forms. **Elemental (metallic) mercury** is a shiny, silver-colored liquid at room temperature and was historically used in a variety of products, including many items commonly found in schools.
Mercury is perhaps most familiar for its former use in **glass thermometers**.
### **Why Is Mercury Dangerous?**
Simply having a product that contains mercury does not usually pose an immediate risk. However, **when a mercury-containing product breaks and mercury is released**, the metal can **evaporate into toxic mercury vapors**.
**Inhalation of mercury vapor** is the most common and most dangerous route of exposure. Breathing in these fumes can lead to serious health effects, particularly in enclosed or poorly ventilated spaces such as classrooms or storage rooms.
Because of these risks, mercury spills require **immediate isolation of the area and professional cleanup**, and mercury-containing devices should no longer be used in school settings.
**Source**:
[Centers for Disease Control and Prevention (CDC)](https://www.youtube.com/watch?v=X3oJRODUDlA&t=1s)
**Categories:** Mercury
---
### [Lab Inspection Recap](https://sciencesafety.com/courses/laboratory-inspections/lessons/lab-inspection-recap/)
**Published:** March 6, 2023
**Author:** admin2025Open
**Content:**
## **Lab Inspection Recap**
Conducting a laboratory safety inspection is an **annual requirement for OSHA compliance**. Inspections should be completed by **at least two members** of the school’s science safety team—ideally including the **Chemical Hygiene Officer (CHO)**—who have experience and working knowledge of occupational health and safety principles, chemical hygiene, and responsible chemical management practices.
The primary purpose of these annual inspections is to **identify potential safety concerns** throughout laboratories, preparation rooms, and chemical storerooms, and to assess overall compliance with safety standards.
### **Utilizing Comprehensive Templates**
Using a **comprehensive inspection template** is strongly recommended. Effective templates allow inspectors to document observations with photographs and narrative notes, while also linking findings to applicable health and safety regulations. This approach promotes consistency, supports OSHA (or equivalent) compliance submissions, and strengthens documentation.
A thorough science department physical safety inspection typically requires **approximately half a day** to complete, followed by additional time to prepare inspection reports that clearly identify deficiencies, corrective actions, and areas of concern.
It is important to remember that **annual laboratory safety inspections are mandatory**. Failure to conduct and document these inspections may result in **regulatory non-compliance, sanctions, or fines** against the school or district.
### **Use a Checklist**
As noted by **Dr. Ken Roy**, laboratory safety inspections should begin with a [**structured checklist**](https://www.nsta.org/blog/safety-checklist-navigating-safer-waters), carefully reviewing and responding to each item as it applies to the laboratory. This process helps identify priority areas for improvement and provides clear direction for creating a safer teaching and learning environment.
Inspection results should be **shared with school administration** to ensure identified safety issues are addressed in a timely manner.
If safety concerns are identified that create **unacceptable risk** to students or staff, laboratory activities and demonstrations **must be temporarily suspended** until corrective actions are completed. Failure to act, particularly if an injury occurs, may expose both the teacher and administration to **serious legal liability**.
**Sources**:
[Science Safety](https://sciencesafety.com/blog/example-chemical-hygiene-officer-job-description-general-responsibilities/)
[edCircuit](https://edcircuit.com/) article 2023 ‘[Importance of Lab Inspections](https://edcircuit.com/stem-lab-inspections-and-legal-requirements/)‘
[NSTA ](https://www.nsta.org/blog/safety-checklist-navigating-safer-waters)
---
### [Fire Extinguisher Inspection](https://sciencesafety.com/courses/laboratory-inspections/lessons/fire-extinguisher-inspection/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
During laboratory safety inspections, fire extinguishers must be reviewed as part of the overall fire safety program.
Fire extinguishers should:
- Be **wall-mounted**, clearly visible, and **unobstructed**
- Be **appropriate for the hazards present** in the space
- Be **checked regularly by custodial staff**
- Receive a **formal annual inspection by a qualified external agency**
In most school laboratory settings, fire extinguishers are typically **tri-class ABC dry chemical extinguishers**. These extinguishers provide approximately **one second of extinguishing agent per pound** (e.g…., a 10-lb extinguisher provides about 10 seconds of discharge time).
### **Fire Extinguisher Class Compatibility**
**CLASS OF FIRE** **DRY CHEMICAL ABC** **CARBON DIOXIDE**
**ABC** **POWDER**
**D** **DRY SAND**
**D** **CLASS A** Ordinary combustible materials like paper, wood, fabric, and usual trash Yes No
Offers very little protection No No **CLASS B** Flammable liquids (such as alcohols, ketones, etc.) Yes Yes
But offers little protection No No **CLASS C** Electrical equipment Yes Yes
Only if it does not have a metal delivery hose No No **CLASS D** Water-reactive chemicals No No Yes Yes ***Note:*** *ABC dry chemical extinguishers are effective for many laboratory fire scenarios but are not appropriate for Class D fires involving water-reactive or combustible metals. Class D fires require specialized extinguishing agents such as Class D powder or dry sand, where applicable.*
### **Fire Extinguisher Use: P.A.S.S. Method**
All staff should be familiar with the **P.A.S.S. method** for operating a fire extinguisher:
- **Pull** the pin
- **Aim** the nozzle at the base of the fire
- **Squeeze** the handle
- **Sweep** from side to side at the base of the flames
### **Additional Inspection Items Related to Fire Safety**
During inspections, also ensure the following:
- Spill clean-up kits are present, complete, and replenished as needed
- Gas jets are free of blockages (e.g…., paper, debris); report issues to facilities or the gas provider
- Any identified hazards are promptly reported to a supervisor or administrator
- Student-built projects are inspected for safety hazards **before** classroom demonstration
- All rooms containing chemicals are properly ventilated
- **No open flames** are present when working with flammable or volatile liquids (e.g…., alcohols)
**Sources**:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 17.
[Fire Extinguisher Information](https://www.nfpa.org/education-and-research/home-fire-safety/fire-extinguishers)
**Categories:** Laboratory Specialists
---
### [Laboratory Safety Checklist](https://sciencesafety.com/courses/laboratory-inspections/lessons/laboratory-checklist/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
*Indicate items that do not apply to your instructional space as “N/A.”*
### **General Instructional Practices**
☐ Periodic safety assessments are conducted to ensure all reasonable safety precautions are in place.
☐ Instructional activities are planned to allow sufficient time for setup, safe operation, cleanup, and proper storage of materials and equipment.
☐ The instructor consistently models appropriate safe behaviors and uses required personal protective equipment (PPE) when applicable.
☐ All areas of the instructional space are visible and can be effectively supervised by the instructor.
### **Emergency Equipment and Infrastructure**
☐ Functioning smoke or heat detectors are present and unobstructed.
☐ Fire extinguishers are available, accessible, inspected, and fully charged.
☐ Emergency equipment (fire blanket, eyewash station, safety shower, fire extinguisher) is accessible and operational.
☐ A functioning intercom, phone, or emergency communication system is available.
### **Personal Protective Equipment (PPE)**
☐ Appropriate PPE (chemical splash goggles, safety glasses, gloves, aprons/lab coats) is available in sufficient quantities and sizes.
☐ Goggles and reusable PPE can be properly cleaned and disinfected between uses.
☐ PPE used meets applicable ANSI/ISEA certification requirements.
### **Facility Safety and Layout**
☐ Safety rules and emergency procedures are posted and visible.
☐ Floors are maintained to minimize slip hazards (non-slip surfaces where applicable).
☐ Electrical outlets are sufficient to eliminate the need for extension cords on floors.
☐ Electrical outlets near water sources are GFCI-protected.
☐ Only grounded (three-prong) electrical outlets are in use.
☐ Electrical outlets are protected when not in use, where required.
☐ Classroom doors open outward or otherwise meet local fire code requirements.
☐ Occupancy limits meet applicable fire code and safety standards.
☐ Aisles and pathways are sufficiently wide to accommodate accessibility needs.
☐ Furniture layout allows safe movement, setup, and storage of student work.
### **Instructional Capacity and Equipment**
☐ Student-to-teacher ratios are appropriate for the activities conducted.
☐ Adequate work surfaces (tables or benches) are available for safe student activities.
☐ Sinks and water sources are sufficient and accessible; non-slip mats are used where appropriate.
☐ The instructional space is maintained in a neat and orderly condition.
☐ A chemical spill response kit is available and accessible.
☐ Heavy or bulky items are stored on lower shelves.
### **Chemical Safety and Documentation**
☐ Safety Data Sheets (SDS) are available for all chemicals present.
☐ Student-prepared containers are clearly labeled with appropriate temporary labels.
☐ Chemical quantities provided to students are minimized to reduce risk and waste.
☐ A safe system exists for transporting chemicals and equipment (e.g., carts with raised lips).
☐ Hazardous materials are transported only by authorized personnel.
### **Storage Practices**
☐ Storage areas are adequate to prevent overcrowding.
☐ Shelving is below adult eye level and equipped with raised front lips.
☐ Lockable storage is provided for hazardous or valuable materials.
☐ Volatile chemicals are stored away from heat, sunlight, and ignition sources.
☐ Incompatible chemicals are segregated according to hazard class or family.
☐ Hazardous chemicals are stored in approved containers and secured from student access.
☐ Chemicals are stored in containers appropriate for their chemical properties and handling needs.
☐ Student-use acids and bases are provided in small, manageable containers.
☐ Storage areas and containers are clearly and permanently labeled.
☐ A chemical inventory system is in place for tracking use and storage.
☐ Manufacturer labels are intact and legible.
☐ Chemical receipt dates are recorded to monitor shelf life.
☐ Unidentified or improperly labeled substances are removed and disposed of following approved procedures.
☐ Shelving depth is adequate to prevent items from being dislodged.
### **Notes for Inspectors**
---
---
###
**Source**:
[2019-2020 Alabama K-12 Science Safety Guidelines](https://asta30.wildapricot.org/science.safety)
**Categories:** Lab Safety
---
### [Main Focal Points for Inspections](https://sciencesafety.com/courses/laboratory-inspections/lessons/main-focal-points-for-inspections/)
**Published:** March 6, 2023
**Author:** admin2025Open
**Content:**
### **STEM Laboratory Inspection Key #1: Neatness and Clutter**
A laboratory that is neat, clean, and free of clutter is both a **legal requirement** and a foundational element of a strong safety culture. Access to safety equipment—such as fire extinguishers, eyewash stations, safety showers, and emergency exits—must remain **unobstructed at all times**.
Obstructions are among the first conditions an OSHA compliance officer will identify during a laboratory walk-through. An organized science department signals proactive safety management and professional responsibility.
#### **Safety Signage and Housekeeping**
Clear, visible safety signage identifying the location of emergency equipment is required. Bench tops, counters, and work surfaces should be kept free of unnecessary materials, equipment, and chemical residues. As a best professional practice, chemicals should not remain out overnight unless required by procedure and approved by the Chemical Hygiene Plan (CHP).
The same standards apply to **chemical storerooms and preparation areas**. These spaces must remain clean, organized, and free of clutter, as they set the safety tone for the entire department. Slip, trip, and fall hazards must be corrected immediately, as they are among the leading causes of laboratory injuries.
###
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### **STEM Laboratory Inspection Key #2: Fire Safety**
Fire safety is a critical component of laboratory risk management. A comprehensive fire safety program includes:
- Properly mounted ABC dry chemical fire extinguishers
- Fire blankets (where permitted by local regulation)
- Buckets of sand (where required)
- Class D fire extinguishers if reactive metals are present
- Clearly posted emergency exit and evacuation procedures
Fire extinguishers must be wall-mounted (not floor-mounted), inspected monthly, properly tagged, and fully charged.
#### Collaboration With Fire Authorities
Local fire marshal requirements and site-specific regulations **supersede** general guidance from [NFPA 101 Life Safety Code](https://www.nfpa.org/codes-and-standards/nfpa-101-standard-development/101) and OSHA. The school’s CHP outlines fire response procedures and the instructor’s responsibilities under **the Duty of Care**.
Conducting hazard analyses prior to laboratory activities—particularly those involving flammables—helps prevent fire-related incidents.
###
### **STEM Laboratory Inspection Key #3: Eye Safety**
A fully functional, [ANSI/ISEA Z358.1](https://www.eyewashdirect.com/collections/ansi-eyewash-z358-eyewash-standard-guide)–compliant plumbed eyewash station capable of providing **15 minutes of hands-free tepid water** is required in chemistry laboratories and any space where chemicals are used.
Eyewash stations must be:
- Clearly accessible
- Free of obstructions
- Tested weekly (minimum 5 minutes) to flush stagnant water
Portable saline bottles are **not** acceptable replacements for plumbed eyewash stations but may be used while moving to one.
Faucet-mounted eyewash units are acceptable only if certified and compliant. Mineral buildup on eyewash nozzles should be removed using appropriate cleaners (e.g., CLR or TSP), followed by thorough rinsing before testing.
###
### **STEM Laboratory Inspection Key #4: Personal Protective Equipment (PPE)**
PPE inspections should confirm that **appropriate, certified, and task-specific equipment** is available and used correctly.
- Chemical laboratories must use **ANSI/ISEA Z87.1 D3 indirectly vented chemical splash goggles** for all occupants.
- Safety glasses with side shields may only be used in laboratories not involving chemicals, liquids, heat, or glassware.
Studies indicate significant compliance gaps—particularly in access to chemical splash goggles—which represent preventable hazards.
Additional PPE to inspect includes lab coats or aprons and appropriate gloves (e.g., nitrile or vinyl). PPE must be available in **multiple sizes** to accommodate all users.
Non-certified or improperly fitted PPE should never be substituted to reduce cost. Doing so exposes the institution to **significant legal liability**
###
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### **STEM Laboratory Inspection Key #5: Engineering Controls**
Engineering controls are built-in safety systems designed to isolate people from hazards. These include:
- Master gas, water, and electrical shutoff controls
- Emergency drench showers
- Eyewash stations
- Fume hoods and ventilation systems
Master shutoffs must be clearly labeled and fully functional. Fume hoods must maintain a face velocity of **80–100 feet per minute (fpm)** to be considered operational.
#### Facility Management Responsibilities
Qualified professionals should inspect ventilation and HVAC systems to ensure:
- 100% fresh air intake
- No recirculation of contaminated air
- Proper system performance
If any engineering control is damaged or nonfunctional, **laboratory activities involving hazards must cease** until the issue is corrected.
###
###
### **STEM Laboratory Inspection Key #6: Chemical Storage**
A current chemical inventory and compliant storage system are essential components of laboratory inspections.
Chemicals must be stored by **hazard class or chemical family**, using appropriate safety cabinets. Not all acids are compatible—**nitric acid must be isolated** from all others.
Indicators of improper storage include:
- Residue buildup on shelves or containers
- Unusual odors
- Corroded or deteriorating containers
Odors and residues often signal incompatible storage practices. Always follow storage procedures outlined in the CHP.
#### Compliance With District Policy
Some districts maintain banned chemical lists. Inspectors must recognize prohibited or high-risk chemicals and ensure they are removed following approved disposal procedures.
###
###
### **STEM Laboratory Inspection Key #7: Labels and Safety Data Sheets (SDS)**
Every chemical container must have a **legible, GHS-compliant label**, regardless of concentration, volume, or container type—including diluted stock solutions and workplace containers.
Each chemical must also have an associated **Safety Data Sheet (SDS)**. Maintaining printed SDS copies is considered a best professional practice, even when digital access exists.
#### Record-keeping Requirements
Older MSDS documents (pre-2015) must be retained for **30 years** under [OSHA requirements](https://www.osha.gov/laws-regs/standardinterpretations/1987-10-01), as they may be needed to document historical exposures related to chronic health conditions.
Chemicals must never be stored in food-grade containers. Only approved chemical storage vessels are permitted.
**Sources**:
[Science Safety](https://sciencesafety.com)
[edCircuit](https://edcircuit.com/) article 2023 ‘[Importance of Lab Inspections](https://edcircuit.com/stem-lab-inspections-and-legal-requirements/)‘
[NFPA 101 Life Safety Code](https://www.nfpa.org/codes-and-standards/nfpa-101-standard-development/101)
[OSHA requirements](https://www.osha.gov/laws-regs/standardinterpretations/1987-10-01)
---
### [What to Look for During a Lab Inspection](https://sciencesafety.com/courses/laboratory-inspections/lessons/what-to-look-for-during-a-lab-inspection/)
**Published:** March 6, 2023
**Author:** admin2025Open
**Content:**
Understanding that a safety inspection is required is an important first step—but knowing **what to look for and why** is critical to conducting a meaningful and effective inspection.
Using a checklist or spreadsheet alone is not sufficient if inspectors do not understand the purpose behind each item being evaluated. Some safety systems may appear functional at a glance but reveal deficiencies when tested. For example, an eyewash station may look operational but provide inadequate water flow, or a fire extinguisher may be present but improperly charged.
Many safety criteria may seem like “common sense” to experienced inspectors yet may be overlooked by others. When reviewing laboratory safety inspection practices across the country—from Maine to Montana and from Seattle to Sarasota—common inspection priorities consistently emerge.
### **Involving the Chemical Hygiene Officer**
Laboratory safety inspections should be conducted as a **team effort**. Typical inspection teams include:
- The **Chemical Hygiene Officer (CHO)** (also referred to as the Environmental Health Officer in non-OSHA states)
- The **school principal or building administrator**
- The **science department chair or lead chemistry teacher**
At least two qualified individuals should participate in the inspection and document observations. Ideally, team members have a combination of experience, education, and formal training in laboratory safety and inspection practices. If this expertise is not available internally, professional development and training resources are available through trusted organizations such as [**Science Safety**](https://sciencesafety.com) and similar providers.
A comprehensive annual safety inspection of a secondary school science department typically requires **approximately four hours** to complete.
### **Inspection Resources and Key Focus Areas**
Schools may find it helpful to use established laboratory inspection checklists when conducting safety reviews. Examples of science and STEM laboratory inspection tools are available through the [**National Institute for Occupational Safety and Health (NIOSH)**](https://www.cdc.gov/niosh/index.html).
While moving through instructional spaces, preparation rooms, and chemical storage areas, inspectors should focus on several key safety categories. These areas will be explored in greater detail in the next lesson:
- **STEM Laboratory Inspection Key #1:** Neatness and Clutter
- **STEM Laboratory Inspection Key #2:** Fire Safety
- **STEM Laboratory Inspection Key #3:** Eye Safety
- **STEM Laboratory Inspection Key #4:** Personal Protective Equipment (PPE)
- **STEM Laboratory Inspection Key #5:** Engineering Controls
- **STEM Laboratory Inspection Key #6:** Chemical Storage
- **STEM Laboratory Inspection Key #7:** Labels and Safety Data Sheets (SDS)
**Sources**:
[NIOSH](https://www.cdc.gov/niosh/docs/2004-101/default.html)
edCircuit Article 2023 ‘[Importance of Lab Inspections.’](https://edcircuit.com/stem-lab-inspections-and-legal-requirements/)
---
### [Why Safety Inspections Matter](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/why-safety-inspections-matter/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Safety inspections are intended to identify hazards and unsafe conditions that may not be recognized by the day-to-day occupants of a laboratory or instructional space.
Inspections should be **consistent, scheduled, and documented**, with results communicated within the department. Safety concerns identified during inspections must be **tracked to completion**, not simply noted.
Periodic review of inspection findings and corrective actions helps identify **systemic or recurring issues** that may require changes to procedures, facilities, training, or administrative support.
Without proper tracking and review, inspection findings can reappear repeatedly, creating a dangerous “fix it and forget it” cycle that increases risk over time.
If a safety issue is repeatedly identified but no permanent solution is implemented, there may be **legal and liability consequences** if an injury or incident occurs that is linked to that unresolved hazard.
**Source**:
[Kathy Benedict, Widener University](https://web.archive.org/web/20240718193928/https://science.widener.edu/svb/olcc_safety/papers/benedict.pdf).
**Categories:** Lab Inspections
---
### [Physical Safety Inspections: An Overview](https://sciencesafety.com/courses/laboratory-inspections/lessons/physical-safety-inspections-an-overview/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
Conducting regular physical safety inspections in science classrooms, laboratories, preparation rooms, and chemical storage areas is a critical component of an effective safety program. At a minimum, a comprehensive physical safety inspection should be conducted **annually**, with additional informal inspections performed throughout the year as conditions, curriculum, or equipment change.
Physical safety inspections help identify hazards before incidents occur, verify that required safety controls are in place and functioning properly, and support compliance with legal standards and recognized professional best practices.
#### **Video: Physical Safety Inspections**
### **Purpose of Physical Safety Inspections**
Physical safety inspections are designed to:
- Identify unsafe conditions, practices, or deteriorating equipment
- Confirm that engineering, administrative, and PPE controls are in place and effective
- Ensure required safety equipment is accessible, operational, and properly maintained
- Verify compliance with [OSHA](https://www.osha.gov/), [NFPA](https://www.nfpa.org/), [ANSI](https://www.ansi.org/)/[ISEA](https://safetyequipment.org/), and local safety requirements
- Document due diligence and support continuous improvement of safety practices
### **Areas to Include in an Inspection**
A thorough physical safety inspection should evaluate, at a minimum:
- **General conditions**
- Clear aisles, exits, and access to emergency equipment
- Adequate lighting and signage
- Housekeeping and waste management
- **Emergency and safety equipment**
- Eyewash stations and safety showers (accessibility and testing)
- Fire extinguishers and fire blankets
- Emergency shutoffs (gas, electrical, ventilation)
- **Chemical safety**
- Proper chemical storage and labeling
- Separation of incompatible chemicals
- Condition of containers and cabinets
- **Engineering controls**
- Fume hoods and ventilation systems
- Machine guarding and dust collection systems
- Electrical safety (GFCI protection, outlets, cords)
- **Administrative controls**
- Posted procedures and safety rules
- Training records and documentation
- Inspection logs and corrective action records
### **Inspection Follow-Up**
Identified hazards or deficiencies should be:
- Documented clearly
- Corrected promptly or escalated to appropriate administrators or safety personnel
- Tracked to ensure corrective actions are completed
Physical safety inspections are not one-time events—they are part of an ongoing process that supports a culture of safety, accountability, and continuous improvement in laboratory and instructional spaces.
**Source**:
[Science Safety Webinar](https://sciencesafety.com/webinars/)
---
### [K-12 Lab Safety Recommendations](https://sciencesafety.com/courses/lab-safety-awareness/lessons/k-12-lab-safety-recommendations/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Content:**
The following recommendations are based on findings from the [**2020 Technology & Engineering Education—Facilities and Safety Survey (TEE-FASS)**](https://scholarsphere.psu.edu/resources/86b512d8-374e-43db-bb1d-eedda32e7f86). This study collected online survey responses during Spring 2020, allowing educators to reflect on their in-person teaching experiences throughout most of the 2019–2020 academic year.
These data-informed recommendations are intended to support **safer teaching and learning environments** when facilitating engineering practices and integrated STEAM activities in laboratories, shops, and makerspaces.
### **Safety Program Development and Oversight**
1. Collaborate with district safety compliance officers, legal counsel, fire marshals, administrators, supervisors, and teachers to develop and maintain a comprehensive safety program, including protocols, inspections, training, and documentation.
2. Work with the Board of Education to establish a district-wide safety policy and ensure that classroom, department, and school-level policies align with this policy.
3. Reference applicable legal and professional resources—such as [**OSHA**](https://www.osha.gov/), [**NFPA**](https://www.nfpa.org/), [**ANSI/ISEA**](https://webstore.ansi.org/sdo/isea?srsltid=AfmBOopSK2-YiVaSWDMNbk-UyBbbi077jH2k3hKSLzmzJfGhODWI6Fmi), [**ITEEA**](https://www.iteea.org/), and [**NSTA**](https://www.nsta.org/)—when developing and updating safety programs.
4. Enforce safety policies consistently, equitably, and without exception.
5. Provide safety training upon initial hire and whenever new hazards are introduced (e.g.., new chemicals, equipment, or processes), or when updates are made to the safety plan.
6. Under the principle of **duty of care**, employers (school districts) have both a legal and professional obligation to provide safety training.
7. Employees retain the right to formally request safety training in writing.
### **Facilities, Space, and Infrastructure**
8. Follow [**NFPA 101 Life Safety Code**](https://www.nfpa.org/product/nfpa-101-code/p0101code), which requires a minimum of **50 square feet per occupant** (net square footage) in academic laboratories and shops. Research suggests that **60 square feet per occupant** further reduces accident rates.
9. Conduct at least **one comprehensive safety inspection annually** to verify that facilities provide adequate workspace and appropriate safety controls. Inspection checklists are available through **ITEEA** and **NIOSH**.
10. Ensure instructional spaces comply with **[OSHA](https://www.osha.gov/), [NFPA](https://www.nfpa.org/), ANSI/ISEA**, and other applicable legal standards and recognized professional best practices to protect teachers, students, and visitors.
11. Flush emergency eyewash stations and safety showers **weekly for 1–3 minutes**, in accordance with **ANSI/ISEA Z358.1**.
12. Inspect first aid kits each semester and coordinate with the school nurse to ensure they are fully stocked.
13. Use a **UV (ultraviolet) goggle sanitizer** equipped with a UV-C germicidal bulb to disinfect eye protection after each individual use.
14. Provide at least one sink with both **hot and cold running water** in laboratory and makerspace environments.
### **Storage, Access Control, and Equipment Safety**
15. Maintain a separate, lockable, and secure finishing room or chemical storage room and approved chemical storage cabinets to prevent unauthorized student access.
16. Use lockable tool cabinets to restrict access when tools are not actively used for instruction.
17. Require all students to complete safety training, pass a safety assessment, and sign a safety acknowledgement form before engaging in activities involving hazardous tools, equipment, chemicals, or materials.
18. Clearly mark safety work zones around all machinery with tape or paint.
19. Install non-skid strips near machines to reduce slip-and-fall hazards.
20. Provide appropriate ventilation systems to control particulate and aerosol hazards.
21. Install wood dust collection systems with intake vents positioned at the point of dust generation whenever feasible and safe to do so.
22. Ensure all workspaces are accessible to wheelchair users in compliance with **[ADA](https://www.ada.gov/) (Americans with Disabilities Act)** requirements.
23. Protect all electrical receptacles with **ground fault circuit interrupters (GFCIs)**.
24. Install easily accessible **emergency power shutoff switches**.
25. Provide a sufficient number of electrical receptacles to eliminate the need for extension cords across floors or walkways.
**Source:**
[Dr. Ken Roy, NSTA](https://www.nsta.org/blog/safer-engineering-instruction-k-12-labs-and-makerspaces-results-2020-national-study)
[NFPA](https://www.nfpa.org/)
**Categories:** Makerspaces, Lab Safety
---
### [Identified Safety Concerns in K-12 Labs](https://sciencesafety.com/courses/lab-safety-awareness/lessons/identified-safety-concerns/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Content:**
The [**2020 Technology & Engineering Education—Facilities and Safety Survey (TEE-FASS)**](https://scholarsphere.psu.edu/resources/86b512d8-374e-43db-bb1d-eedda32e7f86) was developed through minor modifications to the[ **2001 Texas Science Safety Survey** (Stephenson et al., 2003)](https://www.researchgate.net/publication/240542317_Safety_in_Science_Classrooms_What_Research_and_Best_Practice_Say) to better reflect contemporary safety concerns in Technology & Engineering (T&E) instruction and interdisciplinary learning environments such as makerspaces.
The survey instrument was reviewed by two national STEM education safety specialists and pilot-tested with a small group of STEM educators and administrators across multiple grade levels to refine questions and establish face validity.
The national T&E survey was administered in April 2020 to members of the [**International Technology and Engineering Educators Association (ITEEA)**](https://www.iteea.org/) and affiliated state associations. A total of **718 responses from educators in 42 states** were collected. The survey included questions addressing instructional workload, facilities, safety infrastructure, training, and compliance with recognized safety standards.
### **Key Safety Findings**
Several concerning safety trends emerged from the survey results:
1. **Instructional Load and Facility Limitations**
Over half of respondents (52%) reported teaching four or more courses per semester, increasing the complexity of setup, supervision, and maintenance responsibilities. Facilities frequently lacked essential safety features, including:
- Defined safety zones
- Accessible eyewash stations
- Fully stocked first aid kits
- Emergency power shutoff controls
- Adequate ventilation for soldering
- Proper personal protective equipment (PPE) for welding, casting, and molding
2. **Inadequate Air Filtration for Emerging Technologies**
Seventy-five percent (75%) of respondents reported **no ventilation for 3D printers**, despite research indicating that desktop 3D printers can emit hazardous levels of ultrafine particles. Best practice suggests that districts invest in appropriate air filtration systems and ensure that **Safety Data Sheets (SDS)** for hazardous materials used in STEM labs are accessible to school nurses, district safety officers, and local fire officials.
3. **Lack of Student Safety Requirements**
Many teachers reported not requiring:
- Signed student safety acknowledgement forms
- Passing of safety assessments prior to lab participation
- Use of safety goggles or glasses
- Securing long hair or loose clothing/jewelry
- Wearing closed-toed shoes
These omissions are especially concerning given that many state statutes mandate appropriate eye protection during laboratory activities.
4. **Eyewash Testing Noncompliance**
Only 18% of respondents reported testing eyewash stations weekly for several minutes, as required by **ANSI/ISEA Z358.1-2014**, indicating widespread noncompliance with a critical emergency safety standard.
5. **Insufficient Preservice Safety Training**
Just 54% of participants reported receiving safety training during their undergraduate teacher preparation programs. These findings suggest that preservice education and mentoring programs must place greater emphasis on laboratory safety fundamentals.
6. **Lack of District-Provided Safety Training**
A significant number of respondents reported that their school districts provided inadequate safety training. Under **OSHA requirements**, employers must train employees upon initial hire and whenever new equipment, chemicals, or hazardous processes are introduced. The study’s statistical analysis indicated that insufficient safety training—combined with other factors identified above—significantly increased the likelihood of laboratory accidents.
**Sources**:
[Dr. Ken Roy, NSTA](https://www.nsta.org/blog/long-overdue-results-national-stem-lab-safety-study?srsltid=AfmBOoqf7JYH64WonHD-sY3KBM6a4rHtgpRng7Q3t5y88_l32HEuLXcn)
[Facilities and Safety Survey (TEE-FASS)](https://sciencesafety.com/wp-content/uploads/2022/10/Safer-Engineering-and-CTE-Instruction-A-National-STEM-Education-Imperative.pdf)
**Categories:** Makerspaces
---
### [Chemical Safety Board (CSB) Laboratory Incident Dataset](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/csbs-laboratory-dataset/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The U.S. Chemical Safety Board (CSB) maintains a laboratory incident dataset that documents chemical incidents in public and private laboratories from **January 2001** to **July 2018**.
These incidents occurred across a wide range of organizations and settings, including:
- Private research laboratories
- Universities and colleges
- High schools, middle schools, and elementary schools
- National laboratories
- State-run laboratories
- Educational demonstrations
The CSB compiles incident information from multiple sources, including media reports and the [U.S. Coast Guard’s National Response Center (NRC)](https://www.epa.gov/emergency-response/national-response-center). It is important to note that additional laboratory incidents may have occurred during this period but were not identified or captured in the CSB dataset.
**Source:**
[U.S. Chemical Safety Board](https://www.csb.gov/assets/1/17/csb_laboratory_incident_data.pdf?16376)
---
### [The Importance of Lab Safety](https://sciencesafety.com/courses/lab-safety-awareness/lessons/the-importance-of-lab-safety/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The [National Safety Council](https://www.nsc.org/) estimates that approximately **5,000 safety-related accidents occur in U.S. schools each year**, with **at least 10% occurring in science classrooms**. That equates to roughly **500 science laboratory accidents annually**. While these incidents are often presented as statistics, laboratory accidents do not follow a predictable or evenly distributed pattern. Instead, they occur across the country, in schools of all sizes and types.
The consequences of laboratory accidents extend beyond numbers on a chart—they involve real injuries, disruptions to learning, and, in some cases, long-term or fatal outcomes.
### **Reported Laboratory Accidents**
The following examples highlight safety-related laboratory incidents that have been reported in the news:
- **Rogersville, TN** – Old, unlabeled chemical bottles being removed from a school laboratory leaked and mixed, causing an explosion and fire. No injuries were reported.
- **Valley, New Brunswick** – During a laboratory cleanout, officials discovered a container of **picric acid**, a chemical that can crystallize and become highly explosive with age. Believing the container to be nearly 30 years old, officials contacted a bomb squad, which detonated the material.
- **University of California, Los Angeles (UCLA)** – A 23-year-old laboratory technician died from severe burns while working with **t-butyl lithium** after equipment malfunction caused a spill that ignited her synthetic clothing.
- **Dartmouth College** – Dr. **Karen Wetterhahn** died in 1997 from mercury poisoning after dimethylmercury permeated her gloves, highlighting the critical importance of proper PPE selection.
- **Bronx, NY** – Four tenth-grade students from a Catholic school were hospitalized after being singed by flames during a laboratory activity.
- **Beacon High School, Manhattan (2014)** – A 16-year-old student suffered serious burns when **methanol fumes ignited** during an experiment.
- **Dinwiddie County, VA (Fall 2022)** – Students and a teacher were injured in a laboratory accident involving methanol.
Methanol (methyl alcohol) has been involved in multiple laboratory flash fires and explosions in schools across the United States, including incidents in **Santa Clarita and Riverside, CA; Genoa, IL; Midland, TX; New Berlin, WI; and Washington, DC**. Due to its **low flash point, high vapor pressure, and near-invisible flame**, methanol presents a significant fire hazard when improperly handled and can result in flame jetting, explosions, and flying glass.
### **Video Example: Laboratory Accident**
The following video provides another example of a science experiment accident and reinforces the importance of proper hazard analysis and control measures:
##
### *After the Rainbow*
*After the Rainbow* documents one of the most serious laboratory accidents in a U.S. high school involving an open-flame demonstration. Produced by the [**U.S. Chemical Safety Board (CSB)**](https://www.csb.gov/) in 2013, the video features **Calais Weber**, who suffered severe burns during a rainbow flame demonstration at her Ohio boarding school in 2006.
#### ⚠️ **Content Advisory**
This video contains discussions and imagery related to burn injuries that may be distressing or triggering for some viewers.
### **Instructional Takeaway**
The rainbow flame demonstration is commonly used to teach a core concept in high school chemistry: that certain metal ions produce characteristic flame colors when energized. However, safety experts and experienced educators agree that **there are far safer methods** to demonstrate this concept.
A recommended alternative involves **dipping wooden splints into metal salt solutions** and briefly placing them into the controlled flame of a Bunsen burner. This method eliminates the need for flammable liquids while still allowing students to observe color changes in flames. When conducted, **all required PPE and fire-prevention protocols must be followed exactly**.
If an instructor determines that a live demonstration still presents unnecessary risk, showing a **properly vetted instructional video** can provide educational value while significantly reducing exposure. When using videos, educators should clearly address any unsafe or inadequate practices depicted and reinforce that such practices are **not acceptable** in their laboratory.
**Sources:**
[Washington Post](https://www.washingtonpost.com/archive/politics/2002/07/14/school-lab-accidents-not-rare-in-us/a34dd138-d1ff-410a-b65b-9324d4ed6bb0/)
[South Dakota Academy of Science](https://sciencesafety.com/wp-content/uploads/2023/12/DangerintheSchoolScienceLab-AreStudentsatRisk.pdf)
[American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
**Categories:** Lab Safety
---
### [Recap: Hazards Control](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/recap-hazards-control/)
**Published:** January 3, 2022
**Author:** admin2025Open
**Content:**
Understanding the hierarchy of controls helps educators make more effective safety decisions and identify appropriate solutions when managing hazards in instructional settings.
From a hazard control perspective, once a potential safety hazard and its associated risk have been identified, the next step is to determine whether the activity is necessary and educationally justified. This process requires balancing instructional value and student learning outcomes against the inherent risks associated with laboratory and technological education.
The diagram illustrates the relative effectiveness of hazard controls, beginning with **Personal Protective Equipment (PPE)** and **Administrative Controls** (rules, policies, and procedures), progressing to **Engineering Controls** (such as fume hoods and eyewash stations), followed by **Substitution** (using safer alternatives), and ultimately **Elimination**, which removes the hazard entirely. Controls closer to elimination are generally more reliable and effective than those that rely on individual behavior.
By applying this framework, educators should now have a stronger understanding of how and why hazard controls are selected and implemented, and how these decisions support student safety while aligning with legal safety standards and recognized best professional practices in school-based technology and science programs.
---
### [Monitoring and Reviewing Your Hazard Control Program and Methods](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/monitoring-and-reviewing-your-hazard-control-program-and-methods/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
Hazard control programs must be **actively monitored and regularly reviewed** to ensure that control measures remain effective and that exposure to hazards is reduced or eliminated over time. Monitoring confirms that controls are working as intended and helps identify emerging risks before incidents occur.
Effective monitoring and review may include a combination of the following tools:
- Physical inspections
- Testing and exposure assessments
- Direct observation of work practices
- Injury and illness tracking
- Accident and incident investigation reports
- Employee feedback and input
- Occupational health assessments
- Other relevant evaluation methods
When reviewing hazard controls, be sure to consider the following questions:
- Have the control measures effectively solved the problem?
- Is the risk posed by the original hazard adequately contained?
- Have any new hazards been introduced as a result of the controls?
- Are any newly identified hazards being properly controlled?
- Are current monitoring processes sufficient and appropriate?
- Have workers been adequately informed of changes or ongoing risks?
- Have orientation and training programs been updated to reflect the new conditions?
- Are additional control measures required?
- Has the effectiveness of hazard controls been documented (e.g., safety committee minutes or inspection records)?
- What further improvements can be made?
Regular review and documentation of hazard control effectiveness supports continuous improvement, regulatory compliance, and a strong culture of safety.
*Adapted from the [Occupational Health and Safety Committee Manual, Saskatchewan Governmen](http://publications.gov.sk.ca/details.cfm?p=7746)t.*
**Source**:
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [PPE and Hazard Control](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/ppe-and-hazard-control/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
### **What should I know about personal protective equipment (PPE) as a hazard control method?**
Personal protective equipment (PPE) includes items such as respirators, protective clothing (e.g., gloves, lab coats, aprons), face shields, eye protection, and protective footwear. PPE functions by providing a **physical barrier** between the wearer and a chemical, material, or other hazard.
Within the **Hierarchy of Controls**, PPE is considered the **least effective control measure** and is placed last for an important reason. PPE does **not eliminate or reduce the hazard itself**; instead, it relies on correct selection, proper fit, consistent use, and ongoing maintenance by the individual.
PPE should **never be the sole method of hazard control**, except under very specific and temporary circumstances. PPE can fail with little or no warning. For example:
- Chemical “breakthrough” can occur with gloves or protective clothing
- Respirator cartridges can become saturated
- Improper fit or damage can significantly reduce protection
Because of these limitations, PPE must always be used **in combination with higher-level controls** such as elimination, substitution, engineering controls, and administrative controls whenever possible.
### **PPE Program Requirements**
Regardless of the type of PPE used, a **comprehensive PPE program** is essential. An effective PPE program includes:
- Hazard assessment to determine PPE needs
- Proper selection of PPE appropriate to the hazard
- Employee training on correct use, limitations, and care
- Inspection, maintenance, and replacement procedures
- Clear expectations for required PPE use
For additional guidance on developing and maintaining a PPE program, refer to [**Designing an Effective PPE Program**](http://www.ccohs.ca/oshanswers/prevention/ppe/designin.html).
**Source**:
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [Examples of Administrative Controls](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/examples-of-administrative-controls/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
Administrative controls limit exposure by changing **how**, **when**, or **by whom** work is performed. Unlike engineering controls, administrative controls do **not remove the hazard**; instead, they rely on policies, procedures, and worker behavior.
Because the hazard remains present, administrative controls are **less reliable** than elimination, substitution, or engineering controls and should be used to supplement—not replace—those controls when necessary.
Common administrative control methods include:
- Restricting access to specific work areas
- Limiting tasks to trained or qualified personnel
- Scheduling high-exposure tasks during low-occupancy times
- Using job rotation to limit individual exposure duration
- Implementing work–rest schedules to reduce exposure time
## **Work Practices**
Work practices are a form of administrative control that focuses on **how tasks are performed**. Even when engineering controls are in place, safe work practices are essential.
Examples include:
- Developing and enforcing safe work procedures or standard operating procedures
- Providing required employee training (including hazard communication / [WHMIS](http://www.ccohs.ca/oshanswers/legisl/intro_whmis.html) where applicable)
- Maintaining good [housekeeping practices](http://www.ccohs.ca/oshanswers/hsprograms/house.html)
- Ensuring equipment is properly maintained
- Preparing for emergency response (spills, fires, injuries)
## **Education and Training**
Employee education and training are critical components of any hazard control program. Training must ensure that workers:
- Understand the hazards associated with their work
- Know how to perform tasks safely
- Understand how to protect themselves and others
- Know how to respond to emergencies
Training should be ongoing and updated as procedures, materials, or equipment change.
## **Good Housekeeping**
Good housekeeping prevents the buildup of hazardous materials and unsafe conditions, such as:
- Accumulated dust or residues on surfaces
- Improper storage or stockpiling
- Obstructed workspaces or exits
Effective housekeeping reduces secondary hazards and supports safer daily operations.
### **Example of Administrative Control in Practice**
***Figure 5.** Example of administrative and work-practice controls, including proper housekeeping and controlled cleanup procedures to reduce exposure.*
## **Emergency Preparedness**
[Emergency preparednes](http://www.ccohs.ca/oshanswers/hsprograms/planning.html)s ensures that employees know what to do when an unplanned event occurs, such as a chemical release, spill, fire, or injury.
Preparedness includes:
- Written emergency procedures
- Readily available emergency equipment and supplies
- Regular training and drills to practice response actions
## **Personal Hygiene Practices and Facilities**
Personal hygiene practices help reduce the absorption, ingestion, or inhalation of hazardous materials—especially when contaminants can settle on skin, clothing, or hair.
Examples include:
- Washing hands after handling materials and before eating or drinking
- Avoiding contact with the eyes, nose, and mouth using contaminated hands
- Prohibiting eating, drinking, smoking, or gum chewing in work areas
- Storing food separately from hazardous materials
**Source**:
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [Examples of Engineering Controls](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/examples-of-engineering-controls/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
Engineering controls are methods that are built into the design of a facility, equipment, or process to minimize or eliminate hazards. When properly designed, used, and maintained, engineering controls are one of the most reliable ways to reduce worker and student exposure to hazards.
The basic types of engineering controls include:
- Process control
- Enclosure and/or isolation
- Ventilation
### **Process Control**
Process control involves changing how a task or process is performed to reduce risk. Monitoring should occur before and after changes are implemented to verify that the hazard has been effectively controlled.
Examples of process control include:
- Using wet methods instead of dry drilling or grinding to reduce dust
- Using appropriate industrial vacuums instead of dry sweeping
- ***Note:** Never use a regular “household” vacuum cleaner, especially when cleaning toxic material such as lead or asbestos. Use a vacuum specifically designed for industrial workplaces and ensure appropriate filters, etc., are used.*
- Using steam cleaning instead of solvent degreasing (after evaluating heat hazards)
- Replacing diesel-powered equipment with electric motors
- Reducing process temperatures to limit vapor release
- Automating processes to reduce direct handling
- Using mechanical transport instead of manual lifting
### **Enclosure and Isolation**
These methods keep the hazard **contained** and the worker **separated**.
- **Enclosure** physically contains the hazard (e.g., glove boxes, blasting cabinets, sealed systems)
- **Isolation** places hazardous processes away from occupied areas (e.g., separate rooms or booths)
Enclosures must be properly maintained and handled carefully during cleaning or maintenance to prevent exposure.
### **Ventilation**
[Ventilation](http://www.ccohs.ca/oshanswers/prevention/ventilation/) controls remove or dilute airborne contaminants by managing airflow.
**Local exhaust ventilation (LEV)** is particularly effective because it captures contaminants at the source before they disperse into the workspace.
### **Example of Acceptable Local Exhaust Ventilation**
***Example**: Proper use of a laboratory fume hood providing effective local exhaust ventilation.*
This image shows a real-world example of acceptable fume hood operation and illustrates correct sash height, airflow, and work positioning.
### **How Local Exhaust Ventilation Works**
***Figure 4.** Diagram illustrating how a local exhaust ventilation system captures contaminants at the source and removes them from the worker’s breathing zone.*
A local exhaust ventilation system typically consists of:
- A **hood** that captures contaminants at the source
- **Ductwork** that transports contaminated air
- A **fan** that moves air through the system and away from the worker
- Optional **air-cleaning devices** to remove contaminants before exhaust
### **Design and Compliance Considerations**
Ventilation systems must be designed to match the specific chemical, process, and hazard involved. Expert guidance should be sought during design and any modifications.
Because contaminants are exhausted outdoors, facilities must also comply with applicable environmental regulations and local air-quality requirements.
Local exhaust ventilation is highly effective as an engineering control only when **properly designed, tested, and maintained**.
### **Systems That Increase Awareness**
Some control systems are designed to alert individuals when hazards are present. These include:
- Warning signs
- Visual or audible alarms
- Indicator lights or monitoring systems
These systems support hazard awareness but **do not replace engineering controls**.
**Source:**
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [Elimination and Substitution](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/elimination-and-substitution/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
### **What Is Elimination?**
Elimination is the process of removing a hazard from the workplace. It is the most effective method of hazard control because the hazard no longer exists.
### **What Is Substitution?**
Substitution involves replacing a hazardous chemical or substance with a less hazardous alternative. It is often grouped with elimination because the original hazard is removed from the workplace.
The table below provides some examples:
Instead Of: Consider: Carbon tetrachloride (causes liver damage, cancer) 1,1,1-trichloroethane, dichloromethane Benzene (causes cancer) toluene, cyclohexane, ketones Pesticides (causes various effects on the body) “natural” pesticides such as pyrethrins Organic solvents (cause various effects on the body) water-detergent solutions Leaded glazes, paints, pigments (causes various effects on the body) versions that do not contain lead Sandstone grinding wheels (causes severe respiratory illness due to silica) synthetic grinding wheels such as aluminium oxide **Important:** Always verify that the substitute does not introduce new hazards and that exposures remain below applicable occupational exposure limits.
Another type of substitution involves using the **same chemical in a different physical form**. For example, a fine powder may present a significant inhalation hazard, whereas pellets, flakes, or ingots of the same material may generate far less airborne dust.
***Figure 3.** Relationship between particle size and inhalation hazard.*
### **Key Safety Reminder**
When substituting materials, ensure that one hazard is not simply being replaced with another. Before making a substitution, evaluate the health, physical, and environmental risks associated with the new material.
For additional guidance, see [*Substitution of Chemicals: Considerations for Selection*](http://www.ccohs.ca/oshanswers/chemicals/substitution.html) (OSH Answers).
Substitution may also include:
- Using equipment that requires less energy
- Selecting processes that reduce manual handling or lifting loads
**Source:**
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [Where Are Controls Used?](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/where-are-controls-used/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
*Figure 2: Example of hazard control placement at the source, along the exposure path, and at the worker.*
Hazard controls can be applied at different points, depending on how and where exposure occurs. In practice, controls are typically placed in one or more of the following locations:
### **At the Source**
Controls are applied where the hazard originates—before it can spread or expose workers or students.
### **Along the Path**
Controls are placed between the source of the hazard and the individual to limit or block the movement of the hazard.
### **At the Worker**
Controls are applied directly to protect the individual when hazards cannot be adequately controlled at the source or along the path.
Controls applied **at the source** and **along the path** are often referred to as **engineering controls**, as they rely on physical design or system modifications rather than individual behavior.
**Source**:
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [Hierarchy of Controls in Hazard Control (3:57)](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/hierarchy-of-controls-in-hazard-control-357/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
**Source:**
[Continuing Care Safety Association (CCSA)](https://www.youtube.com/@ContinuingcaresafetyCa)
---
### [Main Ways to Control a Hazard](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/main-ways-to-control-a-hazard/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
The primary methods used to control hazards in laboratories, classrooms, and workplaces are collectively known as the **Hierarchy of Controls**. This framework ranks control strategies from **most effective** to **least effective** and provides guidance for selecting the safest and most reliable approaches to hazard mitigation.
### The Hierarchy of Controls (from most to least effective)
### **Elimination (including Substitution)**
Remove the hazard entirely from the workplace, or substitute hazardous materials, equipment, or processes with safer alternatives.
*This is the most effective form of hazard control.*
### **Engineering Controls**
Use physical design solutions or equipment modifications to isolate people from hazards. Examples include ventilation systems, fume hoods, machine guards, safety interlocks, and splash shields.
### **Administrative Controls**
Change the way work is performed to reduce exposure. These controls include:
- Policies and procedures
- Standard operating procedures (SOPs)
- Scheduling and work-practice rules
- Training and supervision
- Housekeeping and maintenance practices
Administrative controls rely on consistent human behavior and, therefore, are less reliable than elimination or engineering controls.
### **Personal Protective Equipment (PPE)**
Use equipment worn by individuals to reduce exposure to hazards, such as chemical splash goggles, gloves, lab coats, respirators, or hearing protection.
*PPE is the least effective control because it does not eliminate the hazard—it only protects the individual.*
### Important Considerations
These control methods should **always be considered in the order presented**. Whenever possible, hazards should be eliminated or substituted before relying on engineering, administrative controls, or PPE.
Some standards and organizations may include additional levels in the hierarchy. For example, **CSA Standard Z1002-12** includes a level referred to as *systems that increase awareness of potential hazards*, positioned between engineering and administrative controls.
Regardless of how many levels are defined, the guiding principle remains the same:
**Start with the most effective controls and only rely on lower-level controls when higher-level options are not feasible.**
**Source:**
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [The Triple AAA Method](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/the-triple-aaa-method/)
**Published:** July 12, 2023
**Author:** admin2025Open
**Content:**
The **Triple AAA Method** requires teachers to conduct a **potential hazard analysis** before each laboratory activity or demonstration. This process supports proactive decision-making by identifying hazards, evaluating associated risks, and determining appropriate control measures **before students are exposed** to chemicals, equipment, or procedures.
**Video**: Science Safety AAA Method
### **Triple AAA Method – Key Takeaways**
The **Triple AAA Method** provides a structured approach for evaluating laboratory activities prior to implementation and reinforces safer instructional practices.
**The three steps of the AAA Method include:**
- **Anticipate**
Identify all potential hazards associated with the chemicals, equipment, procedures, and environment involved in the activity. Consider both routine steps and potential failure points.
- **Assess**
Evaluate the level of risk associated with each identified hazard, including the likelihood of occurrence and the potential severity of harm. Balance the educational value of the activity against the identified risks.
- **Act**
Determine and implement appropriate control measures to eliminate or reduce risk. This may include modifying procedures, substituting safer materials, applying engineering or administrative controls, requiring specific PPE, or choosing not to conduct the activity if risks cannot be adequately controlled.
Using the Triple AAA Method prior to demonstrations and laboratory activities helps reduce preventable incidents, supports informed instructional decisions, and reinforces a **culture of safety awareness** for both educators and students.
**Source:**
[Science Safety ](https://sciencesafety.com/blog/triple-aaa-approach-to-safer-labs/)
---
### [Hazard Control Programs](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/hazard-control-programs/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
A **hazard control program** includes all steps necessary to protect workers from exposure to hazardous substances or systems. This includes the **controls used to reduce exposure**, the **training provided to workers**, and the **procedures used to monitor both exposure levels and worker health**. Hazards may include chemicals, materials, biological agents, or physical hazards such as **noise and vibration**.
A written workplace hazard control program should clearly identify:
- The **methods used to control exposure**
- The **responsibilities for implementing those controls**
- How the controls will be **monitored and evaluated for effectiveness**
## **How Do I Know What Type of Control Is Needed?**
Selecting an appropriate control is not always straightforward. In most cases, it requires conducting a **risk assessment** to identify hazards, assess risk levels, and prioritize control measures.
Both **routine operations** and **non-routine or unusual situations** must be considered. Because workplace conditions, processes, and hazards vary, each hazard control program must be **designed to meet the specific needs of the individual workplace**. As a result, no two hazard control programs will be exactly alike.
## **Choosing a Control Method**
Selecting and implementing control measures may involve:
- Evaluating and selecting **temporary and permanent controls**
- Implementing **temporary controls** while permanent (engineering) controls are being developed or installed
- Implementing **permanent controls** when they are reasonably practicable
**Example:**
For a noise hazard, temporary controls may include requiring workers to use **hearing protection**. Long-term, permanent controls may involve **engineering solutions** that reduce, isolate, or eliminate the noise source.
## **Why Should a Workplace Implement Hazard Controls?**
Some hazards and required control measures are **specifically addressed in legislation**. In all cases, employers have a duty of [**due diligence**](https://www.ccohs.ca/oshanswers/legisl/legislation/diligence.html) and are responsible for **taking all reasonable precautions, under the circumstances, to prevent injuries and accidents in the workplace**.
When there is no clearly defined method for controlling a hazard, or when legislation does not establish a specific exposure limit or guideline, employers should seek guidance from **qualified occupational health and safety professionals**, such as:
- Occupational hygienists
- Safety professionals
- Environmental health specialists
These professionals can help determine applicable **legal safety standards**, as well as **recognized professional or industry best practices**, for managing the hazard safely.
Figure 1
### **Key Safety Principle**
A legal limit or guideline (such as an exposure limit) should **never** be interpreted as a boundary between “safe” and “unsafe.” Legal limits are **maximum allowable thresholds**, not targets.
The safest and most responsible approach is to **keep exposures and risks as low as reasonably achievable**, using appropriate controls and recognized best professional practices.
**Source:**
[Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/hsprograms/hazard_control.html)
---
### [Overview: Hazards Control](https://sciencesafety.com/courses/hazard-control-and-safety/lessons/overview-hazards-control/)
**Published:** January 3, 2022
**Author:** admin2025Open
**Content:**
To provide a **safer teaching and learning environment**, it is essential to identify potential safety hazards associated with **procedures, materials, equipment, and activities**, as well as the **risks** they present and the **controls** used to reduce those risks.
Hazard awareness enables informed decision-making—helping educators and professionals **balance educational or operational value with potential hazards** and the level of risk an activity may introduce.
This section explores the **controls used to minimize safety concerns**, both **immediate** and **long-term** (for example, cumulative exposure such as loud noise). Effective hazard control relies on a **layered approach**, combining:
- **Engineering controls** (designing hazards out or isolating them),
- **Administrative controls** (policies, procedures, training, and scheduling),
- **Personal protective equipment (PPE)**, and
- **Ongoing safety awareness and supervision**.
When applied together, these controls work cooperatively to reduce risk, support safer practices, and contribute to **sustained student and worker success** across instructional and technical environments.
---
### [Labeling Recap](https://sciencesafety.com/courses/labelling/lessons/labeling-module-recap/)
**Published:** March 9, 2023
**Author:** admin2025Open
**Content:**
You should now have a clearer understanding of the **GHS hazard communication system**, including the relationship between **chemical labels** and their associated **Safety Data Sheets (SDS)**, and how these elements work together to communicate chemical hazards effectively.
Chemical labels are designed to convey **critical hazard information at a glance**, while the SDS provides **more detailed information** about a chemical’s properties, hazards, protective measures, and emergency response procedures. It is important to remember that **all chemicals require proper GHS labeling**, including **solutions prepared on-site** in school laboratories. This requirement applies even to small containers such as **dropper bottles** and common laboratory solutions (e.g., **0.1 M HCl or 0.1 M NaOH**) in order to remain compliant with **local, state, and federal regulations**.
By reviewing the materials selected for all planned activities and consulting both the **label and SDS for each chemical involved**, you can make informed decisions regarding:
- Whether a chemical is appropriate for use
- Required **personal protective equipment (PPE)**
- Special handling and storage considerations
- Proper disposal methods
- Appropriate responses to emergencies, such as spills or fires
When there is any uncertainty about the safe use of a chemical or group of chemicals, seek guidance before proceeding. Consult your **department chair**, **designated Chemical Hygiene Officer (CHO)**, or **science supervisor** for clarification and support—especially when planning **demonstrations or student hands-on laboratory activities**.
**Sources:**
[Science Safety](https://sciencesafety.com)
---
### [GHS Pictograms](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/ghs-pictograms/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Hazard symbols have evolved significantly from the rudimentary images once used to designate poisons in the early 1800s. In **2012**, the **Occupational Safety and Health Administration (OSHA)** adopted the **Globally Harmonized System of Classification and Labeling of Chemicals (GHS)** as part of its revised **Hazard Communication Standard (HCS)**, standardizing how chemical hazards are communicated in the United States.
The GHS uses **nine standardized hazard pictograms** to visually communicate the types of hazards associated with chemicals and mixtures. **Eight of the nine pictograms are mandatory in the United States**. The **environmental hazard pictogram** (see below) is included in the UN GHS but is **not enforced by OSHA**, although it may still appear on supplier labels.
Each pictogram represents a **specific hazard category** and is designed to be **immediately recognizable** to individuals handling hazardous materials, regardless of language or technical background.
In addition to pictograms, GHS-compliant labels must also include:
- A **signal word** (*Danger* or *Warning*)
- One or more **hazard statements**
- **Precautionary statements** describing measures to prevent or minimize exposure
Together, these elements ensure that chemical hazards are communicated **clearly, consistently, and effectively** across workplaces and educational settings.
**Health Hazard** A cancer-causing agent (carcinogen) or substance with respiratory, reproductive, or organ toxicity that causes damage over time (a chronic, or long-term, health hazard).
 **Flame** Flammable materials or substances liable to self-ignite when exposed to water or air (pyrophoric), or which emit flammable gas.  **Exclamation Mark** An immediate skin, eye, or respiratory tract irritant, or narcotic.  **Gas Cylinder** Gases stored under pressure, such as ammonia or liquid nitrogen.  **Corrosion** Materials causing skin corrosion/burns or eye damage on contact, or that are corrosive to metals.  **Exploding Bomb** Explosives, including organic peroxides and highly unstable material at risk of exploding even without exposure to air ([self-reactives](https://www.schc.org/assets/docs/ghs_info_sheets/Self-Reacting%20Chemicals%20_Final-2017-10_.pdf)).  **Flame Over Circle** Identifies oxidizers. Oxidizers are chemicals that facilitate burning or make fires burn hotter and longer.  **Skull and Crossbones** Substances, such as poisons and highly concentrated acids, which have an immediate and severe toxic effect (acute toxicity).  **Environmental Hazard** Chemicals toxic to aquatic wildlife. (Non-Mandatory)  **Sources:**
[Princeton University Environmental Health Safety](https://ehs.princeton.edu/news/know-your-hazard-symbols-pictograms)
[OSHA Hazard Communication Standard Pictogram](https://sciencesafety.com/wp-content/uploads/2023/12/OSHA3491QuickCardPictogram.pdf)
[OSHA’s Hazard Communication Guidance (OSHA 3636)](https://www.osha.gov/sites/default/files/publications/OSHA3636.pdf)
**Categories:** GHS
---
### [GHS Label Elements](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/ghs-label-elements/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The **Hazard Communication Standard** requires that **all containers of hazardous chemicals** be labeled with **GHS-compliant labels**. There are **no exemptions and no exceptions** for existing chemical containers.
Under the Hazard Communication Standard, the following information must appear on **every chemical label**:
### **Supplier Identifier**
- Includes the **name, address, and telephone number** of the chemical manufacturer, importer, or other responsible party.
### **Product Identifier**
- Identifies the hazardous chemical and may include:
- Chemical name
- Code number
- Batch number
- The product identifier must match the information listed on the **Safety Data Sheet (SDS)**.
### **GHS Hazard Pictograms**
- Symbols that convey **health, physical, and environmental hazard information** based on the assigned GHS hazard class and category.
- Pictograms consist of standardized hazard symbols and graphic elements (e.g.., red diamond borders).
- Some hazards, such as **target organ toxicity**, are communicated through these symbols.
### **Signal Word**
- Indicates the **relative severity** of the hazard.
- GHS uses only two signal words:
- **Danger** – for more severe hazards
- **Warning** – for less severe hazards
### **Hazard Statements**
- Standardized phrases that describe:
- The **nature of the hazard**
- The **degree of hazard severity**
- Hazard statements appear on both the **label** and the **SDS**.
### **Precautionary Statements**
- Describe recommended measures to **minimize or prevent adverse effects** resulting from exposure to the chemical or from improper storage or handling.
- There are **four types** of precautionary statements:
- **Prevention**
- **Response**
- **Storage**
- **Disposal**
### **Supplementary Information**
- Additional information the manufacturer may include if it is deemed helpful and does not conflict with required GHS elements.
## **Employer Responsibilities**
- Employers are responsible for **maintaining labels** on all chemical containers.
- Labels must remain **legible, intact, and accurate**.
### **Workplace Labels**
- Employers may create **workplace labels**, provided they contain **all required GHS information** included on the manufacturer’s label.
- Workplace labels must convey the same hazard and precautionary information as the original label.
## **New Chemical Containers**
- New chemicals ordered from suppliers are required to arrive with **fully compliant GHS labels** already in place.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/GloballyHarmonizedSystemOfClassificationAndLabelingOfChemicals.pdf)
**Categories:** GHS, Labelling
---
### [Characteristics of the Globally Harmonized System (GHS)](https://sciencesafety.com/courses/global-harmonized-system-training/lessons/ghs-language-defined/)
**Published:** September 20, 2021
**Author:** admin2025Open
**Content:**
### **Hazard Classification**
The GHS establishes standardized criteria for the **classification of chemical hazards**, ensuring consistency in how hazards are identified and communicated worldwide.
- GHS provides guidance for classifying **pure chemicals and chemical mixtures** according to defined rules and criteria.
- This standardized approach promotes **global consistency**, regardless of country or sector.
### **Hazard Communication**
GHS communicates chemical hazards and precautionary information through **labels** and **Safety Data Sheets (SDS)**.
#### **Labels**
Under GHS, specific information is required on chemical labels based on the hazard classification of the substance or mixture. Label elements may include:
- **Chemical identity**
- **Standardized hazard statements**
- **Signal words** (*Danger* or *Warning*)
- **GHS hazard pictograms**
- **Precautionary statements**, when required by the adopting regulatory authority
#### **Safety Data Sheets (SDS)**
- The GHS Safety Data Sheet follows a **standardized 16-section format**, presented in a fixed order.
- Hazard and safety information is prescribed by the **United Nations** and applies to **thousands of chemical substances and products**.
- **SDS** is the term used under GHS to replace the former **Material Safety Data Sheet (MSDS)** terminology.
### **GHS Hazard Structure**
#### **Hazard Groups**
While not formally defined as a single term, GHS organizes hazards into **three primary groups**:
- **Health hazards**
- **Physical hazards**
- **Environmental hazards**
#### **Hazard Classes**
A **hazard class** describes the **type of hazard** within a group.
Example:
- *Gases Under Pressure* is a class within the **physical hazards** group.
#### **Hazard Categories**
A **hazard category** defines the **degree of severity** within a hazard class.
- Categories are assigned **numbers or letters**
- **Category 1 (or A)** represents the **most hazardous**
- Each category has specific criteria that determine classification
Example:
- *Self-Reactive Chemicals* include **seven hazard categories**, each with defined classification rules.
### **Definition of a Hazardous Product**
The official definition of a **hazardous product** is:
> *A hazardous product means any product, mixture, material, or substance that is classified, in accordance with applicable regulations, into a category or subcategory of a hazard class listed in the relevant regulatory schedule.*
Here’s an example of an SDS from [Irving Oil](https://www.irvingoil.com/en-US).
\[pdf-embedder url=”https://sciencesafety.com/wp-content/uploads/2021/09/Irving-safety-data-sheet-2.pdf” title=”Irving-safety-data-sheet”\]
### **Preparation and Planning in the Chemistry Laboratory**
Preparation and planning are essential for working safely in the chemistry laboratory. To be properly prepared, students and laboratory personnel must understand the **hazards associated with the chemicals** they will be using.
The primary source of this information is the **Safety Data Sheet (SDS**). An SDS provides information about a chemical’s properties, health and physical hazards, and the protective measures needed to minimize risk. Reviewing the SDS before using a chemical is a critical step in preventing accidents and injuries.
### **GHS Essential Language**
The **Globally Harmonized System (GHS)** uses standardized terminology to ensure that chemical hazard information is communicated clearly and consistently on labels and Safety Data Sheets.
#### **Hazard Statement**
A **hazard statement** is a standardized phrase assigned to each hazard category that describes the nature of the hazard.
- Hazard statements appear on both the **chemical label** and the **SDS**.
- Example:
For *Self-Heating Substances and Mixtures, Category 1*, the hazard statement is:
**“Self-heating; may catch fire.”**
#### **Precautionary Statement**
A **precautionary statement** is a standardized phrase that describes recommended measures to **minimize or prevent adverse effects** resulting from exposure to, or improper handling or storage of, a hazardous chemical.
#### **Signal Word**
A **signal word** indicates the **relative severity of the hazard** and appears on both the label and the SDS.
- GHS uses two signal words:
- **Danger** – for more severe hazards
- **Warning** – for less severe hazards
- The appropriate signal word is determined by the hazard classification.
- Example:
- *Self-Heating Substances and Mixtures, Category 1* → **Danger**
- *Category 2* → **Warning**
- Some hazard categories do **not** require a signal word.
#### **Pictogram**
A **pictogram** is a standardized GHS symbol that visually represents a hazard type.
- Pictograms appear on **labels** and **SDSs**.
- Not all hazard categories require a pictogram.
**Sources:**
PDF Source: Irving Oil
Text Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/sds.html)
---
### [Globally Harmonized System (GHS) of Classification](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/globally-harmonized-system-of-classification-ghs/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The manner in which chemical safety information is communicated through labels and Safety Data Sheets (SDS) changed in **March 2012**, when the [**Occupational Safety and Health Administration (OSHA)**](https://www.osha.gov/) adopted the [**Globally Harmonized System of Classification and Labeling of Chemicals (GHS)**](https://unece.org/about-ghs) developed by the **United Nations**.
The adoption of GHS resulted in revisions to OSHA’s **Hazard Communication Standard** [*(29 CFR 1910.1200)*](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1200) and, by extension, the **Laboratory Standard**, *Occupational Exposure to Hazardous Chemicals in Laboratories* *([29 CFR 1910.1450](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450))*.
While implementation details may vary between **K–12**, **higher education**, and **industry** settings, the **core requirements for chemical labeling, hazard communication, and training remain consistent under OSHA standards**.
Together, these standards establish the right of employees—including teachers, laboratory staff, and other professionals—to understand the hazards associated with the chemicals they work with and ensure that hazard information is communicated **clearly, consistently, and effectively**.
### **Key Elements of the Hazard Communication Standard (GHS)**
#### **Hazard Classification**
- Provides specific criteria for the classification of **health hazards**, **physical hazards**, and **chemical mixtures**.
#### **Labels**
Chemical manufacturers and importers are required to provide labels that include:
- A harmonized **signal word** (*Danger* or *Warning*)
- **GHS hazard pictograms**
- **Hazard statements**
- **Precautionary and first-aid statements**
- **Product identifiers**
- **Manufacturer or supplier information**
#### **Safety Data Sheets (SDS)**
- SDSs must follow a standardized **16-section GHS format**, ensuring consistency across all chemicals.
#### **Information and Training**
Employers are required to provide training to ensure employees understand:
- GHS label elements
- SDS structure and content
Training must enable workers to **recognize hazards**, **interpret safety information**, and **apply appropriate protective measures**.
**Sources**:
[NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/GloballyHarmonizedSystemOfClassificationAndLabelingOfChemicals.pdf)
[Occupational Safety and Health Administration (OSHA)](https://www.osha.gov/)
[Globally Harmonized System of Classification and Labeling of Chemicals (GHS)](https://unece.org/about-ghs)
---
### [Introduction to Labeling](https://sciencesafety.com/courses/labelling/lessons/introduction-to-labeling/)
**Published:** March 9, 2023
**Author:** admin2025Open
**Content:**
### **Module Outcomes**
This module is designed to:
- **Introduce the importance of proper chemical labeling** in the science classroom and laboratory
- **Strengthen your safety mindset** by increasing awareness of your **legal and professional responsibilities** when using chemicals in instructional settings
This module will explore the essential elements of **Globally Harmonized System (GHS) labels** and their associated **Safety Data Sheets (SDSs)** in a clear and practical manner. Participants will gain the knowledge required to comply with **Right-to-Understand / Hazard Communication laws** and to support safer professional practices in science and STEM environments.
The ability to **read, interpret, and understand hazard communication information** on chemical labels and SDSs is critically important—not only for your personal safety, but also for the safety of students, colleagues, and anyone who may have access to chemical products in the laboratory. Proper labeling and hazard awareness are foundational components of an effective chemical safety program and an essential part of fulfilling your **Duty of Care**.
---
### [Recap: Eyewash Stations and Emergency Showers](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/recap-eyewash-stations-and-emergency-showers/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
In an ideal laboratory setting, **eyewash stations and emergency showers are never needed** because proper personal protective equipment is worn at all times. When working in the laboratory, eyes should always be protected with **indirectly vented, fog-free, ANSI Z87.1 D3–certified chemical splash goggles**, which significantly reduce the risk of eye exposure.
However, if an eyewash station must be used, it is critical to respond correctly:
- **Hold the eyelids open** and begin flushing immediately.
- **Flush continuously for a minimum of 15 minutes**, or longer depending on the chemical involved.
- The eyewash must be a **plumbed, hands-free unit** connected to the laboratory water supply.
- **Portable squeeze-bottle eyewash containers are not substitutes** for plumbed eyewash stations; they are intended only to provide immediate assistance while moving to a fully functional eyewash station within **10 seconds** of exposure.
Eyewash stations and emergency showers are essential **engineering controls** designed to reduce injury when accidents occur. Knowing where they are located, ensuring they are unobstructed and operational, and understanding how to use them properly are fundamental components of laboratory safety.
---
### [Signs Near Eyewash Stations and Emergency Showers](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/signs-near-eyewash-stations-and-emergency-showers/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
You should notice that **highly visible safety signage** is posted near key safety equipment and engineering controls throughout laboratory and STEM instructional spaces. These signs are intended to help students, teachers, and emergency responders **quickly identify critical safety resources** during routine activities and emergencies.
Common signage in science and STEM areas may include:
- **Fire Extinguisher**
- **Fume Hood**
- **Eyewash Station**
- **Emergency Drench (Deluge) Shower**
- **Chemical Spill Kit**
- **Fire Blanket** (in certain jurisdictions)
- **UV Goggle Sterilizer Cabinet**
- **Chemical Storage – No Students Allowed**
- **Exit Door**
- **Fire Safety Plan** (typically posted near doorways)
### **Eyewash Stations and Emergency Showers**
Schools are required to provide **plumbed eyewash stations** in every room where chemicals are used, such as science laboratories. In addition, at least **one emergency drench (deluge) shower** must be located within the science or STEM area and be **readily accessible to both students and staff** in the event of an emergency.
All eyewash stations and emergency showers must be:
- Clearly **identified with appropriate signage**
- **Unobstructed** and easy to access
- Located so they can be reached **within seconds** of an exposure incident
Clear signage and proper placement of these safety devices are essential components of a safe laboratory environment and support rapid, effective emergency response.
 Image Credit: KPA
 Image Credit: Mpelletier1
---
### [Emergency Safety Showers (1:55)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/emergency-safety-showers/)
**Published:** June 30, 2021
**Author:** admin2025Open
**Content:**
In this video, you will learn **when and how to properly use an emergency safety (deluge) shower** in a laboratory or instructional setting.
The video demonstrates:
- Situations that require activation of an emergency safety shower
- Proper activation and positioning under the shower
- The importance of rapid dilution and removal of hazardous substances
- Key safety considerations during and after use
**Video:** [*How to Use an Emergency Safety Shower*](https://www.youtube.com/watch?v=sMwTYyQzzS0)
**Produced by:** [Iowa State University – Environmental Health and Safety](https://www.ehs.iastate.edu/)
This resource reinforces correct response procedures and supports best practices for managing chemical exposures involving the body or clothing.
**Categories:** Lab Accidents
---
### [Why Emergency Showers and Eyewash Stations Are Important](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/why-emergency-showers-and-eyewash-stations-are-important/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
Imagine you are working in a laboratory **without wearing safety goggles** (which is **never permitted** in a lab setting), and a lab partner accidentally drops a beaker containing **1.0 M hydrochloric acid** during a pH investigation. The beaker breaks, and some of the solution splashes upward, striking your face and entering your eye.
In this situation, **time is critical**. You have approximately **10 seconds** to reach the nearest eyewash station and begin flushing your eye with **room-temperature, potable water**. The eye must be flushed continuously for **a minimum of 15 minutes**, followed by immediate medical evaluation. Knowing the **location of the eyewash station**—and being able to reach it quickly—can make the difference between minor irritation and permanent eye damage.
This scenario also underscores why wearing **ANSI Z87.1 D3–certified, indirectly vented chemical splash goggles** is essential. Had proper eye protection been worn, this injury could likely have been **prevented**.
Emergency safety showers are equally critical. Individuals have been required to use emergency showers after accidental splashes involving corrosive substances, such as concentrated sulfuric acid, that contacted lab coats, aprons, or clothing. Sulfuric acid can rapidly degrade fabric and cause severe chemical burns almost immediately upon skin contact.
In such a scenario, the correct response is to **recognize the hazard immediately**, remove contaminated clothing as quickly as possible, and activate the **emergency deluge (drench) shower**. The shower delivers a large volume of water—**at least 75 liters (20 gallons) per minute**—to rapidly dilute and wash away the chemical, reducing the severity of injury and preventing further tissue damage.
Critical engineering controls—such as eyewash stations, emergency deluge showers, and properly functioning ventilation systems—are foundational elements of laboratory safety. These controls are part of the broader **Hierarchy of Controls** used to reduce risk, as described by OSHA: Elimination, Substitution, Engineering Controls, Administrative Controls, and PPE. Engineering controls come before administrative and PPE solutions because they reduce hazards at the source. ([OSHA Hierarchy of Controls PDF](https://www.osha.gov/sites/default/files/Hierarchy_of_Controls_02.01.23_form_508_2.pdf))
---
### [Overview: Eyewash Stations and Emergency Showers](https://sciencesafety.com/courses/eye-wash-stations-and-showers-lab-safety/lessons/overview-eyewash-stations-and-emergency-showers/)
**Published:** August 25, 2022
**Author:** admin2025Open
**Content:**
**Eyewash stations and emergency deluge (drench)** showers are essential safety infrastructure in laboratory and STEM instructional settings. These devices are classified as engineering controls and are designed to reduce injury if hazardous materials splash into the eyes, onto the face, or onto the body or clothing.
Clear, unobstructed access to both eyewash stations and emergency showers is critical. **These safety devices must never be blocked, obstructed, or rendered inaccessible**. They must be connected to the laboratory’s plumbing system and **tested at least once per month** to ensure proper operation.
It is important to note that **portable, hand-squeeze eyewash bottles are not recognized as compliant eyewash stations.** These bottles are intended only for temporary, immediate flushing while an individual is **assisted in reaching a fully functional, hands-free, plumbed eyewash station.**
This module is designed to **introduce or refresh your understanding** of these critical engineering controls and their role in maintaining a safe laboratory environment for students and educators.
---
### [Laboratory Safety & Legal Prudence: Meeting “Duty of Care!”](https://sciencesafety.com/courses//lessons/laboratory-safety-legal-prudence-meeting-duty-of-care/)
**Published:** December 24, 2021
**Author:** admin2025Open
**Content:**
Please take time to review the following video, which addresses **legal liability and Duty of Care obligations** related to safer professional practices and legally defensible standards in school laboratories.
This presentation offers a concise, practical overview of what educators need to understand from a **Duty of Care perspective**, highlighting the real-world challenges teachers face when delivering hands-on STEAM (science, technology, engineering, arts, and mathematics**)** instruction in laboratory settings.
The video examines how **engineering controls, personal protective equipment (PPE), occupancy limits, chemical management, and laboratory design** all contribute to a safer instructional environment. It emphasizes that science and STEM educators are responsible not only for protecting students from foreseeable hazards, but also for **protecting themselves and their school districts from legal liability**.
The presentation outlines:
- Legal safety requirements grounded in the **Duty of Care** owed by both teachers and employers
- Professional safety expectations established by recognized organizations
- Concrete, actionable steps educators must take to meet their obligations when working in academic laboratories
**Presenter:**
Dr. Ken Roy — *Chief Safety Compliance Consultant and Chief Safety Blogger, National Science Teaching Association (NSTA); Safety Compliance Officer, NSELA; Director of Environmental Health and Chemical Safety, Glastonbury Public Schools (CT)*
**Video:**
*Laboratory Safety & Legal Prudence: Meeting Duty of Care*
This resource reinforces the legal, ethical, and professional responsibilities educators carry and serves as an essential complement to the Duty of Care principles outlined throughout this section.
---
### [Recommended (typical) Spill Control Material Inventory](https://sciencesafety.com/courses/chemical-spills/lessons/spill-control-materials/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Content:**
### **Chemical Spill Kits**
Follow the guidance in your local Chemical Hygiene Plan regarding the neutralization and containment procedures for chemical spills of any volume. Be mindful that chemical spills can cause odors and present possible health and safety risks if not managed properly. The CHP should have standard operating procedures for handling chemical spills in your laboratory, your chemical storeroom, or along a transportation route (e.g…, a hallway). This is provided as an example of the types of materials needed in a chemical spill kit, whether obtained commercially or from your department’s supplies.
Each Chemical Spill Kit contains one Toolbox/ PPE Spill Kit and two Universal Spill Absorbent Kits.
#### **Part 1: Toolbox/ PPE Spill Kit**
**Toolbox**
- 1 Pen, 1 Marker, 3 Twist Ties, and 4 Hazardous Waste Labels
- 3 Waste Bags for chemical clean-up
- 1 Dustpan Set
- Length of “Caution- Chemical Spill” Tape
- 1 Spill Instructions
**PPE**
Hot Zone Bag
- 4 Pairs L Disposable Nitrile Gloves and 2 Pairs of Tyvek Shoe Covers
- 1 XL Disposable Apron with Sleeves and 1 Pair of ANSI/ISEA-approved indirectly vented Chemical Splash Goggles
Warm Zone Bag
- 4 Pairs L Disposable Nitrile Gloves and 2 Pairs of Tyvek Shoe Covers
- 1 XL Disposable Apron without Sleeves and 1 Pair of Safety Glasses
#### **Part 2: Universal Spill Absorbent Kit**
- 1 3 in. x 10 ft. Absorbent Sock
- 10 Universal Spill Pads
- 7 lbs. Absorbent (absorbs 2 L of water)
### **Food Oil Spill Kits**
- 1 Pair PVC Glove with Gauntlet (M)
- 1 pair PVC Glove with Gauntlet (XL)
- 1 x 12” Dustpan and Brush Set
- 3 x Hazardous Materials Bag (4mil thickness)
- 10 x Oil Only Absorbent Pad (18” x 16”)
- 2 x Oil Absorbent Pillow (10-gallon capacity)
- 1 x Xsorb Premium Granules Absorbent (30 lb. bag)
- 2 x 10 ft. Universal Absorbent Sock (3” diameter)
Source: [Princeton University](https://ehs.princeton.edu/chemical/spill/procedures)
### **According to the University of South Carolina, typical contents of a chemical spill kit can also include:**
[Contents of Chemical Spill Kit](https://sc.edu/about/offices_and_divisions/ehs/documents/chem_lab_safety/chemical_spill_kit_replenished_every_after_use.pdf)
1. **Absorbents**
o Universal Spill Absorbent – universal spill pillow or absorbent pads in commercial spill kits.
Alternatively, a 1:1:1 mixture of Flor-Dri (or unscented kitty litter), sodium bicarbonate,
and sand. This all-purpose absorbent is good for most chemical spills, including solvents, acids
(NOT for hydrofluoric acid), and bases.
o Solvents/Organic Liquid Absorbent – Inert absorbents such as vermiculite, clay, sand, FlorDri, and Oil-Dri.
2. **Neutralizers**
o Acid Spill Neutralizer – sodium bicarbonate, sodium carbonate, or calcium carbonate.
o Alkali (Base) Neutralizer – sodium bisulfate, citric acid
o Bromine Neutralizer – 5% solution of sodium thiosulfate and inert absorbent.
3. **Personal Protective Equipment (PPE)**
o Goggles and Face Shield ( approved ANSI/ISEA Z87.1 D3 indirectly vented chemical safety goggles)
o Heavy Neoprene Gloves
o Disposable Lab Coat and Corrosive Apron
o Plastic Vinyl Booties
4. **Tools for clean-up**
o Plastic Dust Pan and Scoop
o Plastic Bags (30 Gallon, 3 mm thickness) for contaminated PPE
o One Plastic Bucket (5-gallon polyethylene) with lid for spill and absorbent residues
5. **Others**
o For HF: calcium gluconate gel (always check expiration date)
o For mercury: aspirator bulb and mercury decontaminating powder
o For alkali metals: dry sand or a class “D” fire extinguisher
o For acid chlorides – Oil Dri, Zorb-All, or dry sand
6. **Spill clean-up procedure sheet with directions**
**Categories:** Chemical Spills
---
### [Chemical Hygiene Plan Example](https://sciencesafety.com/courses/chemical-hygiene-plan/lessons/chemical-hygiene-plan-example/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Because policies and regulations vary by location, every school district—and any organization that uses chemicals—must have a **Chemical Hygiene Plan (CHP)** tailored to its own procedures and **local or state requirements**. The Idaho example[ referenced here](https://sciencesafety.com/wp-content/uploads/2021/08/IOSSS_Chemical_Hygiene_Plan_Guide-1.pdf) demonstrates the **core elements of an effective CHP**, including clearly defined roles and responsibilities for those who manage, oversee, and implement the plan.
Use this example to **review your own procedures** and compare them with the **requirements and expectations** that apply in your location.
[IOSSS Chemical Hygiene Plan Guide](https://sciencesafety.com/wp-content/uploads/2021/08/IOSSS_Chemical_Hygiene_Plan_Guide-1.pdf)
**Categories:** Chemistry, Chemical Hygiene Plan
---
### [Animal Precautions in the Laboratory](https://sciencesafety.com/courses/animals-in-schools/lessons/animal-precautions/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Content:**
Safety Practices for Animals in the Classroom
1. Teachers are responsible for animals in the classroom receiving proper care: e.g.. light,
climate control, food and sanitary living conditions.
2. Remember to plan for care during weekends and holidays.
3. Cages and other living quarters should be appropriately sized, cleaned daily and secured
at the end of the day. Watch for signs of mold in cages or other living quarters; e.g.. mold
growing of vegetables in meal worm culture.
4. Provide sufficient water sources for all animals.
5. Dispose of animal waste matter appropriately; e.g.. wrapped in newspaper, placed in
plastic bag and deposited in the trash.
6. Provide proper direction for handling of animals – minimally and gently. Demonstrate
appropriate technique.
7. Make sure students wear vinyl or other non-allergenic gloves while handling animals.
8. Always wash hands with soap and water after handling or working with animals.
9. Avoid jerking or quick motion when working with animals.
10. Most animals need an adjustment period for a few days when introducing them into the
classroom before allowing students to handle them.
11. Never allow students to tease animals especially while the animals are eating, sleeping,
etc.
12. Always purchase or secure healthy animals from reliable sources.
13. Do not allow students to bring wild animals into the classroom. Wild animals, such as
turtles, snakes, birds, arachnids (spiders, ticks, mites), and insects, may transmit serious
diseases and behave unpredictably.
14. Discourage students from bringing personal pets to school. If pets are allowed into the
room, they should be handled only by their owners. Certification by a veterinarian
declaring the animal disease-free should be required.
15. Poisonous animals should never be allowed in the classroom. This includes some species
of spiders, venomous insects, lizards, and poisonous snakes.
16. Check with the school nurse and parents/guardians for potential student allergies
associated with animals. Some students are allergic to animal dander and mold found in
animals’ food and bedding. The school nurse should keep an “Epi-pen” handy in case of
hyper-allergenic reactions.
17. Remind students not to insert fingers into animal cages. Most animals may protect
themselves by biting, scratching, or kicking.
18. Report animal bites and scratches immediately to the school nurse.
19. Never allow dead animals in the room. It could be diseased. You should have a
veterinarian evaluate any classroom animal that dies unexpectedly.
20. Animals used in the elementary classroom should most often be invertebrates. Always
order live animals from a reputable science supplier.
21. No experimental procedure that causes pain or discomfort should be attempted on
mammals, birds, reptiles, amphibians, or fish. Vertebrate studies should be restricted to
observations of normal functions such as growth, feeding, or life cycles.
22. Student-performed dissections are not recommended for most elementary students.
23. Live bacterial and fungal cultures should not be used in the elementary science program.
24. When pond water is brought to class, never use contaminated or polluted sources. Always
wash hands with soap and water following the activity.
25. When studying insects, watch for symptoms of allergic reactions, especially if the insects
bite or sting (redness, swelling, trouble breathing, etc.). Contact the nurse immediately
should symptoms appear.
26. Only use sanitized owl pellets for classroom investigations. Check for student allergies to
fur and feathers, since these are common contents of owl pellets.
27. If studying chicken bones, thoroughly remove all traces of meat and soak the bones in a
mild bleach solution for at least three days before allowing students to examine them.
Source: [NSTA & CSSS ](https://sciencesafety.com/wp-content/uploads/2023/12/Animals-in-the-classroom.pdf) about issues with animals in the classroom.
**Categories:** Animals
---
### [Training and Drills](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/training-and-drills/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Importance of Training and Drills for Emergency Situations**
In the realm of chemical and environmental safety, the importance of training staff and students cannot be overstated. The potential risks associated with hazardous materials necessitate a robust preparedness strategy that includes effective training and regular drills. This section will examine the critical elements of training and drill execution, emphasizing their roles in fostering a safe educational and workplace environment.
### **Why Training is Crucial**
The primary objective of safety training is to empower individuals with the knowledge and skills necessary to respond appropriately in emergencies. Here are several key reasons why training is indispensable:
#### **1. Building a Safety Culture**
A well-implemented training program instills a safety culture within an organization. When staff and students understand the importance of safety protocols, they are more likely to adhere to them consistently. This cultural shift highlights:
- **Awareness of Hazards**: Training sessions illuminate the specific hazards present in various environments, enabling individuals to recognize risks.
- **Empowerment to Act**: Individuals equipped with training are more confident in their ability to engage with safety protocols effectively. This confidence can lead to proactive measures being taken before emergencies arise.
#### **2. Compliance with Regulations**
Adhering to local, state, and federal safety regulations is not just best practice; it is essential for legal compliance. Training is typically mandated by:
- **OSHA and EPA Regulations**: Federal laws outline training requirements for hazardous materials handling, ensuring that employees and students are educated about their rights and responsibilities regarding safety.
- **Institution-Specific Guidelines**: Many educational institutions have internal policies that dictate training frequency, content, and personnel involved. Developing training programs in alignment with these mandates fosters both compliance and safety.
#### **3. Enhancing Emergency Ppreparedness**
Training directly enhances readiness for emergencies. It helps individuals understand:
- **Specific Procedures**: Each training session should cover emergency response protocols tailored to the types of chemicals or hazards present. For example, understanding how to react to a spill versus a fire is critical.
- **Use of Personal Protective Equipment (PPE)**: Practical training on the proper use of PPE significantly reduces the risk of injury during emergencies (Index 2). Proper PPE usage should include wearing gloves, goggles, lab coats, and appropriate footwear.
### **Effective Training Strategies**
In ensuring successful training initiatives, educators and industry professionals can incorporate a variety of strategies that engage all participants:
#### **1. Tailored Training Sessions**
The development of training programs should be tailored to the specific needs of the audience. Understand that:
- **Different Roles Require Different Training**: Administrative staff might require training focused on emergency protocols, while laboratory personnel should understand both handling procedures and emergency responses.
- **Hazard-Specific Information**: Training sessions must incorporate information relevant to specific chemicals and their associated hazards, thereby ensuring that all participants know how to manage these risks.
- **Practical Scenarios**: Create scenarios that replicate real-life situations that staff or students might encounter. This can make the information more relatable and easier to absorb.
#### **2. Consistent Review and Updates**
Safety training is not a one-time event but an ongoing process. Regular updates to training materials and sessions are essential and should occur:
- **Following Incident Reports**: Review and revise training content based on feedback from incident reports, ensuring that all new knowledge is integrated into future training sessions.
- **Annual Refresher Courses**: At minimum, annual training refreshers should be provided to ensure that knowledge is retained and updated according to current regulations and standards.
#### **3. Use of Multimedia and Hands-on Training**
Utilizing various teaching modalities can accommodate diverse learning styles:
- **Visual Aids**: Incorporating multimedia presentations, including videos and infographics, can help reinforce the message. For easy access to information, consider having posters in common areas.
- **Hands-on Training**: Practical hands-on training is invaluable. Conduct workshops that allow participants to practice emergency procedures and PPE usage. Simulated emergencies during drills enhance confidence and preparedness (Index 1).
### **Importance of Drills in Emergency Ppreparedness**
Once training sessions are conducted, it is equally vital to integrate drills into the safety routine. Drills reinforce training, providing a practical framework to apply learned protocols during emergencies. The benefits of conducting regular drills include:
#### **1. Reinforcement of Training**
Drills serve as a live practice session, reinforcing knowledge acquired in training:
- **Real-time Application**: By simulating emergency scenarios, participants can apply their training in real-time, solidifying their understanding of protocols.
- **Immediate Feedback**: Drills allow for immediate feedback and correction, helping participants adjust their responses before an actual emergency occurs.
#### **2. Assessment of Procedures**
Regular drills provide organizations with an opportunity to evaluate the effectiveness of their emergency response plans:
- **Identifying Gaps**: Feedback gathered after drills can highlight weaknesses in existing response protocols or areas where additional training is needed.
- **Resource Allocation**: Adjustments can be made to ensure that necessary equipment and materials are readily available for specific emergencies, thereby minimizing response times (Index 1).
#### **3. Familiarization with Environment and Equipment**
Drills help familiarize participants with their immediate environment, including:
- **Escape Routes**: Conducting drills ensures that everyone knows the quickest and safest routes to exit a building in case of an emergency.
- **Location of Safety Equipment**: Staff and students become familiar with the location and proper use of safety and emergency equipment, including fire extinguishers, eyewash stations, and first aid kits.
### **Conducting Effective Drills**
To maximize the effectiveness of emergency drills, consider these best practices:
#### **1. Planning and Coordination**
Before conducting drills, adequate planning is necessary:
- **Pre-Drill Coordination**: Coordinate with all stakeholders, including facility management, local emergency responders, and safety teams. This ensures that drills are realistic and comprehensive.
- **Clear Objectives**: Each drill should have specific objectives, whether it’s testing a new protocol or evaluating the effectiveness of communication during an emergency.
#### **2. Realistic Scenarios**
Creating scenarios that simulate real-life emergencies ensures the drill is relevant and beneficial:
- **Diverse Scenarios**: Train for various situations, such as chemical spills, fires, or medical emergencies, ensuring that staff and students are prepared for any incident.
- **Frequent Variations**: Regularly change scenarios to avoid complacency and keep participants engaged, thereby enhancing the effectiveness of response training.
#### **3. Debriefing and Evaluation**
After each drill, conduct a thorough debriefing:
- **Group Discussion**: Facilitate a discussion with all participants to evaluate the effectiveness of the drill and identify areas for improvement.
- **Documentation**: Document findings from the drill, noting successes and areas for enhancement. This documentation can influence future training sessions and drill planning.
### **Long-term Commitment to Safety**
The incorporation of training and drills into the safety framework is a long-term commitment requiring ongoing investment from organizations and educational institutions:
- **Resource Allocation**: Ensure that adequate resources are allocated for training materials, personnel, and safety equipment.
- **Continuous Improvement**: Regularly revisit training and drill programs, adjusting them according to new developments in regulations, materials, or facility layouts, fostering an environment of continual learning and safety.
Building a comprehensive training and drill program is not only about compliance; it’s about ingraining safety into the culture of your organization. By effectively preparing staff and students, you cultivate a proactive and confident community ready to tackle emergencies efficiently and effectively.
### **References**
- Index 1: Emergency drill insights and real-time application of training.
- Index 2: Importance of personal protective equipment during training.
### **Links:**
- [\[PDF\] chapter-20-training-resources.pdf](https://www.epa.gov/system/files/documents/2022-01/chapter-20-training-resources.pdf)
- [Hazardous Waste Operations and Emergency Response … – OSHA](http://www.osha.gov/emergency-preparedness/hazardous-waste-operations)
- [\[PDF\] OECD Guiding Principles for Chemical Accident Prevention …](https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/06/oecd-guiding-principles-for-chemical-accident-prevention-preparedness-and-response-third-edition_6659db96/162756bf-en.pdf)
---
### [Compliance Strategies](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/compliance-strategies/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Compliance Strategies for Environmental Hygiene Officers**
Environmental Hygiene Officers (EHOs) play a pivotal role in ensuring that organizations comply with relevant environmental, health, and safety regulations. Their influence shapes safety practices and fosters a culture of compliance across various sectors, including manufacturing, construction, and healthcare. This section examines the effective strategies that Environmental Hygiene Officers can employ to ensure compliance while enhancing environmental safety.
## **Building a Robust Compliance Framework**
Establishing a solid foundation for compliance begins with the development of a comprehensive compliance framework dedicated to environmental safety. EHOs must ensure that this framework is tailored to the unique risks and regulatory requirements associated with their specific industry.
- **Conducting Thorough Audits and Assessments**: Regular audits are a vital component of any compliance strategy. EHOs should conduct systematic evaluations of existing safety practices, protocols, and the overall compliance landscape within their organization. These audits should also involve assessing environmental controls, waste management procedures, and adherence to safety guidelines as outlined by regulatory agencies. By identifying areas of vulnerability or non-compliance, EHOs can develop targeted approaches to rectify deficiencies before they escalate.
- **Establishing Policies and Procedures**: Developing clear policies and procedures grounded in regulatory requirements is crucial. EHOs should assemble a comprehensive safety manual that outlines best practices, emergency response plans, and roles and responsibilities within the organization. These documents not only serve as a reference for employees but also demonstrate the organization’s commitment to compliance and safety standards. By regularly updating these documents, EHOs can reflect changes in regulations or industry standards, ensuring that all staff remains informed.
- **Management Involvement and Resources**: Effective compliance programs often require buy-in from leadership and adequate resource allocations. EHOs should actively engage management to emphasize the importance of compliance not only as a legal requirement but as a critical step toward creating a safe workplace. Organizational commitment can lead to increased funding for safety programs, training sessions, and necessary infrastructure improvements, enhancing the overall effectiveness of compliance efforts.
## **Training and Continuous Education**
A well-informed workforce is essential for maintaining compliance and enhancing environmental safety. Continuous education and training are indispensable elements of any compliance strategy.
- **Regular Safety Training Programs**: Environmental Hygiene Officers should implement ongoing safety training designed to inform employees about compliance procedures, hazards, and emergency protocols. Training should be tailored to meet the needs of specific job roles and may include workshops, refresher courses, and hands-on simulations. Such programs increase awareness and strengthen employees’ ability to recognize risks, ultimately cultivating a safety-conscious culture.
- **Utilizing Technology for Training**: Leveraging technology can greatly enhance training effectiveness. Online platforms and mobile applications can facilitate flexible training schedules, enabling employees to learn at their own pace. Interactive modules that include real-life scenarios help reinforce the application of knowledge in practical situations. EHOs should also consider developing centralized resources, such as intranet pages or cloud-based repositories, where employees can access training materials and compliance guidelines at any time.
- **Evaluating Training Effectiveness**: Continuous assessment is key to determining the effectiveness of training programs. EHOs should establish mechanisms for gathering feedback from participants, allowing them to make necessary adjustments to training materials and methods. Regular certifications or competency assessments can also measure employees’ understanding of compliance practices, ensuring that knowledge retention remains high.
## **Fostering a Culture of Safety and Compliance**
Creating a culture of safety is fundamental for ensuring that compliance strategies yield enduring results. By promoting initiatives that encourage teamwork and accountability, EHOs influence employee behaviors in a positive manner.
- **Encouraging Employee Involvement**: Engaging staff in the compliance process can lead to enhanced ownership and commitment to safety protocols. EHOs should involve employees in safety committees and decision-making processes related to safety practices. Regular brainstorming sessions and open forums provide opportunities for staff to share insights and contribute to safety improvements. This collaborative atmosphere nurtures a sense of shared responsibility around compliance.
- **Recognition and Incentive Programs**: Implementing recognition and reward systems for employees who demonstrate compliance excellence reinforces positive behaviors. By acknowledging individual and team achievements in maintaining safety standards, organizations foster an ongoing commitment to compliance. Incentive programs could range from verbal recognition to tangible rewards, promoting consistent adherence to best practices.
- **Communicating the Importance of Compliance**: EHOs should continually communicate the significance of compliance and its direct impact on workplace health and safety. Regular meetings, newsletters, or digital announcements that highlight compliance objectives and success stories can maintain awareness and interest. Direct communication helps align organizational goals related to compliance with day-to-day practices, motivating employees to actively participate in maintaining safety.
## **Utilizing Compliance Tools and Resources**
Environmental Hygiene Officers can leverage various tools and resources to enhance compliance management effectively. Adopting these resources streamlines processes and promotes consistent adherence to safety protocols.
- **Compliance Management Software**: Employing compliance management software can facilitate tracking of safety incidents, audits, inspections, and employee training. Such tools provide dashboards and reporting features that help EHOs analyze compliance data, allowing for proactive decision-making. By centralizing all compliance-related information, EHOs can identify trends, address issues, and demonstrate compliance status during audits.
- **Utilizing Checklists and Templates**: Streamlined checklists and templates for audits, inspections, and training can enhance efficiency and ensure that no key elements are overlooked. EHOs can develop standardized forms that align with regulatory requirements and internal protocols, simplifying the process for both managers and employees. This organization ensures consistency in assessment and reporting.
- **Information Sharing Networks**: Participation in industry-specific information sharing platforms can foster collaboration among EHOs. Engaging with peers can provide insights into effective compliance strategies and best practices. By sharing challenges and solutions within their networks, EHOs can collectively contribute to elevating industry standards, benefiting not just their own organizations but also the communities they serve.
## **Regular Follow-Up and Audits**
Regular follow-up and audits are critical to maintaining compliance and enhancing environmental safety continuously. EHOs must build structured processes to ensure ongoing assessment of practices.
- **Post-Inspection Evaluations**: After conducting audits and inspections, EHOs should establish review sessions that involve discussing findings and developing corrective actions. These sessions should engage multidisciplinary teams to foster diverse perspectives and drive better solutions. Regular evaluations allow for real-time adjustments to compliance strategies and corrective measures that lead to long-term improvements.
- **Establishing a Monitoring System**: EHOs can implement systems for continuous monitoring of compliance through scheduled check-ins and assessments. Such systems may include routine safety inspections and management reviews to ensure that compliance practices are not only followed but actively improved over time. Consistent monitoring creates a feedback loop, allowing for adaptive management of compliance effectiveness.
- **Institutionalizing Continuous Learning**: EHOs must commit to a culture of continuous learning. By keeping abreast of industry changes, regulatory updates, and emerging best practices, EHOs can proactively adjust their compliance strategies. This proactive stance not only strengthens compliance efforts but also positions the organization as a leader in environmental safety.
## **Engagement with the Community and Stakeholders**
Furthermore, Environmental Hygiene Officers should engage with external stakeholders and the surrounding community to ensure that their compliance efforts are transparent and effective.
- **Community Outreach Initiatives**: Organizing community awareness programs helps bridge the gap between organizational practices and public perceptions. By disseminating information on the organization’s safety measures and environmental stewardship initiatives, EHOs enhance public trust and credibility.
- **Collaborating with Other Organizations**: EHOs can benefit from partnerships with other organizations or groups dedicated to environmental health. Collaborative efforts may include joint training or resource-sharing initiatives designed to elevate compliance standards across sectors. These partnerships also foster information exchange that can lead to innovative compliance solutions.
- **Public Reporting**: Engaging with the community through public reporting enhances transparency. EHOs should develop annual reports that summarize compliance efforts, safety metrics, and community engagements. This practice not only builds trust with stakeholders but also demonstrates accountability and fosters a responsible organizational image.
## **Conclusion**
In conclusion, Environmental Hygiene Officers have a myriad of strategies at their disposal to ensure compliance and enhance environmental safety within their organizations. By establishing a robust compliance framework, prioritizing training, fostering a culture of safety, utilizing resources effectively, and engaging with stakeholders, EHOs can significantly impact the overall effectiveness of safety programs. The continuous evolution and improvement of compliance practices not only protect employees but also foster a safer community and environment for all. Through their dedicated efforts, EHOs embody the principles of environmental stewardship, ensuring organizations uphold their responsibilities to both their workforce and the public.
### **Links:**
- [Environmental Health and Safety Management System – NCBI](https://www.ncbi.nlm.nih.gov/books/NBK55873/)
---
### [Impact on Safety Regulations](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/impact-on-safety-regulations/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Safety Regulations**
The actions of Environmental Hygiene Officers (EHOs) significantly influence safety practices and adherence to regulatory standards across various sectors. Their multifaceted roles extend beyond basic compliance; rather, they create a proactive safety culture within organizations. This section discusses the essential functions of EHOs and how their contributions promote effective safety measures, ensure compliance with regulations, and ultimately benefit both employees and the general public.
## **Ensuring Compliance with Regulations**
At the heart of an EHO’s responsibilities lies the critical task of ensuring that an organization complies with all local, state, and federal environmental, health, and safety laws. This compliance framework serves as a safeguard, protecting not only the employees within the organization but also the community and the environment at large.
- **Regulatory Knowledge**: EHOs stay abreast of changes in legislation and regulatory requirements. They must interpret complex regulations and implement changes as necessary, ensuring that safety protocols align with the latest standards. By effectively communicating these changes to all staff, EHOs create an informed workforce that is aware of both their rights and responsibilities under the law.
- **Audit Functionality**: Through regular audits, EHOs evaluate the organization’s adherence to established protocols and legal requirements. These audits can mitigate potential risks and avoid costly legal implications arising from non-compliance. When deficiencies are identified, EHOs implement corrective actions to address and rectify these issues promptly, fostering a culture of compliance that is transparent and accountable.
- **Collaborating with Regulatory Bodies**: EHOs work closely with various regulatory agencies to ensure that operational practices are under constant scrutiny and meet compliance guidelines. This collaboration not only promotes adherence to legal standards but also builds trust and an understanding of best environmental health and safety practices. By establishing relationships with regulators, EHOs facilitate smoother compliance processes and better leverage resources for their organizations.
## **Enhancing Safety Practices**
Environmental Hygiene Officers also play a pivotal role in enhancing daily safety practices within their organizations. Their proactive measures and ongoing educational initiatives cultivate an environment in which safety is prioritized.
- **Training Programs**: EHOs are responsible for implementing training programs that educate employees on safety protocols specific to their work environments. These programs cover crucial topics such as hazard identification, emergency response procedures, and proper equipment usage. Through hands-on training and simulations, EHOs equip employees with the knowledge necessary to identify risks and respond effectively during emergencies, thereby reducing the potential for accidents.
- **Implementation of Best Practices**: EHOs establish best practices that align with environmental regulations and enhance overall safety. By introducing effective procedures for waste management, chemical handling, and personal protective equipment (PPE) usage, they mitigate risks and encourage safe behavior among employees. These best practices are not only vital for compliance but also foster a workplace culture focused on preventing incidents before they occur.
- **Promoting Safe Work Environments**: EHOs assess the physical environment, inspecting workspaces for hazards and ensuring that safety measures, such as signage and emergency exits, are readily visible and accessible. This continuous oversight allows for timely adjustments to maintain safe conditions, enabling employees to perform their duties with reduced risk of harm.
## **Influencing Organizational Culture**
An Environmental Hygiene Officer’s influence extends beyond adherence to regulations; they actively shape organizational culture around safety and sustainability. Their work fosters an environment where safety becomes ingrained in the operational ethos of the organization.
- **Building a Safety Culture**: EHOs advocate for an organizational culture where safety is valued and prioritized. Through consistent communication of safety objectives and success stories – such as improvements in incident rates – they encourage participation and accountability. Employees become active participants in promoting safety rather than passive observers, which strengthens collaboration across different levels of the organization.
- **Recognition Programs**: To further enhance a safety-oriented culture, EHOs may implement recognition programs that celebrate individuals and teams demonstrating exemplary safety practices. These initiatives not only recognize positive behavior but also motivate others to align with safety expectations, creating a supportive work environment.
- **Feedback Mechanisms**: EHOs establish feedback mechanisms through which employees can express concerns and report safety issues without fear of reprisal. This open communication fosters trust between management and staff, enhancing engagement and responsiveness regarding safety matters. The implementation of such systems allows for a more agile approach in addressing safety concerns, thereby continuously evolving safety practices to better suit the workforce’s needs.
## **Monitoring and Improving Compliance**
The ongoing role of an Environmental Hygiene Officer is to continually assess and improve compliance and safety initiatives, ensuring they remain relevant and effective.
- **Data Collection and Analysis**: EHOs collect data on safety incidents, health trends, and compliance failures, which they analyze to identify patterns that may signal deeper systemic issues. Using this data, they can pinpoint areas for improvement and direct resources where they are needed most. This data-driven approach increases the effectiveness of safety protocols and ensures that initiatives remain aligned with organizational goals.
- **Risk Management Strategies**: By developing and continuously refining risk management strategies, EHOs can anticipate potential challenges before they escalate into significant issues. Whether it involves updating emergency response plans or refining training methods based on new information, the adaptability inherent in effective risk management positions the organization to respond proactively to emerging challenges.
- **Engaging in Continuous Learning**: An EHO’s commitment to professional development keeps them at the forefront of best practices and emerging trends in environmental hygiene. By attending industry conferences, workshops, and training sessions, they continuously enhance their knowledge and skills, which they utilize to cultivate a culture of compliance and safety within their organization.
## **Advocacy for Public Health and Safety**
Finally, the influence of Environmental Hygiene Officers extends beyond organizational boundaries, advocating for broader public health and safety initiatives.
- **Community Outreach and Education**: EHOs engage in community outreach efforts, raising awareness of health and safety issues that affect the public. By participating in local workshops and forums, they disseminate valuable information regarding environmental health, ultimately fostering a healthier community. Such initiatives help bridge the gap between the organization and the public, building goodwill and responsibility toward community well-being.
- **Disseminating Best Practices**: By documenting and sharing their organization’s environmentally responsible practices and health initiatives, EHOs contribute to the body of knowledge that can benefit other organizations and sectors. This advocacy for shared learning promotes a collective response to environmental health challenges, reinforcing the importance of safety across all aspects of society.
- **Alignment with Public Policy**: EHOs may also engage with policymakers to support initiatives that advance public health and environmental compliance. Their expertise guides decision-makers in developing regulations that benefit communities and foster overall environmental sustainability. This alignment is crucial in creating policies that promote a safe and healthy living environment for all citizens.
## **Conclusion**
In summary, the impact of Environmental Hygiene Officers on safety practices and adherence to regulatory standards is both profound and widespread. Through their vigilance in maintaining compliance, proactive safety initiatives, and cultural influence, EHOs uphold and promote health and safety within diverse environments. Their roles extend beyond the workplace, engaging with the community in meaningful ways that promote public health and environmental responsibility. As champions of safety, Environmental Hygiene Officers play an essential role in creating safe, compliant, and healthy environments for everyone involved.
### **Links:**
- [\[PDF\] enHealth guidance – Guidelines for assessing human health risks …](https://www.health.gov.au/sites/default/files/documents/2022/07/enhealth-guidance-guidelines-for-assessing-human-health-risks-from-environmental-hazards.pdf)
- [Safety interventions for the prevention of accidents at work](https://pmc.ncbi.nlm.nih.gov/articles/PMC9159701/)
---
### [Role of Environmental Hygiene Officers](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/role-of-environmental-hygiene-officers/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Role of Environmental Hygiene Officers**
The role of a Chemical Hygiene Officer (CHO) is essential in ensuring the safety and health of all individuals who work within educational and industrial laboratories. This responsibility encompasses a wide array of duties aimed not only at maintaining compliance with regulatory standards but also at cultivating a culture of safety among laboratory staff, educators, and students alike. In this section, we will delve into the specific responsibilities and key functions of Chemical Hygiene Officers, articulating how they operate in both educational and industrial environments to safeguard health and safety.
## **Key Responsibilities**
A Chemical Hygiene Officer is tasked with multiple responsibilities that focus on the safe handling, use, and disposal of hazardous chemicals. These include:
- **Training and Consultation**: One of the primary functions of the CHO is to provide general training and consultation on safe work practices concerning hazardous chemicals. This includes creating educational programs for laboratory staff and ensuring they understand appropriate handling and emergency procedures.
- **Guidelines for Laboratory Workers**: The CHO develops and disseminates safe working guidelines tailored specifically for laboratory environments. This framework helps establish best practices for chemical usage, thereby reducing the risk of accidents and exposure to hazardous substances.
- **Conducting Inspections**: Regular inspections are a cornerstone of maintaining lab safety. Chemical Hygiene Officers are responsible for conducting laboratory safety inspections, which involve assessing compliance with established safety protocols and the safe operation of equipment like fume hoods. Inspections should occur annually and incorporate effective measures for improving chemical safety practices in the laboratory setting.
- **Emergency Response Coordination**: The CHO assists in coordinating emergency response plans tailored to chemical spills and other incidents that may arise in laboratory settings. This encompasses not only immediate response measures but also planning and training to manage potential emergencies effectively.
## **Development of Safety Manuals and Plans**
In addition to training and emergency preparedness, Chemical Hygiene Officers play a vital role in the formulation and maintenance of essential documentation such as:
- **Laboratory Safety Manual**: The CHO is responsible for developing and maintaining a comprehensive Laboratory Safety Manual, which serves as a vital resource for all laboratory personnel. This document includes safety protocols, guidelines for chemical handling, and emergency contacts, ensuring that all essential information is readily accessible to staff.
- **Chemical Hygiene Plan Review**: It is necessary for CHOs to review the laboratory chemical hygiene plan at least annually to ensure it remains relevant and compliant with updated regulations and practices. This review process involves audit activities and updates required to meet evolving safety standards.
## **Monitoring and Auditing**
To uphold safety standards within laboratories, the Chemical Hygiene Officer is responsible for:
- **Exposure Monitoring**: Conducting exposure monitoring as needed allows the CHO to ascertain the safety of laboratory environments. These assessments support data-driven decisions on health and safety practices, facilitating timely adjustments to procedures or mitigation strategies based on monitoring results.
- **Periodical Program Audits**: A significant aspect of the CHO’s role includes auditing the departmental program periodically. These audits are critical for identifying areas of non-compliance and developing strategies for improvement, reinforcing a commitment to a safe working environment.
- **Inspecting Facilities**: Evaluating laboratory facilities rigorously is paramount for ensuring that all safety equipment, including fume hoods and eye wash stations, is functioning correctly and available for use when needed.
## **Importance in Both Educational and Industrial Contexts**
The role of the Chemical Hygiene Officer is not confined exclusively to laboratories in higher education; it is equally critical in industrial settings. In both cases, the CHO’s objective remains to ensure a culture of safety and compliance. Here’s how they contribute:
- **In Educational Settings**: In schools and universities, CHOs introduce educational programs that enhance the knowledge and skills of students and educators, emphasizing the importance of safety in science and technology courses. Their training sessions often include hands-on demonstrations, ensuring that safety practices are understood and easily applied in real-world scenarios.
- **In Industrial Environments**: Within industries, the chemical handling protocols managed by CHOs protect not only the workers but also the surrounding community and environment. Their guidelines help prevent incidents that might lead to chemical spills or exposures that could endanger public safety.
## **Conclusion: A Critical Role**
In summary, Chemical Hygiene Officers are pivotal in fostering a safe laboratory environment. Their comprehensive responsibilities range from training and compliance monitoring to emergency response planning and documentation development. By fulfilling these duties, they help mitigate risks associated with hazardous chemicals, safeguarding the health of workers and students alike. Through their expertise and diligence, CHOs ensure that educational and industrial settings maintain the highest standards of chemical safety, thereby promoting not only compliance with regulatory requirements but also a culture of safety that underpins all laboratory activities. Their work is foundational to safe practices in the increasingly complex landscape of chemical handling and disposal responsibilities.
### **Links:**
- [Chemical Hygiene Plan | Environmental Health & Safety](https://ehs.ucr.edu/laboratory/chemical-hygiene-plan)
- [\[PDF\] Laboratory Safety and Chemical Hygiene Plan](https://www.wku.edu/ehs/occsafe/chemical_hygiene_plan.pdf)
---
### [Training and Implementation](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/training-and-implementation/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Training and Implementation of Chemical Hygiene Practices**
Training is a fundamental component of instilling safety protocols in educational and industrial laboratories. It is not simply a checkbox on a compliance form; effective training ensures that staff and students comprehend the importance of chemical hygiene practices, recognize potential hazards, and know how to confront emergencies if they arise. In this section, we will explore various strategies for successfully implementing training programs focused on chemical hygiene, highlighting the aspects that promote knowledge transfer and safety awareness.
## **The Importance of Initial Training**
Training begins at the point of initial assignment, ensuring that employees are well-versed in the chemicals they will encounter, the procedures they must follow, and the protocols that govern the safe handling of these materials. This level of training should cover several essential areas:
- **Understanding Materials**: Employees should be trained on the specific chemicals available in their environment, along with the potential hazards associated with those substances. This is crucial for preparing individuals to identify risks and apply safety measures.
- **Access to Resources**: Staff must know the locations of critical resources, including the Chemical Hygiene Plan and Material Safety Data Sheets (MSDS), which contain comprehensive information about chemical hazards, handling protocols, and emergency procedures.
- **Hazard Identification**: Training should include methods for recognizing hazards associated with the chemicals they work with. Understanding how to properly identify risks leads to proactive safety measures and reduces the likelihood of accidents.
Organizationally, training sessions are often facilitated by the Chemical Hygiene Officer (CHO) or specialized safety personnel. These individuals have the expertise to impart the necessary information pertaining to safe practices in chemical handling.
## **Continuous Learning and Regular Training Sessions**
Given that laboratories often work with various substances—some of which may change over time—ongoing educational efforts are vital. Regular training sessions ensure that all staff remain informed about the latest safety protocols and chemical procedures. Incorporating formal training involves several strategies:
- **Scheduled Training Refreshers**: Establish a regular schedule for training refreshers, which allows staff to revisit concepts, share experiences, and reinforce their knowledge. This could be conducted semi-annually or annually, depending on the turnover of staff and changes in laboratory practices.
- **Hazards and Preventive Measures**: Each lesson plan should encompass a comprehensive review of possible hazards associated with the chemicals in use. This includes preventive measures and emergency responses tailored for each hazard identified. Addressing these challenges pprepares staff for unexpected situations and strengthens their confidence in managing chemical handling.
- **Incorporating Practical Skills**: Beyond theoretical knowledge, practical skills training is vital. Conducting hands-on sessions wherein staff can practice procedures in controlled environments can foster better retention of safety protocols. Incorporating scenario-based training creates real-world simulations where staff can practice emergency responses, allowing for practical knowledge transfer.
## **Engaging and Customizing Training Programs**
Efficient training programs cater to the specific needs and experiences of the participants. Customizing the training is essential to ensure participants can easily grasp and apply the information.
- **Audience-Centric Training**: Tailor training propositions to specific roles within a laboratory. For instance, educators may require different training focuses than students or administrative staff. This specificity can help frame training content to be relevant and useful.
- **Diverse Training Formats**: Varying the training formats can lead to higher engagement levels. These formats could include webinars, in-person workshops, hands-on labs, and interactive e-learning modules. Providing a mix keeps training fresh and can cater to various learning styles.
- **Utilizing Technology**: Implement technology-based tools for training to enhance understanding of chemical safety. Virtual reality (VR) simulations, for instance, can provide immersive experiences that allow participants to practice safety protocols in a risk-free environment. Online assessment tools can help reiterate key concepts in an engaging manner.
## **Encouraging a Culture of Safety**
Building an organizational culture that emphasizes safety can significantly impact the effectiveness of training programs. This culture is nurtured through the following actions:
- **Promote Open Dialogue**: Encourage staff to share concerns and suggestions related to chemical hygiene practices. Providing channels for feedback can foster a supportive atmosphere in which safety practices can be openly discussed. Regular meetings can be scheduled to address issues and promote continuous dialogue.
- **Recognition and Rewards**: Establish a system for recognizing individuals or teams who demonstrate exemplary adherence to safety protocols and participate actively in training. Recognizing these efforts fosters an encouraging environment, driving others to commit to maintaining safe practices.
- **Support from Leadership**: Leadership buy-in is essential for creating and sustaining a culture of safety. When leaders actively engage in training sessions and embody safety principles, it instills confidence and commitment among staff and students.
## **Evaluating Training Effectiveness**
To ensure that training programs deliver their intended outcomes, assessment methods should be implemented to gauge effectiveness. Utilizing these methods helps identify areas of improvement and reinforces successful strategies.
- **Surveys and Feedback**: Post-training surveys can provide insights into participants’ experiences and understanding. Asking questions about content clarity, engagement, and applicability can inform future training iterations. Feedback should be actively sought to refine and enhance program elements continuously.
- **Competency Assessments**: Implement competency assessments to objectively measure knowledge transfer. These assessments can be in the form of quizzes, practical demonstrations, or simulated emergency scenarios. The goal is to ascertain whether participants can apply what they have learned in real-world settings.
- **Long-Term Monitoring**: Establish mechanisms for monitoring safety compliance over time. Observations and audits can ensure that staff maintain the high standards established during training sessions.
## **Conclusion**
In conclusion, the implementation of effective training programs in chemical hygiene practices is indispensable for sustaining a safe laboratory environment. By focusing on initial and ongoing education, customizing approaches for diverse audiences, and promoting a safety-oriented culture, organizations can ensure knowledge transfer and safety awareness become ingrained in their practices. Proper assessment of these training strategies can further enhance their efficacy and ensure safety protocols evolve with advancements in the field. The CHO plays a critical role in not just defining training goals but fostering an environment that values safety above all else. Through comprehensive education and engagement, staff and students will be better equipped to handle the complexities of chemical hygiene safely and effectively.
### **Links:**
- [The Culture of Laboratory Safety – Prudent Practices in the … – NCBI](https://www.ncbi.nlm.nih.gov/books/NBK55882/)
---
### [Importance of Compliance](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/importance-of-compliance/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **The Importance of Compliance in Chemical Hygiene**
In the realm of chemical hygiene, compliance with regulatory standards is not merely a formality; it is a fundamental necessity that safeguards the health and safety of workers, students, and the surrounding environment. This section details the various regulations, guidelines, and the overarching need for compliance that Chemical Hygiene Officers (CHOs) must observe to ensure a safe working environment.
## **The Regulatory Framework**
Understanding the regulatory landscape is a crucial component of the CHO’s role in educational and industrial settings. Numerous federal and state regulations govern chemical hygiene practices, primarily to prevent accidents and promote safe chemical handling. The following are core regulations that outline the requirements for laboratories and other workplaces handling hazardous materials:
- **Occupational Safety and Health Administration (OSHA)**: OSHA is a pivotal regulatory agency that sets and enforces safety standards in workplaces across the United States. For chemical hygiene, OSHA’s General Duty Clause requires that employers maintain a workplace free from recognized hazards, including those associated with chemical exposure.
- **Hazard Communication Standard (HCS)**: Under the OSHA framework, the Hazard Communication Standard mandates that all employers inform their employees about chemical hazards they may encounter at work. CHOs are charged with ensuring that Material Safety Data Sheets (MSDS) are available and accessible, alongside proper labeling of hazardous materials.
- **Environmental Protection Agency (EPA)**: The EPA governs the disposal and management of hazardous waste through regulations such as the Resource Conservation and Recovery Act (RCRA). Compliance with EPA standards ensures that chemical disposal does not threaten environmental safety.
- **American National Standards Institute (ANSI)**: Though not a regulatory agency, ANSI provides consensus standards that are widely recognized in the industry. These may cover laboratory safety protocols, signage, and emergency procedures, complementing OSHA and EPA regulations.
## **Why Compliance Matters**
There are several critical reasons why adherence to these regulations and guidelines is essential for Chemical Hygiene Officers:
- **Safety Protection**: Above all, compliance is about protecting people. Regulatory standards are established based on research, industry practices, and historical data which identify potential hazards. By rigorously following these standards, CHOs can minimize risks related to chemical exposure and accidents.
- **Legal Protections**: Failure to comply with relevant regulations can lead to severe legal repercussions for organizations. In instances of accidents, non-compliance can expose institutions to liability suits or penalties from regulatory agencies. This legal exposure can result in financial loss, reputational damage, and operational disruptions.
- **Regulatory Compliance Audits**: Many educational and industrial institutions undergo regular audits by regulatory agencies or internal reviewers. Maintaining a robust compliance strategy ensures smooth audits and assessments, often leading to higher ratings in evaluations, which can positively influence funding or expansion opportunities.
- **Promoting Safety Culture**: A culture rooted in safety and compliance influences all levels of staff. When CHOs promote adherence to safety standards and engage in ongoing safety education, an organizational climate emerges that prioritizes risk management and ensures better safety practices.
## **Implementing Compliance Measures**
For Chemical Hygiene Officers to effectively ensure compliance, they must engage in continuous evaluation and enhancement of their chemical hygiene programs. Some strategies include:
- **Regular Training and Workshops**: Holding regular training sessions for faculty and staff ensures that everyone is knowledgeable about hazardous materials and safety compliance requirements. These initiatives can be tailored to specific areas of concern present in different laboratory settings.
- **Documentation and Record-Keeping**: Maintaining a comprehensive record of training, exposure monitoring, and safety audits is vital. This documentation serves as evidence of compliance efforts and can also support the institution in case of audits.
- **Proactive Inspection Protocols**: Regular inspections of labs and chemical storage areas should be routine. These inspections help identify potential compliance issues before they manifest into critical safety incidents.
- **Providing Resources and Support**: CHOs can establish channels for open communication among laboratory staff and streamline access to resources such as safety equipment and protocols. Offering support can empower staff, making them active participants in promoting compliance.
- **Incident Reporting Systems**: Implementing a transparent mechanism for reporting accidents or near misses ensures that all safety events are logged, investigated, and addressed promptly. This not only aids in improving safety protocols but also enhances the institution’s commitment to compliance.
## **Conclusion: The Path Forward**
In conclusion, the importance of compliance in the role of Chemical Hygiene Officers cannot be overstated. By adhering to the established regulatory frameworks and continuously promoting a culture of safety, CHOs play a pivotal role in enhancing workplace safety and compliance. The integration of comprehensive training programs, proactive inspection techniques, and the establishment of transparent reporting systems solidify an institution’s commitment to protecting its staff, students, and the environment. Chemical Hygiene Officers are key players in ensuring that everyone navigates the complexities of chemical handling with the utmost regard for safety, legality, and ethical responsibility. Their work serves as a foundation for sustainable and safe laboratory practices, ultimately ensuring that educational and industrial environments remain safe and compliant places for everyone involved.
### **Links:**
- [OSHA Hazard Communication Standard and OSHA Guidelines – CDC](https://www.cdc.gov/niosh/learning/safetyculturehc/module-5/7.html)
- [OSHA Chemical Hazards And Communication – StatPearls – NCBI](https://www.ncbi.nlm.nih.gov/books/NBK580552/)
- [\[PDF\] Chemical Hygiene Plan – Fresno Pacific University](https://www.fresno.edu/sites/default/files/documents/campus-safety/chemical-hygiene-plan-chp-2025-04-25-no.pdf)
---
### [Role of Chemical Hygiene Officers](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/role-of-chemical-hygiene-officers/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Role of Chemical Hygiene Officers**
The role of a Chemical Hygiene Officer (CHO) is essential in ensuring the safety and health of all individuals who work within educational and industrial laboratories. This responsibility encompasses a wide array of duties aimed not only at maintaining compliance with regulatory standards but also at cultivating a culture of safety among laboratory staff, educators, and students alike. In this section, we will delve into the specific responsibilities and key functions of Chemical Hygiene Officers, articulating how they operate in both educational and industrial environments to safeguard health and safety.
## Key Responsibilities
A Chemical Hygiene Officer is tasked with multiple responsibilities that focus on the safe handling, use, and disposal of hazardous chemicals. These include:
- **Training and Consultation**: One of the primary functions of the CHO is to provide general training and consultation on safe work practices concerning hazardous chemicals. This includes creating educational programs for laboratory staff and ensuring they understand appropriate handling and emergency procedures.
- **Guidelines for Laboratory Workers**: The CHO develops and disseminates safe working guidelines tailored specifically for laboratory environments. This framework helps establish best practices for chemical usage, thereby reducing the risk of accidents and exposure to hazardous substances.
- **Conducting Inspections**: Regular inspections are a cornerstone of maintaining lab safety. Chemical Hygiene Officers are responsible for conducting laboratory safety inspections, which involve assessing compliance with established safety protocols and the safe operation of equipment like fume hoods. Inspections should occur annually and incorporate effective measures for improving chemical safety practices in the laboratory setting.
- **Emergency Response Coordination**: The CHO assists in coordinating emergency response plans tailored to chemical spills and other incidents that may arise in laboratory settings. This encompasses not only immediate response measures but also planning and training to manage potential emergencies effectively.
## Development of Safety Manuals and Plans
In addition to training and emergency preparedness, Chemical Hygiene Officers play a vital role in the formulation and maintenance of essential documentation such as:
- **Laboratory Safety Manual**: The CHO is responsible for developing and maintaining a comprehensive Laboratory Safety Manual, which serves as a vital resource for all laboratory personnel. This document includes safety protocols, guidelines for chemical handling, and emergency contacts, ensuring that all essential information is readily accessible to staff.
- **Chemical Hygiene Plan Review**: It is necessary for CHOs to review the laboratory chemical hygiene plan at least annually to ensure it remains relevant and compliant with updated regulations and practices. This review process involves audit activities and updates required to meet evolving safety standards.
## Monitoring and Auditing
To uphold safety standards within laboratories, the Chemical Hygiene Officer is responsible for:
- **Exposure Monitoring**: Conducting exposure monitoring as needed allows the CHO to ascertain the safety of laboratory environments. These assessments support data-driven decisions on health and safety practices, facilitating timely adjustments to procedures or mitigation strategies based on monitoring results.
- **Periodical Program Audits**: A significant aspect of the CHO’s role includes auditing the departmental program periodically. These audits are critical for identifying areas of non-compliance and developing strategies for improvement, reinforcing a commitment to a safe working environment.
- **Inspecting Facilities**: Evaluating laboratory facilities rigorously is paramount for ensuring that all safety equipment, including fume hoods and eye wash stations, is functioning correctly and available for use when needed.
## Importance in Both Educational and Industrial Contexts
The role of the Chemical Hygiene Officer is not confined exclusively to laboratories in higher education; it is equally critical in industrial settings. In both cases, the CHO’s objective remains to ensure a culture of safety and compliance. Here’s how they contribute:
- **In Educational Settings**: In schools and universities, CHOs introduce educational programs that enhance the knowledge and skills of students and educators, emphasizing the importance of safety in science and technology courses. Their training sessions often include hands-on demonstrations, ensuring that safety practices are understood and easily applied in real-world scenarios.
- **In Industrial Environments**: Within industries, the chemical handling protocols managed by CHOs protect not only the workers but also the surrounding community and environment. Their guidelines help prevent incidents that might lead to chemical spills or exposures that could endanger public safety.
## Conclusion: A Critical Role
In summary, Chemical Hygiene Officers are pivotal in fostering a safe laboratory environment. Their comprehensive responsibilities range from training and compliance monitoring to emergency response planning and documentation development. By fulfilling these duties, they help mitigate risks associated with hazardous chemicals, safeguarding the health of workers and students alike. Through their expertise and diligence, CHOs ensure that educational and industrial settings maintain the highest standards of chemical safety, thereby promoting not only compliance with regulatory requirements but also a culture of safety that underpins all laboratory activities. Their work is foundational to safe practices in the increasingly complex landscape of chemical handling and disposal responsibilities.
### Links:
- [Chemical Hygiene Plan | Environmental Health & Safety](https://ehs.ucr.edu/laboratory/chemical-hygiene-plan)
- [\[PDF\] Laboratory Safety and Chemical Hygiene Plan](https://www.wku.edu/ehs/occsafe/chemical_hygiene_plan.pdf)
---
### [Summary](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/summary/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Module Summary: Chemical and Environmental Hygiene Officer**
Congratulations on completing the **Chemical and Environmental Hygiene Officer** module! As an educator or industry professional, you have taken a significant step towards enhancing safety and compliance in both educational and industrial settings.
### **Module Overview**
This module was designed specifically for K-12 and higher education educators, as well as industry professionals aiming to become Chemical Hygiene Officers or Environmental Hygiene Officers. Throughout the module, participants explored essential roles, responsibilities, and regulatory standards relevant to these positions.
### **Module Objectives**
By the end of this module, you should be able to achieve the following objectives:
- **Understand the Roles and Responsibilities**: Comprehend the key functions and duties of Chemical Hygiene Officers and Environmental Hygiene Officers.
- **Identify Regulatory Standards**: Rrecognize the relevant standards and guidelines that govern chemical and environmental hygiene practices.
- **Differentiate Hygiene Practices**: Distinguish between chemical hygiene and environmental hygiene practices in various educational settings.
- **Develop Risk Assessment Strategies**: Formulate effective strategies to assess risks associated with hazardous materials and ensure environmental safety.
- **Implement Training Programs**: Design and implement impactful training programs for staff and students about chemical and environmental safety.
- **Evaluate Existing Hygiene Programs**: Critically assess and enhance current hygiene programs within both educational and industrial contexts.
- **Formulate Emergency Response Plans**: Create comprehensive emergency response plans for chemical spills and environmental hazards.
Throughout this module, you engaged in theoretical knowledge as well as practical applications designed to empower you in your professional roles. This comprehensive training is essential in fostering safer environments for staff, students, and the community at large.
### **Links:**
- [Chemical Hazards and Toxic Substances – Overview – OSHA](http://www.osha.gov/chemical-hazards)
- [\[PDF\] Managing risks of hazardous chemicals in the workplace](https://www.safework.nsw.gov.au/__data/assets/pdf_file/0018/52155/Managing-risks-of-hazardous-chemicals-in-the-workplace-COP.pdf)
- [\[PDF\] Chemical Hygiene Officer – Lab Safety Institute](https://www.labsafety.org/wp-content/uploads/woocommerce_uploads/CHO-Notebook.pdf)
- [Chemical Hygiene Plan – UPenn EHRS – University of Pennsylvania](https://ehrs.upenn.edu/policies-resources/chemical-hygiene-plan)
---
### [Emergency Response Protocols](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/emergency-response-protocols/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Emergency Response Protocols for Chemical Spills and Environmental Emergencies**
Effective emergency response protocols are essential for ensuring safety and compliance during chemical spills and environmental emergencies. These protocols provide a clear framework to guide actions in a crisis, minimizing the potential for harm to people, property, and the environment. Below, we will detail step-by-step response protocols tailored for various types of incidents involving hazardous materials.
### **Developing an Emergency Response Plan**
Developing a comprehensive emergency response plan is the cornerstone of effective incident management. This plan should detail specific actions and responsibilities that align with the unique aspects of the facility and the types of hazardous materials present. Here are the key components:
#### **1. Risk Assessment and Identification**
Before writing the response plan, conduct a thorough risk assessment to identify potential hazards associated with the materials used on-site. This includes reviewing all safety and health-related aspects, such as:
- **Type of Hazardous Materials**: Understand the characteristics of each chemical, including toxicity, flammability, reactivity, and environmental impact.
- **Potential Spill Scenarios**: Consider plausible spill scenarios, including accidents during transportation, mixing, or storage.
- **Legal and Regulatory Considerations**: Familiarize yourself with local, state, and federal regulations governing hazardous materials to ensure compliance in your protocols.
#### **2. Establishing Roles and Responsibilities**
Clear roles must be outlined in the emergency response plan to ensure effective coordination. Key roles typically include:
- **Emergency Coordinator**: Designated person responsible for activation of the emergency response plan and coordination with first responders.
- **Safety Officer**: Focus on ensuring compliance with safety protocols during the incident response.
- **Clean-Up Team**: Trained individuals tasked with containing spills and managing the cleanup of hazardous materials.
#### **3. Procedures for Different Types of Chemical Spills**
Based on the assessment, outline specific procedures tailored to different types of incidents. Below are examples of different protocols based on typical spill scenarios:
##### **A. Minor Spills**
Minor spills are typically small in volume and can be managed by trained personnel without the need for outside assistance. The response protocol should include:
- **Immediate Containment**: Use absorbent materials such as cat litter to contain the spill quickly, preventing further spread (Index 2).
- **Personal Protective Equipment (PPE)**: Ensure that responders wear appropriate PPE based on the nature of the spilled chemical (gloves, goggles, respirators).
- **Clean-Up Procedures**: After containment, dispose of the absorbent material according to local regulations, and decontaminate the area with an approved cleaning agent.
##### **B. Major Spills**
Major spills involve larger quantities of hazardous materials and pose significant risk to health and environment. The protocol for major spills should encompass:
- **Immediate Evacuation**: Activate alarms to evacuate the area swiftly. Clear the area of all personnel not involved in the response.
- **Containment Measures**: Utilize appropriate spill containment equipment such as booms, barriers, and neutralizing agents, as per the guidelines in the Chemical Hygiene Plan (Index 3).
- **Notification of Authorities**: Notify local emergency services, regulatory agencies, and, if necessary, the National Response Center for guidance and support.
#### **4. Training and Ppreparedness**
Training is a vital component in ensuring that all personnel are equipped to respond effectively to emergencies. It should be structured around:
- **Regular Drills and Simulations**: Conduct fire and emergency drills to ensure that staff members are familiar with emergency procedures. Reviewing the outcomes of these drills enables areas for improvement (Index 2).
- **Hands-on Training**: Facilitate hands-on training sessions for laboratory staff tailored to their specific needs and the hazardous materials they handle. Staff should be versed in identifying hazards and utilizing personal protective equipment appropriately (Index 1).
### **Handling Environmental Emergencies**
When developing response protocols, environmental emergencies such as chemical releases, floods, or major spills should also be explicitly addressed. These protocols typically contain additional layers of complexity due to potential impacts on surrounding ecosystems. Important considerations include:
#### **1. Environmental Impact Assessment**
Prior to any response action, understanding the potential environmental impact of the spill is crucial. This involves:
- **Evaluating Downstream Effects**: Assess how the spilled material could potentially contaminate nearby water, soil, and air.
- **Wildlife Considerations**: Consider the impact on local fauna and flora, especially for spills occurring near sensitive environments.
#### **2. Coordination with Environmental Agencies**
Engaging with regional environmental protection agencies is essential for guidance, resources, and regulatory compliance during an environmental emergency. This collaboration can assist with:
- **Expert Advice**: Getting insights from environmental specialists on response options that minimize ecological damage.
- **Compliance**: Ensuring that all actions undertaken align with environmental regulations, avoiding further legal or financial liabilities.
### **Documentation and Follow-Up**
After an incident is resolved, comprehensive documentation is critical in evaluating the response and informing future preparations. Key elements to include:
- **Incident Reports**: Document the circumstances of the spill, actions taken, equipment and personnel involved, and outcomes. Maintaining a detailed record can help identify patterns in incidents for future prevention (Index 1).
- **Post-Incident Review**: Conduct a formal discussion involving all stakeholders, reviewing what worked well and where improvements are necessary. Creating a plan for corrective actions to prevent recurrence maintains safety and compliance moving forward.
### **Continuous Improvement and Compliance**
Finally, a commitment to continuous improvement must be part of any emergency response protocol. This involves:
- **Review and Update Plans Regularly**: The chemical hygiene plan and emergency response protocols should be reviewed annually or whenever significant changes occur, such as new equipment, changed procedures, or introduction of new chemicals (Index 3).
- **Feedback Mechanisms**: Create a feedback mechanism that allows personnel to provide insights on protocols and possible enhancements based on their experiences during emergencies.
By establishing well-defined emergency response protocols for chemical spills and environmental emergencies, organizations can mitigate risks associated with hazardous materials. These structured protocols not only enhance safety but also ensure compliance with local, state, and federal regulations, thus protecting both people and the environment.
### **References**
- Index 1: Information on training and incident reporting procedures.
- Index 2: Emergency drill insights and spill control measures.
- Index 3: Contents regarding management of hazardous substances and SOPs.
### **Links:**
- [Guide for Chemical Spill Response](https://www.acs.org/about/governance/committees/chemical-safety/publications-resources/guide-for-chemical-spill-response.html)
- [\[PDF\] Managing risks of hazardous chemicals in the workplace](https://www.safeworkaustralia.gov.au/sites/default/files/2022-05/model_code_of_practice_managing_risks_of_hazardous_chemicals_in_the_workplace_feb2021.pdf)
- [Chemical Emergency Response in Australia](https://spiresafety.com.au/emergency-response-to-chemical-incidents-in-australia/)
---
### [Risk Assessment Procedures](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/risk-assessment-procedures/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Risk Assessment Procedures for Chemical Spills and Environmental Hazards**
Understanding and effectively executing risk assessment procedures is paramount for minimizing the adverse consequences associated with chemical spills and environmental hazards. This activity explores various methods for assessing risks, identifying potential sources of danger, and evaluating the resulting impact on the environment and public health.
### **Identifying Potential Sources**
A comprehensive risk assessment begins with identifying potential sources of chemical spills and environmental hazards. These sources can vary widely depending on the location and the nature of the substances involved. Common sources include:
- **Laboratory Environments**: Chemicals stored improperly or in incompatible groupings can lead to spills. For instance, acids and bases should never be stored together, as a reaction could produce hazardous fumes. Monitoring and ensuring proper storage facilities is critical.
- **Industrial Facilities**: Manufacturing sites with large amounts of hazardous materials face various risks, including equipment failures or accidental discharges. Regular audits and maintenance of machinery can mitigate these risks significantly. The review of protocols and Standard Operating Procedures (SOPs) related to hazardous chemical use is essential in these contexts (Index 2).
- **Natural Disasters**: Floods, earthquakes, or tornadoes can breach containment systems and lead to spillages in various industrial and educational settings. Being aware of local environmental risks is critical to preparedness.
### **Evaluating Consequences**
Once potential sources are identified, the next step in the risk assessment process involves evaluating the possible consequences of a spill. This includes:
- **Health Impacts**: Immediate and long-term health implications for exposed individuals must be analyzed. Certain chemicals are known to have acute toxicity while others may lead to chronic health complications. It’s essential to consult Material Safety Data Sheets (MSDS) for detailed information on health hazards associated with specific chemicals.
- **Environmental Effects**: Spills can have devastating effects on the environment, including soil contamination, waterway pollution, and negative impacts on local wildlife. Assessing the environmental implications often requires an understanding of local ecosystems and the specific chemical properties of the substances involved.
- **Operational Disruption**: An incident can halt operations, resulting in substantial financial losses. This impact varies depending on the size and reputation of the institution or company. By anticipating such consequences, organizations can develop contingency plans to respond accordingly.
### **Methods for Assessing Risks**
There are various techniques for assessing risks related to chemical spills and environmental hazards. Some key methods include:
#### **Hazard Identification**
One of the first steps in the risk assessment process is hazard identification, which involves considering all potential sources of spills and their consequences. This could include a detailed survey of hazardous materials in labs and their storage conditions. For example, determining the efficacy of fume hoods and ventilation systems can significantly reduce the risk associated with airborne hazardous chemicals. Adequate ventilation is critical, as it prevents exposure and controls the escape of hazardous substances into the atmosphere (Index 3).
#### **Documentation and Incident Reporting**
Establishing a reporting system for spills, near misses, and accidents allows organizations to quantify risk and track incidents over time. Incident reports should be reviewed regularly to assess causative factors including:
- **Human Error**: Analyzing reports can highlight whether human behavior contributed to incidents, leading to targeted training sessions (see the Training & Education section discussed later).
- **Equipment Failure**: Understanding whether equipment or systems involved were faulted can inform maintenance and training priorities.
- **Environmental Conditions**: Documenting weather conditions during incidents can reveal external factors at play.
#### **Risk Matrix Approach**
A risk matrix can visually represent and quantify risks based on two main variables: the likelihood of occurrence and the severity of consequences. This method encourages a systematic approach to prioritizing risks, informing organizations which hazards require immediate attention and resources. The matrix typically consists of ratings ranging from low to high, allowing for a straightforward categorization of risks based on pre-defined criteria.
#### **Utilization of Training and Education**
Conducting regular safety training sessions equips personnel with the knowledge necessary to react swiftly and effectively in case of spills. Training should cover:
- **Proper Handling Techniques**: Include guidelines for appropriately using and storing hazardous materials. This includes understanding the specific practices outlined in SOPs related to spill cleanup and disposal (Index 2).
- **Emergency Response Procedures**: Training should include instructions on activating emergency response protocols, who to contact, and how to use spill control materials effectively (Index 1).
Incorporating case studies into training can illustrate the consequences of mishandling materials, thereby emphasizing the importance of vigilance.
### **Risk Control Measures**
After identifying risks, organizations must put control measures in place. These can include:
- **Chemical Hygiene Plans**: Developing and enforcing chemical hygiene plans ensures that there are specific procedures for the safe use and handling of hazardous substances, thus minimizing risk. The involvement of a Chemical Hygiene Officer (CHO) is crucial in managing these plans effectively.
- **Emergency Ppreparedness**: Having preplanned actions in case of an emergency, such as designated escape routes and meeting places, can drastically reduce response time. Preparations might also involve keeping emergency contact information readily available next to telephones (Index 1).
- **Emergency Drills**: Regularly conducting emergency drills to educate staff on their roles and responsibilities during a spill can further reduce the potential impact of such incidents. Review of drill results helps refine the response plans continually (Index 1).
### **Documentation and Continuous Improvement**
All steps in the risk assessment process should be thoroughly documented. This practice not only provides a historical account of hazardous material use and incidents but also allows for evaluating the effectiveness of risk control measures over time. Continuous learning through observation and consultation can guide revisions that enhance safety protocols.
In summary, conducting thorough risk assessments of chemical spills and environmental hazards is a proactive way to protect public health and the environment. By leveraging systematic assessment methods, enhancing training and preparedness, and adhering to rigorous safety protocols, educators and industry professionals can forge safer work environments. This kind of proactive attitude encourages a culture of safety that prioritizes ongoing improvement.
### **References**
- Index 1: Information related to emergency preparedness measures.
- Index 2: Content regarding SOPs and training on laboratory safety.
- Index 3: Details about ventilation and chemical exposure mitigation.
### **Links:**
- [Implementation of Chemical Health, Safety, and Environmental Risk …](https://pmc.ncbi.nlm.nih.gov/articles/PMC9237427/)
- [Risk assessment methods for process safety, process security and …](https://www.sciencedirect.com/science/article/pii/S0950423024000329)
---
### [Continuous Improvement](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/continuous-improvement/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Continuous Improvement Strategies for Hygiene Programs**
In an era where safety and compliance are paramount, continuous improvement within hygiene programs is not merely an option—it’s a necessity. A proactive approach to hygiene ensures that organizations remain compliant with both regulatory standards and best practices while fostering a culture of safety among staff and students. The implementation of continuous improvement processes involves systematic efforts to enhance hygiene programs through regular reviews, data-driven decisions, and active engagement with all stakeholders. This section discusses various strategies to ensure ongoing compliance and safety within hygiene programs.
## **A Proactive Safety Culture**
Creating a proactive safety culture is at the heart of continuous improvement in hygiene programs. To achieve this:
- **Leadership Commitment**: Strong commitment from organizational leadership is essential in fostering a safety-first mindset. Decision-makers must actively participate in developing and enforcing hygiene policies, thus demonstrating that safety is a top priority.
- **Engagement of Personnel**: Involving staff at all levels in safety discussions enhances trust and cooperation. Engaging laboratory personnel in identifying risks and brainstorming solutions creates a collective responsibility for safety and compliance. It’s critical to maintain open lines of communication where employees feel comfortable reporting concerns or suggestions.
- **Regular Training and Education**: Continuous education keeps personnel informed about the latest hygiene practices, regulatory changes, and emerging hazards. Regular training sessions should not just focus on initial onboarding but also provide continuous learning opportunities, thereby reinforcing a culture of safety.
## **Regular Inspections and Assessments**
Implementing a schedule of inspections is vital for identifying and addressing potential hygiene concerns:
- **Formal Housekeeping Inspections**: Conducting regular formal inspections ensures that all areas adhere to established cleanliness standards and identifies any deficiencies that need addressing. Inspections should include emergency equipment (eyewash stations, safety showers), operational hygiene practices, and general cleanliness. The schedule for these inspections could be quarterly or biannually, depending on the facility needs.
- **Legal Compliance Checks**: Keeping current on legal requirements concerning regulated substances is vital. Regularly reviewing compliance with state and federal regulations helps mitigate the risk of violations and enhances the safety protocols in place. Ensuring the facilities used are adequate for the materials handled is part of this compliance check.
- **Documentation and Record-Keeping**: Accurate documentation of inspection results creates a valuable historical record that can inform future inspections. This data is instrumental when conducting audits and evaluating the effectiveness of hygiene protocols. All records should be easily accessible and regularly reviewed for trends or recurring issues.
## **Data-Driven Decision Making**
To ensure continuous improvement, organizations should implement a systematic approach based on data analysis:
- **Collecting Incident Reports**: Documenting incidents, accidents, spills, and near misses allows organizations to identify patterns and areas needing improvement. After an incident occurs, it’s important to conduct a root cause analysis to ascertain the contributing factors and implement corrective actions to prevent recurrence.
- **Monthly Performance Reviews**: Regularly reviewing hygiene performance metrics and incident reports enables organizations to assess if the existing protocols are effective or if modifications are needed. Identifying the frequency and nature of incidents can lead to improved training or adjustments in safety measures.
- **Statistical Analysis**: Utilizing statistical methods to analyze hygiene-related data gives an objective basis for evaluating the success of compliance and safety strategies. Multivariate analyses can highlight correlations between different factors and result in actionable insights for program improvements.
## **Feedback Mechanisms**
Feedback from personnel is another vital component in sustaining a culture of continuous improvement:
- **Surveys and Questionnaires**: Regularly distributing surveys to staff and students can provide insights into their perceptions of current hygiene practices. It serves as a channel for gathering feedback on the effectiveness of existing programs and identifying areas for enhancement.
- **Focus Group Discussions**: Organizing focus groups encourages a dynamic exchange of ideas among personnel. Engaging diverse viewpoints can lead to innovative suggestions and collaborative efforts to solve specific hygiene-related problems.
- **Anonymous Reporting Systems**: To encourage transparency, organizations should provide anonymous reporting systems for staff to report hygiene concerns or incidents. This system helps identify issues that might not otherwise be disclosed due to fear of reprisal or stigma.
## **Incorporating New Technologies**
Embracing new technologies can significantly enhance hygiene programs:
- **Digital Inspection Tools**: Adopting software and applications designed for inspections can streamline the process, allowing for detailed records and real-time updates. These tools can automate reminders for regular checks while ensuring compliance with standards.
- **Data Management Systems**: Utilizing specialized databases for incident reports, inspection outcomes, and training records can simplify data analysis and reporting processes. Fostering a centralized data storage system aids in tracking changes over time, providing valuable insights into program efficacy.
## **Engaging the Community and Stakeholders**
Involving all stakeholders, including faculty, staff, students, and the broader community, is essential for enriching hygiene programs:
- **Community Awareness Campaigns**: Implementing awareness campaigns that promote hygiene practices not only serves to educate the community but also reinforces the importance of collective efforts to uphold safety and compliance. These campaigns can utilize social media, workshops, and information sessions to spread knowledge.
- **Collaborative Partnerships**: Establishing partnerships with local health agencies, safety organizations, or educational institutions can provide additional resources and expertise in hygiene management. This collaboration can enrich training programs and enhance overall hygiene practices within the organization.
## **Management of Change Protocols**
Organizations should be prepared to adapt to changes in protocols, technologies, or regulations:
- **Change Management Strategies**: Establishing clear procedures to manage changes within the hygiene program ensures that transitions are smooth and effectively communicated. This may involve retraining staff on new procedures or updating written materials to reflect changes accurately.
- **Impact Assessments**: Whenever significant changes are proposed, conducting impact assessments can help gauge how the alterations will affect existing hygiene practices and compliance with regulatory requirements. This assessment can guide the integration of new policies or technologies without compromising safety.
## **Feedback Loop for Continuous Monitoring**
Incorporating a feedback loop is essential for nurturing an environment of continuous improvement:
- **Data Review Cycles**: Set regular intervals (e.g.., quarterly or biannually) to review data collected from inspections, incident reports, and feedback surveys. Continuous monitoring of the hygiene program’s performance will allow for timely adjustments and improvements based on empirical evidence.
- **Annual Program Evaluation**: An annual evaluation of the hygiene program, including stakeholder input and performance indicators, can lead to comprehensive insights about its effectiveness. This evaluation should culminate in a report detailing findings along with actionable recommendations for improvement.
- **Establishing Continuous Goals**: Creating long-term continuous improvement goals for hygiene programs ensures that organizations remain committed to enhancing safety standards. Goals can be linked to compliance benchmarks, operational efficiency, and overall health and safety outcomes.
In summary, implementing continuous improvement processes within hygiene programs involves fostering a proactive safety culture, utilizing data-driven decision-making, and actively engaging all stakeholders. By embedding these practices into the operational framework, organizations can adapt to changes, maintain compliance, and ensure the highest safety standards. Overall, a sustained commitment to continuous improvement not only enhances hygiene practices but also cultivates a resilient environment geared towards safety and well-being.
### **Links:**
- [Tools and Strategies for Quality Improvement and Patient Safety](https://www.ncbi.nlm.nih.gov/books/NBK2682/)
- [Improving patient safety governance and systems through learning …](https://pmc.ncbi.nlm.nih.gov/articles/PMC10656601/)
- [A scoping review of continuous quality improvement in healthcare …](https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-024-10828-0)
- [Vision zero: Developing proactive leading indicators for safety …](https://www.sciencedirect.com/science/article/pii/S0925753520302873)
---
### [Best Practices](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/best-practices/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Best Practices for Enhancing Hygiene Programs**
In the realm of safety and cleanliness, establishing effective hygiene programs is essential for minimizing risks to health and ensuring compliance with regulatory standards. By exploring best practices rooted in successful case studies from various educational and industrial contexts, organizations can enhance their hygiene protocols and promote a culture of safety. This section will delve into strategies and methodologies that have proven effective across different environments, emphasizing how these approaches can be adapted or integrated within individual settings.
## **Professional Development and Continuous Improvement**
A foundational element in enhancing hygiene programs is ensuring that all staff members are well-trained and continuously updated on best practices. Professional development activities can take various forms:
- **Cultural Awareness and Inclusivity Training**: Effective hygiene programs stem from a culture that values safety, diversity, and inclusion. Training initiatives should focus on instilling a robust culture of safety in laboratory and workspaces. Creating awareness around the importance of hygiene not only enhances compliance but also boosts morale among staff and students.
- **Competency and Job-Related Training**: Regular skill assessments and refresher training sessions, covering key areas such as proper chemical handling, waste disposal, and PPE use, directly impact the effectiveness of hygiene programs. As new materials and chemicals are introduced to the workplace, ongoing training ensures that staff are equipped with the latest knowledge and skills to maintain hygiene standards effectively.
- **Cross-Training Opportunities**: Engaging in cross-training among personnel encourages knowledge sharing and fosters a collective responsibility towards safety and hygiene. Staff trained in multiple roles can better understand the overall hygiene program, making them valuable assets in ensuring compliance across various departments.
## **Rigorous Inspections and Audits**
Implementing a schedule of rigorous inspections and audits is vital for the ongoing evaluation of hygiene programs:
- **Formal Housekeeping Inspections**: Conducting regular formal inspections provides a systematic approach to identify areas of non-compliance. These inspections should include an assessment of emergency equipment and proper housekeeping practices. Using checklists based on regulatory standards, organization-specific policies, and industry best practices helps ensure thoroughness.
- **Legal Requirements Review**: Keeping abreast of current laws and regulations concerning regulated substances reinforces the need for compliance and offers guidance on cleanliness protocols. For example, organizations must regularly review and adhere to standards like the OSHA regulations, which dictate hygiene practices related to chemical handling.
- **Incident Reporting and Follow-Up Protocols**: Systematic reporting on incidents, accidents, spills, and near misses serves as a crucial data source for evaluating the effectiveness of hygiene practices. Following up on reported incidents allows organizations to recommend corrective actions to prevent future occurrences, thereby enhancing overall safety.
## **Effective Training and Education**
Training and educational programs play a critical role in ensuring that staff and students are well-informed about hygiene protocols:
- **Conducting Safety Training Sessions**: Tailoring hands-on safety training sessions for personnel ensures that they understand the specific hazards associated with their tasks. Training can encompass areas like proper use of personal protective equipment (PPE), safe chemical disposal, and emergency procedures related to hygiene.
- **Development of Standard Operating Procedures (SOPs)**: Regularly reviewing and updating SOPs for hazardous chemical use, disposal, spill cleanup, and decontamination processes promotes a culture of awareness and accountability. Clear documentation allows staff to understand their roles in maintaining hygiene effectively.
- **Engaging Teaching Methods**: Utilizing engaging and interactive teaching methods can make training sessions more effective. Examples include simulations, role-playing scenarios, and collaborative workshops that reinforce the importance of hygiene and engage participants actively.
## **Hygiene Program Design and Infrastructure**
A well-designed hygiene program considers the physical layout and infrastructure of workspaces:
- **Laboratory Design Considerations**: When designing laboratory spaces, implementing appropriate ventilation systems is critical. Air intakes and exhausts should be strategically located to prevent the recirculation of contaminated air, helping maintain air quality and safety.
- **Equipment Coordination and Maintenance**: Ensuring the proper testing, maintenance, and availability of safety equipment such as fume hoods, safety showers, and eyewash stations is paramount. Regular inspections of this equipment ensure that they remain functional and accessible in case of an emergency.
## **Case Studies in Successful Hygiene Practices**
1. **Case Study: University Laboratory Program** An academic institution implemented a rigorous training and compliance program to enhance their laboratory hygiene standards. The program included:
- Comprehensive onboarding for new lab employees that covered SOPs, emergency protocols, and chemical handling practices.
- Monthly hygiene audits conducted by a designated Chemical Hygiene Officer (CHO), with corrective action plans developed based on findings.
- Development of a “Hygiene Champions” program, where staff took on additional responsibility for monitoring hygiene practices in their respective labs, resulting in ownership and accountability for maintaining a clean and safe environment.
2. **Case Study: Pharmaceutical Manufacturer** A pharmaceutical facility undertook a multi-faceted approach to strengthen their hygiene protocols:
- Regular training sessions covering regulatory compliance, including OSHA and FDA guidelines, were established as an integral part of employee development.
- Safety committees comprised of representatives from various departments were convened to discuss hygiene policy improvements, fostering collaboration among teams.
- A data-driven practice was applied where incident reports were analyzed quarterly, leading to actionable insights that informed continuous improvements in their hygiene practices.
3. **Case Study: High School Science Laboratory** A high school restructured its science lab hygiene practices:
- Recognizing the importance of hands-on learning, educators collaborated on developing interactive safety training tailored to students. Role-playing and simulations were incorporated to teach safe lab practices effectively.
- The school invested in proper lab equipment such as fume hoods and safety showers, and provided accessible resources for reporting incidents and hazards.
- Regular feedback from students about the usability of safety equipment and training effectiveness was encouraged, and suggestions were implemented to make improvements.
## **Community Engagement and Awareness**
A proactive approach to community engagement enhances hygiene practices and outcomes:
- **Involving Stakeholders**: Engaging faculty, staff, students, and community members in hygiene initiatives fosters a sense of collective responsibility. Regular meetings, workshops, and campaigns can raise awareness and elicit community support for hygiene objectives.
- **Information Dissemination**: Providing accessible resources, flyers, and interactive mobile applications can facilitate the dissemination of information concerning hygiene practices. Keeping all stakeholders informed emphasizes the importance of adhering to safety protocols.
In summary, incorporating best practices from successful case studies can significantly enhance hygiene programs in various contexts. By prioritizing professional development, conducting rigorous inspections, engaging in effective training, focusing on infrastructure, and fostering community engagement, organizations can build robust and compliant hygiene programs that contribute to overall safety and health. Implementing these strategies not only improves compliance with regulations but also cultivates a culture of safety among all participants involved in the work environment.
### **Links:**
- [Community participation in health services development …](https://pmc.ncbi.nlm.nih.gov/articles/PMC6510456/)
---
### [Assessment Methods](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/assessment-methods/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Assessment Methods for Evaluating Hygiene Programs**
Evaluating hygiene programs is essential for ensuring compliance with safety regulations and maintaining high standards of hygiene in educational and industrial settings. A robust evaluation system relies on both qualitative and quantitative assessment methods, each providing valuable insights into program effectiveness. This activity will explore various techniques for evaluating hygiene programs, focusing on practical applications such as surveys, audits, observational methods, and data analysis.
## **Qualitative Methods**
Qualitative assessment methods are essential for gaining insights into the experiences, perceptions, and attitudes of staff and students regarding hygiene practices. These methods typically involve gathering non-numerical data, which can be rich in context and meaning:
### **1. Surveys and Questionnaires**
Surveys are an excellent way to gather qualitative data quickly. They can be designed to solicit feedback on various aspects of hygiene practices, such as:
- **Awareness of Safety Protocols**: Questions can assess employees’ understanding of the protocols outlined in the Chemical Hygiene Plan.
- **Perceived Effectiveness**: Soliciting opinions on the effectiveness of current hygiene measures allows administrators to understand which practices are working and which may need enhancement.
- **Open-Ended Questions**: Including open-ended questions can encourage respondents to provide detailed feedback on specific areas of concern or suggest improvements, leading to fruitful discussions on hygiene practices.
### **2. Focus Groups**
Focus groups involve gathering a small, diverse group to discuss specific hygiene topics in depth. This method can:
- **Facilitate Discussion**: Participants can share their experiences, both positive and negative, regarding hygiene protocols, fostering a collaborative environment for improvement.
- **Reduce Ambiguity**: Group discussions can clarify any misconceptions about hygiene practices, ensuring that the intended protocols are well understood by all.
- **Generate Ideas**: The collective brainstorming approach of focus groups can yield innovative solutions to address gaps in hygiene evaluation processes.
## **Quantitative Methods**
Quantitative assessments provide numerical data that can be statistically analyzed, offering a different perspective on the efficacy of hygiene programs:
### **1. Formal Inspections**
Regular formal inspections are a cornerstone of quantitative evaluation. These inspections should include:
- **Housekeeping Audits**: Regularly scheduled housekeeping inspections ensure that facilities adhere to cleanliness and safety standards. Inspectors can evaluate compliance with established protocols and legal requirements regarding regulated substances.
- **Emergency Equipment Checks**: As part of inspections, checking emergency equipment functionality (such as eyewash stations and fire extinguishers) is critical for ensuring preparedness.
- **Scoring Systems**: Implementing a scoring system that quantifies adherence to hygiene practices makes it easier to track progress over time. For instance, a checklist can assign points for compliance with various criteria, producing a clear numerical score that reflects overall hygiene quality.
### **2. Data Analysis Techniques**
Analyzing data from various sources can offer insights into the effectiveness of hygiene programs. The following techniques can be employed:
- **Incident Reporting Trends**: By analyzing incident reports related to hygiene issues, organizations can understand patterns that may indicate weaknesses in hygiene practices. This analysis allows for proactive measures to be implemented based on empirically derived data.
- **Statistical Comparisons**: Comparing hygiene data against regulatory standards or industry benchmarks helps identify gaps in compliance and areas for improvement. For example, tracking compliance with air quality parameters could highlight discrepancies needing immediate attention.
## **Observational Methods**
Observational assessments provide real-time insights into hygiene practices being enacted:
### **1. Laboratory Observations**
Observing laboratory activities can evaluate how effectively hygiene protocols are being followed during experiments. This method involves:
- **Workflow Analysis**: Observing work processes enables evaluators to identify potential areas of risk, such as improper handling of chemicals or inadequate PPE usage.
- **Real-time Feedback**: Providing immediate feedback during observations allows staff and students to correct poor practices right away, reinforcing proper procedures through reinforcement.
### **2. Instructional Observations\*\***
For educators, observing instructional methods can also inform assessments of hygiene programs:
- **Teaching Practices**: During class interactions, evaluators can assess how instructors embed hygiene protocols within their teaching, ensuring they effectively communicate the importance of maintaining safety standards.
- **Student Engagement**: Observing students during hands-on laboratory exercises can reveal their comprehension of hygiene practices taught and implemented.
## **Documentation and Record-Keeping**
An essential component of evaluation methods is thorough documentation:
- **Logging Inspection Findings**: Every inspection or observation should be meticulously documented, creating a reliable history of compliance and performance. This documentation aids in future audits and accountability.
- **Regular Reporting**: Maintaining a schedule for internal reports ensures that hygiene data is reviewed frequently, prompting timely action if needed.
## **Integrating Methods for Comprehensive Evaluation**
For hygiene programs to be effectively evaluated, a combination of the aforementioned methods is most beneficial:
- **Holistic Approach**: By integrating qualitative methods, like focus groups and surveys, with quantitative data from formal inspections and data analysis, organizations can gain a complete picture of hygiene practices and compliance rates.
- **Flexibility in Application**: The evaluation process should remain flexible, allowing for adjustments as needed based on the evolving needs of the organization or emerging best practices in hygiene management. This adaptability ensures that hygiene programs remain relevant and effective.
By employing a comprehensive set of assessment methods—encompassing qualitative insights, quantitative data, and direct observations—organizations can obtain a well-rounded understanding of hygiene program performance. These evaluative practices enhance not only compliance with safety regulations but also foster a culture of continuous improvement in hygiene practices across educational and industrial landscapes. By actively engaging staff and students in the evaluation process, organizations can ensure a commitment to maintaining a safe and hygienic environment for all.
### **Links:**
- [Spot-check Observational Method for Assessing Hygiene Practices](https://www.researchgate.net/publication/11350108_Spot-check_Observational_Method_for_Assessing_Hygiene_Practices_Review_of_Experience_and_Implications_for_Programmes)
- [Qualitative Methods in Implementation Research: An Introduction](https://pmc.ncbi.nlm.nih.gov/articles/PMC7023962/)
---
### [Evaluating Training Effectiveness](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/evaluating-training-effectiveness/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Evaluating Training Effectiveness**
Assessing the effectiveness of safety training programs is vital for ensuring that the knowledge and skills imparted during training sessions are successfully applied in real-world situations. Without proper evaluation, organizations may inadvertently overlook areas of weakness in their safety protocols or fail to recognize the impact of their training efforts. This segment discusses various strategies for evaluating training effectiveness, feedback mechanisms, and performance metrics that can be employed in both educational and industrial contexts.
## **The Importance of Evaluation**
Evaluating the effectiveness of safety training serves multiple critical purposes. The insights garnered from evaluations can guide the continuous improvement of training programs and ensure that they meet predetermined safety compliance requirements:
- **Determining Knowledge Retention**: Evaluation can highlight participants’ retention levels of what they learned during training and identify gaps in understanding.
- **Identifying Training Gaps**: Assessments can pinpoint specific areas where training may have fallen short, leading to further refinements that enhance overall program effectiveness.
- **Enhancing Safety Culture**: By focusing on training effectiveness, organizations send a message to staff that their safety and well-being are priorities, thus reinforcing a culture of safety.
## **Methods of Evaluation**
A variety of methods can be employed to evaluate training programs effectively:
### **1. Pre-Assessment and Post-Assessment**
Conducting pre-assessments before the training can establish a baseline of participants’ knowledge and understanding. Following the training, a post-assessment can determine the extent of knowledge gained:
- **Baseline Knowledge**: Assessing participants’ prior knowledge allows trainers to tailor their content to meet the specific needs of the group. Utilizing quizzes, surveys, or interviews can gather this information.
- **Gauging Learning Outcomes**: A post-assessment should incorporate similar questions or scenarios to measure improvement accurately. The difference between pre- and post-assessment scores can serve as quantitative data to correlate training efficacy.
### **2. Observational Assessments**
Another valuable method involves observing participants in their actual work environment. Post-training evaluations can involve:
- **Practical Application Observations**: Trainers or supervisors can conduct on-site inspections or observations of employees applying the principles learned in training. Observing behavior and practices in real scenarios offers qualitative insights into how training translates into practice.
- **Behavioral Checklists**: Creating structured checklists that outline specific behaviors expected from employees can help assess who adheres to safety protocols after training.
### **3. Feedback Mechanisms**
Collecting feedback from participants and stakeholders is essential in evaluating training effectiveness. Various approaches can facilitate this process:
- **Surveys and Questionnaires**: Distributing surveys immediately after training allows participants to provide feedback on the training’s content, delivery, and perceived relevance. Questions can focus on the clarity of the material, engagement levels, and areas for improvement.
- **Focus Groups**: Organizing focus groups with participants can yield a deeper understanding of their experiences during training. Discussion can uncover the challenges they face in applying what they learned and solicit suggestions for future training sessions.
- **Suggestion Boxes**: Encouraging anonymous input can foster an environment where participants feel comfortable sharing candid feedback about the training.
### **4. Performance Metrics and Indicators**
To track the overall effectiveness of training programs consistently, organizations should define clear performance metrics to evaluate ongoing safety compliance and improvements:
- **Incident Reduction Rates**: Analyzing data on workplace incidents before and after training can provide valuable insights into the training’s impact. A notable decline in incidents suggests effective training, while stagnant or increasing rates indicate a need for program adjustments.
- **Compliance Audits**: Regularly scheduled safety compliance audits can assess how well employees adhere to safety protocols. Results from these audits can guide improvements in training and safety practices.
- **Retention Rates**: Tracking the retention rates of trained employees can indicate the training’s value. High turnover in staff may necessitate additional training programs to maintain a competent workforce.
## **Creating a Continuous Feedback Loop**
Incorporating evaluations into a continual cycle of improvement can significantly enhance training long-term effectiveness:
- **Regular Review**: Establish a schedule for reviewing training content and methodologies based on evaluation results from assessments, observations, and feedback. Keeping content fresh and relevant will ensure that it meets evolving compliance and safety standards.
- **Include Stakeholder Input**: Involve key stakeholders in the evaluation process by seeking their input and opinions. This collaboration helps gain insights into the effectiveness of training from diverse perspectives, creating a more holistic evaluation approach.
- **Revise Training Programs Accordingly**: Utilize evaluation results to make informed adjustments to future training programs. Continuous improvement will better align future training efforts with actual workplace needs.
## **Cultural Considerations in Evaluation**
Successful evaluation of training effectiveness also considers the prevailing organizational culture:
- **Promote a Culture of Learning**: Organizations should actively foster an environment where learning and continuous improvement are embraced. A culture that encourages open discussions about safety practices will likely yield more constructive feedback during evaluations.
- **Employee Engagement**: Employees engaged in the evaluation process tend to feel more invested in workplace safety. By eliciting their input and recognizing their contributions to safety, organizations can enhance morale and foster a stronger commitment to compliance.
## **Documentation and Record Keeping**
Documentation is a critical component of evaluating training effectiveness. Keeping detailed records helps track changes in knowledge and behavior, thus demonstrating the outcomes of training programs:
- **Training Records**: Maintain comprehensive records on who attended training sessions, the materials used, and evaluation results for each program. These records are invaluable for compliance audits and future training iterations.
- **Audit Trails**: Regularly document evaluations, feedback received, behavior observations, and subsequent adaptations made to training. This clarity helps in maintaining accountability within training programs.
## **Leveraging Technology for Evaluation**
Technology can enhance training evaluation methods significantly. Utilizing digital tools and platforms simplifies the evaluation process:
- **Learning Management Systems (LMS)**: Many organizations now leverage LMS platforms to deliver training efficiently. An LMS can also track user engagement, completion rates, and assessment scores, streamlining the evaluation process and providing valuable analytics.
- **Data Analytics**: Employing data analytics tools to evaluate training impact provides insights into trends and areas for improvement in training initiatives. These analyses can cover incident reports, staff turnover, and results from participants’ assessments.
## **Case Studies and Benchmarking**
Engaging in case studies or benchmarking against industry standards can provide helpful insights about training effectiveness:
- **Industry Comparisons**: Comparing training evaluation results to industry benchmarks can help organizations identify gaps and areas for improvement. Understanding where they stand relative to peers offers a basis for measuring their training success.
- **Success Stories**: Documenting successful training initiatives within the organization can serve as a motivational tool. Sharing case studies that showcase improved safety outcomes due to effective training reinforces the importance of compliance efforts and encourages ongoing commitment to training.
In summary, evaluating the effectiveness of safety training programs requires a multifaceted approach that incorporates assessments, feedback mechanisms, performance metrics, and documentation. Using these strategies not only enhances training effectiveness but also fosters a culture of safety and continuous improvement within organizations. Organizations committed to evaluating training programs will remain agile in their responses to safety challenges, ultimately resulting in safer environments for all stakeholders involved.
### **Links:**
- [\[PDF\] A Foundation for Evaluating Safety Training Effectiveness](https://www.thecampbellinstitute.org/wp-content/uploads/2024/02/A-Foundation-for-Evaluating-Safety-Training-Effectiveness_White-Paper_FNL-1-1.pdf)
- [Training effectiveness evaluation: Advancing a Kirkpatrick model …](https://www.sciencedirect.com/science/article/abs/pii/S014971892400096X)
- [\[PDF\] A richer model of safety training engagement and transfer](https://www.safetyandhealthmagazine.com/ext/resources/files/news/TristanCaseyOnResearch.pdf)
---
### [Developing Training Programs](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/developing-training-programs/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Developing Effective Training Programs for Safety Compliance**
Training programs are pivotal in fostering a culture of safety, particularly in settings where hazardous chemicals and environmental considerations are a daily reality. Designing and implementing effective training programs tailored to the needs of staff and students is essential for ensuring safety compliance. This section will explore methodologies, best practices, and key considerations for developing comprehensive training initiatives aimed at enhancing safety and compliance in educational and industrial environments.
## **Understanding the Training Needs**
Before diving into the specifics of program design, it’s crucial to identify and understand the training needs of both staff and students. This involves evaluating the audience’s existing knowledge, the specific hazards they will encounter, and the regulatory requirements that must be adhered to:
1. **Assessing Knowledge Gaps**: Conduct surveys or interviews to assess the current level of understanding regarding chemical hazards, safety protocols, and compliance needs. This evaluation helps pinpoint specific areas where training is necessary.
2. **Identifying Audience Types**: Distinguish between the different groups involved. For instance, laboratory employees may require more intensive hands-on training compared to administrative staff. Additionally, students may need foundational knowledge compared to more specialized training for educators.
3. **Evaluating Regulatory Standards**: Familiarize yourself with relevant regulatory frameworks that dictate the necessary training. This may include OSHA regulations, EPA guidelines, and any specific institutional policies that apply to chemical and environmental safety.
## **Core Components of Training Programs**
A well-structured training program should contain several core components to be effective:
- **Content Development**: Training material must cover crucial areas such as:
- Safe chemical handling and storage
- Proper use of personal protective equipment (PPE)
- Emergency response procedures for chemical spills and exposure incidents
- Hazard communication and understanding safety data sheets (SDS)
- Waste disposal protocols and environmental stewardship
- **Engaging Methodologies**: Learning should not be a passive experience. Incorporate a variety of teaching methodologies to engage participants. These methods can include:
- **Hands-On Demonstrations**: Use real-life scenarios to illustrate processes, such as proper PPE usage or conducting a safe laboratory experiment. Practical demonstrations help reinforce theoretical knowledge and enhance skill retention.
- **Interactive Workshops**: Organize workshops that encourage active participation. Activities like group discussions, role-playing, and problem-solving scenarios can enhance engagement and facilitate learning.
- **Online Modules**: In cases where in-person training is impractical, consider creating online training modules that can be accessed anytime. Ensure these modules are interactive, with quizzes or scenario-based questions to reinforce learning outcomes.
## **Best Practices for Training Implementation**
Implementing the training programs effectively is just as vital as the content itself. Here are several best practices:
- **Set Clear Objectives**: Clearly define the goals of the training. Participants should understand what is expected of them upon completion, such as being able to demonstrate proper PPE usage or understanding the steps to take during a chemical spill.
- **Incorporate Feedback Mechanisms**: Implement systems for collecting feedback during and after training sessions. This feedback can help refine future training efforts and adjust content based on participant suggestions and concerns. Surveys, informal discussions, and focus groups are effective tools for soliciting participant input.
- **Continuous Evaluation and Improvement**: Training programs should not be static. Regularly evaluate the effectiveness of training through assessments and updates based on new safety regulations or changes in operational procedures. Encourage a culture where ongoing learning is embraced.
- **Develop a Comprehensive Training Calendar**: Schedule training sessions throughout the year to keep safety knowledge fresh. Regular refresher courses will ensure that individuals maintain their skills and knowledge as part of their professional development.
## **Utilizing Technology for Enhanced Learning**
With advancements in technology, organizations can leverage various digital tools to enhance training delivery and engagement:
- **eLearning Platforms**: These platforms can host interactive training modules that can be updated easily to reflect the latest regulatory changes and best practices. They can also track participant progress and completion.
- **Virtual Reality (VR) Training**: Consider utilizing VR technology to create immersive training experiences. This approach allows participants to navigate hazardous scenarios in a controlled environment, greatly enhancing their preparedness for real-world situations.
- **Mobile Access**: Enable access to training materials via mobile devices, allowing participants to learn on-the-go. This flexibility can increase engagement and facilitate peer discussions about safety practices outside formal training environments.
## **Creating a Supportive Learning Environment**
Cultivating a supportive environment is fundamental for effective training experiences. Participants should feel comfortable participating, asking questions, and engaging honestly with safety topics.
- **Facilitate Open Communication**: Encourage an open dialogue among participants regarding safety concerns and experiences. Facilitated discussions can reveal insights that are critical for improving safety measures and protocols.
- **Empower Participants**: Allow staff and students to lead discussions or present on specific topics. Empowering individuals to share their knowledge helps build confidence and reinforces collective ownership of safety practices.
- **Peer Mentorship Programs**: Establish mentorship pairing where seasoned staff members guide newer employees or students through best safety practices. This peer-to-peer approach helps nurture a community dedicated to safety.
## **Measuring Training Effectiveness**
Finally, measuring the effectiveness of training programs is crucial for ensuring that they meet safety compliance objectives.
- **Knowledge Assessments**: Use quizzes and evaluations before and after training to measure knowledge improvements. These assessments can identify areas where additional training may be necessary.
- **Behavioral Changes**: Assess on-the-job behavior changes after training. Supervisors can observe improvements in safety practices, compliance with protocols, and the use of PPE in the workplace.
- **Incident Reporting Metrics**: Monitor any changes in incident reporting metrics. A decline in safety incidents following a training program suggests that the training effectively conveyed important safety principles.
## **Documentation and Record-Keeping**
Maintaining accurate documentation of training sessions is essential for compliance and operational integrity. Organizations must:
- **Track Training Attendance**: Document who attended training sessions, when they occurred, and what specific topics were covered. This record is vital for compliance audits and future training evaluations.
- **Maintain Training Materials**: Keep copies of training materials, presentations, and evaluations on file. This approach ensures that updated resources are available for future sessions and potential audits.
## **Incorporating Regulatory Compliance into Training Programs**
While training is crucial for developing knowledge and skills, it must also be framed within the regulatory compliance standards that govern chemical and environmental safety. Training programs should integrate:
- **Regulatory Language**: Ensure that the language used in training materials aligns with regulatory standards. This clarity helps staff and students understand their responsibilities under regulations such as OSHA and EPA.
- **Case Studies**: Use real-world examples and case studies to illustrate the consequences of non-compliance and highlight successful safety initiatives. This contextual understanding emphasizes the importance of adhering to safety protocols in compliance with regulations.
- **Action Plans for Non-Compliance**: Include discussions about strategies for addressing non-compliance. Equip participants with knowledge about who to contact and what steps to take in the event of a compliance breach.
## **Providing Additional Resources**
Beyond the training programs themselves, it is beneficial to provide participants with resources that can serve as ongoing references:
- **Resource Libraries**: Create an easily accessible library of online resources, including links to regulatory agencies, guidelines, safety publications, and research articles. This library can augment learning and provide quick access to essential information.
- **Safety Hotlines or Contacts**: Offer direct points of contact for safety concerns, questions, or emergencies. Knowing whom to contact empowers staff and students to act quickly and promotes accountability.
By focusing on these elements, organizations can develop training programs that not only meet regulatory requirements but also foster a safety-first culture; one where staff and students are empowered to take proactive steps in managing risks associated with chemical and environmental hazards effectively. Through comprehensive training, individuals become well-equipped to navigate the complexities of safety compliance, creating a safer workplace for everyone involved.
### **Links:**
- [Training through Immersive Technology | US EPA](https://www.epa.gov/emergency-response-research/training-through-immersive-technology)
---
### [Understanding Safety Compliance](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/understanding-safety-compliance/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Understanding Safety Compliance in Chemical and Environmental Contexts**
Safety compliance in chemical and environmental contexts is a paramount concern for organizations and professionals involved in managing hazardous substances. Compliance with regulatory standards not only ensures the safety of personnel and the environment but also enhances operational credibility and mitigates legal liabilities. This section delves into the fundamental principles of safety compliance, emphasizing the significance of adhering to regulations tailored for chemical and environmental safety.
## **The Regulatory Landscape**
To understand safety compliance effectively, one must first recognize the framework of regulations that govern chemical and environmental practices. Various agencies establish guidelines that organizations must follow to ensure not only legal compliance but also safety for employees and the environment. Key players in this landscape include the Occupational Safety and Health Administration (OSHA), the Environmental Protection Agency (EPA), and local regulatory bodies.
- **Occupational Safety and Health Administration (OSHA)**: OSHA plays a crucial role in overseeing workplace safety, particularly when it comes to the handling and use of hazardous materials. The agency requires employers to comply with criteria that protect employees from chemical exposure, ensuring that work environments are safe and healthy.
- **Environmental Protection Agency (EPA)**: The EPA enforces regulations that manage hazardous waste and protect environmental integrity. Professionals must adhere to EPA guidelines regarding waste disposal and environmental compliance to safeguard public health and the environment.
Understanding these regulatory bodies helps professionals not only to grasp the compliance requirements but also to recognize the potential implications of non-compliance, which can result in severe repercussions, including fines, work shutdowns, or worse—injuries and environmental damage.
## **Importance of Compliance**
Safety compliance serves multiple essential purposes within organizations that handle hazardous chemicals. Each of these aspects contributes to a holistic safety culture that prioritizes health, safety, and environmental stewardship:
- **Protection of Human Health**: Compliance ensures safe working conditions for employees and students. By adhering to established regulations, organizations reduce the risk of chemical exposures that could lead to serious health issues, thus prioritizing the well-being of all individuals in the environment.
- **Environmental Protection**: Commitment to safety compliance helps organizations manage hazardous materials responsibly, ensuring that they do not harm the environment. By following guidelines for waste disposal and chemical storage, organizations can prevent leaks, spills, or other accidents that could lead to environmental contamination.
- **Legal Compliance and Liability Reduction**: Failing to comply with safety regulations can have significant legal implications for an organization. Non-compliance could result in costly fines, lawsuits, and damage to the organization’s reputation. Consequently, understanding and adhering to compliance standards are critical in minimizing legal and financial risks.
- **Enhanced Organizational Efficiency**: A strong focus on safety compliance promotes better practices within the workplace, leading to improved operational efficiency. When teams understand and follow protocols for safety, they work more effectively, reduce waste, and create a culture of diligence that ultimately supports business goals.
## **Foundations of Safety Compliance**
To establish a robust safety compliance strategy, organizations should focus on several foundational principles that align with best practices in chemical and environmental management. These principles provide a roadmap for organizations seeking to comply with regulatory standards and foster a culture of safety:
- **Training and Education**: Continuous training is fundamental for ensuring that all personnel understand safety protocols and compliance obligations. Organizations must provide comprehensive education on the hazards associated with chemicals and the best safety practices for handling, using, and disposing of these materials. Training should be tailored for different roles within the organization, from Chemical Hygiene Officers to laboratory technicians.
- **Effective Risk Assessments**: Regular risk assessments help identify potential hazards and allow organizations to implement controls to mitigate these risks. By systematically evaluating hazards associated with chemical use and storage, organizations can create preventive strategies, leading to a safer working environment.
- **Documented Protocols and Standard Operating Procedures (SOPs)**: Establishing documented protocols for handling hazardous materials enhances compliance efforts. SOPs clearly outline the steps employees should follow when working with chemicals, ensuring that everyone is aware of their responsibilities. This kind of documentation also promotes accountability, as it provides a reference point for training and compliance verification.
- **Regular Monitoring and Review**: Regular audits and assessments are crucial for maintaining compliance. Organizations should conduct frequent evaluations of internal safety protocols to ensure that they meet regulatory standards and adapt to any changes in laws or industry best practices. Reviews should also include an assessment of training programs to ensure that personnel are adequately informed about compliance requirements.
## **Core Regulatory Compliance Areas**
Safety compliance encompasses various regulatory compliance areas, essential for managing hazards effectively. Understanding these areas helps organizations meet their obligations and promotes a safer working environment:
- **Chemical Hygiene Plans (CHP)**: A Chemical Hygiene Plan outlines the policies and procedures necessary to ensure safe laboratory practices. It includes guidelines on safe storage, handling, and disposal of chemicals, ensuring that employees are well-versed in best practices.
- **Personal Protective Equipment (PPE)**: Compliance requires appropriate PPE to be used in settings where hazardous materials are handled. Employers must supply suitable PPE, and employees should be trained in the proper use and maintenance of this equipment.
- **Emergency Ppreparedness**: An effective emergency response plan is a pillar of compliance. Organizations must be prepared for accidents, spills, or exposures. Training personnel to react efficiently in emergencies mitigates risks and protects individuals in the workplace.
- **Waste Management**: Compliance with waste disposal regulations governs how hazardous waste should be handled. Organizations are required to segregate, label, and store hazardous waste securely to minimize environmental impact and ensure proper disposal practices.
## **Challenges to Compliance**
Despite the importance of safety compliance, organizations often encounter challenges that can hinder their ability to meet regulatory standards. Awareness of these challenges can help in developing strategies to overcome them:
- **Complex Regulations**: The landscape of safety regulations can be intricate, with various rules and standards at federal, state, and local levels. Understanding these layers and ensuring compliance can be challenging, requiring dedicated resources and ongoing attention.
- **Staff Turnover**: High levels of employee turnover can lead to gaps in compliance knowledge and training. Organizations must invest in onboarding and continuous training to ensure that all staff members are equipped to meet compliance obligations.
- **Resource Constraints**: Organizations may face budgetary limitations that hinder their ability to implement comprehensive safety programs. It is crucial for management to prioritize safety funding to foster compliance, even in challenging economic times.
## **Developing a Culture of Safety Compliance**
Creating a culture of safety compliance is essential in sustaining regulatory adherence across the organization. Organizations can cultivate this culture by:
- **Leadership Commitment**: Leadership must demonstrate a strong commitment to safety and compliance. This includes providing the necessary resources, championing safety initiatives, and fostering an environment where employees feel empowered to voice concerns.
- **Engagement and Accountability**: Engage employees in safety discussions and solicit their feedback on compliance matters. Creating a sense of ownership and accountability promotes active participation in maintaining safety standards.
- **Celebrating Successes**: Recognizing and celebrating compliance achievements reinforces positive behaviors and encourages the continued emphasis on safety within the organization. Offering incentives for compliance milestones can also drive engagement.
## **Conclusion**
In conclusion, understanding safety compliance in chemical and environmental contexts involves recognizing the regulatory landscape, embracing core compliance principles, and addressing challenges. By adhering to regulatory standards, organizations can promote safety, protect public health, and preserve the environment. A commitment to continuous learning and improvement is critical to establishing a culture of safety compliance.
Embracing this approach not only enhances compliance efforts but also fosters a workplace where safety is prioritized and ingrained in everyday practices.
### **Links:**
- [Hazardous Materials Management – Safety Culture](https://safetyculture.com/topics/hazardous-substances/hazardous-materials-management/)
- [Environmental Hazards: A Brief Guide | SafetyCulture](https://safetyculture.com/topics/environmental-management-system/environmental-hazards/)
---
### [Risk Evaluation and Mitigation](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/risk-evaluation-and-mitigation/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Risk Evaluation and Mitigation**
In the management of hazardous materials, the evaluation and mitigation of risks are critical processes that ensure the safety and health of individuals in educational and industrial environments. By employing effective strategies in these areas, organizations can reduce the likelihood of accidents and create a safer working atmosphere. This section examines various strategies for evaluating risks associated with hazardous materials and implementing appropriate mitigation measures.
## **Risk Evaluation Strategies**
Risk evaluation involves analyzing identified hazards to determine the magnitude of risk they pose under specific conditions. This process typically employs quantitative and qualitative methods to assess the potential impact of each hazard. The following strategies are effective in carrying out thorough evaluations:
### **1. Historical Data Analysis**
One of the most insightful methods for evaluating risks is to analyze historical data regarding incidents, accidents, and near misses. Reviewing reports and trends can inform organizations about:
- **Common Hazards**: Identifying frequently occurring risks helps prioritize areas requiring immediate attention or intervention.
- **Impact Assessment**: Understanding the severity and frequency of past incidents provides important context for evaluating current risks.
- **Benchmarking**: Comparing organizational data with industry standards or performance metrics can help identify gaps in safety practices.
Utilizing incident reporting systems and maintaining organized incident logs facilitates this evaluation process, creating a vital feedback loop for continuous improvement.
### **2. Risk Assessment Matrices**
Risk assessment matrices serve as valuable tools for evaluating hazards by considering both the likelihood of an event occurring and the potential severity of its impact. This method can help organizations:
- **Prioritize Risks**: By assigning values to both likelihood and severity, organizations can effectively focus their mitigation efforts on the most significant threats.
- **Facilitate Communication**: Presenting risks visually through matrices aids in communication among team members and stakeholders, fostering a shared understanding of prioritized risks.
- **Guide Resource Allocation**: Risk matrices provide a framework for decision-making regarding resource allocation to address critical risks.
### **3. Quantitative Exposure Assessment**
Quantitative exposure assessments measure the actual exposure levels of hazardous substances faced by personnel. This evaluation avoids underestimating risks by considering:
- **Environmental Monitoring**: Implementing continuous or periodic monitoring of air quality, surface levels, or water contaminants allows organizations to assess exposure levels in real time. This is particularly important for ensuring compliance with established health standards.
- **Biological Monitoring**: Evaluating biological markers in employees can provide insights into potential exposure levels, particularly for substances that bioaccumulate. This data can highlight the effectiveness of current safety measures and indicate areas that require further attention.
## **Mitigation Strategies**
Once risks are evaluated, organizations must implement appropriate mitigation strategies to reduce identified risks to acceptable levels. The following strategies are essential:
### **1. Engineering Controls**
Engineering controls focus on modifying physical environments to decrease exposure to hazards. Effective engineering measures include:
- **Fume Hoods and Ventilation Systems**: Ensuring adequate ventilation is paramount in laboratory settings, as it prevents the build-up of harmful vapors and particulates. Properly functioning fume hoods should be regularly maintained to ensure optimal airflow and containment of substances.
- **Safety Barriers and Shields**: Physical barriers can reduce the risk of exposure during high-risk procedures. Safety shields and containment devices may prevent spills and protect personnel from contact with hazardous materials.
### **2. Administrative Controls**
Administrative controls involve establishing policies and procedures designed to minimize risks associated with hazardous materials. Important administrative strategies include:
- **Standard Operating Procedures (SOPs)**: Developing and regularly updating SOPs can guide employees in best practices for handling hazardous substances and conducting lab experiments safely. Training personnel in these procedures reinforces a culture of safety.
- **Incident Reporting Protocols**: Encouraging a culture of reporting incidents, spills, and near misses fosters transparency and growth. Regularly reviewing reports helps identify trends and may prompt revisions to existing procedures.
### **3. Personal Protective Equipment (PPE)**
When other controls cannot eliminate the risk completely, appropriate personal protective equipment is essential:
- **Selection of PPE**: Matching the right PPE—such as gloves, goggles, lab coats, and respirators—to the specific hazards present in the environment is crucial. Organizations should ensure that staff is trained to select and use PPE effectively.
- **Regular Training and Education**: Ongoing training sessions should be conducted to keep employees informed about the required PPE and safe practices for its use. Ensuring that all personnel understands the significance of PPE minimizes risks during hazardous materials handling.
### **4. Emergency Ppreparedness and Response Plans**
Being prepared for emergencies is essential in the face of unforeseen events:
- **Preplanned Emergency Actions**: Organizations should develop effective emergency response plans, including actions to be taken in the event of spills, accidents, or exposure incidents. This plan may include turning off equipment, preplanned escape routes, and meeting points outside the facility.
- **Regular Drills and Training**: Conducting emergency drills enhances readiness among personnel. Evaluating the results of these drills helps organizations identify areas for improvement and update response plans as needed.
## **Ongoing Monitoring and Review**
Effective risk mitigation is not a one-time effort; it requires continuous evaluation and monitoring. Ongoing assessments of safety practices help organizations:
- **Adapt to Changes**: Changes in personnel, processes, or materials may introduce new hazards. Regularly reviewing risk evaluations ensures that controls remain relevant and effective.
- **Improve Safety Culture**: Consistent monitoring and opportunities for employee feedback foster a culture of shared responsibility for safety. Engaging personnel in safety initiatives encourages accountability and active participation.
## **Concluding Thoughts**
Evaluating risks and implementing effective mitigation measures are fundamental components of hazardous materials management. By employing a blended approach—utilizing historical data, quantitative assessments, and administrative controls—organizations can create a safer environment for employees and communities alike. Developing comprehensive emergency response plans, providing ongoing training, and maintaining up-to-date hazard assessments ensures that individuals are prepared to handle potential risks effectively. Ultimately, commitment to continuous improvement and safety is key to fostering a culture of risk management in any educational or industrial setting.
### **Links:**
- [\[PDF\] National Emergency Risk Assessment Guidelines](https://www.aidr.org.au/media/7600/aidr_handbookcollection_nerag_2020-02-05_v10.pdf)
- [Development of an Evidence-Based Risk Assessment Framework](https://pmc.ncbi.nlm.nih.gov/articles/PMC10080579/)
---
### [Techniques for Hazard Identification](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/techniques-for-hazard-identification/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Hazard Identification**
In the realm of hazardous materials management, effectively identifying hazards is the cornerstone of ensuring safety in educational and industrial environments. Hazard identification techniques serve not only to pinpoint risks but also to inform subsequent risk assessments and management strategies. This activity delves into various methods—both qualitative and quantitative—that can be employed to identify hazards associated with hazardous materials and ensure compliance with safety standards.
## **Understanding Hazard Identification**
To begin with, hazard identification can be defined as the process of recognizing and evaluating risks associated with specific substances or procedures. The principle behind hazard identification is fundamentally rooted in the prevention of injury or harm, and it involves a multifaceted approach that addresses both known and unknown risks.
### **Importance of Hazard Identification**
The significance of effective hazard identification cannot be overstated. Not only does it facilitate compliance with regulations such as OSHA standards, but it also plays a critical role in:
- **Enhancing Safety Culture**: A proactive approach to hazard identification fosters a culture of safety within organizations, encouraging staff to engage in safe practices actively.
- **Reducing Occupational Risks**: Early identification of potential hazards reduces the likelihood of accidents and incidents occurring, minimizing risks to personnel and the environment.
- **Informed Decision-Making**: Comprehensive hazard identification informs management decisions, thereby improving resource allocation and risk control measures.
## **Qualitative Techniques for Hazard Identification**
Qualitative hazard identification techniques rely on non-numeric data to assess risks. These methods are particularly useful when available information is limited or when evaluating complex scenarios involving multiple variables. Some effective qualitative techniques include:
### 1. Safety Data Sheet (SDS) Review
Safety Data Sheets serve as critical resources for hazard identification. They provide detailed information about chemicals, including the associated hazards, safe handling practices, and emergency response procedures. By reviewing SDSs before beginning any new procedure involving hazardous materials, personnel can:
- Understand the chemical properties and health effects.
- Identify the necessary personal protective equipment (PPE).
- Review recommended first aid measures in case of exposure or accidents.
### **2. Job Safety Analysis (JSA)**
Conducting a Job Safety Analysis involves systematically evaluating the steps of a task to identify potential hazards. This process typically entails:
- Breaking down tasks into sequential steps.
- Identifying the hazards associated with each step.
- Implementing controls to mitigate identified risks.
By engaging in JSAs before commencing tasks, organizations can proactively address risks and enhance the safety of their operations.
### **3. Incident Review and Analysis**
Reviewing past incidents, accidents, and near-misses provides valuable insights into potential hazards. Analyzing reports helps organizations:
- Understand the root causes of incidents.
- Identify patterns that may indicate systemic issues.
- Develop actionable recommendations to prevent recurrence.
This continuous feedback loop is an integral aspect of improving safety practices.
### **4. Protocol and SOP Review**
Standard Operating Procedures (SOPs) and protocols associated with handling hazardous materials should be regularly reviewed as part of the hazard identification process. Regular reviews can help:
- Ensure all safety measures are current and effective.
- Identify potential gaps or outdated practices that could pose risks.
- Tailor training and safety measures to meet specific laboratory needs.
## **Quantitative Techniques for Hazard Identification**
Quantitative techniques employ numerical data and measurable factors to assess hazards, providing a more objective analysis of risks. These methods can enhance the reliability of hazard identification by converting qualitative assessments into numerical metrics. Here are key quantitative methods:
### **1. Exposure Monitoring**
Conducting exposure monitoring involves measuring the concentration of hazardous substances in the air, on surfaces, or within biological samples. This quantitative approach allows organizations to:
- Assess the effectiveness of control measures such as ventilation.
- Evaluate employee exposure levels against established permissible exposure limits (PELs).
- Implement necessary changes to mitigate identified risks based on actual data.
### **2. Risk Assessment Matrices**
Risk assessment matrices are tools that enable organizations to evaluate the probability and potential impact of identified hazards. These matrices use quantitative data to:
- Prioritize risks based on their level of severity and likelihood of occurrence.
- Facilitate informed decision-making regarding resource allocation for risk mitigation
- Enable comparisons between different hazards and help streamline response strategies.
### **3. Statistical Analysis of Incident Reports**
By analyzing incident reports and injury records, organizations can identify higher-risk areas or tasks. Statistical analyses may include:
- Trend analysis to identify recurring incidents.
- Graphical representations of incident data to highlight significant patterns.
- Benchmarking against industry standards to assess safety performance relative to peers.
This data-driven approach strengthens an organization’s overall safety management system and informs ongoing hazard identification efforts.
## **Combining Qualitative and Quantitative Approaches**
While qualitative and quantitative techniques provide distinct advantages, combining both methods can yield a more comprehensive approach to hazard identification. For example, an organization might use qualitative assessments to identify potential hazards and then follow up with quantitative monitoring to evaluate actual exposure levels.
Integrating both methodologies encourages a more robust understanding of risks, enabling organizations to develop tailored interventions and engage employees in a more effective safety culture. By fostering collaboration between qualitative insight and quantitative data, organizations can enhance their overall safety protocols and respond proactively to emerging hazards.
## **Concluding Thoughts**
In summary, effective hazard identification is vital for managing risks associated with hazardous materials and ensuring environmental safety. By employing a combination of qualitative and quantitative techniques, organizations can create a thorough and proactive approach to safeguarding personnel and the environment. From reviewing Safety Data Sheets to conducting rigorous exposure monitoring, the methods outlined in this section equip educators and industry professionals with the tools necessary to enhance safety practices and compliance in their respective fields.
With a commitment to continuous improvement and active engagement in hazard identification, organizations can navigate the complexities of hazardous materials management and ultimately create safer spaces for all stakeholders.
### **Links:**
- [\[PDF\] Managing risks of hazardous chemicals in the workplace](https://www.safeworkaustralia.gov.au/system/files/documents/1702/managing_risks_of_hazardous_chemicals2.pdf)
---
### [Introduction to Risk Assessment](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/introduction-to-risk-assessment/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Risk Assessment**
Risk assessment is a foundational process that plays a crucial role in the management of hazardous materials, ensuring safety and compliance in educational and industrial environments. By systematically identifying, evaluating, and mitigating risks associated with chemical substances, risk assessment helps protect not only the individuals who work directly with these materials but also the broader community and environment. This introduction will provide a comprehensive overview of the principles of risk assessment, its significance in hazardous materials management, and its implications for safety culture in educational settings.
## **Defining Risk Assessment**
At its core, risk assessment involves a structured approach to identifying potential hazards and evaluating the risks they pose. The process typically includes:
- **Hazard Identification**: This first step involves identifying substances or conditions that have the potential to cause harm. Hazards may include chemical, physical, biological, or ergonomic factors in the workplace. In laboratory settings, for example, identifying hazardous chemicals often involves referring to Safety Data Sheets (SDS), which provide essential information about the substances being used.
- **Risk Evaluation**: Once hazards are identified, the next step is evaluating the associated risks. This includes assessing the likelihood of an adverse event occurring and the severity of potential consequences should that event take place. Evaluation often involves qualitative or quantitative measures, where qualitative assessments categorize risks as low, medium, or high, while quantitative evaluations assign numerical values based on statistical data.
- **Risk Control and Management**: The final step of risk assessment focuses on implementing measures to mitigate identified risks. This may involve engineering controls, administrative practices, or personal protective equipment (PPE) usage. Effective risk management ensures that the risks are minimized to acceptable levels, incorporating ongoing monitoring and review processes to adapt to changing circumstances.
## **The Importance of Risk Assessment**
Risk assessment is vital for several reasons, especially in settings where hazardous materials are involved:
1. **Preventing Accidents and Injuries**: By proactively identifying and evaluating risks, organizations can implement appropriate controls to prevent workplace accidents and injuries. Risk assessments facilitate the development of safe work practices that minimize exposure to hazardous substances.
2. **Compliance with Regulations**: Regulatory bodies such as OSHA and EPA mandate that organizations undertake risk assessments as part of their safety protocols. Compliance with legal requirements protects organizations from potential liabilities and penalties, fostering a culture of safety and accountability.
3. **Enhancing Safety Culture**: Implementing a robust risk assessment process promotes safety awareness among staff and students. Involving employees in the assessment process helps instill a proactive approach to safety, encouraging a mindset that prioritizes hazard recognition and mitigation.
4. **Educational Value**: Engaging in risk assessments offers valuable learning opportunities, particularly for students in educational settings. By integrating risk assessment into curricula, educators can teach critical thinking skills and instill a strong understanding of safety practices in real-world scenarios.
## **Role in Hazardous Materials Management**
Risk assessment is integral to the effective management of hazardous materials, guiding the decision-making process through every stage of material handling:
- **Chemical Inventory Management**: Maintaining an accurate inventory of hazardous materials is fundamental to effective risk assessment. Knowledge of which chemicals are present, their corresponding hazards, and usage patterns informs the risk assessment process and enables organizations to understand potential exposure levels.
- **Regulated Chemicals and Safety Data Sheets**: A thorough understanding of regulated chemicals, along with well-organized SDS for all hazardous substances, supports hazard identification and risk evaluation. Organizations should establish efficient systems for updating and distributing SDS to ensure accessibility for all personnel.
- **Special Precautions for High-Risk Chemicals**: Risk assessments must address specific hazards associated with particularly hazardous substances, such as carcinogens or reproductive toxins. When dealing with these materials, it is critical to take special precautions and to assume that any mixture of substances could present a higher toxicity than the individual components alone.
- **Ventilation and Exposure Control**: Adequate ventilation is one of the most effective ways to mitigate risks associated with hazardous materials. Implementing engineering controls, such as fume hoods and localized exhaust systems, minimizes the escape of harmful substances into the atmosphere, thus reducing the likelihood of exposure. Regular maintenance and monitoring of ventilation systems are essential to ensure their effectiveness.
## **Conclusion**
In summary, risk assessment forms the backbone of effective hazardous materials management and plays a pivotal role in establishing safe practices within educational and industrial settings. Through systematic hazard identification, risk evaluation, and management, organizations can foster a culture of safety that enhances employee well-being and regulatory compliance. By incorporating risk assessment into daily practices, stakeholders—including Chemical Hygiene Officers, educators, and industry professionals—can work collaboratively to protect individuals and the environment from the dangers posed by hazardous materials.
### **Links:**
- [Safety data sheets – Safe Work Australia](https://www.safeworkaustralia.gov.au/safety-topic/hazards/chemicals/safety-data-sheets)
- [Evaluating Hazards and Assessing Risks in the Laboratory – NCBI](https://www.ncbi.nlm.nih.gov/books/NBK55880/)
---
### [Guidelines for Compliance](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/guidelines-for-compliance/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Guidelines for Compliance in Chemical and Environmental Hygiene**
Ensuring compliance with chemical and environmental hygiene standards in educational settings is crucial to fostering a safe and healthy learning environment. Effective management is guided by best practice frameworks and regulations designed to mitigate hazards associated with the use of chemicals. This section outlines key guidelines and frameworks that educators and school administrators can adopt for maintaining compliance and promoting safety.
## **Understanding the Regulatory Framework**
A solid understanding of the regulatory landscape is foundational to establishing effective compliance measures in educational institutions. The OSHA Laboratory Standard (29 CFR 1910.1450) outlines specific requirements for managing hazardous chemicals in laboratories. This regulation emphasizes the necessity for institutions to have a structured chemical hygiene plan that addresses potential hazards.
- **Chemical Hygiene Plan (CHP)**: The Chemical Hygiene Plan serves as a formal structure that outlines safety practices, procedures, and responsibilities related to chemical use in laboratories. It should include the identification of regulated substances, protocols for safe use, and steps for emergency responses. The aim of the CHP is to minimize employee exposure to hazardous chemicals and to establish a culture of safety within the educational setting.
- **Chemical Hygiene Committee**: Instituting a chemical hygiene committee is recommended under the OSHA standard. This committee consists of members from various departments and serves as a collaborative platform for evaluating safety standards, implementing practices, and promoting continuous improvements in chemical hygiene practices.
## **Best Practices for Compliance**
To enhance compliance with chemical hygiene standards, educational institutions should adopt the following best practices:
### **Regular Inspections and Maintenance**
Conducting regular formal housekeeping inspections is vital for maintaining safety and compliance. These inspections should include:
- **Emergency Equipment Inspections**: It is essential to routinely check emergency equipment, such as eyewash stations, safety showers, and fire extinguishers, to ensure they are fully operational and accessible during emergencies. Regular checks help to identify maintenance needs before an emergency occurs.
- **Laboratory Facility Assessments**: Beyond equipment inspections, ongoing assessments of laboratory environments are necessary. Ensuring that lighting, ventilation, and space usage comply with recommended standards is essential for safety and to minimize chemical exposure. An appropriate ventilation system that avoids recirculation of contaminated air is crucial.
### **Knowledge of Legal Requirements**
Educators and administrators must remain informed about current legal requirements concerning regulated substances. Understanding the specifics of relevant regulations not only contributes to compliance but also equips staff to make informed decisions regarding safety practices.
- **Permissible Exposure Limits (PEL) and Threshold Limit Values (TLV)**: Compliance with OSHA’s PEL and the American Conference of Governmental Industrial Hygienists’ (ACGIH) TLV is critical. Institutions should maintain an awareness of these limits and ensure that none are exceeded, reinforcing a culture of safety through proactive monitoring and reporting.
### **Lesson Planning and Safety Training**
Integrating safety planning into educational programs is essential. All lesson plans that involve the use of potentially hazardous materials should encompass:
- **Identification of Hazards**: Teachers should include all possible hazards associated with the chemicals being used, empowering students to understand risks.
- **Preventive Measures**: Establishing preventive measures is key to avoiding accidents. Lesson plans should detail the precautionary steps that students must follow to minimize risks when working with chemicals.
- **Emergency Responses**: Each lesson plan should outline emergency responses for potential hazards identified, preparing students to react appropriately in various scenarios.
## **Implementation of Sound Personal Chemical Hygiene Habits**
Promoting personal hygiene practices within educational settings is vital to preventing exposure to hazardous substances. Educators should model and reinforce sound personal chemical hygiene habits:
- **Proper Handling**: Staff and students should be trained to develop and follow safe handling practices, including the use of appropriate personal protective equipment (PPE) such as gloves, goggles, and lab coats when handling chemicals.
- **Awareness of Contamination**: It is crucial to understand the importance of minimizing skin contact with chemicals and avoiding cross-contamination. Educators should instruct students on appropriate procedures for using and disposing of chemicals to maintain safety in the lab environment.
## **Laboratory Safety Training**
Regular training sessions are imperative for ensuring that all personnel are well-versed in safety protocols related to chemical hygiene. Institutions should establish a comprehensive training framework:
- **Initial and Ongoing Training**: All employees and students should undergo initial training upon entering the laboratory. This includes orientation on hazard recognition, proper use of PPE, and emergency protocols. Periodic refresher courses should also be required to reinforce knowledge and update staff on any changes in regulations or safety practices.
- **Safety Culture**: Fostering a safety culture is accomplished through effective training. Engaging training programs that include drills, simulations, and interactive workshops can enhance understanding and retention of safety measures.
## **Emergency Ppreparedness and Response Planning**
Institutions must pprepare for potential emergencies by developing comprehensive emergency response plans:
- **Emergency Procedures**: Institutions should establish clear procedures for responding to chemical spills, exposures, and other emergencies. These procedures should be readily accessible and reinforced through training and drills to ensure all personnel can act quickly and effectively.
- **Communication of Emergency Protocols**: Compiling clear and concise emergency protocols should be an integral part of training programs. Staff and students need to conduct mock drills regularly to practice the response plans and ensure that everyone knows the proper actions to take during an emergency situation.
## **Documentation and Record-Keeping**
Maintaining accurate records of safety practices and chemical usage is critical for compliance:
- **Documentation for Compliance**: All training sessions, inspections, and incidents should be documented meticulously. Effective record-keeping not only provides transparency but also serves as evidence of compliance with regulations.
- **Inventory Management**: Keeping an up-to-date inventory of hazardous materials utilized within the institution is essential. This inventory should include details on the quantities, locations, and safety data for all chemicals stored on-site, ensuring safe management practices.
## **Conclusion**
Promoting compliance with chemical and environmental hygiene standards within educational settings involves a multifaceted approach that incorporates regulatory understanding, best practices, training, and thorough documentation. By adhering to these guidelines, educational institutions contribute to creating a safe, healthy learning environment for both staff and students. The commitment to fostering a culture of safety not only enhances compliance but also empowers individuals to take responsibility for their safety and that of their peers.
### **Links:**
- [\[PDF\] Laboratory Safety Chemical Hygiene Plan (CHP) – OSHA](https://www.osha.gov/sites/default/files/publications/OSHAfactsheet-laboratory-safety-chemical-hygiene-plan.pdf)
- [\[PDF\] Laboratory Safety Guidance – OSHA](https://www.osha.gov/sites/default/files/publications/OSHA3404laboratory-safety-guidance.pdf)
---
### [Important Regulations](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/important-regulations/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Important Regulations Impacting Chemical Hygiene and Environmental Safety**
Regulating chemical hygiene and environmental safety is essential in any industry where hazardous substances are handled. Numerous standards and laws exist to ensure safe practices in laboratories, educational institutions, and workplaces. Two of the most prominent regulations that impact these areas are the Hazard Communication Standard (HCS) and the Resource Conservation and Recovery Act (RCRA). This section examines these critical pieces of legislation, illustrating their significance in promoting safety and compliance in chemical hygiene practices.
## **The Hazard Communication Standard (HCS)**
The Hazard Communication Standard (HCS) was promulgated by the Occupational Safety and Health Administration (OSHA) to ensure that employers communicate effectively about the hazards of chemicals used in the workplace. Originally established in 1983, the standard has undergone updates to align with global safety practices, particularly the Globally Harmonized System of Classification and Labelling of Chemicals (GHS).
### **Key Components of HCS**
The HCS mandates several crucial components that workplaces must adhere to in order to ensure compliance:
- **Chemical Inventory**: Employers are required to maintain an up-to-date inventory of all hazardous chemicals present in the workplace. This inventory serves as a fundamental tool for hazard communication and ensures that safety measures are correctly implemented and enforced.
- **Safety Data Sheets (SDS)**: Central to the HCS are Safety Data Sheets, which provide comprehensive information about each hazardous chemical, including its properties, health hazards, safe handling guidelines, and emergency measures. Employers must ensure that SDSs are readily accessible to all employees who may come into contact with these substances.
- **Labeling Requirements**: All hazardous chemicals must be appropriately labeled. Labels should include specific hazard warnings and precautions to ensure safe handling. The standard also emphasizes that labels must be clear and comprehensible to all employees, enabling immediate recognition of potential risks associated with the chemicals.
- **Employee Training**: The HCS requires that employers train their employees on the chemical hazards they may encounter in the workplace. This training covers the proper use of personal protective equipment (PPE), understanding SDs, and recognizing chemical labels. Regular training sessions help instill a culture of safety and empower employees to act responsibly when handling hazardous materials.
### **Importance of HCS Compliance**
Compliance with the HCS is not merely a matter of legal obligation but also a critical factor in promoting workplace safety and preventing incidents related to chemical exposure. By adhering to the HCS, organizations:
- **Enhance Safety Awareness**: Employees who are well-informed about chemical hazards and safe handling practices are more likely to follow safety protocols, thus significantly reducing the risk of accidents and injuries.
- **Facilitate Emergency Ppreparedness**: Knowledge of hazardous materials equips employees with the understanding needed to react accordingly in emergencies. This preparation is critical during accidental exposures, spills, or chemical reactions that present immediate dangers.
- **Foster Regulatory Compliance**: Organizations that meet HCS requirements bolster their reputation as responsible employers committed to health and safety. This proactive approach minimizes liabilities related to regulatory non-compliance and protects the organization’s workforce.
## **The Resource Conservation and Recovery Act (RCRA)**
The Resource Conservation and Recovery Act (RCRA) is a fundamental environmental law that governs the disposal of hazardous waste in the United States. Established in 1976, RCRA’s primary objective is to protect human health and the environment from potential hazards posed by waste disposal. It sets the foundation for a comprehensive waste management system addressing the generation, transportation, treatment, storage, and disposal of hazardous waste.
### **Core Provisions of RCRA**
RCRA provides guidance across a variety of areas related to waste management:
- **Identification of Hazardous Waste**: Under RCRA, waste generators must determine whether the waste they produce is hazardous. This process involves a thorough evaluation of the waste’s characteristics using specified criteria. The identification of hazardous waste is paramount, as it dictates the specific management protocols that must be followed.
- **Manifest System**: The RCRA mandates a manifest system that tracks hazardous waste during its transport from the point of generation to treatment, storage, or disposal facilities. This system ensures accountability and facilitates oversight, preventing illegal dumping and managing potential spills effectively.
- **Standards for Treatment, Storage, and Disposal (TSD)**: RCRA establishes comprehensive standards for the operation of TSD facilities, ensuring they adhere to environmental best practices. Facilities must obtain permits for hazardous waste activities and meet stringent requirements designed to protect public health and the environment.
- **Corrective Action**: RCRA also includes provisions for corrective action to address releases of hazardous waste from TSD facilities. If leaks or spills occur, responsible parties must take immediate action to remediate affected areas, thus safeguarding surrounding communities and ecosystems.
### **Relevance of RCRA Compliance**
Ensuring compliance with RCRA is vital for organizations handling hazardous waste, as failure to do so can result in significant penalties and threaten public health and safety. The significance of compliance is underscored by:
- **Environmental Protection**: Adhering to RCRA protects the environment by minimizing the risks associated with hazardous waste disposal. Effective waste management prevents toxic substances from contaminating soil, air, and water resources, thereby safeguarding ecosystems.
- **Public Health Safeguards**: Compliance with RCRA ensures that hazardous waste is managed to mitigate health risks for the community. This proactive approach minimizes exposure to potentially dangerous substances, enhancing community safety.
- **Legal and Financial Risks**: Organizations that ignore RCRA regulations expose themselves to legal liabilities, which can include hefty fines and lawsuits. Non-compliance can also prompt extensive remediation efforts to rectify environmental contamination, imposing significant financial burdens.
## **The Interplay Between HCS and RCRA**
While the HCS and RCRA address different aspects of chemical hygiene and environmental safety, there is a critical interplay between the two:
- **Integration of Safety Practices**: Organizations that effectively implement the HCS also develop a comprehensive understanding of waste management under RCRA. By fostering awareness of both regulations, businesses can create a more cohesive approach to chemical safety and waste disposal, thus maintaining a safe environment for employees and surrounding communities.
- **Holistic Compliance Strategies**: Compliance efforts need to account for both chemical handling (as articulated in the HCS) and hazardous waste generation and disposal (as regulated under RCRA). A united strategy not only streamlines regulatory adherence but also enhances operational efficiency.
- **Employee Training Programs**: Training that encompasses both HCS and RCRA principles enables employees to understand the full scope of their responsibilities when working with hazardous materials. This dual approach strengthens employee engagement in safety practices and promotes accountability.
## **Conclusion**
In conclusion, the Hazard Communication Standard (HCS) and the Resource Conservation and Recovery Act (RCRA) represent two fundamental regulatory frameworks essential for ensuring chemical hygiene and environmental safety. By understanding and adhering to these regulations, organizations can foster a culture of safety, promote compliance, and protect both their employees and the environment. The consistent application of these regulations not only safeguards the well-being of individuals but also reinforces the commitment to operational integrity in handling hazardous substances.
### **Links:**
- [Hazard Communication – Overview | Occupational Safety and Health …](http://www.osha.gov/hazcom)
- [\[PDF\] Training Requirements in OSHA Standards](https://www.osha.gov/sites/default/files/publications/osha2254.pdf)
---
### [Key Regulatory Bodies](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/key-regulatory-bodies/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
## **Key Regulatory Bodies Impacting Environmental Hygiene**
Environmental Hygiene Officers (EHOs) operate within a framework of regulatory guidelines designed to protect not only the workplace but also the broader community and environment. Understanding the major regulatory agencies that set these standards is essential for EHOs to maintain compliance and foster safe practices in various sectors. Among these agencies, the [Occupational Safety and Health Administration (OSHA)](https://www.osha.gov/) and the [Environmental Protection Agency (EPA)](https://www.epa.gov/) stand out as pivotal players in shaping and enforcing regulations that govern environmental hygiene.
## **Occupational Safety and Health Administration (OSHA)**
[OSHA was established in 1970](http://www.osha.gov/laws-regs/oshact/completeoshact) as part of the U.S.. Department of Labor. Its primary purpose is to ensure safe and healthy working conditions by setting and enforcing standards and by providing training, outreach, education, and assistance.
- **Regulatory Authority**: OSHA holds the authority to inspect workplaces and enforce compliance with safety and health regulations. Its regulations address a myriad of workplace hazards, including those related to chemical handling and exposure.
- **Standards Development**: OSHA developed the Hazard Communication Standard (HCS), which requires employers to inform workers about the chemicals they might be exposed to on the job. This includes labeling requirements for hazardous substances and the availability of Safety Data Sheets (SDS), which provide detailed information on the properties of chemicals.
- **Training and Resources**: OSHA offers extensive training materials and resources to help employers comply with regulations. EHOs can benefit from OSHA training programs that cover topics such as workplace safety protocols, emergency response procedures, and effective communication strategies for chemical safety.
- **Inspections and Citations**: Compliance inspections are a significant function of OSHA. EHOs need to be aware of their rights and responsibilities during inspections, as well as the potential consequences of non-compliance, which can include citations and fines. This underscores the importance of adhering to OSHA regulations comprehensively.
## **Environmental Protection Agency (EPA)**
The Environmental Protection Agency, founded in 1970, is tasked with protecting human health and the environment. The EPA enforces regulations that govern air and water quality, hazardous waste management, and chemical safety, making it a vital regulatory body for EHOs.
- **Environmental Regulations**: The EPA implements numerous laws designed to safeguard the environment, such as the Clean Air Act, the Clean Water Act, and the Resource Conservation and Recovery Act (RCRA). EHOs must ensure that their organizations comply with these laws, which can relate to emissions standards, effluent limitations, and waste disposal procedures.
- **Hazardous Waste Management**: Under RCRA, the EPA regulates the management and disposal of hazardous waste. EHOs play a crucial role in ensuring safe storage, treatment, and disposal practices comply with EPA guidelines. They must maintain proper documentation and oversee waste disposal methods to minimize environmental impact.
- **Emergency Ppreparedness and Response**: The EPA also sets standards for emergency preparedness and response under the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) and the Emergency Planning and Community Right-to-Know Act (EPCRA). EHOs need to be familiar with these regulations to effectively pprepare for and respond to environmental emergencies, such as hazardous waste spills or chemical accidents.
- **Collaboration with the EPA**: EHOs often find themselves collaborating with EPA officials to ensure compliance and address environmental issues effectively. This collaboration can include participating in outreach efforts, addressing community concerns, and contributing to broader policy development aimed at enhancing environmental safety.
## **Other Regulatory Bodies and Associations**
While OSHA and EPA are two of the most influential regulatory agencies regarding environmental hygiene, several other organizations also contribute to the development and promotion of safety standards.
- **National Institute for Occupational Safety and Health (NIOSH)**: As part of the Centers for Disease Control and Prevention (CDC), NIOSH conducts research and makes recommendations for the prevention of work-related illnesses and injuries. Their findings inform OSHA standards and help EHOs understand best practices in occupational safety.
- **American National Standards Institute (ANSI)**: ANSI oversees the development of voluntary consensus standards for products, services, processes, and systems in the U.S.. While their standards are not regulatory, they influence compliance practices by setting industry benchmarks for safety and performance that EHOs strive to meet.
- **National Chemical Safety Board (NCSB)**: This independent federal agency investigates chemical accidents and makes recommendations to improve safety protocols and regulations. The NCSB provides valuable insights for EHOs when developing safety programs and protocols based on incident analyses.
- **State and Local Agencies**: In addition to federal agencies, many states have their own environmental and safety regulations that EHOs must adhere to. These local agencies may provide guidance tailored to specific regional concerns, and understanding these regulations is essential for comprehensive compliance efforts.
## **The Role of EHOs in Navigating Regulations**
Environmental Hygiene Officers play a critical role in ensuring that their organizations fully comply with these various regulatory bodies. Their duties include not only understanding and navigating complex regulations but also implementing effective strategies to foster a culture of compliance within their organizations.
- **Policy Development**: EHOs must develop internal policies that incorporate the standards set by OSHA, the EPA, and other relevant bodies. These policies should be clear, accessible, and regularly updated to reflect changes in regulations or best practices.
- **Training and Education**: EHOs are responsible for training employees on compliance issues, ensuring that everyone within the organization understands the legal and practical implications of the regulations. This education promotes a culture of safety and responsibility, empowering staff to uphold compliance standards.
- **Monitoring and Reporting**: Regular monitoring of compliance with regulatory standards and thorough documentation processes are essential for EHOs. They must ensure that their organizations not only meet legal requirements but also continuously evaluate and improve safety practices based on regulatory guidance.
- **Effective Communication**: EHOs serve as a bridge between regulatory bodies and their organizations. They need to communicate changes in regulations effectively and ensure that management is aware of potential impacts on organizational practices. Likewise, feedback from employees can be relayed to regulatory agencies, creating a two-way communication stream that aids in improving compliance policies.
## **Conclusion**
In summary, Environmental Hygiene Officers operate within a complex framework of regulatory standards set by agencies like OSHA and the EPA. By understanding these regulations and effectively integrating them into their organizations, EHOs play a pivotal role in maintaining compliance and enhancing environmental safety. Their responsibilities are multifaceted, encompassing policy development, training, monitoring, and communication, ultimately ensuring a safe and healthy working environment for all. By staying informed about regulatory changes and engaging with relevant agencies, EHOs can continue to uphold the highest standards of environmental hygiene and safety compliance.
### **Links:**
- [Working Relationships between OSHA and EPA](http://www.osha.gov/laws-regs/mou/1991-02-13)
- [Environmental Health Resources: Agencies, Organizations … – NCBI](https://www.ncbi.nlm.nih.gov/books/NBK232383/)
---
### [Welcome](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/lessons/welcome/)
**Published:** August 26, 2025
**Author:** admin2025Open
**Content:**
This module is tailored specifically for K-12 and higher education educators as well as industry professionals who aspire to become Chemical Hygiene Officers or Environmental Hygiene Officers. Throughout this module, we will delve into the essential roles, responsibilities, and regulatory standards governing both positions.
## Module Objectives
- Understand the roles and responsibilities of Chemical Hygiene Officers and Environmental Hygiene Officers.
- Identify relevant regulatory standards and guidelines that govern chemical and environmental hygiene.
- Differentiation between chemical hygiene practices and environmental hygiene practices in educational settings.
- Develop risk assessment strategies for hazardous materials and environmental safety.
- Implement effective training programs for staff and students regarding chemical and environmental safety.
- Evaluate and enhance existing hygiene programs within educational and industrial contexts.
- Formulate emergency response plans related to chemical spills and environmental hazards.
As you navigate this module, you will experience a mix of theoretical knowledge and practical applications that will enhance your understanding and compliance in both educational and industrial settings.
---
### [Lesson](https://sciencesafety.com/lessons/lesson-35/)
**Published:** August 26, 2025
**Author:** admin2025Open
---
### [Lesson](https://sciencesafety.com/lessons/lesson-34/)
**Published:** August 26, 2025
**Author:** Sean Ryan
---
### [Ingestion](https://sciencesafety.com/courses/expanding-the-health-and-safety-program-in-art-classrooms/lessons/ingestion/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
Toxic and hazardous substances can be ingested primarily due to poor housekeeping and inadequate personal hygiene. If you are using such materials or are in an area where they are routinely used, never eat, drink or smoke in the area, and never do so elsewhere without first washing your hands. Proper decontamination of work tables, floors and the surrounding area after you have completed your work is essential. You can not always see or smell process residuals and the next person that comes along – or even you – could inadvertently come into contact with them and put a piece of gum in your mouth or have lunch shortly after without realizing what you may be exposing yourself to.
This reminds us to repeat two key points:
- Wash your hands frequently.
- Wear approved PPE.
Source: [EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Eye Contact](https://sciencesafety.com/courses/expanding-the-health-and-safety-program-in-art-classrooms/lessons/eye-contact/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
There are no second chances when we’re talking about eye injury. If you’re using any equipment or material that has a potential to fragment – sending out sparks, chips or other debris – always wear approved safety eyewear with side shields.
When working with or around hazardous fine powders or corrosive liquids, wear indirectly vented chemical safety goggles and face shields for full eye protection. Remember to thoroughly wash your hands before touching the eyes. If the area or activity you are doing causes you to perspire, wipe your face frequently using a clean towel to prevent absorption through the eyes.
Rules of the road –DON’T TAKE CHANCES!
- Wear suitable eye protection. ANSI/ISEA Z87.1-2020: American National Standard For Occupational And Educational Personal Eye And Face Protection Devices.
- Know the location of emergency eye wash stations and safety showers.
- Flush the eyes with copious (lots and lots) amounts of water for a minimum of 15 continuous minutes or more with tepid water.
- Report the accident and seek proper medical attention.
Source: [EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Skin Contact](https://sciencesafety.com/courses/expanding-the-health-and-safety-program-in-art-classrooms/lessons/skin-contact/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
The skin can act as a sponge and readily absorbs toxics present in solvents that can cause serious damage to target organs. It also is easily irritated and burned by aggressive chemical compounds.
Wearing a lab or shop coat or apron to prevent exposure is strongly recommended for two reasons. First, it helps to prevent you from immediately getting overexposed. Second, it prevents your clothing from becoming contaminated, in which case you might have inadvertently taken contaminants home on clothing, potentially exposing your family or pets. This would be of particular importance if using materials having any concentration of lead. When using or handling chemicals, always wear appropriate approved chemically resistant gloves to minimize the risk of injury. Recommended gloves for a particular task can be determined from manufacturer information, industry trade groups, or other reference sources. OSHA’s Office of Training and Education cites the following common types of gloves and their rated use.
- Norfoil laminate resists permeation and breakthrough by an array of toxic/hazardous chemicals.
- Butyl provides the highest permeation resistance to gas or water vapors; frequently used for ketones (M.E.K., Acetone) and esters (Amyl Acetate, Ethyl Acetate).
- Viton is highly resistant to permeation by chlorinated and aromatic solvents.
- Nitrile provides protection against a wide variety of solvents, harsh chemicals, fats and petroleum products and also provides excellent resistance to cuts, snags, punctures and abrasions.
- Kevlar protects against cuts, slashes, and abrasion.
- Stainless steel mesh protects against cuts and lacerations.
Often overlooked is foot protection. Never wear open-toed shoes or sandals when using or working around hazardous materials. Chemicals used in photoprocessing, acid etching, jewelry acid pickle solutions and building maintenance masonry cleaners, for example, are all corrosive and can severely damage intact skin. If you have an accident, flush the skin surface with copious amounts of water and seek medical attention. Some acid exposures, such as Nitric and Hydrofluoric acids, do not always provide immediate warning of overexposure until hours after use. Hydrofluoric is particularly dangerous in that, while you might think it was flushed from the skin’s surface, it absorbs through the skin only to attack the calcium in bone.
Dry powders can also release chemicals, such as chromates in lamp black pigments in inks used in printmaking. UV lights used in certain developing processes can also damage the skin.
Source: [EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
In addition, Science Safety also recommends this [UC-Berkeley Glove Selection Guide](https://ehs.berkeley.edu/glove-selection-guide)
---
### [Know the Materials You Use and Store ](https://sciencesafety.com/courses/expanding-the-health-and-safety-program-in-art-classrooms/lessons/know-the-materials-you-use-and-store/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
Read the label.
Read the directions prior to use. These are important concepts to stress with your students. Many people, young and old, do not read the directions until whatever it is that they are using does not seem to be doing what they thought it should do. In order to manage your art materials, it is important to understand their chemical and physical properties, and potential health and environmental hazards.
Creating a Comprehensive Chemical and Hazardous Materials Inventory
Anyone who has ever moved recognizes how easy it is to accumulate “stuff”. Just look around your art classroom(s). There are probably a lot of items that can or should be disposed of. Make an inventory list of all the art materials you have, and determine whether the material is still usable; check the quality and expiration dates.
If you have very old paints and pigments, you may have what the EPA considers “abandoned” or “orphaned” hazardous waste materials. ANY containers that are unlabelled or unmarked, or are in any way unidentifiable, need to be dealt with – do not keep them around! You should arrange for their proper disposal or, if you are exempt from hazardous waste management requirements as a generator of Household Hazardous Waste (and in some cases CESQG), bring them to the next Household Hazardous Waste Collection Day in your region or community, if they will accept such wastes. Determining if a material is hazardous takes a scientific approach. Do not sniff anything to determine what it is! It is unscientific and potentially dangerous. Some dyes and catalysts used in fabrics, and plasticizers may contain reactive or explosive organic peroxides; don’t try to unscrew the tops of bottles that have crystals around the edges – the friction alone can cause them to explode. Always start with the safety data information provided by the manufacturer or contact the supplier to get the correct information on the product. If these aren’t available (i.e., labels are missing or illegible) you may have to have a sample analyzed to get the information you need.
Use your final materials inventory list to determine which materials to dispose, and which materials to replace with safer versions (see Appendix D for a list of some environmentally friendly products and vendors). The information you collect regarding hazardous materials will need to be shared with your coworkers, students and local officials
Source: [EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Inhalation Risks](https://sciencesafety.com/courses/expanding-the-health-and-safety-program-in-art-classrooms/lessons/inhalation-risks/)
**Published:** February 22, 2022
**Author:** admin2025Open
**Content:**
Regardless of the type of art work you do, the materials and processes can generate air emissions.
Uncontrolled emissions from woodworking, welding and ceramics studios become readily visible and obvious in very short order. Aside from the visible particulate emissions (i.e., dust, mists and smoke fumes) you have to be aware of the non-obvious hazards, such as heavy metal oxides.
If you are a painter, printer or photoprocessor the emissions are not always visible but generally more likely to be detected by smell. These air contaminants can cause adverse health effects at concentrations well below established odor thresholds.
There are basically two ways to defend yourself against overexposure. One is to provide for adequate exhaust ventilation and the second is to mechanically filter out the contaminant using a personal protective device.
If you have obtained the manufacturer’s material safety information, one of the sections will recommend providing adequate ventilation, which translates into making sure you have sufficient air change in the room you’re working in by opening windows, installing fans or using HVAC make-up air systems. In some cases, manufacturers recommend providing local exhaust, which translates into providing a means to capture the contaminants at the point of generation so that they do not saturate a room.
Air emissions can be a mixture of many different chemical constituents, some hazardous and some labeled as a nuisance.
OSHA has established permissible exposure limits for a long list of chemicals and intermediaries, as well as nuisance particulates. ACGIH and NIOSH are also good sources of information on acceptable or recommended exposure levels, which can be found at their websites: ;
Process contaminant categories can be established following the waste listing codes.
- D codes are the characteristic wastes and exhibit a hazard based on the nature of the material or a specific chemical compound.
- F codes that may apply to artwork are for the solvent type of waste processes.
- P & U codes are for acutely hazardous waste and commercial chemical products, respectively, so if you’re starting with a process material that is on either of the lists, you know that it exhibits one of the characteristics or contains a toxic chemical.
In printmaking, for example, you might use volatile haze removers or press wash solutions that can release flammable and toxic vapors into the air. In surface finishing using aerosol spray paints you could release a lot of listed volatile toxic organics. These solvent-based emissions are health risks due to overexposure and can lead to blindness, or brain or central nervous system damage. They can also damage the heart, liver and kidneys. Photoprocessing and acid etch solutions are, or can be, both toxic and corrosive. Breathing in mists can cause severe respiratory discomfort and long term damage. Certain pigments present in powders used in printmaking, ceramics and sculpture can contain chromate constituents that cause nasal ulceration and are known, or suspected as, carcinogens.
For the toxic substances that may be present, always provide a means to minimize the potential for exposure using engineering controls such as local exhaust. Examples include welding fume extractors, spray paint booths, acid bath fume hoods and laboratory chemical fume hoods.
For flammables and combustibles, always ensure adequate dilution ventilation in the room by using fans or make-up air systems to prevent the build up of contaminants to unsafe levels in air in order to minimize the potential for fire and explosions.
Particulate emissions, such as dust from printmaking, ceramics and sculpture, may contain silica powders, lead chromate pigments or carbon black, all of which can cause adverse health effects. Even plain woodworking dust generated by cutting or sanding operations can be harmful and explosive if allowed to build up.
Source: [EPA](https://nepis.epa.gov/Exe/ZyPDF.cgi/P1003I69.PDF?Dockey=P1003I69.PDF)
---
### [Best Virtual Work Based Learning Resources OF 2020](https://sciencesafety.com/courses/remote-cte-teaching/lessons/best-virtual-work-based-learning-resources-of-2020/)
**Published:** January 9, 2022
**Author:** admin2025Open
**Content:**
[San Bernardino County ROP](https://www.sbcrop.org/) developed a collection of lessons and activities on their [Virtual Work-based learning Pinterest Board](https://www.pinterest.com/a4e0004/_created/), which has been selected as the best newsletter resource of 2020!
This comprehensive online WBL Pinterest Board provides students with a variety of distance learning activities for all California CTE sectors.
[Edge Factor](https://www.edgefactor.com/) has an emphasis on creative careers in arts, media and entertainment, manufacturing, construction and architecture. The page features the newly launched [Experience Toolkits](https://app.edgefactor.com/learnandearn) which offer educators and workforce leaders FREE access to high impact media content, a keynote presentation, promotional tools, and practical guidebook on how to plan, promote, host and follow-up on engaging virtual events. Using the power of storytelling, Edge Factor media showcases industries and career profiles, teaches soft skills, shows how STEAM comes alive on-the-job.
Source: [CTE Online, California](https://www.cteonline.org/resources/100765/2021-quarter-1-career-technical-education-dl-publication)
---
### [Using Bunsen Burners Safely (4:10)](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/using-bunsen-burners-safely-410/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
**Gas Burners:** The most common heating source used in academic science laboratories is the gas burner (e.g.., Bunsen burners, Tyrell burners). The down side is that it is hard to control the exact temperature of gas burners, and the use of flammable gas in the lab can lead to accidents. **Heating organic, flammable liquids such as alcohol with active flames can cause a potential fire and should NEVER occur in the K12 laboratory.**
As such, gas burners should be used primarily for heating non flammable solvents such as water or aqueous salt solutions. A safer gas burner alternative is the portable butane lab burner, which is safer because of it is less likely to fall over. It also delivers trigger ignition, an easy-grip handle, and a simple on/off control. Follow the procedures outlined in your local Chemical Hygiene Plan and use the approved equipment in your science department according to the legal, and professional safer practices and manufacturers safer operational directions for the specific burners you have on-site ( that correspond to the fuel gas you are using – meaning you cannot safely use a propane burner with natural gas and vice-versa)
**Safety Protocols for Using Gas Burners**
After selecting the appropriate heating source, be sure to follow the necessary safety precautions. Before lighting each heat source, tie back long hair, wear short sleeves or tight-fitting clothing, and use safety goggles. Model the proper bunsen burner safer techniques with your class before allowing them to proceed independently and encourage students with any difficulty to ask for help from you before proceeding with their experiment. **Reminding students about the safety procedures involved with the use of open flames in the lab including the location of fire safety equipment is critically important prior to the activity starting. It is your Duty of Care responsibility to demonstrate the behaviors you want to see in the room including SAFER PRACTICES.**
**Gas Burners**
• Use only the appropriate burner type for the gas source—e.g.., natural gas versus bottled gas.
• Know the location of the master gas shut-off control. Make sure it is operational before using the gas delivery system in your laboratory.
• Use only burner tubing connectors that meet the American Gas Association standards. **Do not use latex tubing!**
• Inspect the burner and hose for any defects and remind students to do the same.
• Use only ceramic-centered wire gauze on the tripod, not an asbestos-centered pad.
• Use a safety lighter or match to light the burner. Carefully bring the flame up the side toward the top of the barrel while slowly turning on the gas.
• If the gas lights at the base of the burner, shut it down immediately.
• Adjust the flame to the appropriate height and color—i.e., a medium blue flame.
• Remember the gas burner is metal and will get hot. Do not handle it until it cools.
• Never lean forward or reach over the flame.• **Never leave the flame unattended.**
This video from Ontario Tech University goes over bunsen burner safety and demonstrates lighting the burner.
https://youtu.be/N7ssCM3qM3U
Video Credit: [Ontario Tech University](https://www.youtube.com/@teachinglearninguoit)
**Note about the video.**
In the “How to light a Bunsen Burner” they talk about pulling hair back, but the person has hair hanging over the front of her face!
Text Source: [NSTA Heat Source Safety](https://www.nsta.org/blog/heat-source-safety)
Video Credit: [Ontario Tech University](https://www.youtube.com/@teachinglearninguoit)
**Categories:** Heat Safety
---
### [GHS of Classification](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/ghs-of-classification-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The manner in which safety information is provided on chemical labels and in Safety Data Sheets (SDS) changed as of March 2012. At that time, the Occupational Safety and Health Administration (OSHA) announced the adoption of the United Nations Globally Harmonized System of Classification and Labeling of Chemicals (GHS). The adoption of GHS was a revision to the Hazard Communication Standard (29 CFR 1910.1200) and by extension the Laboratory Standard. OSHA’s Occupational Exposure to Hazardous Chemicals in Laboratories standard (29 CFR 1910.1450) or Laboratory Standard.
These standards outline the rights of teachers and other employees to understand the hazards of the chemicals that they work with.
Highlights of the Hazard Communications Standard Hazard classification:
- Provides specific criteria for classification of health and physical hazards, as well as classification of mixtures.
- Labels: Chemical manufacturers and importers are required to provide a label that includes a harmonized signal word, hazard pictogram, manufacturer information, precautionary statements/first aid, hazard statement and product name or identifiers for each hazard class and category. Precautionary statements must also be provided.
- Safety Data Sheets: Have a GHS specified 16-section format.
- Information and training: Employers are required to train workers on the label elements and Safety Data Sheets format to facilitate recognition and understanding.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/GloballyHarmonizedSystemOfClassificationAndLabelingOfChemicals.pdf)
---
### [GHS Pictograms](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/ghs-pictograms-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Hazard symbols have come a long way from the rudimentary drawings used to designate poison in the early 1800s. In 2016 OSHA updated its labeling requirements and the Globally Harmonized System of Classification and Labeling of Chemicals (GHS) was adopted in the U.S..
The GHS system, part of OSHA’s Hazard Communication Standard (HCS), consists of nine symbols, or pictograms, providing recognition of the hazards associated with certain substances. Use of eight of the nine are mandatory in the U.S.., the exception being the environmental pictogram (see below).
Each pictogram covers a specific type of hazard and is designed to be immediately recognizable to anyone handling hazardous material.
In addition to pictograms, labels are required to include a signal word (“danger” or “warning”), a brief hazard statement and a precautionary statement outlining ways to prevent exposure.
Health Hazard A cancer-causing agent (carcinogen) or substance with respiratory, reproductive or organ toxicity that causes damage over time (a chronic, or long-term, health hazard).  Flame Flammable materials or substances liable to self ignite when exposed to water or air (pyrophoric), or which emit flammable gas.  Exclamation Mark An immediate skin, eye or respiratory tract irritant, or narcotic.  Gas Cylinder Gases stored under pressure, such as ammonia or liquid nitrogen.  Corrosion Materials causing skin corrosion/burns or eye damage on contact, or that are corrosive to metals.  Exploding Bomb Explosives, including organic peroxides and highly unstable material at risk of exploding even without exposure to air (self-reactives).  Flame Over Circle Identifies oxidizers. Oxidizers are chemicals that facilitate burning or make fires burn hotter and longer.  Skull and Crossbones Substances, such as poisons and highly concentrated acids, which have an immediate and severe toxic effect (acute toxicity).  Environmental Hazard Chemicals toxic to aquatic wildlife. (Non-Mandatory) 
Sources:
[Princeton University Environmental Health Safety](https://ehs.princeton.edu/news/know-your-hazard-symbols-pictograms)
[OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/OSHA3491QuickCardPictogram.pdf)
**Categories:** GHS
---
### [GHS Label Elements](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/ghs-label-elements-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The Hazard Communications Standards requires that all existing bottles of chemicals require a GHS compliant label. There are no exemptions. No exceptions.
The Hazard Communications Standards requires the following information to appear on every chemical label:
- The supplier identifier including name, address and telephone number of the chemical manufacturer, importer or other responsible party.
- The product identifier is how the hazardous chemical is identified. This can include the chemical name, code number, or batch number. This same information must be on both the label and the safety data sheet.
- Symbols (GHS hazard pictograms) convey health, physical, and environmental hazard information assigned to a GHS hazard class and category. Pictograms include the harmonized hazard symbols plus other graphic elements, such as borders, background patterns, and substances that have target organ toxicity.
- Signal Words–these are words that are used to describe the severity of the hazard. Only two words are used as signal words, “Danger” and “Warning”. “Danger” is used for more severe hazards. Hazard Statements–these statements include the nature of the hazard(s) of a chemical and the degree of the hazard.
- Precautionary Statements–these statements describe measures that are recommended to minimize or prevent adverse effects resulting from exposure to the hazardous chemical or improper storage and handling. There are four types of precautionary statements: prevention, response, storage, and disposal.
- Supplementary Information–the manufacturer may provide additional information that it deems helpful.
- Employer Responsibilities–employers are responsible for maintaining labels on containers.
- Workplace Labels–employers continue to have the option to create their own chemical labels, these labels must have all of the information that is on the manufacturer’s label.
New bottles of chemicals ordered from suppliers will already have compliant GHS labeling.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/GloballyHarmonizedSystemOfClassificationAndLabelingOfChemicals.pdf)
**Categories:** GHS, Labelling
---
### [Preservatives and Preserved Materials](https://sciencesafety.com/courses/dissection-safety/lessons/preservatives-and-preserved-materials-duplicate/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
The use of dissection specimens in science programs is very common, and a mandatory aspect of most science courses. The benefits of being able to visualize the interconnections of various systems ( circulatory, nervous, MSK, digestive, reproductive) found within biological specimens is illuminating for students and helps set the foundation for understanding our own anatomy and physiology. These are some of the most impactful science investigations that students perform in the biology laboratory. Your role as the biology instructor is to facilitate their inner curiosity and allow them to explore these systems under strictly monitored controlled environments while meeting their biology program objectives.
**Locally Obtained Dissection Specimens:** Understanding that there are very few educational institutions that would allow for the use of non-certified specimens (those locally obtained by the teacher, student, or relative) in school science laboratories since the potential for contamination, disease or exposure is too high. Some college and university programs will allow these locally obtained specimens to be used under extremely rigid safety protocols involving extensive PPE, decontamination, and hygiene protocols to prevent possible problems. Fresh beef, pork and lamb organs and tissues are commonly used for dissection. Chicken, on the other hand, often carries Salmonella, and is not a good option for dissection work except if well-cooked or boiled. Organs and tissues obtained from slaughterhouses or store meat departments will have been inspected for infectious agents. If kept refrigerated they should be stable for 10 to 14 days; handle as you would fresh meat. High-risk materials, such as animal tissues that potentially carry infectious agents, are federally controlled by the Health of Animal Regulations. For example, these regulations have recently placed restrictions on the availability of tissues and organs, such as eyes, from the heads of cattle because of bovine spongiform encephalopathy (BSE). Currently, all head tissues and organs from cattle over 30 months of age are to be removed and condemned; cattle under 30 months old are considered non-infectious. The Canadian Food Inspection Agency (CFIA) and the US Department of Agriculture and the CDC have strict regulatory guidelines and health protocols to follow to protect the citizen food supply chain and in turn the science laboratories.
**Commonly Used Dissection Specimens:** A typical secondary school biology program offers a range of invertebrate and vertebrate specimens to students along their progression in understanding various biotic concepts and gaining a deeper understanding of biological systems. Many schools have some dissections that are performed in grades 9-10 involving earthworms, grasshoppers, crayfish, perch, grass frogs and other smaller specimens. The senior biology classes often benefit from having those dissection experiences and build on those as they perform dissections on rats, fetal pigs, organs such as eyes, brains, and hearts, and possibly more complicated specimens depending on the program and the school. These preserved materials (dissection specimens) should only be purchased from an approved science supplier who can demonstrate that their specimens were obtained properly using registered harvesters, and that these specimens are preserved appropriately and all potential sources of viral, bacteriological, and pathological contamination have been removed, resulting in a safer specimen for students to handle.
Many activities in biology classes require the use of chemicals. As with any use of chemicals, incident prevention depends on assessing and minimizing risks related to the specific chemical hazards present. General steps for reducing potential risks include:
- Choosing the safest chemicals possible and safer dissection specimen selection for use in the laboratory.
- Being aware of potential hazards. (performing a hazard analysis and risk assessment PRIOR to the activity and resulting safety actions to manage risks)
- Instructing students on proper specimen handling and dissection procedures and ensuring they are followed.
- Using appropriate personal protective equipment,(PPE including ANSI/ISEA Z87.1 D3 certified safety goggles, nitrile gloves and a rubberized lab apron at a minimum for all occupants)
- Having appropriate safety equipment available and accessible during the activity
**Accidental infections:** specimens and cultures The most frequent known causes of laboratory-acquired infection are oral aspiration through pipettes, animal bites or scratches, and animal contact. Other common causes include cuts or scratches from contaminated glassware, cuts from dissecting instruments, spilling or dropping cultures, and airborne contaminants entering the body through the respiratory tract.
**Use of human tissue and fluid specimens:** All activities involving the extraction and analysis of human fluid or tissue samples are to be conducted with due care to avoid cross contamination and exposure. This practice applies to all activities involving extraction of human tissue and fluid samples, including cheek cells, blood, saliva and urine. Alternative materials that schools may want to consider in place of these samples include prepared slides and simulated urine and blood. These materials are available from scientific and educational suppliers. In some instances, other mammalian, amphibian or reptilian sources may be substituted. There are also excellent videos, computer software and Web site resources available on these topics
**Dissection Specimens:** Dissection Animals and organs for dissection come in either fresh or preserved form. Three potential hazards that exist with dissections are infections and accidental cuts from sharp scalpels and exposure to preservation fluid. Refer to the SDS for the hazards associated with the preservation fluid, safe handling instructions, and any personal protective equipment that may be required. \*this accompanies the shipment and is also available online from the supplier. Teachers should also give careful consideration if curricular needs can be met through dissection alternatives such as online videos, virtual dissections or other technology enabled versions that allow students the experience of performing the dissection activity. .
**Preserved specimens:** Specimens sold for dissection commonly come in an alcohol-based solution which avoids the need to use formaldehyde or formalin which was a preservative used traditionally for biology departments. It was widely used, and noticeable with a specific odor often associated with it. **99% of all preserved specimens that are sold today for school science programs contain minimal amounts of formalin or none at all due to the known carcinogenic properties of formaldehyde. Reliable science suppliers will have signage and notices regarding the fixatives and preservatives used in their process which will allow you to make an informed decision about the 95% or 100% formalin-free specimens to purchase for use in your lab.** Performing dissections requires an understanding of the specimens, their physical structures and systems, as well as safer handling procedures.
Specimens should be removed from the shipping solution using safety gloves and tongs, and rinsed thoroughly before proceeding with room temperature water. If smaller numbers of specimens are required, vacuum-packed specimens may be a good alternative. Disposal of alcohol-based preserved specimens can be done via routine solid waste disposal methods such as the trash or local landfill in accordance with the procedures specific to your location often found in your Chemical Hygiene Plan or Safety Manual for your school district. If there is an issue with a specimen, it will appear and smell different (*often foul indicating that it is NOT safe to handle or use*). There should be minimal odor from a healthy, well-preserved dissection specimen and if there is anything wrong with the specimen, it cannot be used with students or colleagues since it could be a source of multiple health concerns. Dispose of the specimen(s) by following your protocols for specimen waste handling. Double or triple bag this bad specimen to contain the source of the odor and possible contaminant.
Formalin-based specimens, on the other hand, must be sent to a government approved waste facility. **These include older not-used specimens in vacuum packages or pails from suppliers, whether opened or not. This also includes the biological specimens in jars for student observation from the 1970’s, 1980’s, 1990’s and early 2000’s since many of these were preserved in formaldehyde solution.** These collections were very popular for demonstrating order, genus, species, and family in biology to students. \*If the solution is a tan / gold / yellowish color and has dropped below the top of the jar, it is quite likely formalin-based.\* This formalin has been off-gassing into your lab for years, and it is recommended to be disposed of by your local hazardous waste disposal company when they perform their chemical ‘clean-sweep’ or scheduled chemical waste disposal in your building.
Sources:
Science Safety
[WorkSafeSask](https://www.worksafesask.ca/wp-content/uploads/2014/01/7-Chapter-5_FINAL_web.pdf)
Image Credit: Daderot, Wikimedia Commons
**Categories:** Biology
---
### [PPE and Labs (6:42)](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/ppe-and-labs-642-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Wearing personal protective equipment (PPE) for short is one of the main ways for you and your students to stay protected from injury in the lab. PPE includes things like goggles, gloves, lab coats or aprons. These are designed to protect eyes, hands and skin, as well as clothing, from exposure to chemicals. PPE is the most obvious way of preventing contact with chemicals–but it is not the first line of defense.
Here’s a video about how to put on PPE and why people should dress properly for lab.
Source: [American Chemical Society](https://teachchemistry.org/classroom-resources/how-to-dress-for-the-lab-and-what-about-personal-protective-equipment-ppe-video-3)
**Categories:** PPE, Chemistry
---
### [Why Lab Safety Matters (2:11)](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/why-lab-safety-matters-211-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The National Safety Council has estimated that 5000 safety-related accidents occur in U.S.. schools each year. At least 10% of these are science classroom related.
Here are some examples of safety-related accidents:
In Rogersville, TN., old, unlabeled bottles of chemicals being removed from a school accidentally leaked and mixed, caused an explosion and a fire. No one was hurt.
In Valley, NB., officials cleaning out a school lab found a canister of picric acid, which crystallizes and becomes highly explosive with age. When they realized it could be 30 years old, they called a bomb squad, which blew up the canister.
A 23-year-old technician at UCLA died from burns while working with t-butyl lithium. The equipment malfunctioned, and the fluid spilled, setting the synthetic fibers of her clothing ablaze.
Dr. Karen Wetterhahn died in 1997 at the age of 48 because she wasn’t wearing the correct gloves (mercury poisoning).
Four tenth graders from a Catholic school in the Bronx to the hospital after they were singed by a flame.
A 16-year-old student at Beacon High School in Manhattan was badly burned when methanol fumes ignited during an experiment in 2014.
Methyl alcohol has caused flash fires at schools in Santa Clarita and Riverside, CA.; Genoa, IL.; Midland, TX.; New Berlin, WI.; and in DC. It has also caused explosions in which students were injured by flying glass.
Sources:
[Washington Post](https://www.washingtonpost.com/archive/politics/2002/07/14/school-lab-accidents-not-rare-in-us/a34dd138-d1ff-410a-b65b-9324d4ed6bb0/)
[South Dakota Academy of Science](https://sciencesafety.com/wp-content/uploads/2023/12/DangerintheSchoolScienceLab-AreStudentsatRisk.pdf)
**Categories:** Lab Safety
---
### [How Glowforge Supports Learning](https://sciencesafety.com/courses/glowforge-printer-safety/lessons/how-glowforge-supports-learning/)
**Published:** November 16, 2022
**Author:** admin2025Open
**Content:**
With Glowforge, students are able to hone their digital skills and knowledge in order to pprepare them for their future careers.
### Fosters innovation with hands-on experiences
Glowforge’s state-of-the-art printing technology and easy-to-use design application support experiential learning, encouraging students to foster innovation and hone their creativity and problem-solving skills with real-world fabrication tools.
### Promotes learning through experimenting and prototyping
Glowforge supports Design Thinking by enabling students to engage in critical thinking with hands-on experimenting, prototyping, and creating to meet challenges and solve problems.
## Skills development
Skill Application Analytical thinking and innovation Tackle a complex problem by collecting and evaluating information and designing creative solutions! Student engagement skyrockets when they choose real-life issues in their community to iterate on or solve . Students will love designing solutions to repair, repurpose, or recycle everyday items that might otherwise be thrown away in [R3design Studio](https://web.archive.org/web/20230127235211/https://education.glowforge.com/glowforge-education-ambassadors/) [(bit.ly/3wD2L6e](https://web.archive.org/web/20230127235211/https://education.glowforge.com/glowforge-education-ambassadors/)) . Design Thinking Observe end users to empathize, brainstorm, prototype, and test ideas. Students use empathy and innovation during the design process to make the best design for the intended user. Get your students focused on purpose as it affects the end-user with [Robotic Arm Helper](https://glowforge.com/educators/lessons/robotic-arm-helper) [(bit .ly/385CyVB](https://glowforge.com/educators/lessons/robotic-arm-helper)) . Active learning Involve students in hands-on and meaningful ways to increase engagement and improve learning and understanding . Create learning tools that can help students visualize their learning . [Hexagonal Thinking](https://glowforge.com/educators/lessons/hexagonal-thinking) [(bit .ly/3yWUtCt)](https://glowforge.com/educators/lessons/hexagonal-thinking) is great for getting students to think critically and creatively while tangibly mapping this thinking. Complex problem-solving Identify what is happening, define the elements of the issue, consider solutions and act to resolve the issue . Students will execute more elegant designs and seek out challenges as they explore all of the capabilities of the Glowforge. Encourage students to explore endless possibilities by experimenting and prototyping with Glowforge’s design tools. Critical thinking and analysis Observe and identify challenges, then define a creative solution . Students get hands-on experience creating designs, challenging the limits of different materials, working through issues, and designing creative solutions! [Exploring the Miracle](https://glowforge.com/educators/lessons/exploring-the-miracle-hinge) [Hinge](https://glowforge.com/educators/lessons/exploring-the-miracle-hinge) gets students exploring the capabilities of the Glowforge beyond a flat, two-dimensional print. Communication and coaching Convey ideas to team members and guide others to help them achieve their goals. Students love learning in teams . Use [Assembly Instruction](https://glowforge.com/educators/lessons/activity-assembly-instruction-designers?srsltid=AfmBOoqxo4vT0Yv7Md1mQCzLKZU8c2kmtjf80MZncTJkAnj6WVya-uiB) [Designers](https://glowforge.com/educators/lessons/activity-assembly-instruction-designers?srsltid=AfmBOoqxo4vT0Yv7Md1mQCzLKZU8c2kmtjf80MZncTJkAnj6WVya-uiB) [(bit.ly/38LWGW5)](https://glowforge.com/educators/lessons/activity-assembly-instruction-designers) to challenge students to first assemble a helicopter without instructions, and then write instructions that communicate clearly, concisely, and sequentially reproducible results. Creativity, originality, and initiative Remove constraints and give students new ways to solve problems or make their ideas come to life! Students can create anything they imagine and design using the [Glowforge app](https://glowforge.com/discover/education). Encourage students to explore the design catalog for techniques they hadn’t considered . Educators can visit a section in all of the lessons called Reimagine that offers alternate ideas for using the design in other meaningful ways or inspiration for the next activity. Source: [Glowforge](https://glowforge.com/)
---
### [Glowforge Resources](https://sciencesafety.com/courses/glowforge-printer-safety/lessons/glowforge-resources/)
**Published:** November 16, 2022
**Author:** admin2025Open
**Content:**
ResourcesDescription[Glowforge TV](https://glowforge.com/watch) [(bit.ly/3yX9qUZ)](http://bit.ly/3yX9qUZ)Videos from Glowforge including Livestreams, Glowforge Essentials, Basics with Bailey, and Step-by-Step Channels that will get you up and running in no time and get your creative ideas flowing. There is a series from Glowforge owners with their favorite tips & tricks.[From Start to Finish YouTube playlist](https://www.youtube.com/playlist?list=PL22NeY4VH12vv_8eMxorUQg0qhgYqfemw) [(bit.ly/3yU1PXv](http://bit.ly/3yU1PXv))How-to quick start video playlist on YouTube from Glowforge. These short videos focus on printing with different materials while using your Glowforge .[Print using Inkscape](https://support.glowforge.com/hc/en-us/articles/360033633474-Print-Text-using-Inkscape) [(bit.ly/3LP2RG](http://bit.ly/3LP2RGW)W)Step-by-step guides on the free vector graphics editor, Inkscape, to get you creating even more with your Glowforge.[Introduction to Inkscape](https://support.glowforge.com/hc/en-us/articles/360033633494-Introducing-Inkscape)
[(bit.ly/3yX9wvP](http://bit.ly/3yX9wvP))Inkscape is used by Glowforge Support to help you troubleshoot your designs if you run into trouble .[Become a Catalog Designer](https://support.glowforge.com/hc/en-us/articles/1260804721190-Become-a-Catalog-Designer) [(bit .ly/3PFbl6E)](http://bit.ly/3PFbl6E)Step-by-step guide for submitting your design. If you create an amazing design, you can submit your creation to our design catalog for others to purchase and enjoy.[Submit Your Own Lesson](https://web.archive.org/web/20241210120803/https://education.glowforge.com/catalog/submit-a-resource/) [(bit .ly/3bHyZS9](https://web.archive.org/web/20241210120803/https://education.glowforge.com/catalog/submit-a-resource/))How-to guide to submit a lesson to help other educators integrate the Glowforge into their courses . Or share a great classroom management tip with the education community.[Glowforge Ambassadors Program](https://web.archive.org/web/20230127235211/https://education.glowforge.com/glowforge-education-ambassadors/) [(bit .ly/3yWVf5T)](https://glowforge.com/educators/ambassadors?srsltid=AfmBOopvy3g54edNY7VEHlSjDUCV7cqMn7uallopbwGeonyKKDcx5Av0)Apply to become a Glowforge Education Ambassador and get exclusive access to the Edu Team, events, and more!
---
### [Career and Technical Education Resources](https://sciencesafety.com/courses/remote-cte-teaching/lessons/career-and-technical-education-resources/)
**Published:** January 9, 2022
**Author:** admin2025Open
**Content:**
STEM and career and technical education teachers need to be able to offer hands-on learning experiences in a virtual format. Below is a list of resources compiled by various organizations, including the Technical College System of Georgia, the Association for Career and Technical Education, SREB staff and educator participants in SREB’s CTE in a Virtual Setting workshops and webinars.
This list includes virtual labs, simulations and interactive learning objects that allow STEM and CTE students to engage with and explore the world of science and technology in an online setting.
**General**
- **[Merlot virtual labs](https://virtuallabs.merlot.org/)** (Biology, Chemistry, Physics, Environmental Science, Engineering, Math)
- **[PHET simulations](https://phet.colorado.edu/_m/)** (Physics, Chemistry, Earth Science, Math, Biology)from the University of Colorado Boulder
- **[EdPuzzle](https://edpuzzle.com/)**\* integrates with learning management systems and can be used to host teacher videos as well as external videos for instruction
- CTE teachers who participated in SREB’s CTE workshops recommend **[Screencastify ](https://www.screencastify.com/blog/our-response-to-covid-19)**as a tool for capturing teacher videos
- [**Commonlit** ](https://www.commonlit.org/)offers a large library of free non-fiction and disciplinary texts as well as lessons and assessment tools
- [**Newsela** ](https://newsela.com/)takes authentic content from the world’s most trusted providers and turns it into learning materials that are classroom-ready
- **[KnowItAll.org](https://www.knowitall.org/)[ ](https://www.knowitall.org/search?tids_1%5B%5D=5&keys=)**from the South Carolina ETV Commission offers curricular materials and videos for grades K-13+ in all areas, including CTE. KnowItAll’s [Let’s Go series](https://www.knowitall.org/series/lets-go) offers 3D VR tours and field trips.
- **[DitchThatTextbook ](https://ditchthattextbook.com/)**offers free e-resources, tools and templates for teachers
- [**GetEpic** ](https://www.getepic.com/educator-resources)offers a digital library of books and reading resources for educators
- **[Wisc-Online](https://www.wisc-online.com/)** is a repository of high-quality free educational learning materials, organized by Career Cluster, that were created by subject matter experts from the Wisconsin Technical College System and Fox Valley Technical College.
- [**Google’s Applied Digital Skills**](https://applieddigitalskills.withgoogle.com/s/en/home) curriculum
#### **Introduction to Biology**
- **[Lab safety](http://www.ncbionetwork.org/iet/labsafety)** from BioNetwork
- [**Cell size and scale**](https://learn.genetics.utah.edu/content/cells/scale/) from the Genetics Science Learning Center at the University of Utah
- **[Virtual labs](https://www.biologycorner.com/worksheets/virtual_labs_glencoe.html)** by Glenroe, list provided by Biology Corner
- [**Biology virtual labs**](https://web.archive.org/web/20200524060612/https://learningcenter.nsta.org/mylibrary/collection.aspx?id=ldPT0QtbY/w_E) by the National Science Teaching Association
#### **Chemistry of Life**
- Cells and membranes:
- **[Membrane channels](https://phet.colorado.edu/en/simulation/membrane-channels)** from the University of Colorado Boulder
- **[Patterns of inheritance – mendelian genetics](http://star.mit.edu/genetics/index.html)** from Massachusetts Institute of Technology
- Molecular biology
- **[DNA extraction](https://learn.genetics.utah.edu/content/labs/extraction/)** from the Genetics Science Learning Center at the University of Utah
- **[DNA microarray](https://learn.genetics.utah.edu/content/labs/microarray/)** from the Genetics Science Learning Center at the University of Utah
- [**RNA lab**](http://www.pbs.org/wgbh/nova/labs/lab/rna/research#/vlab/home) from PBS
#### **Chemistry**
- **[The Virtual Lab](http://chemcollective.org/activities/type_page/1)** is an online simulation of a chemistry lab. It is designed to help students link chemical computations with authentic lab chemistry. Students select from hundreds of standard reagents and manipulate them as in a real lab.
- **[Phet chemistry](https://phet.colorado.edu/en/simulations/category/chemistry)** from the University of Colorado Boulder:
- **[Virtual chemistry](http://www.chem.ox.ac.uk/vrchemistry/labintro/newdefault.html)** from the University of Oxford
#### **Computer Science**
- **[Cisco Networking Academy](http://www.netacad.com/courses/packet-tracer)**
- CCNA R&S Curriculum
- CCNA Security
- Cybersecurity Essentials
- Introduction to IoT
- Introduction to Packet Tracer
- IoT Fundamentals
- IT Essentials
- Mobility Fundamentals
- Networking Essentials
- **[DevNet Sandbox](https://developer.cisco.com/docs/sandbox/)** makes Cisco’s free spread of technology available to developers and engineers by providing packaged labs we call Sandboxes. There are two types of sandboxes, Always-On and Reservation. Each sandbox typically highlights one Cisco product. Sandboxes can be used for development, testing APIs, learning how to configure a product, training, hack-a-thons, etc.
#### **Environmental Science and Natural Resources**
- [**University Corporation for Atmospheric Research**](https://scied.ucar.edu/games-sims-weather-climate-atmosphere) provides a directory of educational games, simulations, and virtual labs related to weather, climate, atmospheric science and the sun and space weather
- **[Environmental science and ecology](https://www.edumedia-sciences.com/en/node/51-ecosystems)** from Edumedia
- **[Colorado Parks and Wildlife](https://cpw.state.co.us/education)** educational resources
- [**U.S.. Forest Service**](https://www.fs.usda.gov/learn/kids/videos) educational videos
#### **Geology**
- **[Teaching geoscience online](https://serc.carleton.edu/NAGTWorkshops/online/lab_activities.html)** Teach the Earth the portal for
Earth Education
#### **Human Anatomy**
- **[eSkeleton](http://www.eskeletons.org/)** from the University of Texas at Austin
- **[Zygote body](https://www.zygotebody.com/)** 3D anatomy viewer
- [**Anatomy Arcade**](http://www.anatomyarcade.com/index.html)
- **[Amrita rodent anatomy](http://vlab.amrita.edu/?sub=3&brch=295)** from Amrita University
- The **[Howard Hughes Medical Institute (HHMI) Biointeractive](https://www.biointeractive.org/)** is an independent science philanthropy that invests in biomedical scientists and science educators to advance both human health and our fundamental understanding of biology
- **[An online examination of human anatomy and physiology](http://www.getbodysmart.com/)** from Get Body Smart
- **[Inner Body](https://www.innerbody.com/htm/body.html)** – view and study various human anatomy systems
#### **Oceanography**
- **[Ocean current](https://spaceplace.nasa.gov/ocean-currents/en/)** from NASA
- **[Plate tectonics](https://phet.colorado.edu/en/simulation/legacy/plate-tectonics)** from the University of Colorado Boulder
- **[Resources for earth science education](https://archive.bigelow.org/virtual/index.html)** from Bigelow Laboratory for Ocean Sciences
#### **Physics**
- **[Phet physics](https://phet.colorado.edu/en/simulations/category/physics)** from the University of Colorado Boulder
- **[Amrita physic virtual labs](https://vlab.amrita.edu/?sub=1&brch=195)** from Amrita University
#### **Electronics, Mechatronics, Robotics and Manufacturing**
- [AllAboutCircuits Videos](https://www.allaboutcircuits.com/video-lectures)
- [Epson SCARA Robot simulation FREE software](https://www.youtube.com/watch?v=spOfibRTc5w) tutorial from Dunwoody College of Technology
- [MultiSim](https://www.youtube.com/watch?v=10Rt2p3seV4&t=1s) (Require software/licenses) circuit design suite tutorial from Dunwoody College of Technology
- [ToolingU ](https://www.toolingu.com/education/high-school)offers online manufacturing courses
#### **Welding**
- [Video](http://www.youtube.com/watch?v=Nf49JFNT574) from Dunwoody College of Technology
#### **Agriculture**
- [Resources to support agriculture teachers](https://wakelet.com/wake/ff0f657d-bba2-480f-bae4-a113e54f29f1) during remote learning from Wakelet curated by Dr. Robin McLean
#### **Business and Marketing**
- [MBA Learning Center](https://www.mbaresearch.org/index.php/curriculum-teaching/mba-learning-center) for business, marketing, management and entrepreneurship content from MBA Research and Curriculum Center.
- [Aquilla Social Media Mindset marketing curriculum](https://aquillaed.com/cte-curriculum/social-media-mindset.). In response to COVID-19, Aquilla is making their curriculum free for the remainder of the school year with no obligation to purchase to any school who is shutting down and needs online curriculum. Contact
- [Full online business courses](https://www.sba.gov/), such as *How to Write a Business Plan,* from U.S.. Small Business Association.
#### **Engineering and Technology and STEM**
- [COVID-19 teacher resources for technology and engineering education](https://web.archive.org/web/20220927182057/https://www.iteea.org/Resources1507/covid.aspx) from the International Technology and Engineering Educators Association
- [STEM at Home](http://www.learningblade.com/parents) from Learning Blade
- [STEM in 30](https://airandspace.si.edu/connect/stem-30/archive) from the Smithsonian Institution
- [STEM teaching resources](https://www.nasa.gov/stem/foreducators/k-12/index.html) from NASA
- [ScienceBuddies](https://www.sciencebuddies.org/) offers free lessons, activities, projects, videos and other resources for teachers, students and parents
- [TeachEngineering ](https://www.teachengineering.org/)from the University of Colorado Boulder offers a digital library of more than 1,500 K-12 engineering curricular items aligned with Next Generation Science Standards, such as lessons, hands-on activities and maker challenges
- [OnShape.com](https://www.onshape.com/) offers free CAD for parts, assemblies, drawings and basic CAM
- [James Dyson Foundation design engineering resources](https://www.jamesdysonfoundation.com/)
#### **Family and Consumer Sciences and Culinary/Hospitality Education**
- Nai Wang of KP Education Systems co-hosts a [high school culinary teachers’ group on Facebook](https://www.facebook.com/groups/572779539993911) that creates and shares free Bitmoji lessons
- [Culinary instructional videos](https://www.youtube.com/playlist?list=PLVhkujarRrlwCz8JTJd1jE26IBzk-5eZA) from the National Center for Hospitality Studies, Sullivan University
- Virtual tours of restaurants and hotels around the world:
- [ServSafe ](https://www.servsafe.com/Resources/ServSafe-Videos-%282%29)offers free videos for culinary students
#### **Health Sciences**
- Free resources from [Anatomy in Clay](http://www.anatomyinclay.com/free-resources)
- [Great Diseases online curriculum](https://sites.tufts.edu/ctse/great-diseases) from Tufts University School of Medicine Center for Science Education
- [Teaching Tomorrow’s Disease Detectives: Science skills for the problem-based world](https://web.archive.org/web/20220901070550/https://www.cdc.gov/careerpaths/scienceambassador/educational/index.html) from the CDC.
#### **Heavy Equipment, Trade, Industrial and Manufacturing**
- Contact **local, regional or national heavy equipment companies** and inquire about training materials. Many are working closely with educators to provide support during the COVID-19 pandemic.
- [How It’s Made](https://www.youtube.com/playlist?list=PLYbBBKiGLTTiJKRTpLo0cJcol2rT4myY2) has a playlist of heavy machinery and construction videos
- National Geographic’s [Megafactories ](https://www.natgeotv.com/za/shows/natgeo/megafactories)brings manufacturing giants to life
- Construction trades online lesson plan from the National Association of Home Builders. See the directions below for joining the sharing site on Google.
- 1. Go to [classroom.google.com](http://classroom.google.com/) and click “Sign In.” Sign in with your Google Account. 2. At the top of the page, click “Add” (or +), then “Join class.” 3. Enter the class code — 7zqbfqb — and click “Join.”
- To add lesson plans, go to the “Classwork” tab, click “+Create,” select “Material,” and begin to upload your lesson plan and description.
- [Construction design 3-D modeling software](https://www.sketchup.com/) from SketchUp
#### **Cross-Disciplinary Resources, Safety and Career Exploration**
Note: Some of the resources below are free and others have offered free access through a certain date.
- Free [resources](https://www.ctelearn.org/free-resources.php) from the Association for Career and Technical Education, including [CTE Learn Workplace Skills Tutorials](https://www.ctelearn.org/tutorials.php) and the [Career Ed Lounge](https://www.careeredlounge.com/) for communicating with your peers.
- [SkillsUSA Career Essentials](http://www.careeressentials.org/) -This fundamental experiences course provides a comprehensive structure for supporting secondary students in exploring, developing and practicing essential career-readiness skills. This can be accomplished as an online course or a hybrid experience.
- [Skills to Succeed Academy](https://www.acteonline.org/s2s/) online multimedia experience for student career planning and exploration from Accenture. To access free modules, visit [http://s2sacademy.org](http://s2sacademy.org/) and register with ACTE Student Code 04ATgl and ACTE Staff Code 04ATgl9999 (this provides additional resources just for teachers and advisers)
- [Career planning tools](https://asiasociety.org/education/career-planning-tools) about career pathways and the employability skills required for success in the global economy from the Center for Global Education at Asia Society, ACTE and Advance CTE. *All materials are available completely free-of-charge thanks to generous support from PMIEF. For more information, contact Heather Singmaster () with any questions.*
- [Nepris ](https://www.nepris.com)offers virtual field trips and other real-world career exploratory experiences as well as a skills-based volunteering platform for organizations to extend education outreach and build a future workforce.
- [O\*Net’s Interest Profiler](https://www.mynextmove.org/explore/ip) helps students decide what kinds of careers they might want to explore
- [OSHA ](https://www.osha.gov/training)(the Occupational Safety and Health Administration) offers online training materials
- [CareerSafeOnline](https://web.archive.org/web/20220525204359/https://careersafeonline.com/for-teachers) provides resources and support to teachers in ensuring all students have a chance to earn their OSHA 10-Hour cards
- [SkillsUSA CareerSafe online safety training](https://www.skillsusa.org/programs/careersafe-online-safety-training/)
- [S/P2](https://sp2.org/) provides industry-specific online training in safety, environmental, ethics, HR and soft skills for businesses and career tech schools
- [Integrate Ethics into Your Classroom](https://www.mbaresearch.org/index.php/curriculum-teaching/ethics) materials from MBA Research
- [Goodheart-Wilcox Learning Companion digital curriculum and activities](https://www.g-wlearning.com/)
- Overcoming Obstacles’ *Life Skills Lessons for Remote Learning* offers educators engaging activities they can use with their secondary school students while they are learning from home. Activities will help students identify their strengths, make better decisions, achieve their goals, develop a positive attitude, respect themselves as well as others, and handle the stress in their lives. To download the free handbook, click here.
- Learning Styles Inventories from SREB’s Social-Emotional Learning Webinar
- [Learning Styles Online Inventory](https://www.learning-styles-online.com/inventory)
- [Education Planner Learning Styles Quiz](http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml)
- [Georgia Department of Education Learning Styles Inventory](https://web.archive.org/web/20210414043847/https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/IDEAS%202014%20Handouts/LearningStyleInventory.pdf)
- [VIA Youth Survey](https://www.viacharacter.org/survey/account/register#youth) (shared by participant)
- Overview of [Compass Points](https://schoolreforminitiative.org/doc/compass_points.pdf)
- Interest Inventories and Aptitude Tests from SREB’s Social-Emotional Learning Webinar
- [Free Career Aptitude Tests ](https://web.archive.org/web/20201022123348/https://www.rsworks.org/career-aptitude-tests.html)
- [CareerOneStop Interest Assessment ](https://www.careeronestop.org/Toolkit/Careers/interest-assessment.aspx)
- [Georgia DOE Career Interest Inventory Resources](https://web.archive.org/web/20241110142213/https://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/counselor/Pages/career-interest.aspx)
\* SREB does not endorse specific service or technology providers or products.
Source: [Southern Regional Education Board (SREB)](https://www.sreb.org/node/6070)
---
### [School Laboratory Accidents (2:11)](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/preventing-laboratory-fire-and-explosion-accidents/)
**Published:** September 24, 2021
**Author:** admin2025Open
**Content:**
Things to note before we look at school laboratory accidents:
- There are some flammable liquids which have the potential to be particularly dangerous unless specific precautions are taken.
- The United States Chemical Safety Board (CSB) knows of at least 12 methanol-related fires in science demonstrations between 2000-2014.
- Most laboratory accidents happen in the 9th grade.
School laboratory accidents
**5/16/2017 Rainbow experiment incident, Houston, TX**
A dozen preschool children were injured after a science experiment at a Texas school went awry and caused a flash fire that erupted in some of the students’ faces, authorities said. The 12 students, aged 3 and 4, suffered first and second-degree burns after the incident at the Yellow School in Houston and were rushed to the hospital shortly before noon.
The young children were watching their teacher conduct the “rainbow experiment,” which involves burning chemicals to create rainbow-hued flames, when the teacher mistakenly added too much alcohol to the fire, according to Foster. “It caused a flash fire, which burned the children,” said the fire chief, whose department serves villages in Houston.
The teacher had blended boric acid with methanol and lit the mixture, expecting a colorful flame. When she didn’t see a flame, she poured alcohol into the concoction, which then exploded. “It was certainly an accident,” Foster said.
The teacher was not harmed, but the dozen children nearby were burned on their faces, hands, arms and legs. All but one of the victims were released from the hospital as of Tuesday night, the fire chief said. A parent was also injured in a car crash while rushing to the school.
**09/03/2014 Fire tornado experiment incident, Reno, NV**
Thirteen people, mostly children, were burned by a methanol-fueled flash fire during a science demonstration called the “Fire Tornado” at a museum in Reno. A green-colored “Fire Tornado” results from a methanol flame near boric acid, a common ant and roach killer.
**09/03/2014 Lab fire incident, Denver, CO**
Four students were injured during a chemistry-class demonstration at a charter high school. The teacher added methanol from a large container to a small flame — which flashed back into the container and then out about 12 feet, striking a student in the chest.
**10/20/2014 Chemical explosion, Raymond, IL**
Three Cub Scouts and an adult were injured when a parent poured methanol onto boric acid near an open flame.
**In Rogersville, TN**, old, unlabeled bottles of chemicals being removed from a school accidentally leaked and mixed, caused an explosion and a fire. No one was hurt.
**In Valley, NE** officials cleaning out a school lab found a canister of picric acid, which crystallizes and becomes highly explosive with age. When they realized it could be 30 years old, they called a bomb squad, which blew up the canister.
**A 23-year-old technician at UCLA** died from burns while working with t-butyl lithium. The equipment malfunctioned, and the fluid spilled, setting the synthetic fibers of her clothing ablaze.
**Dr. Karen Wetterhahn died in 1997** at the age of 48 because she wasn’t wearing the correct gloves (mercury poisoning).
**Methyl alcohol has caused flash fires at schools in Santa Clarita and Riverside, CA.; Genoa, IL.; Midland, TX.; New Berlin, WI.; and in DC**. It has also caused explosions in which students were injured by flying glass.
To view more accidents prior to 2014 please go to [Mr. Koutros’s page](https://sites.google.com/easton.k12.ma.us/koutros)
Sources:
[Washington Post](https://www.washingtonpost.com/archive/politics/2002/07/14/school-lab-accidents-not-rare-in-us/a34dd138-d1ff-410a-b65b-9324d4ed6bb0/)
[South Dakota Academy of Science](https://sciencesafety.com/wp-content/uploads/2023/12/DangerintheSchoolScienceLab-AreStudentsatRisk.pdf)
[NYC Fire Department](https://www1.nyc.gov/assets/fdny/downloads/pdf/business/cof-d14-noe-study-materials.pdf)
[Time](https://rcabrisk.org/contact/)
**Categories:** Fire Safety, D-14
---
### [In Case of Fire](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/in-case-of-fire/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
In case of fire in the laboratory follow your FIRE SAFETY PLAN PROCEDURES:
- Remain calm and follow the local fire safety procedures immediately.
- Do not gather your belongings — leave them in the room. Personal safety is the number one concern — not phones, homework or clothing!
- Immediately shut off sources of natural gas and electricity with the master controls on the instruction desk or front of the laboratory. This will remove the possible sources of ignition for combustible materials.
- Ensure everyone (all occupants: students, TA and instructor) leave the lab in an orderly fashion without panic into the hallway to proceed to designated area away from the fire.
- You may need to designate one student to pull Fire Alarm in the hallway to evacuate the school if the fire is serious.
- As the instructor, you should be the only person who handles the fire extinguisher. You will quickly evaluate the situation based on the materials on fire, and follow the PASS system.
- You will obtain the nearest ABC fire extinguisher, remove safety pin, and approach the fire. Only when 5–6 feet (1.5–1.8 meters) from the fire should they begin to discharge the extinguisher. Remember, the average fire extinguisher only operates 8–10 seconds at maximum efficiency.
- Take care to smother, not scatter, the burning chemical material. Smother burning alkali metals with clean, dry sand. Keep a covered sand bucket for that purpose. A class ‘D’ fire extinguisher is used in special circumstances and by reviewing the hazards of the materials in the lab on the SDS, you will be aware of this and can use it as needed.
- If your chemical hygiene plan and fire safety plan are updated, follow these procedures exactly and extinguish the fire a quickly as possible.
- Keep yourself and the students between fire and a clear exit. If the fire grows, close door and exit the school in an orderly fashion.
- Remember a panicky person on fire will probably not be cooperative! You may need assistance from other students or faculty. If you are near an emergency shower, obtain assistance in getting the student under the drench shower and douse flames with water.
- If not near an emergency shower, drop and roll the student and smother the flames with a retardant-treated wool fire blanket. (Never wrap a standing person in the blanket, because this creates a “chimney” effect from convection.)
Sources:
[CDC](https://sciencesafety.com/wp-content/uploads/2023/12/CDC_School-Chemistry.pdf)
[Carolina Biological Supply](https://www.carolina.com/lab-cleanup-disposal/fire-blanket-in-metal-case/646919.pr)
**Categories:** Fire Safety
---
### [Responsible Decision-Making and SEL](https://sciencesafety.com/courses/sel-science-and-stem/lessons/responsible-decision-making-and-sel/)
**Published:** March 13, 2022
**Author:** admin2025Open
**Content:**
Responsible decision-making is marked by students effectively using problem-solving skills when making positive choices about their personal and social behavior.
**Give Responsibilities**– It may seem obvious, but it is important to give kids responsibilities to empower them to be responsible. This builds their sense of self-worth and helps them experience being a part of a larger community. In a STEM challenge, give kids roles like team manager, test engineer who runs the test, or materials scientist to be in charge of the supplies.
**Have a 10-minute policy**– STEM challenges are fantastic in helping your students flex their critical thinking muscles. The struggle of not immediately knowing what to do is what helps them grow in their problem solving skills and reveals negative behaviors when left unguided. For example, some students (typically those that seem to always have the answers) will become extremely frustrated if they are unsure how to proceed with a problem and feel that if they don’t get it immediately, they will never get it. They tend to lash out at their teammates or give up and refuse to participate. I have a 10-minute policy where students must try their best to think about the problem and work on a solution in their teams before I will help them. Often, seeing that their “peril” is only temporary allows them to figure out a solution on their own in a lower stress environment. This also allows time for students to check their emotions as I remind them that I am here to help after they try their best first.
**Teach Focus**– In engineering, failure is a part of the design process. When something fails, real-world engineers do not often completely start over or scrap their progress, they focus on one thing at a time to find a better solution. I teach this to my class while guiding them through the engineering design process. During the brainstorming phase, we look at the different aspects of a challenge separately. For example, when designing a sailboat ([activity here](https://www.vivifystem.com/new-products/p/stem-sailboat-challenge-math-engineering-activity)), they look at their materials for what will be water-proof as well as what will support the sail. Then when they test their boat, if it sinks because their materials fell apart, they can focus on choosing something that is water-proof but perhaps keep their sail design. Focusing on one thing at a time is a mindfulness activity that can greatly reduce stress during challenges and helps students beyond the STEM classroom.
Source: [Vivify STEM](https://www.vivifystem.com/blog/2020/6/12/boost-social-emotional-learning-with-stem)
---
### [Using Appropriate Speech and Wait Time will Help ELL Students](https://sciencesafety.com/courses/ell-students/lessons/ell-and-instruction/)
**Published:** December 27, 2021
**Author:** admin2025Open
**Content:**
### Modify your speech
Though it will not guarantee perfect communication, using appropriate speech will help ELLs to comprehend both directions and content.
- Speak more slowly, enunciating carefully while still using a natural tone and rhythm.
- Use gestures with your speech. Hold up one, two, and three fingers as you list three attributes or give three steps to follow. Use facial expressions to indicate emotion and other kinds of body language or miming.
- Provide visual aids in the form of pictures or realia (concrete objects or models) or point to sections of text or materials to be used as you mention them.
- Model directions or processes.
- Adjust questioning techniques so that students can respond in a way that is appropriate for their stage of English proficiency. The following chart provides some sample question starters appropriate to various stages of English proficiency:
StageAppropriate ExpectationQuestion StarterPreproductionNodding, pointing, demonstrating.“Show me…”
“Which of these…”Early productionOne or two word responses; make a choice between given options.“Is it the \_\_\_\_ one or the \_\_\_\_ one?”
Questions with answers of one or two words.Emergent speechPhrase or short sentence with likely grammatical errors.“What happened next?”
“Where did you find the answer?”Intermediate fluencyLonger sentences with fewer grammatical errors.“How did you…?”
“What was this character trying to do?”### **Wait time**
Teachers are often uncomfortable with silence and either call on the first student to raise their hand, or answer questions themselves, thereby short-circuiting the thought processes of most students, particularly English language learners who are trying to translate terms while formulating an explanation. Let students know that you expect all to be mentally engaged, and for this reason you provide wait-time sufficient for the majority to develop an answer before calling on any individual.
### **Analogies**
Use analogies to relate new concepts to previously learned concepts.
Sources:
[Penn State University](https://ed.psu.edu/academics/departments/department-curriculum-and-instruction/professional-development-school/resource-guide-working-esl-students)
[Cal State Northridge](http://www.csun.edu/science/ref/language/teaching-ell.html)
**Categories:** ELL
---
### [Lab Specialist Profile](https://sciencesafety.com/courses/for-laboratory-specialists/lessons/lab-specialist-profile/)
**Published:** January 4, 2022
**Author:** admin2025Open
**Content:**
### [What I do:](https://www.uft.org/news/member-spotlight/what-i-do/what-i-do-diana-gorda-lab-specialist) Diana Gorda, lab specialist
By Rachel NobelDecember 12, 2019 [ New York Teacher](https://www.uft.org/taxonomy/term/1407)[](https://www.facebook.com/sharer/sharer.php?u=https://www.uft.org/news/member-spotlight/what-i-do/what-i-do-diana-gorda-lab-specialist&title=What%20I%20do:%20Diana%20Gorda,%20lab%20specialist)[What I do:](https://www.uft.org/news/member-spotlight/what-i-do/what-i-do-diana-gorda-lab-specialist)[](mailto:?subject=What%20I%20do:%20Diana%20Gorda,%20lab%20specialist&body=https://www.uft.org/news/member-spotlight/what-i-do/what-i-do-diana-gorda-lab-specialist)[](https://web.archive.org/web/20230728150917/https://www.uft.org/node/121845/printable/print)
*Diana Gorda is a lab specialist at James Madison HS in Brooklyn, where she works to make sure that science teachers and the school’s 4,000 students have everything they need to perform safe and engaging laboratory experiments.*
**How did you come to be a lab specialist?**
I grew up in Ukraine and graduated from Kiev University with a master’s in chemistry. Shortly after coming to New York, I worked in the lab of a private chemical company that manufactured plastic additives. Later in life, as my kids were getting older, I always participated in their schools and I started thinking about how to combine my lab work with the educational process. That’s what brought me to the position of lab specialist. After taking the exams and getting my license as a lab specialist, I was offered a job at Madison HS. This is my 12th year, and I’m still happy here.
**What are your responsibilities as a lab specialist?**
I’m responsible for the preparation of labs in chemistry, physics and earth science. I maintain our lab equipment — the balances, Bunsen burners, etc. — and our chemical inventory. I order supplies for the lab and the science department. Fire safety is another very important aspect of my job, so I’m the holder of the C-14 Certificate of Fitness for hazardous materials.
**What’s an example of what it means to pprepare a lab?**
Next week in chemistry, we have a heat transfer lab. Each station needs two Styrofoam cups with metal breeches, two thermometers in each cup. That’s a simple example. Most of the day all the labs are occupied. There is very limited time during the day when the lab is available and I have access to it to set up or reset. I have to be very well-prepared and organized; I have everything ready in my prep room and then when I have access, I rush there to set it up.
**Do you have any particular favorite labs to pprepare?**
The second semester of chemistry is a lot more challenging than the first. Students start to do titration labs and reaction labs — those are really engaging and involving and relatively long for kids to perform. Those are more interesting for me to do. A titration lab, for example, is a method of finding an unknown concentration of a base or an acid. I pprepare a certain concentration of an acid and an unknown concentration of a base for students to determine using an indicator. They have to try to titrate it, and they need practice to do it well.
**You’re the sole lab specialist in your school. How do you keep up with the latest knowledge?**
I’m trained by the UFT at least once a year — on things like maintenance and chemicals and storage procedures — and those trainings are very helpful. I get to interact with other lab specialists, and we exchange our experiences. I also discuss a lot with the chemistry, physics and earth science teachers after a lab. If something didn’t go as well as it was supposed to, or if something did go well, I’m aware of it.
**What part of your job is the most rewarding?**
My student monitors, of course. I have about eight of them who come to the lab throughout the day to help me pprepare solutions and set up labs. A lot of them stay with me for two to three years, some all four. Besides assisting me with daily activities, we have conversations about their homework, course selections, SAT prep and the college application process — which I’m very familiar with because I went through it twice with my own kids. Some of my monitors have taken my advice in selecting colleges and stay in touch with me after graduation; I just got invited to a student’s concert at Hunter College. I get very academic, highly motivated kids in my lab, and I really enjoy dealing with them.
**What would you want other teachers to know about what it means to be a lab specialist?**
I think I am a link between teachers and students. I don’t only pprepare labs; I consider myself an educator who gives students hands-on experience and practical knowledge. My goal is that students connect what they do in the lab with what they learned in class. They get the hands-on practice that proves the theory.
---
### [Lesson](https://sciencesafety.com/lessons/lesson-33/)
**Published:** March 18, 2025
**Author:** admin2025Open
---
### [Compound and Stereomicroscopes Comparison](https://sciencesafety.com/courses/microscopes/lessons/compound-and-stereomicroscopes-comparison/)
**Published:** March 14, 2023
**Author:** admin2025Open
**Content:**
**Microscopes** are NOT all the same!
In this module, you will learn about microscopes, their intended uses, proper storage and maintenance (including cleaning and servicing) as well as som potential safety hazards associated with using microscopes, bio stains, and glass slides. This module should be a refresher for educators who have had exposure to the safer and proper use of microscopes in the classroom and who have used microscopes as a K-12 student and post-secondary undergrad student. As the science educator, you have a responsiblity to model proper behaviors and expectations for students with all the apparatus, equipment and materials used in your lab, including microscopes and their peripherals.
**Compound Microscopes**
A **compound microscope** is a microscope that uses multiple lenses to enlarge the image of a sample. Typically, a compound microscope is used for viewing samples at **high magnification** (40 – 1000x), which is achieved by the combined effect of two sets of lenses: the **ocular lens** (in the eyepiece) and the **objective lenses** (close to the sample).
The total magnification is calculated by multiplying the magnification of the ocular lens by the magnification of the objective lens.
Light is passed through the sample (called **transmitted light illumination**). Larger objects need to be sliced to allow this to happen efficiently. These samples are used with a microscope slide and a coverslip, and are thin enough that light passed through the sample. These are often blood, cellular, anatomical, physiological or micro-invertebrates specimens that we are observing and researching for various purposes.
Compound microscopes usually include exchangeable objective lenses with different magnifications (e.g. 4x, 10x, 40x and 60x), mounted on a turret, to adjust the magnification. These microscopes also include a **condenser lens** and iris **diaphragm**, which are important for regulating how light hits the sample.
The vast majority of microscopes have the same ‘structural’ components:
1. Ocular (eyepiece) lens
2. Objective turret or Revolver (to hold multiple objective lenses)
3. Objective
4. Focus wheel to move the stage
5. Frame
6. Light source, a light or mirror
7. Diaphragm or condenser lens
8. Stage (to hold the sample)
9. Base
10. Phototube (for attaching a camera)
**Stereomicroscopes**
The stereo- or dissecting microscope is an optical microscope variant designed for observation with **low magnification** (2 – 100x) using **incident light illumination** (light reflected off the surface of the sample is observed by the user), although it can also be combined with transmitted light in some instruments. It uses **two separate optical paths** with two objectives and two eyepieces to provide slightly different viewing angles to the left and right eyes. In this way it allows a **three-dimensional visualization** of the sample such soil, plants, rocks, minerals and other larger specimens that would not be used on a thin microscope slide used by a compound microscope.
Depth of field is the distance between the nearest and farthest points in a sample that appear sharp in the viewed image.
**Great working distance and depth of field** are important qualities for this type of microscope, allowing **large specimens** such as small animals, plants and organs to be viewed with most parts in focus at the same time. In addition to the ocular and objective lens, stereomicroscopes typically contain:
- 1. Focus wheel
- 2. Light source
- 3. Base
- 4. Ocular (eyepiece) lenses
Many stereomicroscopes also have adjustable magnification.
The stereomicroscope should not be confused with a binocular compound microscope, which has double eyepieces. The image in such a binocular compound microscope is no different from that obtained with a single monocular eyepiece.
Source: [Microscopes for Schools](https://www2.mrc-lmb.cam.ac.uk/microscopes4schools/microscopes1.php)
---
### [Bio Stains Used in Biology](https://sciencesafety.com/courses/microscopes/lessons/bio-stains-used-in-biology/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
**Be Aware that Bio Stains can be Hazardous!**
Yes, bio stains can be hazardous if not handled properly. Bio stains are used in biological labs to help visualize and distinguish different structures, such as cells or tissues. Here are some potential hazards and safety considerations for working with bio stains:
1. Toxicity: Some bio stains can be toxic if ingested or if they come into contact with skin or mucous membranes. It is important to handle bio stains with care and to wear appropriate personal protective equipment, such as gloves and safety goggles.
2. Sensitization: Some bio stains can cause sensitization, which is an allergic reaction that develops after repeated exposure to the substance. It is important to properly label and store bio stains to avoid confusion and accidental exposure.
3. Environmental hazards: Bio stains can be harmful to the environment if not disposed of properly. It is important to follow proper disposal protocols and to avoid pouring bio stains down the drain or in the trash.
4. Carcinogenicity: Some bio stains, such as crystal violet, have been shown to be potentially carcinogenic in animal studies. It is important to minimize exposure to these substances and to follow safety guidelines for working with potentially carcinogenic substances.
5. Flammability: Some bio stains, such as ethanol-based stains, are flammable and can pose a fire hazard. It is important to store these substances in a cool, dry place away from sources of heat or flames.
To ensure safety when working with bio stains, it is important to follow all safety protocols and guidelines provided by the lab or school. This may include wearing appropriate personal protective equipment, properly labeling and storing bio stains, and following proper disposal procedures.
Source: Science Safety, Image [UnSplash ](https://images.unsplash.com/photo-1581091008169-bd240defc21f?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=387&q=80)
---
### [Microscope Slides and Stains](https://sciencesafety.com/courses/microscopes/lessons/microscope-slides-and-stains/)
**Published:** March 7, 2023
**Author:** admin2025Open
**Content:**
**Making Microscope Slides and Using Bio Stains**
Microscope slides and stains are commonly used in biology to pprepare and observe samples under a microscope. Here are some general steps to follow when using microscope slides and stains:
1. Pprepare the sample: Pprepare the sample you want to observe under the microscope. This may involve taking a sample from a larger source, such as a tissue or culture, and preparing it in a way that is suitable for viewing under a microscope. Follow the guidance surrounding the type of specimen you are using and the intended outcome outlined in your activity.
2. Place a drop of the sample on a slide: Place a drop of the sample on a clean microscope slide. If the sample is not liquid, you may need to add a small amount of liquid to it to make it easier to view under the microscope. Do not handle the specimen with your hands – use appropriate tools or lab instruments such as a dropper or forceps.
3. Add a cover slip: Add a small cover slip over the sample on the slide. This will help protect the sample and keep it in place while you view it under the microscope. Cover slips are very thin pieces of plastic or typically fine glass, which can be sharp along the edges and must be hand;ed with care to prevent accidental injury.
4. Apply a stain: Apply a small amount of stain to the sample on the slide. There are many different types of stains that can be used, depending on the specific purpose of your study. For example, hematoxylin and eosin stains are commonly used in histology to stain different types of tissues. Some stains can be made with alcohols or from possible toxic substances. Refer to the SDS for more information on the bio stains you plan to use in your laboratory and make safer alternative selections when possible.
5. Wait for the stain to set: Allow the stain to set for a few minutes, following the instructions provided with the specific stain you are using. Each stain will have a different set time, and reviewing this prior to the activity with your students allows you to better allocate your time during the lesson.
6. View the sample under the microscope: Place the prepared slide on the microscope stage and adjust the focus and magnification to clearly observe the sample. Start with the lowest magnification ( 4x) and then increase to 10x and 40x, possibly 100x if your specimen is very small and you are observing specific phenomena.
7. Clean the slide: Clean the slide with a clean cloth or wipe after use to remove any residual stain or debris. The glass slides can be used again once properly cleaned and sanitized, however the cover slips should be disposed of with the bio specimen once completed. Follow local protocols for safer disposal of these slide materials.
Exercise caution and care when you are going to handle microscope slides and stains in order to prevent possible contamination and ensure accurate results. Additionally, be sure to follow any specific instructions provided with the specific stain or sample preparation method you are using.
Source: Science Safety, Image [UnSplash](https://images.unsplash.com/photo-1630959305606-3123a081dada?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=387&q=80)
---
### [Glove Types Appropriate for Lab Activities](https://sciencesafety.com/courses/gloves/lessons/glove-types-appropriate-for-lab-activities-duplicate/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
**GLOVE SELECTION CHART** **BELOW**
Do you know if the glove you are using is right for the tasks you do?
Choosing the Right Glove
First: Determine the Hazard
What is the main hazard? Are you concerned with protection from hazardous chemicals,
biological materials, radioactive materials, sharp objects, or a combination of these?
Also, consider the length of exposure.
Second: Glove Selection
In general latex and nitrile gloves are by far the most common gloves used in research
laboratories on campus. Standard latex exam gloves are cheap and do provide protection
for biological and aqueous radioactive hazards. However, you probably won’t find them
listed in chemical glove selection guides, so, if your main concern is chemical protection
then this is not the glove for you. While disposable nitrile gloves are slightly more
expensive than latex, you can find glove selection data for some of them.
1. **Chemical Hazard**
Look at glove selection guides in catalogs or websites of various scientific and
safety suppliers. Gloves are rated for degradation, breakthrough, and permeation
rates. Choose a glove that provides the best resistance to the chemical being used.
For some hazards double gloving may be needed. (For example, now the
recommended gloves for dimethyl mercury are a highly resistant laminate glove
(Silver-Shield or 4H), which has no abrasion/cut resistance, worn under a pair of
long cuffed unsupported neoprene, nitrile, or similar heavy-duty glove.)
2. **Biological Hazards**
Protection from biological hazards may be simple or complex dependent on
whether the biological material is immersed in something other than water.
Chemical Safety Office Page 1 of 12
3. **Radioactive Hazards**
Gloves provide a necessary personal protection barrier and help prevent scatter
contamination. Glove selection is based on the carrier material (i.e. water, toluene,
etc.). (Radioiodination procedures require double gloving.)
4. **Sharps Hazards**
Chemical compatibility guides may not indicate susceptibility to abrasion or cuts.
You will need to check Manufacturer or Supplier for this information.
5. **Combination Hazard**
Selection guides normally list gloves by the protection they provide from one
“pure” chemical, not a combination. In this case selection should be based on the
component with the shortest breakthrough time.
6. The following guide is a general guide for glove selection in relation to chemicals
handled. The information presented here is believed to be accurate; however, we cannot
guarantee its accuracy. Many factors affect the breakthrough times of glove materials
including, but not limited to:
7. Thickness of glove material
8. Concentration of the chemical worked with
9. Amount of chemical the glove comes in contact with
10. Length of time which the glove is exposed to the chemical
11. Temperature at which the work is done
12. Possibility of abrasion or puncture.
• Select gloves which are resistant to the chemicals you may be exposed to. Consult the relevant Safety Data Sheet (SDS) which may recommend a particular glove material.
• Select gloves of the correct size and fitting; gloves that are too small are uncomfortable and may tear whereas overlarge gloves may interfere with dexterity. In some cases, such as use of HF, it may be advisable to select gloves that can be removed very rapidly in an emergency.
• Before use, check gloves (even new ones) for physical damage such as swelling, shrinking, cracking, discoloration, tears or pin holes and for previous chemical damage: this is especially important when dealing with dangerous materials such as HF. Always check out the expiration date and never use expired gloves.
• When working, it may be advisable to wash the external surface of the gloves frequently with water.
• Some gloves, especially lightweight disposables, may be flammable: keep hands well away from naked flames or other high temperature heat sources.
• When removing gloves, do so in a way that avoids the contaminated exterior contacting the skin.
• Wash hands after removing gloves.
• Dispose of contaminated gloves properly.
• Do not attempt to re-use disposable gloves.
• Never wear possibly contaminated gloves outside of the laboratory or to handle telephones, computer keyboards, etc.
13. This information is provided as a guide to proper glove material selection. Glove performance varies between manufacturers, so always give yourself extra time and do not push glove strength to the estimated limits and consult a certified safety consultant when in doubt to make sure you have the right glove for your application.
Glove materialIntended useAdvantages and disadvantages**Latex** (natural rubber)Incidental
contact● Good for biological and water-based materials.
● Poor for organic solvents.
● Little chemical protection.
● Hard to detect puncture holes.
● Can cause or trigger latex allergies
Given some students and teachers are allergic to latex, only non-latex type gloves should be used in lab work.**Nitrile**Incidental
contact
(disposable
exam
glove)
Extended
contact
(thicker
reusable
glove)● Excellent general use glove. Good for solvents, oils, greases,
and some acids and bases.
● Clear indication of tears and breaks.
● Good alternative for those with latex
allergies.**Butyl
rubber**Extended
contact● Good for ketones and esters.
● Poor for gasoline and aliphatic, aromatic,
and halogenated hydrocarbons.**Neoprene**Extended
contact● Good for acids, bases, alcohols, fuels,
peroxides, hydrocarbons, and
phenols.
● Poor for halogenated and aromatic
hydrocarbons.
● Good for most hazardous chemicals.
Neoprene are used to protect against oils, flames, heat, and many other harmful environmental factors. They also provide protection against abrasion, hydraulic fluids, alcohols, gasoline, akalis, and organic acids.Note from Dr. Ken Roy at Science Safety – Here are some suggestions for additional gloves (e.g.. ones for heat, cryogenics). Many samples are available online, such as .
Source: [2019-2020 Alabama K-12 Science Safety Guidelines](https://asta30.wildapricot.org/science.safety)
Science Safety suggests additional gloves (e.g.. ones for heat, cryogenics). Many samples are available on the Internet, such as –
Source: [Agusta University](https://web.archive.org/web/20240226081015/https://www.augusta.edu/services/ehs/chemsafe/PDF%20files/gloveselechart.pdf) , Image: [unSplash](https://images.unsplash.com/photo-1628235176517-71013205a2de?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=870&q=80)
**Categories:** Gloves, Lab Experiments, Lab Safety
---
### [Biological Waste Categories](https://sciencesafety.com/courses/biological-waste/lessons/biological-waste-disposal-and-pickup-procedures/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
The following describes how Purdue University categorizes biological waste:
- Category 1 biological waste includes any human-derived biological or substance known, assumed, or suspected of being infectious to humans, plants, or animals before treatment that may cause harm to the general public if released into the environment. Category 1 biological waste also includes any material contaminated with the aforementioned infectious substances and all items containing or contaminated with human blood or fluids. All Category 1 biological waste must be treated by autoclave or with an appropriate chemical disinfecting agent such as bleach prior to pickup.
- Category 2 biological waste, also known as “look-alike waste”, is non-infectious and includes material such as animal tissue, fluids, cell cultures and Petri dishes not fitting the Category 1 description. Category 2 waste does not require treatment. **Typically this would include the various dissection specimens in your biology or general science programs used on-site in your school.**
**Categories:** Biological Waste, Waste Management
---
### [First Aid and Labs (3:43)](https://sciencesafety.com/courses/first-aid/lessons/first-aid-and-labs-343/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
**Categories:** First Aid
---
### [Introduction](https://sciencesafety.com/courses//lessons/introduction/)
**Published:** December 10, 2024
**Author:** admin2025Open
**Content:**
# Understanding Occupancy Load Levels in Science and STEM Laboratories using the NFPA 101 Life Safety Standard
Welcome to the “Understanding Occupancy Load Levels in Science and STEM Laboratories using the NFPA 101 Life Safety Standard” course. This course is designed for laboratory managers, safety officers, and science and STEM educators who are responsible for ensuring the safety and compliance of their laboratory environments.
Throughout this course, you will gain a comprehensive understanding of the NFPA 101 Life Safety Standard and its application in calculating and managing occupancy load levels in science and STEM laboratories. You will learn about key definitions, methodologies, and factors that influence occupancy loads, as well as strategies for supervision and maintaining a safe working environment.
## Course Lessons and Topics
### 1. Introduction to NFPA 101 Life Safety Standard
- 1.1 Overview of NFPA 101 Life Safety Code
- 1.2 Key Definitions and Terminology in NFPA 101
- 1.3 Applying NFPA 101 to Calculate Occupancy Load Levels in Science and STEM Laboratories
### 2. Calculating Occupancy Load Levels
- 2.1 Introduction to NFPA 101 Life Safety Standard and Its Relevance to Laboratory Safety
- 2.2 Detailed Methodology for Calculating Occupancy Load Levels in Science and STEM Laboratories
- 2.3 Evaluating the Impact of Occupancy Load on Emergency Ppreparedness and Safety Protocols
### 3. Factors Influencing Occupancy Loads
- 3.1 Determining Occupancy Load Based on Square Footage and Class Size
- 3.2 Assessing the Impact of Exits and Egress Points on Occupancy Load
- 3.3 Evaluating Potential Hazards and Risks in Laboratory Environments
### 4. Supervision Issues and Standard of Care
- 4.1 Determining Occupancy Load Levels and Their Impact on Laboratory Safety
- 4.2 Supervision Strategies for Managing Risks in Overcrowded Laboratories
- 4.3 Ensuring Compliance with Safety Standards through Collaboration and Legal Awareness
### 5. Implementing Safe Occupancy Loads and Pupil-Teacher Ratios
- 5.1 Determining Occupancy Load Levels in Compliance with NFPA 101 and IBC Standards
- 5.2 Legal and Professional Guidelines for Safe Occupancy in Science and STEM Laboratories
- 5.3 Balancing Class Size and Occupancy Load for Optimal Safety and Supervision
By the end of this course, you will be equipped with the knowledge and tools necessary to ensure that your laboratory meets the safety standards required by NFPA 101 and other relevant guidelines. Let’s get started!
---
### [Solar Eclipse: Educational Materials & Videos](https://sciencesafety.com/courses//lessons/solar-eclipse-educational-materials-videos/)
**Published:** January 17, 2022
**Author:** admin2025Open
**Content:**
## Eclipse Education Websites
- [2017 Solar Eclipse Resources](https://www.astrosociety.org/education/2017-solar-eclipse-information-resources/) (Astronomical Society of the Pacific)
- [2017 Solar Eclipse: The Celestial Event of the Century](http://www.starnetlibraries.org/2017eclipse/) (Science‐Technology Activities and Resources for Libraries)
- [Classroom Eclipse Activities](https://web.archive.org/web/20191225143500/http://eclipse.aaq.org.au:80/index.php/classroom-activities/eclipse-activities) (Astronomical Association of Queensland, Australia)
- [Eclipse 2017 Outreach Resources](https://nightsky.jpl.nasa.gov/download-view.cfm?Doc_ID=588) (Night Sky Network)
- Eclipse Resources for Earth & Space Science Education (NASA Wavelength)
- [Educational Activities Related to the Sun](https://web.archive.org/web/20190111085901/http://www.fpsci.com:80/education.html) (Michael Bakich, Front Page Science)
- [Education Resources](http://eclipse2017.nasa.gov/education) (NASA Eclipse 2017 Website)
- [Educator Resources](http://eclipse2017.nso.edu/educators/) (National Solar Observatory)
- [Explore Science: Earth & Space 2017 Toolkit](http://www.nisenet.org/earthspacekit-2017) (National Informal STEM Education \[NISE\] Network)
- [Total Solar Eclipse 2017 NASA Resources for Informal Education](https://web.archive.org/web/20161216093304/https://informal.jpl.nasa.gov/museum/content/eclipse-2017) (Museum Alliance)
- [Total Solar Eclipse 2017: Research-Based Teaching Resources](http://aapt.org/resources/eclipse2017/) (American Association of Physics Teachers)
- [Yardstick Eclipse Activity](https://myasp.astrosociety.org/product/KT110/yardstickeclipseactivity.php) (Astronomical Society of the Pacific)
---
## Free Online Course at Coursera
- [The Sun & the Total Eclipse of August 2017](https://www.coursera.org/learn/eclipse) (Douglas Duncan, University of Colorado, Boulder)
---
## Eclipse Education PDFs
For All Educators:
- “[Observer’s Guide to the All-American Eclipse of August 21, 2017](https://eclipse.aas.org/sites/eclipse.aas.org/files/NSTA-Solar-Science-Insert.pdf)” (Andrew Fraknoi & Dennis Schatz, National Science Teachers Association)
For Elementary-School & Early-Learner Educators:
- “[Countdown to the Great American Eclipse](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_2.pdf)” (Charles Fulco, *Science & Children,* February 2017, NSTA Press)
- “[Eclipses Across the Curriculum](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_4.pdf)” (Charles Fulco, *Science & Children,* April/May 2017, NSTA Press)
- “[Eclipses & Eye Safety](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_3.pdf)” (Charles Fulco, *Science & Children,* March 2017, NSTA Press)
- “[Get Ready for the Great American Eclipse!](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fulco_S%26C_TSE2017_1.pdf)” (Charles Fulco, *Science & Children,* January 2017, NSTA Press)
- “[Preparing for the Eclipse: How to Safely Observe the Sun with Young Children](https://eclipse.aas.org/sites/eclipse.aas.org/files/Hurst-etal-S%26C-Mar2017.pdf)” (A. Hurst, J. Plummer, S. Gurton & D. Schatz, *Science & Children,* March 2017, NSTA Press)
For Middle-School Educators:
- “[The August 2017 Total Solar Eclipse: The Perfect Opportunity to Highlight Three-Dimensional Science Learning](https://eclipse.aas.org/sites/eclipse.aas.org/files/Schatz-Fraknoi-SS-Mar2017.pdf)” (D. Schatz & A. Fraknoi, *Science Scope,* March 2017)
- “[Science Teachers as Community Eclipse Outreach Agents](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fraknoi-Schatz-SS-Mar2017.pdf)” (A. Fraknoi & D. Schatz, *Science Scope,* March 2017, NSTA Press)
- “[Exploring Lunar & Solar Eclipses via a 3-D Modeling Design Task](https://eclipse.aas.org/sites/eclipse.aas.org/files/Miranda-etal-SS-Oct2016.pdf)” (R. Miranda, B. Kruse & R. Hermann, *Science Scope,* October 2016, NSTA Press)
For High-School Educators:
- “[Total Eclipse: An Ideal Opportunity to Practice Three-Dimensional Science Learning](https://eclipse.aas.org/sites/eclipse.aas.org/files/Schatz-Fraknoi-TST-Mar2017.pdf)” (D. Schatz & A. Fraknoi, *The Science Teacher,* March 2017, NSTA Press)
- “[Becoming a Solar Eclipse Outreach Agent](https://eclipse.aas.org/sites/eclipse.aas.org/files/Fraknoi-Schatz-TST-Mar2017.pdf)” (A. Fraknoi & D. Schatz, *The Science Teacher,* March 2017, NSTA Press)
- “[Modeling the Eclipse: Using Various Models & Perspectives to Help Students Visualize the Eclipse](https://eclipse.aas.org/sites/eclipse.aas.org/files/Thornburgh-Trettyer-TST-Mar2017.pdf)” (W. Thornburgh & T. Tretter, *The Science Teacher,* March 2017, NSTA Press)
---
## Eclipse Education Books
- [*Solar Science: Exploring Sunspots, Seasons, Eclipses & More*](http://www.nsta.org/solarscience) (Dennis Schatz & Andrew Fraknoi, 2016, National Science Teachers Association)
- [*When the Sun Goes Dark*](http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681400112) (Andrew Fraknoi & Dennis Schatz, 2017, National Science Teachers Association)
---
## Educational Videos About Solar Eclipses
- “[2017 Eclipse & the Moon’s Orbit](https://svs.gsfc.nasa.gov/4324/)” (Ernie Wright, NASA Science Visualization Studio)
- “[2017 Eclipse: Earth, Moon & Sun](https://svs.gsfc.nasa.gov/4390)” (Ernie Wright, NASA Science Visualization Studio)
- “[2017 Eclipse Shadow Cones](https://svs.gsfc.nasa.gov/4321/)” (Ernie Wright, NASA Science Visualization Studio)
- “[2017 Total Solar Eclipse in the U.S..](https://svs.gsfc.nasa.gov/4314/)” (Ernie Wright, NASA Science Visualization Studio)
- “[America’s Coast-to-Coast Total Solar Eclipse](https://www.youtube.com/watch?v=jmM1MjOZGL8)” (Kelly Beatty, *Sky & Telescope*)
- “[August 21, 2017: Solar Eclipse Across America](https://eclipse.aas.org/sites/eclipse.aas.org/files/AAS-Solar-Eclipse-Intro.mp4)” (American Astronomical Society)
- “[August 21, 2017, Total Solar Eclipse as Seen from the Moon](https://vimeo.com/103958350)” (Michael Zeiler, GreatAmericanEclipse.com)
- “[Experiencing the 2017 Total Solar Eclipse](https://www.youtube.com/watch?v=vOvfsFK8qBg)” (Ana Aceves, *Sky & Telescope*)
- “[Great American Eclipse of 2017](https://www.youtube.com/watch?v=K4KnxE6yAuI)” (Fred Espenak at the Northeast Astronomy Forum)
- “[How to Safely Watch a Solar Eclipse](https://eclipse.aas.org/sites/eclipse.aas.org/files/AAS-Solar-Eclipse-Safety.mp4)” (American Astronomical Society)
- [“People of Earth” Eclipse Promotional Video](https://www.youtube.com/watch?v=MLjfebaU_6k) (Mark Bender / Eclipse Across America)
- “[Tracing the 2017 Solar Eclipse](http://svs.gsfc.nasa.gov/12412)” (Ernie Wright, NASA Science Visualization Studio)
---
### [Legal Consequences of Non Compliance](https://sciencesafety.com/courses/getting-started/lessons/legal-consequences-of-non-compliance/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Schools, organizations, and industry must adhere to stringent regulations regarding the management and use of hazardous chemicals. Failure to comply with these regulations can result in severe legal consequences. The Occupational Safety and Health Administration (OSHA) mandates that schools follow specific guidelines to ensure the safety of students, staff, and the broader community.
Non-compliance with OSHA standards can lead to significant penalties. Schools may face substantial fines for failing to implement proper chemical hygiene practices. These fines can quickly accumulate, especially if multiple violations are found during an inspection. Beyond financial penalties, schools may also be subjected to legal actions from affected parties, including students and staff who may suffer from exposure to hazardous chemicals.
In addition to financial and legal repercussions, non-compliance can severely damage the reputation of an educational institution. Negative media coverage and public scrutiny can undermine the trust and confidence of the community, potentially leading to decreased enrollment and support.
Like many organizations that handle hazardous chemicals, schools are required to have a Chemical hygiene officer on staff. Failing to appoint a Chemical Hygiene Officer (CHO) can result in increased liability for school administrators and district officials. In the event of an incident involving hazardous chemicals, the absence of a designated CHO can be seen as negligence, exacerbating legal consequences and complicating defense efforts in court.
To mitigate these risks, schools must appoint a qualified CHO who can ensure compliance with all relevant regulations. This proactive approach safeguards the health and safety of the school community and protects the institution from legal and financial liabilities.
---
### [The Safer Platform](https://sciencesafety.com/courses/getting-started/lessons/the-safer-platform/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Is a comprehensive digital platform that empowers schools, organizations and industry with the knowledge and tools necessary to integrate safety seamlessly into Science, Technology, Engineering, Arts, and Math (STEAM), Career Technical Education (CTE), and Lab curriculum through verifiable certificates to ensure a safer learning and lab environments.
Science Safety’s 100% online safety modules and pathways allow learners to earn verifiable certificates on any device, at any time of day, anywhere.
## Role-based, subject matter-specific, and grade-level appropriate.
Modules and Pathways modules are role-based, subject matter-specific, and grade-level appropriate. They engage users in interactive content while assessing and verifying their knowledge. With hundreds of safety modules scalable to organizations with tens of thousands of users, individuals learn about safety concerns, potential hazards, safety protocols, and legal procedures.
## Verifiable Credentials and Micro-Credentials
Learners earn official micro-credentials and certificates for the completion of science safety and lab safety courses, pathways and modules after having passed knowledge checks. Each certificate and credential can be verified using its unique and official Cert# on the Science Safety website. Allowing you and your organization to validate a certificate proving that the learner participated in the learning.
This gives your organization peace of mind knowing that your technicians, staff, instructors, teachers, and students have completed the necessary safety learning material.
---
### [Identifying Common Hazards](https://sciencesafety.com/courses/getting-started/lessons/identifying-common-hazards/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Various environments, whether in schools, organizations, or industry settings, are filled with potential hazards that can pose significant risks if not properly managed. Understanding and identifying these common hazards is the first step in creating a safer environment for everyone involved.
### Chemical Hazards
Chemical hazards are among the most prevalent in science environments. These include exposure to toxic substances, flammable chemicals, and corrosive materials. Proper labeling, storage, and handling procedures are essential to minimize risks.
### Biological Hazards
Biological hazards involve exposure to infectious agents such as bacteria, viruses, fungi, and other microorganisms. These can be particularly dangerous in laboratory settings where biological materials are handled. Using appropriate personal protective equipment (PPE) and following biosafety protocols are crucial.
### Physical Hazards
Physical hazards include risks associated with equipment and machinery, such as cuts, burns, and electrical shocks. Ensuring that all equipment is well-maintained and that users are properly trained can help prevent accidents.
### Ergonomic Hazards
Ergonomic hazards arise from improper workstation design or repetitive motions, leading to musculoskeletal disorders. Adjusting workstations to fit the user and promoting regular breaks can mitigate these risks.
### Environmental Hazards
Environmental hazards encompass issues such as poor ventilation, inadequate lighting, and improper waste disposal. Addressing these factors through proper engineering controls and maintenance can significantly improve safety.
By being aware of these common hazards and implementing appropriate safety measures, schools and organizations can create a safer science environment, fostering a culture of safety awareness and compliance.
---
### [Creating a Culture of Safety](https://sciencesafety.com/courses/getting-started/lessons/creating-a-culture-of-safety/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Creating a culture of safety is essential for fostering an environment where students, educators, and staff can thrive without the fear of preventable accidents. This culture is built on a foundation of continuous education, proactive risk management, and a shared commitment to safety from all stakeholders.
**Continuous Education and Training:** Schools, organizations, and industries must prioritize ongoing safety training for all staff members, including new and inexperienced teachers. Regular workshops, seminars, and refresher courses ensure everyone remains updated on the latest safety protocols and best practices. This not only helps meet regulatory compliance but also ingrains safety consciousness in the daily routines of educators and students.
**Proactive Risk Management:** Identifying and mitigating potential hazards before they result in accidents is a key aspect of a safety culture. Conduct regular risk assessments and safety audits to pinpoint areas of concern. Implementing engineering controls, such as proper ventilation and safety equipment, can significantly reduce risks. Additionally, managing occupancy loads and having clear emergency procedures are crucial steps in maintaining a safe learning environment.
**Shared Commitment:** A culture of safety thrives when everyone in the educational community takes responsibility for their role in maintaining a safe environment. Administrators must lead by example, demonstrating their commitment to safety through policies and resource allocation. Educators should integrate safety discussions into their curriculum, making it a natural part of the learning process. Lab technicians and other support staff should be vigilant in maintaining equipment and facilities.
By fostering a culture of safety, schools, organizations and industry not only comply with federal and state standards but also create a supportive and secure environment where learning can flourish. This collective effort ensures that safety becomes an integral part of any organizations experience, benefiting everyone involved.
---
### [Understanding Federal and State Safety Standards](https://sciencesafety.com/courses/getting-started/lessons/understanding-federal-and-state-safety-standards/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Adhering to federal and state safety standards is not just a legal obligation but a crucial aspect of fostering a safe learning environment in science education. These standards are designed to mitigate risks and ensure the well-being of all individuals involved in scientific activities, from students to educators and lab technicians.
**Federal Safety Standards**
Federal safety standards are established by various agencies, including the Occupational Safety and Health Administration (OSHA) and the Environmental Protection Agency (EPA). These standards cover a wide range of safety protocols, such as proper handling and disposal of hazardous materials, use of personal protective equipment (PPE), and emergency response procedures. Compliance with these regulations is mandatory and helps schools avoid legal liabilities while promoting a culture of safety.
**State Safety Standards**
In addition to federal regulations, each state may have its own set of safety standards that schools must follow. These state-specific guidelines often address local concerns and may include additional requirements for facility safety, such as fire codes, building occupancy limits, and specific training for educators and staff. Staying informed about both federal and state safety standards is essential for creating a comprehensive safety plan.
**Importance of Ongoing Safety Training**
Continuous safety training is a cornerstone of regulatory compliance and effective risk management. Many new or inexperienced teachers may lack adequate safety training, making ongoing education vital. Regular training sessions help ensure that all staff members are up-to-date with the latest safety protocols and best practices, thereby reducing the likelihood of accidents and enhancing overall safety awareness.
By understanding and implementing these federal and state safety standards, schools can not only meet regulatory requirements but also create a safer, more secure environment for everyone involved in their science programs.
---
### [Conducting Effective Safety Training Programs](https://sciencesafety.com/courses/getting-started/lessons/conducting-effective-safety-training-programs/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Effective safety training programs are essential for creating a safe and compliant science environment. These programs should be designed to meet federal and state safety standards while addressing your institution’s specific needs. Here are key elements to consider when developing and conducting safety training programs:
### 1. Assess Training Needs
Begin by assessing your school or organization’s specific safety training needs. This includes understanding the types of hazards present in your science environments and identifying the knowledge gaps among staff and students.
### 2. Develop a Comprehensive Curriculum
Create a detailed training curriculum that covers all necessary safety topics, including hazard identification, emergency procedures, proper equipment use, and safety best practices. Ensure the curriculum aligns with federal and state safety standards.
### 3. Utilize Diverse Training Methods
Incorporate a variety of training methods to cater to different learning styles. This can include in-person workshops, online modules, hands-on demonstrations, and interactive simulations. The goal is to make the training engaging and memorable.
### 4. Schedule Regular Training Sessions
Safety training should not be a one-time event. Schedule regular training sessions to reinforce safety concepts and keep everyone up-to-date with the latest safety protocols. Consider annual refresher courses and additional training for new staff and students.
### 5. Evaluate and Improve
After each training session, gather participant feedback to evaluate the program’s effectiveness. Use this feedback to make necessary improvements and ensure the training remains relevant and impactful.
By following these steps, schools, organizations, and industry administrators can develop effective safety training programs that foster a culture of safety awareness and compliance.
---
### [How to Contact Science Safety](https://sciencesafety.com/courses/getting-started/lessons/how-to-contact-science-safety/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Effective communication is a cornerstone of maintaining a safe and compliant environment in any educational or industrial setting. Whether you are an administrator, lab technician, educator, or learner, knowing how to reach out for support and resources is crucial. Science Safety offers multiple channels to ensure you can get the help and information you need promptly.
### Contact Information
For general inquiries, support, or specific questions about our safety training modules and pathways, you can reach us through the following methods:
- **Phone:** Call us at [1.833.372.3372](tel:18333723372) for immediate assistance.
- **Email:** Send your queries to . Our support team aims to respond within 24 hours.
### Online Resources
We also provide a wealth of online resources to help you find answers and support:
- [Resources](https://sciencesafety.com/resources): Access our extensive library of articles, guides, and FAQs.
- [Blog](https://sciencesafety.com/blog): Stay updated with the latest news, tips, and best practices in science safety.
- [Webinars](https://sciencesafety.com/webinars): Participate in our live and recorded webinars to deepen your understanding of various safety topics.
### Social Media
Follow us on social media to stay connected and receive real-time updates:
- [Facebook](https://www.facebook.com/sciencesafety)
- [X](https://x.com/saferscience)
- [LinkedIn](https://www.linkedin.com/company/sciencesafety)
---
### [Mission and Values](https://sciencesafety.com/courses/getting-started/lessons/module-format-design/)
**Published:** June 30, 2021
**Author:** admin2025Open
**Content:**
At the core of our commitment to fostering safer environments is our mission and values. Understanding these foundational principles is crucial for administrators, lab technicians, educators, and learners alike. Our mission and values guide every aspect of our safety training programs and ensure that safety is seamlessly integrated into educational and industrial practices.
### Our Mission
Our mission is to empower schools, organizations, and industries with the tools and technology necessary to create and maintain safer and more compliant environments. We strive to reduce risks, increase safety, and protect learners by providing comprehensive safety training and resources. By doing so, we aim to cultivate a culture of safety that permeates every level of education and industry.
### Core Values
- **Commitment to Safety:** Safety is our top priority. We are dedicated to ensuring that all our training programs and resources are designed to minimize risks and protect individuals in various settings.
- **Integrity:** We uphold the highest standards of honesty and ethical behavior in all our interactions and training materials. Our commitment to integrity ensures that our safety guidelines are reliable and trustworthy.
- **Innovation:** We continuously seek innovative solutions to enhance safety in science, STEM, CTE, and lab environments. By leveraging the latest technology and research, we provide cutting-edge safety training that meets the evolving needs of our clients.
- **Collaboration:** We believe in the power of collaboration. By working closely with educators, administrators, industry partners, and safety experts, we develop comprehensive safety programs that address the unique challenges of each environment.
- **Education and Awareness:** We are committed to raising awareness about the importance of safety and providing education that empowers individuals to make informed decisions. Our training programs are designed to instill a safety-first mindset in all participants.
### Why Our Mission and Values Matter
Understanding and embracing our mission and values is essential for creating a culture of safety. When administrators, lab technicians, educators, and learners align with these principles, they contribute to a safer and more productive environment. Our mission and values serve as a guiding framework for all our safety initiatives, ensuring that every action taken is in the best interest of protecting individuals and promoting a safety-first mindset.
By integrating our mission and values into your safety practices, you can help create a safer environment for everyone involved. Whether you are an administrator implementing safety policies, a lab technician ensuring proper procedures, an educator teaching safety protocols, or a learner practicing safe behaviors, your commitment to our mission and values makes a significant impact.
---
### [Creating a Safety Mindset](https://sciencesafety.com/courses/getting-started/lessons/creating-a-safety-mindset/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Establishing a safety-first mindset is crucial for fostering a culture of safety in any educational or professional setting. This mindset ensures that safety is not an afterthought but a fundamental aspect of all activities and procedures. Here are key strategies to create and maintain a safety-first mindset:
### 1. Leadership Commitment
Leadership plays a pivotal role in setting the tone for safety. Administrators and managers must demonstrate a strong commitment to safety by prioritizing it in their policies, communications, and actions. This includes allocating resources for safety training, equipment, and infrastructure improvements.
### 2. Comprehensive Training
Regular and comprehensive safety training is essential for all staff and students. Training should cover general safety principles as well as specific procedures relevant to the tasks and environments they will encounter. Interactive and hands-on training sessions can enhance understanding and retention of safety practices.
### 3. Clear Communication
Effective communication is key to maintaining a safety-first mindset. This includes clear signage, accessible safety manuals, and regular safety briefings. Encourage open communication channels where staff and students can report hazards or suggest improvements without fear of reprisal.
### 4. Safety Policies and Procedures
Develop and enforce clear safety policies and procedures. These should be well-documented and easily accessible to everyone. Regularly review and update these policies to reflect new regulations, technologies, and best practices.
### 5. Risk Assessment and Management
Conduct regular risk assessments to identify potential hazards and implement measures to mitigate them. This proactive approach helps prevent accidents and ensures a safer environment for all. Involve staff and students in the risk assessment process to increase awareness and buy-in.
### 6. Safety Culture
Foster a culture where safety is valued and integrated into everyday activities. Rrecognize and reward safe behavior, and address unsafe practices promptly. Encourage a sense of shared responsibility for safety among all members of the organization.
### 7. Continuous Improvement
Safety is an ongoing process that requires continuous improvement. Regularly review safety performance, gather feedback, and make necessary adjustments. Stay informed about new safety technologies and practices, and incorporate them into your safety program.
By implementing these strategies, schools, organizations, and industries can create a robust safety-first mindset that protects learners, educators, and staff, ensuring a safer and more productive environment for all.
---
### [Modules and Pathways for Safety Training](https://sciencesafety.com/courses/getting-started/lessons/modules-and-pathways-for-safety-training/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
In the pursuit of creating a safer environments for education and industry, it is essential to have a structured approach to safety training. Our comprehensive catalog of safety modules and pathways is designed to cater to the diverse needs of schools, organizations, and industry. These modules are meticulously crafted to ensure that administrators, lab technicians, educators, and learners are well-equipped with the knowledge and skills necessary to maintain a safe learning and working environment.
### Comprehensive Safety Modules
Our safety training program includes over 250 modules covering a wide range of topics. These modules are categorized to address specific areas of safety, including:
- **Science Safety:** Modules focusing on general science safety practices, including lab safety, chemical handling, and emergency procedures.
- **STEM Safety:** Specialized modules for Science, Technology, Engineering, and Mathematics (STEM) education, ensuring safe practices in these interdisciplinary fields.
- **CTE Safety:** Career and Technical Education (CTE) safety modules that address the unique risks associated with vocational and technical training.
- **Lab Safety:** Detailed modules on maintaining a safe laboratory environment, including equipment safety, waste disposal, and hazard communication.
- **Art Safety:** Safety practices for art classrooms, focusing on the safe use of materials and tools.
- **Cyber Safety:** Modules on digital safety, including cybersecurity and digital citizenship.
### Pathways for Safety Training
To facilitate a structured learning experience, our safety training program offers various pathways tailored to different roles and responsibilities. These pathways ensure that each participant receives relevant and role-specific training. Some of the key pathways include:
- **Administrator Pathway:** Designed for school and organizational administrators, this pathway covers policy development, risk management, and compliance with safety regulations.
- **Lab Technician Pathway:** Focused on lab technicians, this pathway includes modules on equipment maintenance, chemical storage, and emergency response.
- **Educator Pathway:** Tailored for teachers and instructors, this pathway emphasizes classroom safety, student supervision, and integrating safety into the curriculum.
- **Learner Pathway:** Aimed at students, this pathway provides age-appropriate safety training, fostering a culture of safety from an early age.
Each pathway is designed to be flexible and modular, allowing participants to progress at their own pace and focus on the areas most relevant to their roles. By completing these pathways, participants will earn micro-credentials and professional certificates, demonstrating their commitment to maintaining a safe, educational environment.
Our goal is to empower all stakeholders with the tools and knowledge necessary to create and sustain a culture of safety. Integrating these modules and pathways into your safety training program ensures a safer, more compliant, and more effective learning environment for everyone involved.
---
### [Safer Science, Safer STEM, Safer CTE, Safer Labs](https://sciencesafety.com/courses/getting-started/lessons/safer-science-safer-stem-safer-cte-safer-labs/)
**Published:** October 4, 2024
**Author:** admin2025Open
**Content:**
Ensuring safety in educational and professional environments is paramount. Whether you are an administrator, lab technician, educator, or learner, understanding and implementing safety protocols is essential for creating a secure and productive atmosphere. This section will delve into the specific safety measures and best practices for Science, STEM, CTE, and Lab environments.
### Safer Science
Science education often involves hands-on experiments and the use of various chemicals and equipment. To minimize risks, it is crucial to:
- Conduct regular safety audits and inspections of lab facilities.
- Ensure all personnel are trained in the proper use of lab equipment and emergency procedures.
- Maintain an up-to-date inventory of chemicals and ensure proper storage and labeling.
- Implement a clear protocol for handling accidents and spills.
### Safer STEM
STEM (Science, Technology, Engineering, and Mathematics) programs often involve complex projects that can pose unique safety challenges. To foster a safer STEM environment:
- Incorporate safety training into the curriculum for all STEM-related courses.
- Provide students and staff with access to personal protective equipment (PPE) such as goggles, gloves, and lab coats.
- Ensure that all tools and equipment are regularly maintained and inspected for safety.
- Encourage a culture of safety where students feel comfortable reporting hazards or unsafe practices.
### Safer CTE
Career and Technical Education (CTE) programs pprepare students for various trades and professions, often involving machinery and technical equipment. Key safety practices include:
- Providing comprehensive safety training specific to each trade or profession.
- Ensuring that all machinery and equipment are equipped with safety guards and emergency shut-off mechanisms.
- Conducting regular drills and simulations to pprepare for potential emergencies.
- Implementing a robust system for reporting and addressing safety concerns.
### Safer Labs
Laboratories are environments where scientific research and experiments are conducted, often involving hazardous materials and complex equipment. To ensure lab safety:
- Develop and enforce strict safety protocols for all lab activities.
- Ensure that all lab personnel are trained in the proper handling and disposal of hazardous materials.
- Maintain a clean and organized lab space to prevent accidents and contamination.
- Equip labs with safety equipment such as eyewash stations, fire extinguishers, and first aid kits.
By integrating these safety measures into your Science, STEM, CTE, and Lab programs, you can create a safer and more effective learning and working environment. Remember, a proactive approach to safety not only protects individuals but also enhances the overall quality of education and research.
---
### [Industry Partners](https://sciencesafety.com/courses/getting-started/lessons/help-and-accessibility/)
**Published:** June 30, 2021
**Author:** admin2025Open
**Content:**
At Science Safety, we believe that collaboration is key to creating safer environments in science, STEM, CTE, and lab settings. Our industry partners play a crucial role in helping us achieve our mission of reducing risks, increasing safety, and protecting learners. By working together with leading organizations, we ensure that our safety training programs are comprehensive, up-to-date, and effective.
### Why Industry Partnerships Matter
Industry partnerships allow us to:
- **Access Cutting-Edge Technology:** Our partners provide us with the latest tools and technology, ensuring that our training modules reflect current best practices.
- **Stay Informed:** Collaborating with industry leaders keeps us informed about emerging safety trends and potential hazards, allowing us to update our content proactively.
- **Enhance Credibility:** Partnering with reputable organizations enhances the credibility of our training programs, giving schools, organizations, and industry professionals confidence in our offerings.
### Our Esteemed Partners
We are proud to collaborate with a diverse range of partners, including:
- **Educational Institutions:** Universities, colleges, and K-12 schools that share our commitment to safety in educational settings.
- **Industry Leaders:** Companies and organizations at the forefront of science, technology, engineering, and manufacturing.
- **Professional Associations:** Groups that set standards and provide resources for safety in various fields.
### Benefits for Our Partners
Our partners benefit from:
- **Enhanced Safety Culture:** By integrating our safety training, partners can foster a culture of safety within their organizations.
- **Compliance and Risk Management:** Our training helps partners meet regulatory requirements and manage risks effectively.
- **Professional Development:** Access to our comprehensive training modules supports the ongoing professional development of staff and educators.
### Join Us in Making a Difference
If your organization is interested in becoming a Science Safety industry partner, we invite you to reach out to us. Together, we can create safer environments for learners and professionals alike.
For more information, please contact us at or call us at 1.833.372.3372.
---
### [Case Studies: Successful Safety Cultures](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Future Trends in Online Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/future-trends-in-online-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Tools and Technologies for Online Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Scaling Safety Training Programs](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Verification Methods for Online Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Designing Engaging Online Safety Training Modules](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Introduction to Safety Culture in Schools and Organizations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Promoting Proactive Safety Training Approaches](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Complete all the topics to finish the lesson.
---
### [Case Studies: Chemical Hygiene Practices in California and New York Schools](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Best Practices for Chemical Handling, Storage, and Waste Management](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Risks and Liabilities of Not Appointing a CHO](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Benefits of Having a Designated Chemical Hygiene Officer](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/benefits-of-having-a-designated-chemical-hygiene-officer/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Roles and Responsibilities of a Chemical Hygiene Officer](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Legal Requirements and OSHA Standards for Schools](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Introduction to Chemical Hygiene Officers and Their Importance](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Overview: The Case for Chemical Hygiene Officers in Every School](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/overview-the-case-for-chemical-hygiene-officers-in-every-school/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Integration of Artificial Intelligence in Safety Training](https://sciencesafety.com/lessons/integration-of-artificial-intelligence-in-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [AED Drills in Schools (13:59)](https://sciencesafety.com/courses/automated-external-defibrillators/lessons/aed-drills-in-schools-1351/)
**Published:** November 23, 2021
**Author:** admin2025Open
**Content:**
Source: Project Adam
---
### [Lesson](https://sciencesafety.com/lessons/lesson-32/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Chemical Hygiene Plan and Accountability Module](https://sciencesafety.com/courses/chemical-hygiene-officer-pathway-purchase/lessons/chemical-hygiene-plan-and-accountability-module-3/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Chemical Hygiene Plan and Accountability Module](https://sciencesafety.com/courses/chemical-hygiene-officer-pathway-purchase/lessons/chemical-hygiene-plan-and-accountability-module-2/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Chemical Hygiene Plan and Accountability Module](https://sciencesafety.com/lessons/chemical-hygiene-plan-and-accountability-module/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Chemical Hazards Module](https://sciencesafety.com/courses/chemical-hygiene-officer-pathway-purchase/lessons/chemical-hazards-module/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Chemical Handling and Waste Management Module](https://sciencesafety.com/courses/chemical-hygiene-officer-pathway-purchase/lessons/chemical-handling-and-waste-management-module/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Reducing Wood Dust Exposure](https://sciencesafety.com/courses/woodshop-safety/lessons/reducing-wood-dust-exposure/)
**Published:** December 30, 2021
**Author:** admin2025Open
**Content:**
According to OSHA, engineering controls and personal protective equipment (PPE) are two methods used for controlling wood-dust exposure.
1. Engineering controls are the preferred approach. This normally includes an exhaust ventilation system with collectors placed at points where dust is produced.
2\. PPE is a short-term solution to wood dust exposure. Respirators may be worn to remove hazardous particulates (dusts) and gases. The selection of appropriate respirators requires a thorough knowledge of the workplace, the potential chemical contaminants, and their concentrations. The use of respirators also requires implementation of a respiratory protection program.
Source: [National Science Teaching Association](https://www.nsta.org/)
---
### [Active Shooter Warning Signs](https://sciencesafety.com/courses/active-shooter-situations/lessons/active-shooter-warning-signs/)
**Published:** November 3, 2021
**Author:** admin2025Open
**Content:**
No profile exists for an *active shooter;* however, research indicates there may be signs or indicators. Schools should learn the signs of a potentially volatile situation that may develop into an *active shooter situation* and proactively seek ways to prevent an incident with internal resources, or additional external assistance.
In 2002, the Safe School Initiative (SSI) was completed by the U.S.. Department of Education and the U.S.. Secret Service, examining 41 K–12 student attackers involving 37 incidents in the United States from 1973 through May 2000.14 The research results, though focused on targeted school violence and not on *active shooter situations,* remain highly useful as a guide for law enforcement officials, educators, and mental health practitioners.
The study identified 10 key findings for the development of strategies to address targeted school violence:
- There is no accurate or useful profile of students who have engaged in targeted school violence.
- Incidents of targeted violence at school are rarely sudden, impulsive acts.
- Prior to most incidents, other people knew about the attacker’s idea and/or the plan to attack.
- Most attackers did not threaten their targets directly prior to advancing the attack.
- Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need for help.
- Most attackers had difficulty coping with significant loss or personal failures. Moreover, many had considered or attempted suicide.
- Many attackers felt bullied, persecuted, or injured by others prior to the attack.
- Most attackers had access to and had used weapons prior to the attack.
- In many cases, other students were involved in some capacity.
- Despite prompt law enforcement officer responses, most shooting incidents were stopped by means other than law enforcement intervention.15
By highlighting common pre-attack behaviors displayed by past offenders, federal researchers have sought to enhance the detection and prevention of tragic attacks of violence, including active shooting incidents. Several agencies within the federal government continue to explore incidents of targeted violence in the effort to identify these potential “warning signs.” In 2002, the FBI published a monograph on workplace violence, including problematic behaviors of concern that may telegraph violent ideations and plans.16 In 2007, the U.S.. Secret Service, U.S.. Department of Education, and the FBI collaborated to produce the report *Campus Attacks, Targeted Violence Affecting Institutions of Higher Learning,* which examined lethal or attempted lethal attacks at U.S.. universities and colleges from 1900 to 2008. The report was published in 2010, and featured several key observations related to pre-attack behaviors, including the following:
- In only 13 percent of the cases did subjects make verbal and/or written threats to cause harm to the target. These threats were both veiled and direct, and were conveyed to the target or to a third party about the target.
- In 19 percent of the cases, stalking or harassing behavior was reported prior to the attack. These behaviors occurred within the context of a current or former romantic relationship, or in academic and other non-romantic settings. They took on various forms, including written communications (conventional and electronic), telephonic contact, and harassment of the target and/or the target’s friends and/or family. Subjects also followed, visited, or damaged property belonging to target(s) or their families prior to the attack.
- In only 10 percent of the cases did the subject engage in physically aggressive acts toward the targets. These behaviors took the form of physical assaults, menacing actions with weapons, or repeated physical violence to intimate partners.
- Concerning behaviors were observed by friends, family, associates, professors, or law enforcement officers in 31 percent of the cases. These behaviors included, but were not limited to paranoid ideas, delusional statements, changes in personality or performance, disciplinary problems on campus, depressed mood, suicidal ideation, non-specific threats of violence, increased isolation, “odd” or “bizarre” behavior, and interest in or acquisition of weapons.
Specialized units in the federal government (such as the FBI’s Behavioral Analysis Unit) continue to support behaviorally based operational assessments of persons of concern in a variety of settings (e.g.., schools, workplaces, places of worship) who appear be on a trajectory toward a violent act. A review of current research, threat assessment literature, and active shooting incidents, combined with the extensive case experience of the Behavioral Analysis Unit, suggest that there are observable pre-attack behaviors which, if recognized, could lead to the disruption of a planned attack.17 While checklists of various warning signs are often of limited use in isolation, there are some behavioral indicators that should prompt further exploration and attention from law enforcement officers and/or school safety stakeholders. These behaviors often include
- Development of a personal grievance;
- Contextually inappropriate and recent acquisitions of multiple weapons;
- Contextually inappropriate and recent escalation in target practice and weapons training;
- Contextually inappropriate and recent interest in explosives;
- ontextually inappropriate and intense interest or fascination with previous shootings or mass attacks; and
- Experience of a significant real or perceived personal loss in the weeks and/or months leading up to the attack, such as a death, breakup, divorce or loss of a job.
- Few offenders had previous arrests for violent crimes.
14 Robert Fein, Bryan Vossekuil, William Pollack, Randy Borum, William Modzeleski, and Marisa Reddy, *Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates*. Washington, DC: U.S.. Department of Education and U.S.. Secret Service, 2004. Available at .
15Bryan Vossekuil, Robert Fein, Marisa Reddy, Randy Borum, and William Modzeleski, *The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States.* Washington, DC: U.S.. Department of Education and U.S.. Secret Service, 2004. Available at .
[https://sciencesafety.com/wp-content/uploads/2024/02/workplace\_violence.pdf](https://sciencesafety.com/wp-content/uploads/2024/02/workplace_violence.pdf)
17 See Frederick Calhoun and Stephen Weston, *Contemporary Threat Management: A Practical Guide for Identifying, Assessing, and Managing Individuals of Violent Intent* (San Diego, CA: Specialized Training Services, 2003); Gene Deisinger, Marisa Randazzo, Daniel O’Neill, and Jenna Savage, *The Handbook for Campus Threat Assessment and Management Teams* (Stoneham, MA: Applied Risk Management, 2008); Robert Fein, Bryan Vossekuil, and Gwen Holden, *Threat Assessment: An Approach to Prevent Targeted Violence* (Washington, DC: U.S.. Department of Justice, Office of Justice Programs, National Institute of Justice, 1995); John Monahan, Henry Steadman, Eric Silver, Paul Appelbaum, Pamela Robbins, Edward Mulvey, Loren Roth, Thomas Grisso, and Steven Banks, *Rethinking Risk Assessment: The MacArthur Study of Mental Disorder and Violence* (New York, NY: Oxford University Press, 2001); Bryan Vossekuil, Robert Fein, Marisa Reddy, Randy Borum, and William Modzeleski, *The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States*. (Washington D.C.: U.S.. Department of Education and U.S.. Secret Service, 2004).
Credit: [REMS.ed.gov](https://rems.ed.gov/K12PreparingForActiveShooter.aspx)
---
### [Resources to Support Distance Education](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/wtt-professional-applications/)
**Published:** April 12, 2022
**Author:** admin2025Open
**Content:**
Begin creating your unit plan using the format of your choice. Consider your focus area. Review the specific resources provided to you throughout this module. Choose three specific resources or activities that you can use in your focus area. Share the resources with the group and describe how each resource will fit into your focus area, and any adaptations needed for the resource to make it your own.
---
### [Scheduling and Distance Learning](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/tf-professional-applications/)
**Published:** April 12, 2022
**Author:** admin2025Open
**Content:**
Consider your chosen focus area. What is a typical in-person schedule? What is an ideal schedule for you and your distance learners? For each scenario and schedule, include information about your role as teacher as well technology options that will help support your format. Being able to anticipate the needs of the learners will help you focus on the ideal schedule — and that may not always be on a traditional school day timeline. Remember that creativity and collaboration are key to ensuring engagement with your students and ensuring their progression along their learning trajectory.
[Share with your peers](https://sciencesafety.com/forums/discussion/key-points-from-this-module/)
---
### [Key Points From This Module](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/professional-applications-relationships-and-celebration/)
**Published:** April 12, 2022
**Author:** admin2025Open
**Content:**
Create your own key points from this module. Personalize this by including strategies that you would like to try, or have already experienced success with. Start with 6 points and add more if you would like.
[Share with your peers](https://sciencesafety.com/forums/discussion/key-points-from-this-module/)
---
### [How Motivation and Assessment Are Connected](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/getting-started-motivation-and-assessment/)
**Published:** April 12, 2022
**Author:** admin2025Open
**Content:**
What do you know, and what do you want to know, about Motivation and Assessment. Consider how these topics in Education are connected (or not) in your post.
[Share with your peers](https://sciencesafety.com/wp-login.php?redirect_to=https%3A%2F%2Fsciencesafety.com%2Fforums%2Fdiscussion%2Fhow-motivation-and-assessment-are-connected%2F&bp-auth=1&action=bpnoaccess)
---
### [Distance Education and Student Learning](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/wtt-getting-started/)
**Published:** April 12, 2022
**Author:** admin2025Open
**Content:**
Do you agree or disagree with this statement? Please explain why you answered as you did. Students learn less in a Distance Education format, as compared to a traditional classroom setting.
---
### [When You Were a Student...](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/tf-getting-started/)
**Published:** April 12, 2022
**Author:** admin2025Open
**Content:**
When you were a student, what was the role of your teacher? Today, what is your role as a teacher? Create a visual representation to showcase the similarities and/or differences between the role of teachers across time. Include key words or descriptors that come to mind. You may also want to include ideal beliefs about the role of teachers, and how these beliefs fit into the visual representation.
---
### [Lesson](https://sciencesafety.com/lessons/lesson-31/)
**Published:** February 23, 2024
**Author:** Sean Ryan
---
### [Pathway Congratulations!](https://sciencesafety.com/courses/chemical-hygiene-officer-pathway/lessons/pathway-congratulations-2/)
**Published:** February 22, 2024
**Author:** admin2025Open
**Content:**
You did it! You completed the pathway! You completed each module in the pathway, scoring at least 80% on each of the quizzes in each module.
Pathway certificates contain a unique ID that can be verified using our [online verification process](https://sciencesafety.com/wp-admin/customize.php?url=https%3A%2F%2Fsciencesafety.com%2F). Simply provide the Unique ID as a reference for look up. Science Safety module and Pathway certificates are good for two years from the date of course completion.
All Science Safety course completion certificates are bound by the companies [terms and conditions](https://sciencesafety.com/terms-of-use-agreement/) of using this site.
---
### [Congratulations on completing the training!](https://sciencesafety.com/courses/high-school-science-general-safety-protocols-training/lessons/congratulations-on-completing-the-training/)
**Published:** May 31, 2023
**Author:** admin2025Open
---
### [Makerspaces Safety for Middle School Educators Overview](https://sciencesafety.com/lessons/makerspaces-safety-for-middle-school-educators-overview/)
**Published:** February 22, 2024
**Author:** admin2025Open
---
### [Science & STEM Safety Awareness for Middle School Administrators](https://sciencesafety.com/lessons/science-stem-safety-awareness-for-middle-school-administrators/)
**Published:** February 22, 2024
**Author:** admin2025Open
---
### [Safety Awareness for Science Laboratory Coordinators Overview](https://sciencesafety.com/lessons/safety-awareness-for-science-laboratory-coordinators-overview/)
**Published:** February 22, 2024
**Author:** admin2025Open
---
### [Pathway Overview](https://sciencesafety.com/lessons/pathway-overview/)
**Published:** February 21, 2024
**Author:** admin2025Open
---
### [Rocket Safety](https://sciencesafety.com/lessons/rocket-safety-2/)
**Published:** February 13, 2024
**Author:** admin2025Open
---
### [Rock and Mineral Recap](https://sciencesafety.com/courses/rock-mineral-safety/lessons/rock-and-mineral-recap/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Content:**
Geology can be an exciting study for high school and elementary students. Performing hands-on investigations and making accurate observations serve to help educate students and help them connect scientific principles to the word around them. Remember that all laboratory work and field studies should be engaging and safe simultaneously. As the instructor, you must review all necessary laboratory safety procedures with students prior to conducting laboratory work and provide safety updates specific to each activity. Modelling acceptable safer techniques and behaviors is one of the best ways to ensure that your students have a safer and successful experience in the geology laboratory. Remember to make a notation of your communicated safety instruction in a lesson plan or daybook as a source of ongoing safety evolution in case of any potential future liability issues.
---
### [Gemstone Toxicity Concerns](https://sciencesafety.com/courses/rock-mineral-safety/lessons/gemstone-toxicity-concerns/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Content:**
Certain rocks, minerals, and gemstones have some properties that make them beautiful yet potentially dangerous. This table outlines the most common toxicological concerns of certain rocks and minerals. Be mindful of understanding what you have in your collections and use this as a guide to help you determine or asses the educational value against the hazard and the resulting risk of having the sample in your science instructional space. When in doubt, have your Chemical Hygiene Officer review it to decide.
## Gemstone Toxicity Table
NameToxicity RiskHazard[**Actinolite**](https://www.gemsociety.org/article/actinolite/)LowAsbestos[**Adamite**](https://www.gemsociety.org/article/adamite-jewelry-gem-listings/)HighArsenic, Copper; soluble in acids[**Agate**](https://www.gemsociety.org/article/agate-gem-information/)LowSilicosis[**Albite**](https://www.gemsociety.org/article/albite/)None KnownN/A[**Alexandrite**](https://www.gemsociety.org/article/alexandrite-jewelry-and-gemstone-information/)None KnownN/A[**Algodonite**](https://www.gemsociety.org/article/algodonite-jewelry-gemstone-information/)HighArsenic, Copper; may react with water and acids[**Almandine**](https://www.gemsociety.org/article/almandine-garnet/)None KnownN/A[**Amazonite**](https://www.gemsociety.org/article/amazonite/)LowLead[**Amber**](https://www.gemsociety.org/article/amber-jewelry-and-gemstone-information/)HighOrganic Material[**Amblygonite**](https://www.gemsociety.org/article/amblygonite-jewelry-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Amethyst**](https://www.gemsociety.org/article/amethyst-jewelry-and-gemstone-information/)HighSilicosis[**Ametrine**](https://www.gemsociety.org/article/ametrine-jewelry-and-gemstone-information/)HighSilicosis[**Ammolite**](https://www.gemsociety.org/article/ammolite-jewelry-gem-information/)HighOrganic Material[**Analcime**](https://www.gemsociety.org/article/analcime-jewelry-gemstone-information/)None KnownN/A[**Anatase**](https://www.gemsociety.org/article/anatase-jewelry-gem-listings/)None KnownSoluble in acids[**Andalusite**](https://www.gemsociety.org/article/andalusite-jewelry-and-gemstone-information/)None KnownN/A[**Andesine**](https://www.gemsociety.org/article/andesine/)None KnownN/A[**Andradite**](https://www.gemsociety.org/article/andradite-garnet/)None KnownN/A[**Anglesite**](https://www.gemsociety.org/article/anglesite-jewelry-gemstone-information/)HighLead[**Anhydrite**](https://www.gemsociety.org/article/anhydrite-jewelry-and-gemstone-information/) (Angelite)None KnownSoluble in acids[**Anorthite**](https://www.gemsociety.org/search/anorthite/)None KnownSoluble in acids[**Apatite**](https://www.gemsociety.org/article/apatite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Apophyllite**](https://www.gemsociety.org/article/apophyllite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Aquamarine**](https://www.gemsociety.org/article/aquamarine-jewelry-and-gemstone-information/)None KnownN/A[**Aragonite**](https://www.gemsociety.org/article/aragonite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Augelite**](https://www.gemsociety.org/article/augelite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Axinite**](https://www.gemsociety.org/article/axinite-stones-jewelry-and-gemstone-information/)None KnownN/A[**Azurite**](https://www.gemsociety.org/article/azurite-jewelry-gemstone-information/)HighCopper; Soluble in acids[**Barite**](https://www.gemsociety.org/article/barite-jewelry-gemstone-information/)LowBarium[**Bayldonite**](https://www.gemsociety.org/article/bayldonite-jewelry-gemstone-information/)HighCopper, Lead, Arsenic; Slightly soluble in acids[**Benitoite**](https://www.gemsociety.org/article/benitoite-jewelry-and-gemstone-information/)None KnownN/ABerylNone KnownN/A[**Beryllonite**](https://www.gemsociety.org/article/beryllonite-jewelry-gem-information/)None KnownSoluble in acids[**Bismutotantalite**](https://www.gemsociety.org/article/bismutotantalite-jewelry-gem-information/)UnknownBismuth[**Black Onyx**](https://www.gemsociety.org/article/black-onyx-jewelry-and-gemstone-information/)LowSilicosis[**Bloodstone**](https://www.gemsociety.org/article/bloodstone-value-price-jewelry-information/)LowSilicosis[**Boleite**](https://www.gemsociety.org/article/boleite-jewelry-gemstone-information/)HighCopper, Lead; Soluble in acids[**Boracite**](https://www.gemsociety.org/article/boracite-jewelry-gemstone-information/)LowBorate; Soluble in acids[**Bornite**](https://www.gemsociety.org/article/bornite-jewelry-gemstone-information/)HighCopper; Soluble in acids[**Brazilianite**](https://www.gemsociety.org/article/brazilianite-jewelry-gemstone-information/)None KnownN/A[**Breithauptite**](https://www.gemsociety.org/article/breithauptite-jewelry-gem-information/)MediumNickel, Antimony[**Brookite**](https://www.gemsociety.org/article/brookite-jewelry-gemstone-information/)None KnownN/A[**Brucite**](https://www.gemsociety.org/article/brucite-jewelry-gemstone-information/)HighAsbestos; Soluble in acids[**Bustamite**](https://www.gemsociety.org/article/bustamite-jewelry-gemstone-information/)None KnownSoluble in acids[**Bytownite**](https://www.gemsociety.org/search/bytownite/)None KnownN/A[**Calcareous Concretions**](https://www.gemsociety.org/article/calcareous-concretions/)HighOrganic Material[**Calcite**](https://www.gemsociety.org/article/calcite-jewelry-gemstone-information/)None KnownSoluble in acids[**Canasite**](https://www.gemsociety.org/article/canasite-jewelry-gemstone-information/)None KnownN/A[**Cancrinite**](https://www.gemsociety.org/article/cancrinite-jewelry-gemstone-information/)None KnownSoluble in acids[**Carnelian**](https://www.gemsociety.org/article/carnelian-gem-information/)LowSilicosis[**Cassiterite**](https://www.gemsociety.org/article/cassiterite-jewelry-and-gemstone-information/)None KnownN/A[**Catapleiite**](https://www.gemsociety.org/article/catapleiite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Celestite**](https://www.gemsociety.org/article/celestite-jewelry-and-gemstone-information/)None KnownN/A[**Ceruleite**](https://www.gemsociety.org/article/ceruleite-jewelry-and-gemstone-information/)HighArsenic, Copper; Soluble in acids[**Cerussite**](https://www.gemsociety.org/article/cerussite-jewelry-and-gemstone-information/)HighLead; Soluble in acids[**Chabazite**](https://www.gemsociety.org/article/chabazite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Chalcedony**](https://www.gemsociety.org/article/chalcedony-jewelry-and-gemstone-information/)LowSilicosis[**Chambersite**](https://www.gemsociety.org/article/chambersite-jewelry-and-gemstone-information/)LowBorate; Soluble in acids[**Charoite**](https://www.gemsociety.org/article/charoite-jewelry-and-gemstone-information/)None KnownN/A[**Chicken-Blood Stone**](https://www.gemsociety.org/article/chicken-blood-stone-jewelry-and-gemstone-information/)HighMercury, Silicosis[**Childrenite**](https://www.gemsociety.org/article/childrenite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Chiolite**](https://www.gemsociety.org/article/chiolite-jewelry-and-gemstone-information/)None KnownN/A[**Chromite**](https://www.gemsociety.org/article/chromite-jewelry-and-gemstone-information/)HighHexavalent Chromium Traces[**Chrysoberyl**](https://www.gemsociety.org/article/chrysoberyl-jewelry-gemstone-information/)None KnownN/A[**Chrysocolla Chalcedony**](https://www.gemsociety.org/article/chrysocolla-chalcedony-gem-information/)LowCopper; Silicosis[**Chrysocolla**](https://www.gemsociety.org/article/chrysocolla-gemstone-information/)LowCopper; Silicosis[**Chrysoprase**](https://www.gemsociety.org/article/chrysoprase-gem-information/)LowSilicosis[**Cinnabar**](https://www.gemsociety.org/article/cinnabar-jewelry-and-gemstone-information/)HighMercury; Can react dangerously if accidentally swallowed[**Citrine**](https://www.gemsociety.org/article/citrine-blood-stone-jewelry-and-gemstone-information/)HighSilicosis[**Clinochlore**](https://www.gemsociety.org/article/clinochlore/)None KnownN/A[**Cobaltite**](https://www.gemsociety.org/article/cobaltite-jewelry-and-gemstone-information/)HighArsenic, Cobalt; Can react dangerously if accidentally swallowed[**Colemanite**](https://www.gemsociety.org/article/colemanite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Coral**](https://www.gemsociety.org/article/coral-jewelry-and-gemstone-information/)HighOrganic Material[**Cordierite**](https://www.gemsociety.org/article/cordierite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Cordundum**](https://www.gemsociety.org/article/corundum-jewelry-gemstone-information/)None KnownN/A[**Covellite**](https://www.gemsociety.org/article/covellite-jewelry-gem-information/)HighCopper; Can react dangerously if accidentally swallowed[**Creedite**](https://www.gemsociety.org/article/creedite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Crocoite**](https://www.gemsociety.org/article/crocoite-jewelry-and-gemstone-information/)HighHexavalent Chromium, Lead; Soluble in acids[**Cryolite**](https://www.gemsociety.org/article/cryolite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Cuprite**](https://www.gemsociety.org/article/cuprite-jewelry-and-gemstone-information/)HighCopper; Soluble in acids[**Danburite**](https://www.gemsociety.org/article/danburite-jewelry-and-gemstone-information/)None KnownSlightly soluble in acids[**Datolite**](https://www.gemsociety.org/article/datolite-jewelry-and-gemstone-information/)LowBorate; Soluble in acids[**Demantoid Garnet**](https://www.gemsociety.org/article/demantoid/)None KnownN/A[**Diamond**](https://www.gemsociety.org/article/diamond/)None KnownN/A[**Diaspore**](https://www.gemsociety.org/article/diaspore-jewelry-and-gemstone-information/)None KnownN/A[**Dickinsonite**](https://www.gemsociety.org/article/dickinsonite-jewelry-gem-information/)None KnownSoluble in acids[**Diopside**](https://www.gemsociety.org/article/diopside-jewelry-and-gemstone-information/)None KnownN/A[**Dioptase**](https://www.gemsociety.org/article/dioptase-jewelry-and-gemston-information/)HighCopper; Soluble in acids[**Dolomite**](https://www.gemsociety.org/article/dolomite-jewelry-and-gemstone-information/)MediumMay contain heavy metals; Soluble in acids[**Dumortierite**](https://www.gemsociety.org/article/dumortierite-jewelry-and-gemstone-information/)None KnownN/A[**Ekanite**](https://www.gemsociety.org/article/ekanite-jewelry-and-gemstone-information/)HighLead, Radioactivity (Uranium, Thorium)EmeraldNone KnownN/A[**Enstatite**](https://www.gemsociety.org/article/enstatite-jewelry-and-gemstone-information/)None KnownN/A[**Eosphorite**](https://www.gemsociety.org/article/eosphorite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Epidote**](https://www.gemsociety.org/article/epidote-group-of-jewelry-and-gemstone-information/)None KnownSoluble in acids; Other members of the epidote group contain lead and radioactive elements[**Ettringite**](https://www.gemsociety.org/article/ettringite-jewelry-and-gemstone-information/)None KnownMay contain heavy metals; Soluble in water[**Euclase**](https://www.gemsociety.org/article/euclase-jewelry-and-gemstone-information/)None KnownN/A[**Eudialyte**](https://www.gemsociety.org/article/eudialyte-jewelry-and-information/)Medium[**Zircon**](https://www.gemsociety.org/article/zircon-jewelry-and-gemstone-information/); Slightly radioactive; Soluble in acids[**Euxenite**](https://www.gemsociety.org/article/euxenite-jewelry-and-gemstone-information/)HighUranium, Thorium[**Feldspar**](https://www.gemsociety.org/article/feldspars-jewelry-gemstone-information/)None KnownN/A[**Fergusonite**](https://www.gemsociety.org/article/fergusonite-jewelry-gemstone-information/)LowRare Earth Elements; Soluble in acids[**Fluorite**](https://www.gemsociety.org/article/flourite-jewelry-gemstone-information/)None KnownCan react dangerously if accidentally swallowed[**Freshwater Pearls**](https://www.gemsociety.org/article/freshwater-pearls-jewelry-and-gemstone-information/)HighOrganic Material[**Friedelite**](https://www.gemsociety.org/article/friedelite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Gadolinite**](https://www.gemsociety.org/article/gadolinite-jewelry-and-gemstone-information/)LowRare Earth Elements; Soluble in acids[**Gahnospinel**](https://www.gemsociety.org/article/gahnospinel/)None KnownN/A[**Garnet**](https://www.gemsociety.org/article/garnet-jewelry-and-gemstone-information/)None KnownN/A[**Gaylussite**](https://www.gemsociety.org/article/gaylussite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Glass**](https://www.gemsociety.org/article/glass/)LowSilicosis[**Grandidierite**](https://www.gemsociety.org/article/grandidierite-jewelry-and-gemstone-information/)None KnownN/A[**Grossular Garnet**](https://www.gemsociety.org/article/grossular-garnet/)None KnownN/A[**Gypsum**](https://www.gemsociety.org/article/gypsum-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Hambergite**](https://www.gemsociety.org/article/hambergite-jewelry-and-gemstone-information/)LowBorate; Soluble in acids[**Haüyne**](https://www.gemsociety.org/article/hauyne-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Heliodor**](https://www.gemsociety.org/article/heliodor-golden-beryl-jewelry-gemstone-information/)None KnownN/A[**Hematite**](https://www.gemsociety.org/article/hematite-jewelry-and-gemstone-information/)LowIron; Soluble in acids[**Hemimorphite**](https://www.gemsociety.org/article/hemimorphite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Herderite**](https://www.gemsociety.org/article/herderite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Hessonite**](https://www.gemsociety.org/article/hessonite/)None KnownN/A[**Hodgkinsonite**](https://www.gemsociety.org/article/hodgkinsonite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Holtite**](https://www.gemsociety.org/article/holtite-jewelry-and-gemstone-information/)MediumArsenic, Rare Earth Elements[**Howlite**](https://www.gemsociety.org/article/howlite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Huebnerite**](https://www.gemsociety.org/article/huebnerite-jewelry-gem-information/)LowTungsten; Soluble in acids[**Humite**](https://www.gemsociety.org/article/humite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Hureaulite**](https://www.gemsociety.org/article/hureaulite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Hurlbutite**](https://www.gemsociety.org/article/hurlbutite-jewelry-gemstone-information/)None KnownSoluble in acids[**Hydrogrossular**](https://www.gemsociety.org/article/hydrogrossular-garnet/)None KnownSoluble in acids[**Idocrase**](https://www.gemsociety.org/article/idocrase-vesuvianite-jewelry-gemstone-information/)LowMay contain beryllium, copper, and rare earths; Soluble in acids[**Inderite**](https://www.gemsociety.org/article/inderite-jewelry-gemstone-information/)LowBorate; Soluble in acids[**Iolite**](https://www.gemsociety.org/article/iolite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Jadeite**](https://www.gemsociety.org/article/jadeite-jewelry-and-gemstone-information/)None KnownN/A[**Jasper**](https://www.gemsociety.org/article/jasper-gem-information/)LowSilicosis[**Jeremejevite**](https://www.gemsociety.org/article/jeremejevite-jewelry-gemstone-information/)None KnownN/A[**Jet**](https://www.gemsociety.org/article/jet-jewelry-gemstone-information/)HighOrganic Material[**Kämmererite**](https://www.gemsociety.org/article/kammererite-jewelry-and-gemstone-information/)None KnownN/A[**Kornerupine**](https://www.gemsociety.org/article/kornerupine-jewelry-and-gemston-information/)None KnownN/A[**Kurnakovite**](https://www.gemsociety.org/article/kurnakovite-jewelry-and-gemstone-information/)LowBorate; Soluble in acids[**Kyanite**](https://www.gemsociety.org/article/kyanite-jewelry-and-gemstone-information/)None KnownN/A[**Labradorite**](https://www.gemsociety.org/article/labradorite-jewelry-and-gemstone-information/)None KnownN/A[**Langbeinite**](https://www.gemsociety.org/article/langbeinite-jewelry-and-gemstone-information/)None KnownWater soluble[**Lapis Lazuli**](https://www.gemsociety.org/article/lapis-lazuli-jewelry-and-gemstone-information/)MediumOften included with pyrite[**Lawsonite**](https://www.gemsociety.org/article/lawsonite-jewelry-and-gemstone-information/)None KnownN/A[**Lazulite**](https://www.gemsociety.org/article/lazulite-jewelry-and-gemstone-information/)None KnownN/A[**Legrandite**](https://www.gemsociety.org/article/legrandite-jewelry-and-gemstone-information/)HighArsenic[**Lepidolite**](https://www.gemsociety.org/article/lepidolite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Leucite**](https://www.gemsociety.org/article/leucite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Linarite**](https://www.gemsociety.org/article/linarite-jewelry-and-gemstone-information/)HighCopper, Lead; Soluble in acids[**Ludlamite**](https://www.gemsociety.org/article/ludlamite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Magnesite**](https://www.gemsociety.org/article/magnesite-jewelry-and-gemstone-information/)LowSoluble in acids. As a powder, it can irritate the skin, eyes, and respiratory system.[**Malachite**](https://www.gemsociety.org/article/malachite-jewelry-and-gemstone-information/)HighCopper; Soluble in acids[**Malaya Garnet**](https://www.gemsociety.org/article/malaia-garnet/)None KnownN/A[**Mali Garnet**](https://www.gemsociety.org/article/mali-garnet-jewelry-and-gemstone-information/)None KnownN/A[**Mandarin Garnet**](https://www.gemsociety.org/article/mandarin-garnet/)None KnownN/A[**Manganotantalite**](https://www.gemsociety.org/article/manganotantalite-jewelry-and-gemstone-information/)None KnownN/A[**Marcasite**](https://www.gemsociety.org/article/marcasite-jewelry-and-gemstone-information/)MediumReacts with water[**Meliphanite**](https://www.gemsociety.org/article/meliphanite-jewelry-and-gemstone-information/)None KnownN/A[**Mellite**](https://www.gemsociety.org/article/mellite-jewelry-and-gemstone-information/)HighOrganic Material[**Microcline**](https://www.gemsociety.org/search/microcline/)None KnownN/A[**Microlite**](https://www.gemsociety.org/article/microlite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Milarite**](https://www.gemsociety.org/article/milarite-jewelry-and-gemstone-information/)None KnownN/A[**Millerite**](https://www.gemsociety.org/article/millerite-jewelry-and-gemstone-information/)HighNickel; can react dangerously if accidentally swallowed[**Mimetite**](https://www.gemsociety.org/article/mimetite-jewelry-and-gemstone-information/)HighArsenic, Lead; Soluble in acids[**Moldavite**](https://www.gemsociety.org/article/moldavite-jewelry-and-gemstone-information/)None KnownN/A[**Monazite**](https://www.gemsociety.org/article/monazite-jewelry-and-gemstone-information/)LowRare Earth Elements; Soluble in acids[**Moonstone**](https://www.gemsociety.org/article/moonstone-jewelry-gem-information/)None KnownN/A[**Mordenite**](https://www.gemsociety.org/article/mordenite-jewelry-and-gemstone-information/)HighFibrosis[**Morganite**](https://www.gemsociety.org/article/morganite-jewelry-and-gemstone-information/)None KnownN/A[**Nambulite**](https://www.gemsociety.org/article/nambulite-jewelry-and-gemstone-information/)None KnownN/A[**Natrolite**](https://www.gemsociety.org/article/natrolite-mesolite-scolecite-jewelry-and-gemstone-information/) (Zeolite)None KnownNon-asbestos fibers in erionite (a non-gem fibrous zeolite) can cause mesothelioma if inhaled. Natrolite has a similar fibrous structure but no known toxicity.[**Mesolite**](https://www.gemsociety.org/article/natrolite-mesolite-scolecite-jewelry-and-gemstone-information/) (Zeolite)None KnownNon-asbestos fibers in erionite (a non-gem fibrous zeolite) can cause mesothelioma if inhaled. Mesolite has a similar fibrous structure but no known toxicity.[**Scolecite**](https://www.gemsociety.org/article/natrolite-mesolite-scolecite-jewelry-and-gemstone-information/) (Zeolite)None KnownNon-asbestos fibers in erionite (a non-gem fibrous zeolite) can cause mesothelioma if inhaled. Scolecite has a similar fibrous structure but no known toxicity.[**Nepheline**](https://www.gemsociety.org/article/nepheline-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Nephrite**](https://www.gemsociety.org/article/nephrite-jewelry-and-gemstone-information/)HighPossible risk of silicosis[**Neptunite**](https://www.gemsociety.org/article/neptunite-jewelry-and-gemstone-information/)None KnownN/A[**Niccolite**](https://www.gemsociety.org/article/niccolite-jewelry-and-gemstone-information/) (Nickeline)HighArsenic, Nickel[**Obsidian**](https://www.gemsociety.org/article/obsidian-jewelry-and-gemstone-information/)LowSilicosis[**Oligoclase**](https://www.gemsociety.org/article/oligoclase/)None KnownN/A[**Opal**](https://www.gemsociety.org/article/opal-jewelry-and-gemstone-information/)LowSilicosis[**Oregon Sunstone**](https://www.gemsociety.org/article/oregon-sunstone-jewelry-and-gemstone-information/)MediumCopper[**Orthoclase**](https://www.gemsociety.org/article/orthoclase/)None KnownN/A[**Padparadscha Sapphire**](https://www.gemsociety.org/article/padparadscha-sapphire/)None KnownN/A[**Painite**](https://www.gemsociety.org/article/painite-jewelry-and-gemstone-information/)None KnownN/A[**Palygorskite**](https://www.gemsociety.org/article/palygorskite-jewelry-and-gemstone-information/)None KnownN/A[**Papagoite**](https://www.gemsociety.org/article/papagoite-jewelry-and-gemstone-information/)LowCopper[**Paraiba Tourmaline**](https://www.gemsociety.org/article/paraiba-tourmaline/)None KnownN/A[**Pargasite**](https://www.gemsociety.org/article/pargasite-jewelry-and-gemstone-information/)None KnownN/A[**Parisite**](https://www.gemsociety.org/article/parisite-jewelry-and-gemstone-information/)High/LowCan react dangerously if accidentally swallowed./Weakly radioactive, negligible in small amounts.[**Pearl**](https://www.gemsociety.org/article/pearl-jewelry-and-gemstone-information/)HighOrganic Material[**Pectolite**](https://www.gemsociety.org/article/pectolite-jewelry-and-gemstone-information/) (Larimar)None KnownN/A[**Pentlandite**](https://www.gemsociety.org/article/pentlandite-jewelry-and-gemstone-information/)HighNickel[**Periclase**](https://www.gemsociety.org/article/periclase-jewelry-and-gemstone-information/)HighLaxative; reacts with water[**Peridot**](https://www.gemsociety.org/article/peridot-jewelry-and-gemstone-information/)None KnownN/A[**Peristerite**](https://www.gemsociety.org/article/peristerite/)None KnownN/A[**Perthite**](https://www.gemsociety.org/search/perthite/)None KnownN/A[**Petalite**](https://www.gemsociety.org/article/petalite-jewelry-and-gemstone-information/)None KnownN/A[**Phenakite**](https://www.gemsociety.org/article/phenakite-jewelry-and-gemstone-information/)None KnownN/A[**Phosgenite**](https://www.gemsociety.org/article/phosgenite-jewelry-and-gemstone-information/)MediumLead; Soluble in acids[**Phosphophyllite**](https://www.gemsociety.org/article/phosphophyllite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Pollucite**](https://www.gemsociety.org/article/pollucite-jewelry-and-gemstone-information/)LowCesium; Soluble in acids[**Powellite**](https://www.gemsociety.org/article/powellite-jewelry-and-gemstone-information/)MediumMolybdenum; Soluble in acids[**Prehnite**](https://www.gemsociety.org/article/prehnite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Prosopite**](https://www.gemsociety.org/article/prosopite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Proustite**](https://www.gemsociety.org/article/proustite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Pumpellyite**](https://www.gemsociety.org/article/pumpellyite-jewelry-and-gemstone-information/)None KnownN/A[**Purpurite**](https://www.gemsociety.org/article/purpurite-jewelry-and-gemstone-information/)LowSoluble in acids[**Pyrargyrite**](https://www.gemsociety.org/article/pyrargyrite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Pyrite**](https://www.gemsociety.org/article/pyrite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Pyrope**](https://www.gemsociety.org/article/pyrope-garnet/)None KnownN/A[**Pyrophyllite**](https://www.gemsociety.org/article/pyrophyllite-jewelry-and-gemstone-information/)LowSoluble in acids[**Pyroxmangite**](https://www.gemsociety.org/article/pyroxmangite-jewelry-and-gemstone-information/)None KnownN/A[**Pyrrohotite**](https://www.gemsociety.org/article/pyrrhotite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Quartz**](https://www.gemsociety.org/article/quartz-jewelry-and-gemstone-information/)HighSilicosis[**Quartzite**](https://www.gemsociety.org/article/quartzite/)HighSilicosis[**Realgar**](https://www.gemsociety.org/article/realgar-jewelry-and-gemstone-information/)HighArsenic; Can react dangerously if accidentally swallowed[**Red Beryl**](https://www.gemsociety.org/article/red-beryl-jewelry-and-gemstone-information/)None KnownN/A[**Rhodizite**](https://www.gemsociety.org/article/rhodizite-jewelry-and-gemstone-information/)None KnownN/A[**Rhodochrosite**](https://www.gemsociety.org/article/rhodochrosite-jewelry-and-gemstone-information/)LowManganese; Soluble in acids[**Rhodolite**](https://www.gemsociety.org/article/rhodolite-garnet/)None KnownN/A[**Rhodonite**](https://www.gemsociety.org/article/rhodonite-jewelry-and-gemstone-information/)LowManganese; Soluble in acids[**Rose Quartz**](https://www.gemsociety.org/article/rose-quartz/)HighSilicosis[**Rubellite Tourmaline**](https://www.gemsociety.org/article/rubellite-jewelry-and-gemstone-information/)None KnownN/A[**Ruby**](https://www.gemsociety.org/article/ruby-jewelry-and-gemstone-information/)None KnownN/A[**Rutile**](https://www.gemsociety.org/article/rutile-jewelry-and-gemstone-information/)None KnownN/A[**Saltwater Pearls**](https://www.gemsociety.org/article/saltwater-pearls-jewelry-and-gemstone-information/)HighOrganic Material[**Samarskite**](https://www.gemsociety.org/article/samarskite-jewelry-and-gemstone-information/)HighLead, Uranium, Rare earth elements; Soluble[**Sanidine**](https://www.gemsociety.org/article/sanidine/)None KnownN/A[**Sapphire**](https://www.gemsociety.org/article/sapphire-jewelry-and-gemstone-information/)None KnownN/A[**Sapphirine**](https://www.gemsociety.org/article/sapphirine-jewelry-and-gemstone-information/)None KnownN/A[**Scapolite**](https://www.gemsociety.org/article/scapolite-jewelry-and-gemstone-information/)None KnownN/A[**Scorodite**](https://www.gemsociety.org/article/scorodite-jewelry-and-gemstone-information/)HighArsenic; Soluble in acids[**Sellaite**](https://www.gemsociety.org/article/sellaite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Senarmontite**](https://www.gemsociety.org/article/senarmontite-jewelry-and-gemstone-information/)LowAntimony; soluble in water[**Serandite**](https://www.gemsociety.org/article/serandite-jewelry-and-gemstone-information/)None KnownN/A[**Serpentine**](https://www.gemsociety.org/article/serpentine-jewelry-and-gemstone-information/)HighChrysotile, a variety of serpentine, is one of the minerals classified as asbestos. Gem cutters should take precautions working with chrysotile, but wearing finished pieces poses no health risks. The other varieties of serpentine are not asbestos and have no known health risks.[**Shattuckite**](https://www.gemsociety.org/article/shattuckite-jewelry-and-gemstone-information/)MediumCopper; soluble in acids[**Shell**](https://www.gemsociety.org/article/shell/)HighOrganic Material[**Shortite**](https://www.gemsociety.org/article/shortite-jewelry-and-gemstone-information/)None KnownWater soluble[**Siderite**](https://www.gemsociety.org/article/siderite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Sillimanite**](https://www.gemsociety.org/article/sillimanite-jewelry-and-gemstone-information/)None KnownN/A[**Simpsonite**](https://www.gemsociety.org/article/simpsonite-jewelry-and-gemstone-information/)MediumTantalum; soluble in acids[**Sinhalite**](https://www.gemsociety.org/article/sinhalite-jewelry-and-gemstone-information/)None KnownN/A[**Smaltite**](https://www.gemsociety.org/article/smaltite-jewelry-and-gemstone-information/)HighArsenic, Cobalt, Nickel; soluble in acids[**Smithsonite**](https://www.gemsociety.org/article/smithsonite-jewelry-and-gemstone-information/)MediumZinc; soluble in acids[**Smoky Quartz**](https://www.gemsociety.org/article/smoky-quartz/)HighSilicosis[**Sodalite**](https://www.gemsociety.org/article/sodalite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Sogdianite**](https://www.gemsociety.org/article/sogdianite-jewelry-and-gemstone-information/)None KnownN/A[**Spessartite Garnet**](https://www.gemsociety.org/article/spessartite-garnet/)None KnownN/A[**Sphalerite**](https://www.gemsociety.org/article/sphalerite-jewelry-and-gemstone-information/)None KnownN/A[**Sphene (Titanite)**](https://www.gemsociety.org/article/sphene-jewelry-and-gemstone-information/)None KnownN/A[**Spinel**](https://www.gemsociety.org/article/spinel-jewelry-and-gemstone-information/)None KnownN/A[**Spodumene**](https://www.gemsociety.org/article/spodumene/)LowLithium[**Spurrite**](https://www.gemsociety.org/article/spurrite-jewelry-and-gemstone-information/)None KnownN/A[**Staurolite**](https://www.gemsociety.org/article/staurolite-jewelry-and-gemstone-information/)None KnownN/A[**Stibiotantalite**](https://www.gemsociety.org/article/stibiotantalite-jewelry-and-gemstone-information/)LowAntimony, Niobium, Tantalum[**Stichtite**](https://www.gemsociety.org/article/stichtite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Stolzite**](https://www.gemsociety.org/article/stolzite-information/)HighLead, Tungsten[**Strontianite**](https://www.gemsociety.org/article/strontianite-jewelry-and-gemstone-information/)LowStrontium[**Sugilite**](https://www.gemsociety.org/article/sugilite-jewelry-and-gemstone-information/)None KnownN/A[**Sulfur**](https://www.gemsociety.org/article/sulfur-jewelry-and-gemstone-information/)HighSulfur[**Sunstone**](https://www.gemsociety.org/article/sunstone/)None KnownN/A[**Taafeite**](https://www.gemsociety.org/article/taafeite-jewelry-and-gemstone-information/)None KnownN/A[**Talc**](https://www.gemsociety.org/article/talc-jewelry-and-gemstone-information/)LowTalcosis. Do not inhale or ingest particles. Note: although talc itself does not pose an asbestos hazard, talc ore may contain minerals that do pose asbestos hazards.[**Tantalite**](https://www.gemsociety.org/article/tantalite-jewelry-and-gemstone-information/)MediumNiobium, Tantalum; soluble in acids[**Tanzanite**](https://www.gemsociety.org/article/tanzanite-jewelry-and-gemstone-information/)None KnownN/A[**Tektite**](https://www.gemsociety.org/article/tektite-jewelry-and-gemstone-information/)LowSilicosis[**Tephroite**](https://www.gemsociety.org/article/tephroite-jewelry-and-gemstone-information/)None KnownN/A[**Thomsonite**](https://www.gemsociety.org/article/thomsonite-jewelry-and-gemstone-information/)None KnownN/A[**Tiger’s Eye**](https://www.gemsociety.org/article/tigers-eye-gem-information/)HighAsbestos; Silicosis[**Topaz**](https://www.gemsociety.org/article/topaz-jewelry-and-gemstone-information/)None KnownN/A[**Tourmaline**](https://www.gemsociety.org/article/tourmaline-jewelry-and-gemstone-information/)None KnownN/A[**Tremolite**](https://www.gemsociety.org/article/tremolite-jewelry-and-gemston-information/)LowAsbestos[**Triphylite**](https://www.gemsociety.org/article/triphylite-jewelry-and-gemstone-information/) (Tryphylite)MediumLithium; soluble in acids[**Tsavorite**](https://www.gemsociety.org/article/tsavorite/)None KnownN/A[**Tugtupite**](https://www.gemsociety.org/article/tugtupite-jewelry-and-gemstone-information/)None KnownN/A[**Turquoise**](https://www.gemsociety.org/article/turquoise-jewelry-gem-information/)LowCopper[**Ulexite**](https://www.gemsociety.org/article/ulexite-jewelry-and-gemstone-information/)LowBorate[**Uvarovite**](https://www.gemsociety.org/article/uvarovite-garnet/)None KnownN/A[**Vanadinite**](https://www.gemsociety.org/article/vanadinite-jewelry-and-gemstone-information/)HighLead, Vanadium[**Variscite**](https://www.gemsociety.org/article/variscite-jewelry-and-gemstone-information/)None KnownN/A[**Väyrynenite**](https://www.gemsociety.org/article/vayrenenite-jewelry-and-gemstone-information/)None KnownN/A[**Villiaumite**](https://www.gemsociety.org/article/villiaumite-jewelry-and-gemstone-information/)HighTalcosis. Do not inhale or ingest particles. Note: although talc itself does not pose an asbestos hazard, talc ore may contain minerals that pose asbestos hazards.[**Vivianite**](https://www.gemsociety.org/article/vivianite-jewelry-and-gemstone-information/)None KnownN/A[**Wardite**](https://www.gemsociety.org/article/wardite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Wavellite**](https://www.gemsociety.org/article/wavellite-jewelry-and-gemstone-information/)None KnownN/A[**Weloganite**](https://www.gemsociety.org/article/weloganite-jewelry-and-gemstone-information/)LowZirconium[**Whewellite**](https://www.gemsociety.org/article/whewellite-jewelry-and-gemstone-information/)HighOxalate[**Wilkeite**](https://www.gemsociety.org/article/wilkeite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed[**Willemite**](https://www.gemsociety.org/article/willemite-jewelry-and-gemstone-information/)None KnownN/A[**Witherite**](https://www.gemsociety.org/article/witherite-jewelry-and-gemstone-information/)HighBarium: toxic if ingested.[**Wollastonite**](https://www.gemsociety.org/article/wollastonite-jewelry-and-gemstone-information/)None KnownN/A[**Wulfenite**](https://www.gemsociety.org/article/wulfenite-jewelry-and-gemstone-information/)HighLead[**Xonotlite**](https://www.gemsociety.org/article/xonotlite-jewelry-and-gemstone-information/)None KnownN/A[**Yugawaralite**](https://www.gemsociety.org/article/yugawaralite-jewelry-and-gemstone-information/)None KnownN/A[**Zektzerite**](https://www.gemsociety.org/article/zektzerite-jewelry-and-gemstone/)LowLithium, Zirconium[**Zincite**](https://www.gemsociety.org/article/zincite-jewelry-and-gemstone-information/)None KnownSoluble in acids[**Zircon**](https://www.gemsociety.org/article/zircon-jewelry-and-gemstone-information/)LowZirconium; soluble in acids[**Zunyite**](https://www.gemsociety.org/article/zunyite-jewelry-and-gemstone-information/)HighCan react dangerously if accidentally swallowed
---
### [Common Safety Concerns with Geological Samples in Schools](https://sciencesafety.com/courses/rock-mineral-safety/lessons/common-safety-concerns-with-geological-samples-in-schools/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Content:**
Pyrite is iron sulfide, chalcopyrite is copper iron sulfide, galena is lead sulfide, cinnabar is mercury sulfide, and sphalerite is zinc sulfide. These compounds contain heavy metals; however, chemical bonding makes them mostly stable and insoluble in water, reducing the risk of handling these specimens greatly. These earth and space science laboratory activities can proceed through appropriate PPE and performing a hazard analysis and risk assessment before planned activities to reduce the potential for accidental injury or exposure.
**Pyrite –** Yes, pyrite **can** contain some arsenic, but since pyrite is not soluble in water or hydrochloric acid, it poses minimal risks when handled.
**Galena – it does contain lead.** However, when lead is chemically bonded with sulfur, we find a highly insoluble compound – lead sulfide is virtually insoluble in water and only very slightly soluble in hydrochloric acid.
**Stibnite (Sb2S3 – antimony sulfide)** is listed because of its antimony content, but again, it is nearly insoluble and poses no risk.
**Hutchinsonite (TlPbAs5S9 – a lead/thallium-bearing sulfoarsenide)** appears on lists containing both lead and thallium. Again, hutchinsonite has very low bioavailability since sulfoarsenides and sulfoantimonides are relatively insoluble.
**Cinnabar (HgS – mercury sulfide)** is another mineral that is regarded as a toxic mineral because it contains an element that is regarded to be dangerous by itself – mercury. However, like galena, the elements in cinnabar are bonded together – inorganic mercury sulfide is virtually insoluble. Another risk we should discuss is reactions instigated by heat. Like many minerals, cinnabar can decompose thermally, meaning that if you were to cook it at a sufficiently high heat, it would break down and may release toxic vapors. Grinding these minerals can also cause similar risks, likely because of local heating caused by friction. Do not heat your minerals, as heat may cause reactions with dangerous byproducts! However, this does not mean that handling a specimen of cinnabar physically is harmful.
Arsenopyrite (FeAsS), like pyrite, receives its terror because of its arsenic content. This time, arsenic is most certainly in the chemical composition, but like pyrite, arsenopyrite is not soluble in fluids related to the human body and is not dangerous. However, we’ve included this higher on the list because this is another factor to be cautious about. There are rumors of arsenopyrite with a white coating that turned out to be a soluble arsenate, which would be very toxic! Minerals can react with other environmental factors before and after they come into your possession – if your mineral has a crust, coating, powder, or other substance associated with it, that may indicate that some chemical reaction has occurred. If you find an unknown substance, do not put it into your body!
Several minerals have been listed as toxic for risks associated with inhaling fine particles or dust. The above-listed minerals carry a risk quite different from solubility, as the concern is not one of the chemical reactions but of physical damage created by fine particles. It is important to realize that inhalation of particulates is not healthy (smoke, air pollution, etc.), and this is no reflection of the danger of a single mineral in particular. Suppose you are handling minerals in a situation where you are creating mineral dust (lapidary work, for example). In that case, it is recommended that you wear a dust mask or use a liquid component such as water or oil to keep the dust created by grinding from spreading in the air. These precautions are a good practice regardless of what material is being worked. Dust can also be a concern for those working in mining or collecting minerals in the field. Again, if you work in a dusty environment, protect yourself and your lungs using a dust mask or respirator.
**\* Due to the inherent risks associated with asbestos fibers,\*If you have any ASBESTOS samples, these should NOT be handled in schools, whether part of a commercial rock and mineral kit or survey set**. Special care should be taken with Quartz (Silicon dioxide) dust, **which can also contribute to chronic medical conditions such as silicosis impacting lung function.\***
---
### [Rock and Mineral Safety Video](https://sciencesafety.com/courses/rock-mineral-safety/lessons/rock-and-mineral-safety-video/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Content:**
This video showcases some of the more practical safety rules used in safely handling rocks and minerals in a laboratory, using humor to illustrate these critical procedures. Please watch and learn about geology safety practices you can implement in your program.
Source: Cecily Trenka, YouTube
---
### [Common Rock & Mineral Safety Practices](https://sciencesafety.com/courses/rock-mineral-safety/lessons/common-rock-mineral-safety-practices/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Content:**
**Safety Protocols When Working With Rocks and Minerals**
**Acid Testing**
1. Hydrochloric acid or nitric acid testing should be done using dilute acid with appropriate Personal Protective Equipment (PPE).
2. PPE required includes wearing indirectly vented chemical splash goggles meeting the ANSI/ISEA Z87.1 D3 standard, a non-latex apron, and nitrile gloves during the setup, hands-on, and takedown segments of the activity.
- Use only one or two tiny acid drops at the lowest molarity possible for a reaction. With tap water or distilled water, immediately rinse off rocks and minerals in a pail after performing the acid test. Neutralize the water upon completion of the testing with sodium bicarbonate. Blot the specimens dry using paper towels.
- When diluting acids or bases, the acid or base should be added to water and not water to the acid or base.
- Know where the eyewash/acid shower stations are located and how to use them in an emergency.
- Be sure to wipe up water or other liquid spilled on the floor to prevent a slip/fall hazard.
- Never pour chemicals, either used or unused, back into their original container.
- Only combine substances and amounts as instructed by your teacher.
- Follow your teacher’s instructions for disposing of waste materials.
- Wash your hands with soap and water immediately after completing this activity.
**Bead tests:** When using flame or borax bead tests to identify rocks and minerals, always use appropriate PPE. PPE requirements include wearing indirectly vented chemical splash goggles meeting the ANSI/ISEA Z87.1 D3 standard, a non-latex apron, and nitrile gloves during the setup, hands-on, and takedown segments of the activity.
**Dust hazards: Clay, rock, mineral, and sand dust all have Threshold limit values (the reasonable level to which a worker can be exposed without adverse health effects) and are, therefore, potential chronic respiratory health hazards.** When working with these materials, do so only under the fume hood, spray booth, or outdoors. Talc is often used to demonstrate the Moh’s Hardness Scale, and the fine talc powder can be accidentally inhaled, causing harm. The fine particle dust from quartz compounds can cause significant medical harm, including silicosis from inhaling the fine dust. Each rock and mineral sample will have unique hazards from the fine dust created by cutting or cleaving specimens.
**Field trips:** Geology fieldwork is potentially hazardous given the inherently dangerous locations for trips, such as cliffs, excavations, and quarries. Consult with the “Code for Geological Fieldwork” by the Geologists’ Association (www.geoconservation.com/GCCdocs/field workcode.pdf) before planning and taking the trip. Always review the expected behaviors with the attendees before and during the field activity. Use a safety acknowledgment form to be examined and signed by students and their parents or guardians as an additional layer of the safety program. Make sure Board of Education safety policies are reviewed in advance and followed.
**Hand washing:** Always wash hands with soap and water after conducting earth/space science or geological studies hands-on activities, especially after handling rock and mineral specimens. This is a non-negotiable aspect of safety in the geological laboratory.
**Heat sources:** Bunsen burners should never be left unsupervised during use. Ensure gas connections are correct and emergency gas shut-off switches and levers are operational. Natural rubber tubing shall not be used for Bunsen burners because it is susceptible to cracking. Only use tubing meeting the National Gas Association’s standards, including fabric-reinforced PVC or neoprene (polychloroprene). Inspect electrical cords on hot plates for damage.
Ensure all electrical receptacles are GFCI-protected to prevent shock. All heat sources should be turned off when not in use. Never handle hot materials directly with hands; use tongs. Always point liquids being heated away from the users and those nearby. Some mineral compounds, when heated, may release toxic compounds such as Cinnabar. Like many minerals, Cinnabar can decompose thermally, meaning that if you were to cook it at a sufficiently high heat, it would break down and may release toxic vapors. Grinding these minerals can also cause similar risks, likely because of local heating caused by friction. **Do not heat your minerals, as heat may cause reactions with dangerous byproducts unless you are aware of the chemical and thermal reactions of the samples you are using!**
Also, work carefully with open flames and never inhale the vapors emitted from the rock or mineral sample. Never use conventional alcohol lamps as heat sources—they are unsafe and unreliable and pose a severe risk to occupants and users.
**Hot rocks:** Avoid radioactive minerals (e.g.., uranium-type ore), which can be a health risk if direct exposure occurs. Never use these types of samples in the open instructional space —radioactive minerals require particular protocols and must be used carefully. You cannot see radiation – yet it is a hazard that may cause significant medical harm to people in proximity. \*If a school still has older radioactive isotope samples, a wooden lead-lined lockable box, ***or a Geiger counter, please advise the CHO (Chemical Hygiene Officer) of this discovery and arrange for appropriate safer disposal\**** Many states also have radiation officers who can be called on to determine if any of the rock samples pose a radioactive hazard/risk to students and their teachers.
**Lubricants: Refractive-index oils and rock-saw lubricants are considered low-r**isk chemicals but require PPE to be appropriately worn by the person(s) handling these liquids for investigating rock and mineral samples. If any of this lubricant should spill, use appropriate oil clean-up procedures found in your Chemical Hygiene Plan.
**Machines:** Machines such as rock crushers, splitters, and grinders, as well as power drills and saws, can be potentially hazardous to operate. Ensure guards are in place and users have proven competency to use the machines independently. Safety work zones outlined on the floor need to be established for the machine operator. Many power tools, such as rock saws, are too dangerous for use in a classroom, and no power tool should be used unless a proper setting and strict safety training can be provided. Appropriate PPE is essential. PPE requirements include wearing safety glasses with side shields or safety goggles meeting the ANSI/ISEA Z87.1 D3 standard during the power tool use setup, hands-on, and takedown segments.
Remove all loose jewelry, tie back long hair, and do not wear loose clothing. Only allow students to handle tools or machinery once trained in the safer operation. They can demonstrate that to the instructor before using this equipment independently under supervision. Many power tools/machines require dust collection systems (e.g.., wood dust, metal dust, and aluminum dust) to prevent particulate exposure to machine operators and help prevent fire hazards.
**Metal and mineral hazards:** Some rock samples contain lead hazards, and others contain the mineral asbestos. These types of rocks should never be handled during a laboratory activity. Additional prohibitions apply to minerals containing arsenic and mercury ores. Please note that Pyrite is iron sulfide; Chalcopyrite is copper iron sulfide; Galena is lead sulfide; Cinnabar is mercury sulfide, and Sphalerite is zinc sulfide. These compounds do contain recognized heavy metals; however, due to the chemical bonding in these samples, these are mostly stable and insoluble in water, which reduces the risk of handling these specimens considerably. Through the use of appropriate PPE (especially hand protection) and performing a potential hazard safety analysis and resulting health and safety risk assessment before planned activities to reduce the potential for accidental injury or exposure, these earth and space science laboratory activities can proceed under direct supervision when the analysis demonstrates that the educational value exceeds the subsequent resulting risks.
***\* Due to the inherent risks associated with asbestos fibers,\*If you have any ASBESTOS samples, these should NOT be handled in schools, whether part of a commercial rock and mineral kit or survey set***. Special care should be taken with Quartz (Silicon dioxide) dust, ***which can also contribute to chronic medical conditions such as silicosis impacting lung function.\****
**Microscope use:** Be careful when carrying microscopes so as not to drop and cause foot damage; also, the cord can be a trip and fall hazard. Lastly, use only ground fault circuit interrupters (GFCI) protected circuits to prevent accidental shocks.
**Mineral hardness test:** Use caution when working with a nail or sharp metal probe to determine mineral hardness. These tools can cut the skin, allowing for infections such as Staphylococcus or Clostridium tetani. If a glass plate is used, hold the plate flat against the lab desk to do the test, and use caution with sharp edges while ensuring that nothing that may cause a breaking point is under the glass plate.
**Observation of rocks and minerals:** When investigating rocks and minerals, remember to use appropriate eye protection (safety glasses or chemical-splash goggles rated with the ANSI/ISEA Z87.1 D3 2020 standard for impact) before using hammers or other tools. Never place geological specimens, including tasting minerals, in your mouth, for identification.
**Safety Data Sheets: These must be available and reviewed before using** any potentially hazardous chemical in the laboratory or classroom instructional space, including geological samples.
**Stream tables:** Ensure electrical sources for stream tables are protected with a GFCI wall receptacle, which will prevent electric shock in most instances. Immediately wipe up water spilled on the floor, introducing a slip-and-fall hazard if not addressed immediately.
**Soil and hygiene: Obtain soil samples from known sources due to the possibility of industrial contamination of collected soil, pesticides, mold, bacteria, and other pathogens.** Using soil testing kits for lead, arsenic, metals, salts (halogens), and other biological hazards must be considered before allowing students to handle or examine these soil samples out of an abundance of safety. Ensure PPE requirements include wearing safety glasses with side shields or safety goggles meeting the ANSI/ISEA Z87.1 D3 standard during the power tool use setup, hands-on, and takedown segments.
---
### [Safer Use of Rocks & Minerals with Students](https://sciencesafety.com/courses/rock-mineral-safety/lessons/safer-use-of-rocks-minerals-with-students/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Content:**
**The concept of safety or approved standardized operating procedures for handling and examining these rock and mineral samples in science instructional spaces is rare –** however, there are some fundamental geological safety protocols/rules that you should be mindful of.
Most science educators do not consider earth or environmental science as ‘hazardous’ as a pure chemistry or biology program. Yet, some substantial safety concerns involve the safer handling and examination or testing of these rock and mineral samples. These basic rules should be followed and added to the Chemical Hygiene Plan (or Environmental Hygiene Plan) in your jurisdiction as standard operating procedures.
Please be aware that there are some special handling and storage requirements for those samples based on the specific samples you have in your laboratory instructional space or science storeroom space.
---
### [Intro to Rock and Mineral Safety](https://sciencesafety.com/courses/rock-mineral-safety/lessons/intro-to-rock-and-mineral-safety/)
**Published:** February 13, 2024
**Author:** admin2025Open
**Content:**
Every school on the continent has rock and mineral kits of varying ages and sizes provided or purchased to help students better understand the geologic world around them, locally and across the country. Many of these in activity kit formats were provided by science supply companies as hands-on laboratory activity units for earth/space science and/or geology courses. They often were in concert with publisher science curriculum programs dating back to the 1960s. Other sets were provided by government agencies or as an educational resource from an industrial corporation to schools in a local area or across entire states. As noted, many of these kits have been used for decades.
Many specimens and samples are jammed into boxes and taken out sporadically as required during the school year to illustrate different types of igneous, metamorphic, or sedimentary rocks or minerals. Some of these survey sets have a key corresponding to the samples and a number or letter on the sample so that you can identify each of them easily. Sadly, many of these inventory keys have been ‘misplaced’ or lost, making identification more difficult for educators. Some of these older samples may be potentially hazardous and expose students and teachers to serious health and safety risks due to the fibrous, radioactive, or toxic metallic nature of the specimens, making it a priority to know exactly what you have on hand in these surveys sets, kits, or boxes of random geology samples.
**This module will help you understand these safety concerns when using rock and mineral specimens with your classes.**
---
### [Conclusion: D-14 and D-15 Certificate of Fitness](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/conclusion-d-14-and-d-15-certificate-of-fitness/)
**Published:** December 8, 2021
**Author:** admin2025Open
**Content:**
CONGRATULATIONS!
If you have completed all the lessons and received more than 80% on each assessment and the final quiz, then you qualify for an FDNY Certificate of Fitness!
It would be best to choose whether the D-14 or the D-15 is most appropriate for your needs at your school. To provide your certificate of completion to FDNY and get your CoF, go to:
D-14:
D-15:
The content covered in these lessons was designed to align with the new 2022 NYCDOE Science Safety Manual and meets/exceeds the requirements for the Certificates of Fitness from the FDNY.
By completing this Science Safety training course, you have met these requirements through the content and examples used, as well as the proprietary evaluation and assessment tools that were able to gauge your comprehension of the topics covered.
Please download your certificate of completion for the FDNY D14 – D15 Certificate of Fitness from your account online. You will be emailed a copy of your certificate as well. We suggest you keep a copy of the PDF somewhere safe and send a copy to your principal.
Thank you for your participation.
---
### [Threat Assessment Teams](https://sciencesafety.com/courses/active-shooter-situations/lessons/threat-assessment-teams/)
**Published:** November 3, 2021
**Author:** admin2025Open
**Content:**
Research shows that perpetrators of targeted acts of violence engage in both covert and overt behaviors preceding their attacks. They consider, plan, pprepare, share, and, in some cases, move on to action.18 One of the most useful tools a school can develop to identify, evaluate, and address these troubling signs is a multidisciplinary school threat assessment team (TAT). A TAT with diverse representation often will operate more efficiently and effectively. TAT members should include school principals, counselors, employees, medical and mental health professionals, law enforcement personnel and school resource officers, where applicable.
The TAT serves as a central convening body, so that warning signs observed by multiple people are not considered isolated incidents that slip through the cracks, when they actually may represent escalating behavior that is a serious concern. School districts should keep in mind, however, the importance of relying on factual information (including observed behavior) and avoid unfair labeling or stereotyping of students, to remain in compliance with civil rights and other applicable federal and state laws.
For the purposes of consistency and efficiency, a school TAT should be developed and implemented in coordination with school district policy and practice. In addition, staff already working to identify student needs can be a critical source of information about troubling student behavior for a TAT.
The TAT reviews troubling or threatening behavior of current or former students, parents, school employees or other persons brought to its attention. The TAT contemplates a holistic assessment and management strategy that considers the many aspects of the person’s life—academic, residential, work, and social. More than focusing on warning signs or threats alone, the TAT assessment involves a unique overall analysis of changing and relevant behaviors. The TAT takes into consideration, as appropriate, information about classroom behaviors, various kinds of communications, not-yet substantiated information, any threats made, security concerns, parenting issues, or relationship problems that might involve a troubled individual. The TAT may also identify any potential victims with whom the individual may interact. Once the TAT identifies an individual that may pose a threat, the team will identify a course of action for addressing the situation. The appropriate course of action—whether law enforcement intervention, counseling, or other actions —will depend on the specifics of the situation.
Although not as common as in the K–12 environment, TATs are increasingly common in university settings, pushed to the forefront of concern following the 2007 shooting at Virginia Polytechnic Institute and State University in Blacksburg, Va., where 32 individuals were killed. In some cases, state funding mandates that colleges and universities create threat assessment teams.19
Even in a K–12 setting, where a designated TAT may not have been established, area law enforcement officials can help assess reported threats or troubling behavior, and reach out to available federal resources. The FBI’s behavioral experts in its National Center for the Analysis of Violent Crimes (NCAVC) at Quantico, Va., are available on a 24/7 basis to join in any threat assessment analysis and develop threat mitigation strategies for persons of concern. The law enforcement member of the school TAT should contact the local FBI office for this behavioral analysis assistance.
Each FBI field office has a NCAVC representative available to work with school TATs and coordinate access to the FBI’s Behavioral Analysis Unit (BAU), home to the NCAVC. They focus not on how to respond tactically to an *active shooter situation* but rather on how to prevent one. Early intervention can prevent a situation from escalating by identifying, assessing, and managing the threat. The TAT should consult with its district and develop a process to seek these additional resources.
Generally, *active shooter situations* are not motivated by other criminal-related concerns, such as monetary gain or gang affiliation. Often, situations may be prevented by identifying, assessing, and managing potential threats. Recognizing these pre-attack warning signs and indicators might help disrupt a potentially tragic event.
18See https://web.archive.org/web/20140903054903/http://www.fbi.gov/stats-services/publications/law-enforcement-bulletin/february-2010/threat-assessment-teams.
19See *Recommended Practices for Virginia Colleges Threat Assessments*
Credit: [REMS.ed.gov](https://rems.ed.gov/K12PreparingForActiveShooter.aspx)
---
### [ELL Websites](https://sciencesafety.com/courses/ell-students/lessons/ell-websites/)
**Published:** December 27, 2021
**Author:** admin2025Open
**Content:**
*These general ESOL websites offer many types of activities (grammar, listening, pronunciation, vocabulary, reading, etc.) for language learners of all levels.* The list was compiled by [New York Public Library](https://www.nypl.org/help/community-outreach/immigrant-services/learn-esol-online-resources).
**[Activities for ESL Students](http://a4esl.org/)** Thousands of quizzes, exercises and puzzles for English language learners of all levels. Provided by the Internet TESL Journal.
**[ManyThings.org](http://www.manythings.org/)** Find quizzes, word games, word puzzles, proverbs, slang expressions, vocabulary study, pronunciation practice, listening practice and many other activities for learners of all levels. Check the Daily Page for links to new activities each day.
**[Dave’s ESL Café – Stuff for Students](http://www.eslcafe.com/students)** Lessons and quizzes to practice grammar, pronunciation, vocabulary, idioms, and slang. Communicate with English language students and teachers around the world using the Help Center and Student Forums.
**[BBC Learning English](http://www.bbc.co.uk/worldservice/learningenglish)** Activities using videos, music, news vocabulary and more. Listening, pronunciation, grammar, and vocabulary practice. Includes a special section for Business English. Note: This is a British English site.
**[engVid](http://www.engvid.com/)** Free English video lessons on many topics, including grammar, pronunciation, vocabulary, writing, business English, and more. Some lessons include quizzes.
[**Englishtown**](https://web.archive.org/web/20220815031957/http://www.englishtown.com/community/portal/default.aspx) Free English lessons and study tips for beginner to intermediate level learners.
## Dictionaries
**[Merriam-Webster Learner’s Dictionary](http://www.learnersdictionary.com/)** An online American English dictionary for English language learners. Find definitions and example sentences and hear the correct pronunciation of a word. Try some of the vocabulary and pronunciation exercises.
**[The Internet Picture Dictionary](http://www.pdictionary.com/)** Look up a word or browse by category (animals, colors, kitchen, etc.) in this basic picture dictionary. Use the activities list to play spelling games and review words.
**[Cambridge Dictionaries Online](http://dictionary.cambridge.org/)** Search the Learner’s, Advanced Learner’s, American English, Idioms, and Phrasal Verbs Dictionaries from Cambridge University Press. The Advanced Learner’s Dictionary includes audio pronunciations in American and British English.
**[Longman Dictionary of Contemporary English Online](http://www.ldoceonline.com/)** Find definitions and sample sentences. Follow the word of the day and browse word families to increase your vocabulary.
**[Merriam-Webster Visual Dictionary](https://web.archive.org/web/20210630005509/http://visual.merriam-webster.com/)** Contains over 6,000 images. Look up a word alphabetically or browse by theme (e.g.. earth, house, society).
## Grammar & Writing
**[Ab](http://esl.about.com/od/beginningenglish/ig/Basic-English)[out.com Bas](http://esl.about.com/od/beginningenglish/ig/Basic-English)[ic English](http://esl.about.com/od/beginningenglish/ig/Basic-English)** 25 lessons on essential English grammar points.
**[About.com > English as 2nd Language](http://esl.about.com/)** Lessons and advice for all levels of English language learners. The Browse Topic list on the left side of the page is a good place to start.
**[Englishpage.com](http://www.englishpage.com/)** Free grammar lessons and interactive exercises. Lots of practice with verb tenses and prepositions.
**[The Online Writing Lab (OWL) at Purdue University](http://owl.english.purdue.edu/owl)** Click on General Writing to find general information on the writing process and academic writing samples. See the OWL Exercises for practice with grammar, punctuation, and sentence structure.
**[Eslbee.com](http://www.eslbee.com/)** This advanced composition site for non-native speakers of English offers model essays, practice organizing ideas, and grammar exercises.
**[Edufind English Grammar](http://www.edufind.com/english/grammar/grammar_topics.php)** Free grammar lessons and quizes with examples for practice.
## Listening Practice
**[Randall’s ESL Cyber Listening Lab](http://www.esl-lab.com/)** Listening practice and quizzes for all levels of English language learners. Listen to everyday conversations or practice listening for academic purposes / TOEFL with lectures and interviews.
**[Real English](http://www.real-english.com/)** Short video lessons using interviews with real people filmed on the streets of New York, Miami Beach, and Seattle. There are lessons for English learners at different levels. Exercises let you record your voice and compare your English to the native speakers in the videos or to the teacher.
**ESL Bits** Listen to audiobooks, news stories, short stories, songs and radio dramas. Choose between faster or slower listening speeds and read along with the texts of the stories and songs. For intermediate and advanced learners.
[**English Central**](http://www.englishcentral.com/) Practice sounds by watching videos and recording videos of your own voice.
## Pronunciation Practice
**[English Pronunciation Practice (ManyThings.org)](http://www.manythings.org/e/pronunciation.html)** Practice sounds with the minimal pair quizzes and sentence rhythm and intonation with the Listen & Repeat Machine.
**[Eva Easton’s Authentic American Pronunciation](http://evaeaston.com/pr/home.html)** Lessons on sounds, word and sentence stress, linking, contractions and other pronunciation topics.
**[Perfect Pronunciation Exercises](https://web.archive.org/web/20220126195701/https://www.learnersdictionary.com/pronex/pronex.htm)** Practice sounds, syllable stress, and sentence intonation with the exercises on the Merriam-Webster Learner’s Dictionary website.
**[Sounds of English](https://web.archive.org/web/20161120084354/http://www.soundsofenglish.org:80/pronunciation/index.htm)** Lessons and exercises on sounds and word and sentence stress.
## Reading
**[California Distance Learning Project – Adult Learning Activities](http://www.cdlponline.org/)** Read and listen to news stories about family, school, health, and other topics. Vocabulary and reading comprehension activities are included for each story.
**[Literacy Net Story Archives](https://web.archive.org/web/20210413021657/http://literacynet.org/cnnsf/archives.html)** Read news stories adapted for new readers and English language learners. There are stories and reading and vocabulary exercises on many topics, but no new stories have been added since 2005.
## **Science Resources in Spanish**
These resources are from [CRS Science](https://crscience.org/educators/spanishresources/).
- [Unite for Literacy](https://www.uniteforliteracy.com/) offers free online books for primary grade students to read or to listen to the narration. Available in English, Spanish, and several other languages.
- [The Spanish Experiment](https://www.thespanishexperiment.com/stories) -Spanish/English children’s stories – Well-known children’s stories translated into Spanish and spoken by a native Spanish speaker.
- Science Friday has put together some elementary science experiments that can be done from home in [English](https://www.sciencefriday.com/series/aha/) and in spanish.
- The Tech Interactive has put together these [design challenges and science experiments](https://www.thetechathome.org/activities) cover topics like physics, chemistry, engineering, the environment and more! Need help getting started? These activities in Spanish on their [Actividades En Casa](https://www.thetechathome.org/encasa) page.
- Ocean School has developed Learn at Home pages in both [English](https://web.archive.org/web/20220926225927/https://help.oceanschool.nfb.ca/learn-from-home) and [Spanish](https://web.archive.org/web/20210411075209/https://ayuda.escueladeloceano.nfb.ca/aprende-en-casa). Use these resources to keep your kids sharp and engaged while they’re out of school. There’s an educational video and a student activity to capture learning for each weekday, for three weeks.
- [Golden Gate Audubon Society](https://goldengateaudubon.org/nature-activities-for-kids-during-covid-19/) has put together resources kids can use at home to explore birds in their neighborhood. Available in English and Spanish
- The Cornell Lab of Ornithology has their [Celebrate Urban Birds](https://celebrateurbanbirds.org/) website and [Celebra las Aves Urbanas](https://celebrateurbanbirds.org/es/)
- Science Penguin has created some Outdoor Science Scavenger Hunts in [English ](https://www.teacherspayteachers.com/Product/FREE-Outdoor-Science-Scavenger-Hunts-Distance-Learning-5333924)and [Spanish](https://www.teacherspayteachers.com/Product/FREE-SPANISH-Outdoor-Science-Scavenger-Hunts-Distance-Learning-5381228) that they have posted on Teachers pay Teachers for free.
- (Engineering is Elementary) [EiE Families](https://eie.org/families-and-stem-events) offers free, hands-on, research-based activities designed for families with children ages 4–11 and are available in both English and Spanish. The activities help both adults and children build their confidence, collaborative problem-solving skills, and understanding of STEM disciplines.
- [Science at Home Videos](https://crscience.org/outreach/videolessons/) BASIS (Bay Area Scientists in Schools) out of UC Berkeley share science explorations with students.
---
### [Assessing the Severity and Probability of a Risk](https://sciencesafety.com/courses/hazards-working-around-machines/lessons/assessing-the-severity-and-probability-of-a-risk/)
**Published:** January 2, 2022
**Author:** admin2025Open
**Content:**
Severity of the injury can be determined by asking two main questions:
- What type of mechanical or other hazard is involved?
- What type(s) of injury could happen?
The probability of the injury should be determined by reviewing information about the machine’s operation such as:
- exposure to a machine that could cause the injury while working with or around the machine (e.g.., entanglement, contact with blade, etc.)
- potential human behaviour while performing these tasks
- reports of machine breakdowns, etc.
These three factors can be combined to determine the probability of injury from a particular task.
Determine a risk rating for each type of injury by assuming no protective measures have been installed on the machine. This evaluation will help when determine if sufficient action has been taken to prevent injury. The CSA Standard Z432 provides additional details on the assessment process.
Source: [Canadian Centre for Occupational Health & Safety](https://www.ccohs.ca/oshanswers/safety_haz/safeguarding/machinery.html)
OSHA issues standards in the *Federal Register* that are compiled in the CFR, including the following:
- 29 CFR 1910 for General Industry Standards ()
- 29 CFR 1915 for Shipyard Employment ()
- 29 CFR 1917 for Marine Terminals ()
- 29 CFR 1918 for Longshoring Safety ([https://www.osha.gov/pls/oshaweb/owastand.display\_standard\_group?p\_part\_number=1918&p\_toc\_level=1](https://www.osha.gov/pls/oshaweb/owastand.display_standard_group?p_part_number=1918&p_toc_level=1))
- 29 CFR 1926 for Construction Standards ([https://www.osha.gov/pls/oshaweb/owastand.display\_standard\_group?p\_part\_number=1926&p\_toc\_level=1](https://www.osha.gov/pls/oshaweb/owastand.display_standard_group?p_part_number=1926&p_toc_level=1))
- 29 CFR 1928 for Agricultural Standards ()
---
### [Laws, Safety Codes, and General Science Safety Resources](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/laws-safety-codes-and-general-science-safety-resources/)
**Published:** September 25, 2021
**Author:** admin2025Open
**Content:**
### a. National, State, and Local Codes
The New York City Department of Education is composed of over 1.1 million students, 1800 schools and 85,000 teachers. The school buildings are located in all five boroughs which covers roughly 304 square miles.
For our science laboratories to meet the standards of safety to function well, the following governing bodies have developed laws, codes, rules and regulations for the protection of all who utilize and learn in this environment, below is a list of the agencies and the policies that have been referenced in this document.
**I) International**
1\. [Globally Harmonized System of Classification and Labeling of Chemicals](https://web.archive.org/web/20250526001003/https://unece.org/fileadmin/DAM/trans/danger/publi/ghs/ghs_rev04/English/ST-SG-AC10-30-Rev4e.pdf) (GHS)
2\. [International Agency for Research on Cancer](https://www.iarc.who.int/) (IARC)
3\. [International Labor Organization](https://www.ilo.org/) (ILO)
4\. [Organization of Economic Cooperation and Development](https://www.oecd.org/) (OECD)
5\. [United Nations Sub-Committee of Experts on the Transportation of Dangerous Goods](https://unece.org/transport/dangerous-goods) (UNECE)
6\. [International Building Code](https://www.iccsafe.org/products-and-services/i-codes/2018-i-codes/ibc/) (IBC)
**II) National**
1\. [American Chemical Society](https://www.acs.org/content/acs/en.html) (ACS)
2\. [American National Standards Institute](https://ansi.org/) (ANSI)
3\. [American Society of Heating, Refrigeration and Air Conditioning Engineers](https://www.ashrae.org/) (ASHRAE)
4\. [Code of Federal Regulations](https://www.ecfr.gov/cgi-bin/ECFR?page=browse) (CFR)
5\. [Environmental Protection Agency](https://www.epa.gov/) (EPA)
6\. [National Fire Protection Association](https://www.nfpa.org/) (NFPA)
7\. [National Institute for Occupational Safety and Health](https://www.cdc.gov/niosh/index.htm) (NIOSH)
8\. [National Science Teachers’ Association](https://www.nsta.org/) (NSTA)
9\. [National Toxicology Program](https://ntp.niehs.nih.gov/) (NTP)
10\. [Occupational Safety and Health Administration](https://www.osha.gov/) (OSHA)
a. [Occupational Safety Laws and Regulations](https://www.osha.gov/laws-regs)
b. [Personal Protection Equipment](https://www.osha.gov/personal-protective-equipment) (PPE)
c. [Safety Data Sheets](https://sciencesafety.com/wp-content/uploads/2023/12/Hazard-Communication-Standard-Safety-Data-Sheets-OSHA3514.pdf) (SDS)
**III) State**
1\. [New York State Division of Safety and Health](https://labor.ny.gov/workerprotection/safetyhealth/DOSH_INDEX.shtm) (DOSH)
2\. New York State Division of Building Standards and Codes (BSC)
3\. [New York State Department of Education](http://www.nysed.gov/) (NYSED)
4\. [New York State Public Employee Safety and Health Bureau](https://labor.ny.gov/workerprotection/safetyhealth/DOSH_PESH.shtm) (PESH)
**IV) Local**
1\. [The Fire Department of New York City](https://www1.nyc.gov/site/fdny/index.page) (FDNY)
2\. [New York City Department of Education](https://www.schools.nyc.gov/) (NYCDOE)
3\. Rules of the City of New York (RCNY)
4\. [New York City Codes, Rules and Regulations](https://codelibrary.amlegal.com/codes/newyorkcity/latest/overview) (NYCRR)
5\. New York City Fire Codes (FC) or (NYCFC)
6\. [Right-To-Know](https://www1.nyc.gov/site/dep/about/community-right-to-know-program.page) (RTK)[\[BM1\]](#_msocom_1) [\[BM2\]](#_msocom_2)
7\. [Certificate of Fitness](https://www1.nyc.gov/site/fdny/business/all-certifications/certificates-of-fitness.page) (CoF)
---
Source: Revised Science Safety Manual, April 2021
---
### [Safer Use of Microorganisms in the Lab](https://sciencesafety.com/courses/biological-waste/lessons/universal-precautions/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
**Cultures**
Most microorganisms are not harmful to humans and can be safely cultured. However, culturing harmless microorganisms still has the potential risk of unintended contamination by pathogenic forms that may be simultaneously introduced to the culture plate. Although the body can routinely destroy small numbers of these pathogenic forms, it may be overwhelmed by large numbers. Teachers can reduce this risk by being aware of the hazards presented by infectious agents and their possible sources, and by using proper handling, storage and disposal techniques when working with cultures. **Never introduce any known or suspected pathogens into the laboratory.**
To avoid contamination from other sources, either purchase culture medium from a reliable science supplier or use a culture medium that is properly sterilized by autoclaving and to minimize the chance of culturing pathogenic forms of bacteria. **Note: As a safer professional practice, you should use disposable petri dishes rather than glass ones. When no longer needed, the cultures and plates can be disposed of in the regular garbage in a double strength or double plastic bag.** Even trace amounts of a bacterial or viral microorganism can quickly and exponentially multiply into a large colony posing additional health and safety risks to people in proximity to the source of the growth. Even if the colony poses no harm to humans, you should treat this as if it a hazardous substance and follow your biosafety protocols and procedures for safer handling.
**Note: if there is potential for pathogenic bacteria to grow (at a risk group 2 or higher), the petri dishes must be autoclaved prior to regular garbage disposal.** If autoclaving is not possible, the garbage must be labeled as biohazardous waste and follow biohazardous waste disposal methods.
• After inoculating the medium with microorganisms, replace the cover and tape the plates shut. Subsequent observations can be made through the cover.
• Clean up any spills using proper procedures:
1\) Put on disposable protective safety gloves (preferably non-latex) such as nitrile and a lab coat or rubberized apron and approved ANSI/ISEA Z87.1 D3 certified indirectly vented chemical splash goggles as preventative measures.
2\) Place paper towels over the spill to absorb the majority of the liquid.
3\) Pour disinfectant such as 10% bleach solution on top of the towels and leave for 10 to 15 minutes. Refer to your CHP for specific procedures and timelines on this for your specific jurisdiction.
4\) Wipe up the spill with the towels and discard into an airtight plastic bag or other appropriate container.
5\) Autoclave if possible for maximum sterilization effectiveness.
Source: [WorkSafeSask](https://www.worksafesask.ca/wp-content/uploads/2014/01/7-Chapter-5_FINAL_web.pdf)
**Categories:** Biology, Waste Management
---
### [Elementary Science and Safety Contract](https://sciencesafety.com/courses/elementary-school-resources/lessons/elementary-science-and-safety-contract/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
Note from Dr. Ken Roy – The NSTA prefers the use of the term “Safety Acknowledgement Form” in lieu of the work “Contract.” Evidently they were advised that given most students are under legal age, having them signing contracts is not legal. Signing a safety acknowledgement form allows the same safety protocol requirements without any legal issues.
[](https://sciencesafety.com/wp-content/uploads/2021/09/SafetyAcknowledgmentForm-ElementarySchool.pdf)
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/SafetyAcknowledgmentForm-ElementarySchool.pdf)
**Categories:** Elementary School, Library, Safety Contracts
---
### [Lab Safety Plan Example](https://sciencesafety.com/lessons/lab-safety-plan-example/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Here’s an example of a lab safety standard plan for a high school:
[](https://sciencesafety.com/wp-content/uploads/2021/06/Secondary-Safety-plan-revised-2015.pdf)
Source: [Red Clay Consolidated School District](https://de01903704.schoolwires.net/cms/lib/DE01903704/Centricity/Domain/87/Science/Secondary%20Safety%20plan%20revised%202015.pdf)
**Categories:** Lab Safety
---
### [Why Labs Are Important](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/why-labs-are-important-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
In a hands-on science course such as general science, biology, environmental, chemistry, physical science and AP programs, students directly experience participating in actual laboratory activities that involve the use of chemicals to understand their properties, various chemical reactions, the safer use of common laboratory apparatus, and laboratory instruments. These activities are essential for learning, appreciating and understanding science at large. There are many reasons that having a firm understanding of science is important as it pprepares you as a student to be a functional, informed citizen and make thoughtful decisions through your lifetime.
According to National Academies of Science, Engineering, and Mathematics labs support the following learning outcomes:
**Enhancing mastery of subject matter**. Lab experiences may enhance student understanding of specific scientific facts and concepts and of the way in which these facts and concepts are organized in the scientific disciplines.
**Developing scientific reasoning**. Lab experiences may promote a student’s ability to identify questions and concepts that guide scientific investigations; to design and conduct scientific investigations; to develop and revise scientific explanations and models; to recognize and analyze alternative explanations and models; and to make and defend a scientific argument. Making a scientific argument includes such abilities as writing, reviewing information, using scientific language appropriately, constructing a reasoned argument, and responding to critical comments.
**Understanding the complexity and ambiguity of empirical work**. Interacting with the unconstrained environment of the material world in laboratory experiences may help students concretely understand the inherent complexity and ambiguity of natural phenomena. Laboratory experiences may help students learn to address the challenges inherent in directly observing and manipulating the material world, including troubleshooting equipment used to make observations, understanding measurement error, and interpreting and aggregating the resulting data.
**Developing practical skills**. In laboratory experiences, students may learn to use the tools and conventions of science. For example, they may develop skills in using scientific equipment correctly and safely, making observations, taking measurements, and carrying out well-defined scientific procedures.
**Understanding of the nature of science**. Laboratory experiences may help students to understand the values and assumptions inherent in the development and interpretation of scientific knowledge, such as the idea that science is a human endeavor that seeks to understand the material world and that scientific theories, models, and explanations change over time on the basis of new evidence.
**Cultivating interest in science and interest in learning science**. As a result of laboratory experiences that make science “come alive,” students may become interested in learning more about science and see it as relevant to everyday life.
**Developing teamwork abilities**. Laboratory experiences may also promote a student’s ability to collaborate effectively with others in carrying out complex tasks, to share the work of the task, to assume different roles at different times, and to contribute and respond to ideas
Source: [America’s Lab Report: Investigations in High School Science (2006), National Academies Press](https://www.nap.edu/read/11311/chapter/5)
---
### [Physical and Chemical Changes (2:30)](https://sciencesafety.com/courses/demonstration-videos/lessons/physical-and-chemical-changes-230-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Iron filings and powdered sulfur—test each sample with a magnet. Mix in a test tube. Move a magnet along the bottom and sides of the test tube. Heat iron-sulfur mixture with a Bunsen burner until the contents glow. Test with magnet again.
1\. Hazards: Iron and Sulfur have no significant hazards.
2\. Safety Procedures: Students should wear safety eye goggles and laboratory aprons and nitrile gloves. When heating a substance in a test tube, make sure the test tube is not pointed at yourself or another person. Do not overheat or boil the sulfur and iron mixture. Sufficient heat will activate the reaction which will continue spontaneously. Overheating can lead to excess fumes and burning sulfur at the test tube’s top.
3\. Ventilation: Ventilation is always important in a lab. Sulfur dioxide has a choking odor if it builds up in an unventilated area. It is acrid, like a lit match. Opening windows most often works against the lab ventilation system’s efficiency.
4\. Heat: Heat is required. When heating, test tubes should be pointed away from the experimenters and others. Glass retains heat. Heated glass should be given time to cool. Again, do not allow students to overheat the mixture.
5\. Concentrations: 0.5 grams of each element in the laboratory is sufficient.
6\. Exposure: Students should be cautioned not to inhale any fumes.
7\. Prohibitions: Safety eye goggles and laboratory aprons are required.
8\. Amounts:
Laboratory Experiment: 0.5 grams of each.
Demonstration: 4 grams of Sulfur and 6 grams of Iron filings.
9\. Substitution: Better substitutions are not necessary.
**Notes related to compliance issues in video:**
Using active flames for chemical reaction the presenter lacks appropriate PPE – no apron, gloves, etc. The presenter also has on cotton a sweatshirt with a pull cord handing on chest which is highly flammable instead of required PPE – aprons or lab coat. Fire risk!
Text Sources: [UFT Science Safety Manual, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 63; Science Safety
Video from [Mr Pearson’s Science Channel](https://youtu.be/hFaxkBYuH2o)
---
### [The Importance of Lab Safety for Students](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/lessons/the-importance-of-lab-safety-for-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The National Safety Council has estimated that 5000 safety-related accidents occur in U.S.. schools each year. At least 10% of these are science classroom related. That is 500 science lab accidents EVERY YEAR. If this was an even distribution, there would be approximately 10 laboratory accidents in schools in each state every single year. But the accidental injuries and damage caused do not follow a statistical line on the chart, but rather occur across the entire country.
Here are some examples of safety-related accidents in laboratories that have been discussed and reported on in the news:
In Rogersville, TN., old, unlabeled bottles of chemicals being removed from a school accidentally leaked and mixed, caused an explosion and a fire. No one was hurt.
In Valley, NB., officials cleaning out a school lab found a canister of picric acid, which crystallizes and becomes highly explosive with age. When they realized it could be 30 years old, they called a bomb squad, which blew up the canister.
A 23-year-old technician at UCLA died from burns while working with t-butyl lithium. The equipment malfunctioned, and the fluid spilled, setting the synthetic fibers of her clothing ablaze.
Dr. Karen Wetterhahn died in 1997 at the age of 48 because she wasn’t wearing the correct gloves (mercury poisoning).
Four tenth graders from a Catholic school in the Bronx to the hospital after they were singed by a flame.
A 16-year-old student at Beacon High School in Manhattan was badly burned when methanol fumes ignited during an experiment in 2014.
In Dinwiddie VA in the fall of 2022, students and a teacher were injured due to an accident involving methanol in the laboratory.
Methyl alcohol has caused flash fires at schools in Santa Clarita and Riverside, CA.; Genoa, IL.; Midland, TX.; New Berlin, WI.; and in DC. It has also caused explosions in which students were injured by flying glass. Methanol is a hazardous substance and must be handled with care to prevent accidental injuries and possible fire related incidents due to its low vapor point and density in air that could result in flame-jetting.
The following video emphasizes yet another example of a Science experiment accident:
### **After the Rainbow**
After the Rainbow was one of the most serious accidents in U.S.. high schools involving an open-flame experiment. The Chemical Safety Board produced this video in 2013. It features Calais Weber, who was badly burned after a rainbow flame demonstration exploded at her Ohio boarding school in 2006.
Sources:
[Washington Post](https://www.washingtonpost.com/archive/politics/2002/07/14/school-lab-accidents-not-rare-in-us/a34dd138-d1ff-410a-b65b-9324d4ed6bb0/)
[South Dakota Academy of Science](https://sciencesafety.com/wp-content/uploads/2023/12/DangerintheSchoolScienceLab-AreStudentsatRisk.pdf)
[American Chemistry Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
**Categories:** Lab Safety
---
### [Starting the Term](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/starting-the-term/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
At the beginning of each term all staff members should inspect their classrooms and laboratories and notify appropriate authorities of any hazards.
Check for the presence of the following required safety equipment: Fire extinguishers, (type ABC in all science spaces regardless of grades)
- Eyewash stations (at teacher’s demo table in all science rooms)
- Safety showers (high schools where there is an acid room.
Where demo or lab is not adjacent to prep room then that lab or demo gets an emergency shower.
As per ANSI (American National Standard Institute, www.ansi.org the shower should be reached within 10 seconds, recommendation for distance is 50 to 100 feet, unobstructed).
**No emergency shower in middle or primary school?**
On the basis of that, middle and primary schools do not use chemicals that are stronger than vinegar, working fume hoods, (portable fume hoods in Middle School demo/lab and fixed fume hoods in Middle School prep—for SIRA projects, ductless fume hoods in middle School prep).
- Fixed fume hoods in High School prep and lab, portable fume hood in high school demo. NOTE: portable fume hoods are ductless. No fume hoods in high school Physics lab and primary school lab or prep.
- Every member of the staff should know the location of the SDS (Safety Data Sheets) forms and be familiar with the information for each chemical on hand.
- The entire staff should also be familiar with New York State Right-to-Know laws, EPA regulations, New York City Fire Department regulations for schools, and Department of Education special circulars regarding safety.
- A Safety and Health training session should be given to review employee rights, employer responsibilities, and to review the health and safety hazards associated with the use of chemicals, and other substances. Staff must be knowledgeable of the identity of their Site Safety Officer, Chemical Hygiene Officer and Blood Borne Pathogens Site Administrator. SDS and Right-to-Know information must be publicized and available.
- When supplies and equipment are set up, make certain that students do not have unsupervised access to chemicals in the preparation rooms, closets, stockrooms, classrooms, and laboratories.
- Be familiar with the procedure to be followed when an injury or accident occurs, give permissible first aid, then: – escort the injured person to the school medical office, if appropriate, or call for assistance. – report the accident immediately to the principal or assistant principal. – complete the accident report.
- Remember: the staff should always set a good safety example when teaching science in the classroom, the laboratory, or in the field. Educators should model the behavior they want to see in their students and always showcase safety as a main aspect of science and STEM learning.
Source: [UFT Science Safety Manual, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 3.
---
### [The Importance of a Safety Mindset](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/lessons/the-importance-of-a-safety-mindset/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Contrary to what you might have seen in films and TV, safety is a core value of chemistry—it is essential to everything you do in the lab. It begins with a safety mindset, the attitudes and beliefs that are brought into class every day. This video reviews the elements of safe importance of safety mindset in the chemistry lab.
### **PPE and Labs**
Wearing personal protective equipment (PPE) for short is one of the main ways for you to stay protected from injury in the lab. PPE includes items such as goggles, gloves, lab coats or aprons. These are designed to protect eyes, hands and skin, as well as clothing, from exposure to chemicals. PPE is the most obvious way of preventing contact with chemicals–but it is not the first line of defense.
Here are two videos about how to put on PPE, why people should dress properly for lab, and proper glove removal.
Sources:
[American Association of Chemistry Teachers, American Chemical Society](https://teachchemistry.org/classroom-resources/safety-mindset-video-1)
[American Chemical Society](https://teachchemistry.org/classroom-resources/how-to-dress-for-the-lab-and-what-about-personal-protective-equipment-ppe-video-3)
RegisteredNurseRN
**Categories:** Lab Safety
---
### [RAMP For Teachers (6:18)](https://sciencesafety.com/lessons/ramp-for-teachers-618/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
As a teacher, there are steps you can take to make sure your students are as safe as possible while exploring and experimenting in the lab. This video discusses ideas that can help you to set up a safe lab experiment. We use RAMP, the acronym for lab safety.
RAMP stands for **R**recognize hazards; **A**ssess risks; **M**minimize risks and **P**prepare for emergencies. RAMP is a simple yet powerful tool to help you prepare for and safely carry out any lab activity with your students.
Source: [American Association of Chemistry Teachers, American Chemical Society](https://teachchemistry.org/classroom-resources/video-6-ramp-for-teachers)
**Categories:** Lab Safety
---
### [Having a Safety Mindset (4:13)](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/having-a-safety-mindset-413-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Contrary to what your students might have seen in films and TV, safety is a core value of chemistry—it is essential to everything you and your students do in the lab. It begins with their mindset, the attitudes and beliefs they bring to class with them every day. This video reviews the elements of safe importance of safety mindset in the chemistry lab. It was developed for students. After watching this video think about how you might help your students develop a safety mindset.
Source: [American Association of Chemistry Teachers, American Chemical Society](https://teachchemistry.org/classroom-resources/safety-mindset-video-1)
**Categories:** Lab Safety
---
### [Safety Data Sheet (6:51)](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/safety-data-sheet-651-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Preparation and planning are key to working in the chemistry lab. To be prepared, your students must understand the hazards of any chemicals they will be working with. The place to find that information is the Safety Data Sheet or SDS. The SDS provides detailed information about the properties of a chemical, its hazards, and how to protect yourself from those hazards.
Source: [American Association of Chemistry Teachers, American Chemical Society](https://teachchemistry.org/classroom-resources/safety-data-sheet-sds-video-2)
**Categories:** Safety Data Sheets
---
### [Common Lab Hazards](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/common-lab-hazards-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
**Hazards****Cautions****Examples**Commonly used Acids &
BasesDue to their corrosive nature, they can irritate or even burn the
eyes, irritate the skin, and cause respiratory distress. The risk is
higher when they are concentrated, but even when diluted they
can be hazardous. Personal Protective Equipment, (PPE) including chemical certified ANSI/ISEA Z87.1 D3 safety goggles with indirect venting, lab aprons, and protective gloves, is essential at a minimum for the safer handling and storage of these materials. The teacher should research the handling of specific acids or bases by studying the SDSs before using them and it is recommended to have a printed copy of the SDS on-hand for all investigations in case of a chemical spill or other issue. The Chemical Hygiene Plan will have all of the standard operating procedures in case of an emergency and for daily storage, handling and dispensing of chemicals in the science department. Acids: hydrochloric acid,
nitric acid, sulfuric acid,
acetic acid, phosphoric
acid
Bases: sodium
hydroxide, potassium
hydroxide, ammoniaBiological
agentsThese are chemicals or organisms that increase the rate at which
natural biodegradation occurs. They have the ability to adversely
affect human health in a variety of ways, ranging from relatively
mild, allergic reactions to serious medical conditions, even death.
They should be handled only by teachers with the knowledge, experience and skills to work with them safely. They are not recommended for use
in the pre-college setting. If in doubt, just ask your supervisor about the biological agent in question. Follow the guidance in the Chemical Hygiene Plan for these in a high school setting. They are not recommended for use in the pre-college settingBacteria, fungiCompressed
gasesThese are not common in the pre-college setting. The compressed
gas cylinders come in all sizes. High school laboratories generally
use lecture bottles rather than large gas cylinders, which require
the use of special pressure regulators and valves. The cylinder
should always be kept secured with chains to anchor points on the wall. The cap should always be on when not in use. The valves and regulators should be routinely checked for leaks by a certified inspector. Smaller gas cylinders containing flammable gases like hydrogen gas must be secured and stored in a flammable liquid cabinet with no other flammable chemicals.Helium, nitrogen,
carbon dioxide,
hydrogen, oxygenConcentrated Corrosive Chemicals These can cause severe burns on contact. It is important to minimize exposure to these by wearing certified ANSI/ISEA Z87.1 D3 safety chemical goggles with indirect vents, non-latex lab aprons or lab coats and protective gloves to prevent damage to the skin or eyes. Some of these substances when mixed together can have a violent reaction such as mixing nitric acid with acetic acid (even their vapors) may be combustible. Review the hazard information on the SDS for all substances that you are handing and have a hard copy printed for these materials in case of emergency.Acids: HCl, H2SO4, HNO3
Bases: NaOH, KOH,
NH4OH
Gases: NO2, NH3
Oxidizing agents: H2O2,
KMnO4, HNO3CryogenicsThese are chemicals stored at very low temperatures. They should
be handled with special cryogenic gloves. Only teachers should
handle these substances. The use of Dry Ice in high schools settings should only be performed by teachers with special training on the safer use and handling of this substance. Dry ice (solid CO2),
liquid nitrogenElectrical
hazardsElectricity has long been recognized as hazardous. It can cause
electric shock, electrocution, burns, fires, and even explosions.
Ideally, all of the electrical circuits in a science laboratory should
include ground fault circuit interrupters (GFCIs), which are designed
to protect people from electrical hazards. Any electrical circuits
used for measuring conductivity, or similar circuits, unless they are
battery-powered, must contain a momentary switch. The teacher
should ensure that all electrical devices are functioning properly
and that the electrical cords are in good condition. Any piece of equipment or apparatus that has a questionable electrical cord is to be placed away from students for inspection prior to being used. Encourage students to communicate if any product that they are using appears to have a damaged or worn electrical cord or if the receptacle that they are using is shorting out or causing sparks. Hot plates, magnetic
stirrers, microscopes, digital balances or any lab equipment or apparatus
plugged into an
electrical outletFlammable ChemicalsThese are most commonly used in the laboratory as solvents.
Never use any type of open flame or any potential source of ignition around
flammable chemicals.
Note: It is the vapors from flammable liquids that are flammable, and
when one opens a bottle of flammable liquid, the first thing that leaves
the bottle is the vapor (flammable part) from the top of the bottle.Acetone, ethanol,
ethyl acetate, hexane,
methanolHalogensThese elements are highly reactive, toxic, corrosive, and capable of
irritating the skin. In the pre-college setting, they should only be
used in small quantities by the teacher in a well-ventilated hood,
using appropriate PPE and with an appropriate reducing agent
(sodium thiosulfate) present to clean up spills.Fluorine, chlorine,
bromine, iodine
Note: Fluorine is
extremely poisonous
and requires special
equipment and handling.Hydrocarbons
and volatile
organic
compoundsThese compounds are combustible or flammable and can irritate
the skin. Used in a confined space, they can cause asphyxiation.
They should always be used in a well-ventilated area or hood, and
away from any open flames. Flammables and combustibles must
never be heated on a hot plate.Hexane, pentane,
petroleum ether,
acetone, methanol,
ethanolMercuryMercury is a serious chronic health hazard. Although it is not
readily absorbed through the skin, its greatest health hazard is due
to inhalation of its vapors, usually as a result of a spill. All mercury
or mercury-containing devices should be removed from the pre-college laboratory including demo bottles of liquid mercury, thermometers, barometers, manometers and older thermostats. Mercury compounds (e.g.., alkyl mercury) are extremely toxic and must be handled with extreme care.Mercury-in-glass
thermometers and
barometersOxidizing
agents/
oxidizers
and reducing
agentsAn oxidizing agent is a substance that causes oxidation, or the loss of electrons from an atom, compound, or molecule. A reducing agent is a substance that causes reduction, or the gain of electrons. Oxidation and reduction always occur together. Oxidation–reduction reactions tend to release heat, so oxidizers and reducing agents can cause other materials to combust more readily. Always store oxidizing and reducing agents away from each other and away from flammable materials. Look up which substances are incompatible in the SDSs.
Note: Mixing oxidizing agents (nitric acid) with organic materials in waste bottles has resulted in many explosions. Oxidizing agents:
chlorates, chromates,
dichromates,
hypochlorites,
nitrates, nitric acid,
nitrites, perchlorates,
permanganates,
peroxides
Reducing agents: alkali
metals, alkaline earth
metals, hydrogen gas,
carbon monoxidePeroxidesThese are a group of chemicals that have an oxygen-to-oxygen bond (R–O–O–R). Care must be taken when handling inorganic or organic peroxides, since they tend to be unstable and can, depending on the compound, decompose violently. Some peroxides are used as reactants, but peroxides as contaminants in other chemicals are also a concern. Peroxides that contaminate organic solvents are of particular concern. Peroxides form slowly in some organic solvents, and as their concentrations increase they present a greater hazard. At the pre-college level, it is best to avoid using or storing these organic solvents. Should these compounds be needed, only the quantity needed for experiments should be ordered so that there is no need for storage.Common peroxides
used in the pre-college
setting: hydrogen
peroxide, H2O2
Peroxide-forming
substances to avoid:
ethers, alkenes,
secondary alcohols,
ketones, alkali metalsPyrophoricsThese are substances that readily ignite and burn in air
spontaneously. These substances have no place in the pre-college setting. They should be handled only by chemists with the knowledge and skills to work with them safely.White phosphorus,
alkali metals and their
compounds[American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf) Page 38-40
**Categories:** Lab Experiments
---
### [Questions About Safety Rules](https://sciencesafety.com/lessons/questions-about-safety-rules-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
By Anne B. Davidson, assistant principal at Madison County High School.
Did I get challenged on some of the safety rules? Of course I did.
Contact lenses in the chemistry lab were a topic of discussion every fall, and students complained about not being allowed to wear them. I explained that I had asked an ophthalmologist if there were types of lab exercises in which students can safely wear contacts and had been surprised at his response that today’s contact lenses can actually trap molecules of chemicals from the air, dissolve them in the water in the soft contact lenses, and fuse the resulting product to the eye! Due to the number of students and teachers using our lab, I could not personally guarantee which chemicals might be present in trace amounts in the air at any time so I required students to remove their contacts before entering the lab.
I kept a bag of new contact lens cases and wetting solution handy and allowed students who forgot their cases to use mine and replace them with new ones the next day. After this discussion, a few students were still skeptical and asked if they could bring a note from home excluding them from the no-contact-lenses rule. I asked them if their parents would write a notarized letter to our principal stating that even though we could not guarantee the safety of students wearing contact lenses in the lab, and although an ophthalmologist had advised us against allowing students to wear contacts in the lab, their child just could not be bothered with the responsibility of removing their contacts. Therefore, the parent and child would take full responsibility for any damage or blindness caused by wearing contacts in the lab.
Not surprisingly, we never received any of those letters from parents.
Source: [University of North Carolina Wilmington](http://people.uncw.edu/kubaskod/Internship/Safety/Contracting_Safety.pdf)
---
### [Minimizing Waste](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/waste-disposal/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Waste disposal is a normal part of any science laboratory. As teachers or students perform demonstrations or laboratory experiments, chemical waste is generated. These wastes should be collected in appropriate containers and disposed of according to local, state, and federal regulations. Chemical wastes are governed by the EPA, as well as state and local regulations.
All school districts should have a person with the responsibility of being familiar with these regulations.
In order to minimize the amount of waste generated and handle it safely, there are several steps to consider.
1. Spend time planning and preparing for the activity.
2. Select laboratory activities that are tailored to your science standards:
a. Review the properties of the chemicals required and the products generated using resources such as the SDS. If the reactants or products require special disposal or create unique hazards, then modify the experiment to use safer materials.
b. Use small-scale or microscale procedures. These reduce waste, save on resources, and reduce preparation time. Know and review the federal, state, and local regulations for disposal of the chemicals involved.
3. Incorporate disposal instructions into your laboratory activity. By making waste disposal a routine in every activity, students will develop a culture of concern for the environment and accept it as part of their responsibility.
Note: Many laboratory explosions have occurred from inappropriate mixing of wastes, such as mixing nitric acid waste with organic wastes, so be sure that waste materials are compatible. Mixing nitric acid with any organic materials may result in an overpressurization of the waste container and release of the chemical into the workspace.
Source: [American Chemistry Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 41.
**Categories:** Waste Management
---
### [Burns From Fires and Chemicals](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/burns-from-fires-and-chemicals/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
For chemical burns, wash and flush area with water and remove any clothing or jewelry that may have been in contact with the chemicals.
For burns caused by fire or hot objects, apply cold water IMMEDIATELY until the pain subsides. If clothing catches on fire use stop-drop-and roll method and douse victim with water from the safety shower.
Fire blankets should be used as a last resort because they retain the heat and increase the severity of the burns. Remove charred clothing, and cover burned area with a clean, cold, wet cloth. If victim appears to be in shock, make sure he/she/them are kept warm.
Summon medical help as quickly as possible.
Source: [American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
**Categories:** Lab Accidents
---
### [Before the First Activity](https://sciencesafety.com/lessons/before-the-first-activity/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
- Provide instruction on safety procedures to all students at the beginning of each term.
- Provide contracts for all students and their parents/guardians to sign indicating that they are aware of the safety rules. (See Student Laboratory Safety Contract.)
- Show students the location and proper use of eyewash stations, safety showers, fire blanket, fume hood, and first aid kit.
- Introduce students to safety equipment such as goggles, aprons, and gloves which they will use in the laboratory as they are needed.
**ALWAYS**
- The entire staff must serve as role models for safety and convey the importance of safety to their students.
- Employ approved safety standards and methods in the storage and use of all supplies. Keep chemicals, tools and sharp-edged instruments in good condition and stored in locked cabinets.
- Give safety instructions before starting an experiment or demonstration.
- Take approved safety precautions in the transportation of all equipment and supplies to and from the classrooms and laboratories
- Test each new laboratory experiment and demonstration prior to class use to verify that everything is working properly and safely. Routine experiments and demonstrations should be checked often for safety hazards.
- Provide close supervision when students are using science equipment, chemicals, tools, or sharp edged instruments. Count and account for all substances and equipment used.
Source: [UFT Science Safety Manual, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 4.
**Categories:** Chemistry, Lab Experiments
---
### [Setting up a Safe Experiment (6:18)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/setting-up-a-safe-experiment/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
As a teacher, there are steps you can take to make sure your students are as safe as possible while exploring and experimenting in the lab.
In this video, we discuss some ideas to help you to set up a safe lab experiment. We use RAMP, the acronym for lab safety. RAMP stands for Recognize hazards; Assess risks; Minimize risks and Prepare for emergencies. RAMP is a simple yet powerful tool to help you prepare for and safely carry out any lab activity with your students.
**Note about video related to compliance:**
Using active flames for chemical reaction – demonstrator has on cotton sweat shirt with pull cord handing on chest which is highly flammable instead of required PPE – aprons or lab coat. Fire risk!
Video Credit: [American Chemical Society](https://www.youtube.com/channel/UCBNvvmhKeuZZhWCA7Yddkig)
**Categories:** Lab Experiments
---
### [After the Rainbow (4:55)](https://sciencesafety.com/courses/methanol-safety/lessons/after-the-rainbow-455-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
‘After the Rainbow’ was a documentary created after one of the most serious accidents in U.S.. high schools involving an open-flame experiment occurred that injured an innocent student participating in a high school chemistry demonstration.
The Chemical Safety Board created this video in 2013. It features Calais Weber, who was badly burned after a rainbow flame demonstration exploded at her Ohio boarding school in 2006.
\*WARNING\* The video is very powerful and some of the imagery used is from the actual accident that some students may find uncomfortable. Viewer discretion is advised for students under 18 years of age.
The rainbow flame demonstration teaches a concept central to the curriculum of high school chemistry: that certain metals, when burned, produce a flame color that is characteristic of its chemical makeup. This is an activity that can be performed in a much safer way for students and for teachers. Safety experts and educators say there are far safer ways to perform rainbow flame demonstrations that do not involve flammable liquids.
Experts and veteran teachers recommend dipping wooden sticks into metal salts and then passing them through the controlled flame of a Bunsen burner, allowing students to observe the change in the flame’s color without using a flammable liquid.
Source: [American Chemistry Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
**Categories:** Lab Accidents
---
### [Setting up a Safe Experiment (6:18)](https://sciencesafety.com/courses/experiments/lessons/setting-up-a-safe-experiment-618-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
As a teacher, there are steps you can take to make sure your students are as safe as possible while exploring and experimenting in the lab. In this video, we discuss some ideas to help you to set up a safe lab experiment. We use RAMP, the acronym for lab safety. RAMP stands for Rrecognize hazards; Assess risks; Mminimize risks and Pprepare for emergencies. RAMP is a simple yet powerful tool to help you pprepare for and safely carry out any lab activity with your students.
**Note about video related to compliance:**
Using active flames for chemical reaction – demonstrator has on cotton sweat shirt with pull cord handing on chest which is highly flammable instead of required PPE – aprons or lab coat. Fire risk!
Video Credit: [American Chemical Society](https://www.youtube.com/channel/UCBNvvmhKeuZZhWCA7Yddkig)
**Categories:** Lab Experiments
---
### [In Case of Fire: Students](https://sciencesafety.com/courses/ib-chemistry-for-students/lessons/in-case-of-fire-students/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
In case of fire in the lab, as a STUDENT please:
- Remain calm and follow instructions immediately.
- Do not gather your belongings — leave them in the room.
- Ensure you and your classmates leave the lab in an orderly fashion without panic.
- Listen to your teacher as they may designate one student to pull Fire Alarm in the hallway.
- Your instructor should be the only person who handles the fire extinguisher. They will evaluate the situation based on the materials on fire, and follow the PASS system.
- Your teacher will obtain the nearest ABC fire extinguisher, remove safety pin, and approach the fire. Only when 5–6 feet (1.5–1.8 meters) from the fire should they begin to discharge the extinguisher. Remember, the average fire extinguisher only operates 8–10 seconds at maximum efficiency.
- Your instructor will take care to smother, not scatter, the burning chemical material. Smother burning alkali metals with clean, dry sand. Keep a covered sand bucket for that purpose.
- Keep yourself and your classmates between fire and a clear exit. If the fire grows, close door and exit the school in an orderly fashion.
- Remember a panicky person on fire will probably not be cooperative! You may need assistance from other students or faculty. If you are near an emergency shower, obtain assistance in getting the student under the drench shower and douse flames with water.
- If not near an emergency shower, drop and roll the student and smother the flames with a retardant-treated wool fire blanket. (Never wrap a standing person in the blanket, because this creates a “chimney” effect from convection.)
Note from Science Safety – As a student, only use a fire extinguisher if your teacher tells you to use it.
Sources:
[CDC](https://sciencesafety.com/wp-content/uploads/2023/12/CDC_School-Chemistry.pdf)
[Carolina Biological Supply](https://www.carolina.com/lab-cleanup-disposal/fire-blanket-in-metal-case/646919.pr)
**Categories:** Fire Safety
---
### [Setting up a Safe Experiment (S)](https://sciencesafety.com/courses/experiments/lessons/setting-up-a-safe-experiment-s/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
As a teacher, there are steps you can take to make sure your students are as safe as possible while exploring and experimenting in the lab. In this video, we discuss some ideas to help you to set up a safe lab experiment. We use RAMP, the acronym for lab safety. RAMP stands for Rrecognize hazards; Assess risks; Mminimize risks and Pprepare for emergencies. RAMP is a simple yet powerful tool to help you pprepare for and safely carry out any lab activity with your students.
**Note about video related to compliance:**
Using active flames for chemical reaction – demonstrator has on cotton sweat shirt with pull cord handing on chest which is highly flammable instead of required PPE – aprons or lab coat. Fire risk!
Video Credit: [American Chemical Society](https://www.youtube.com/channel/UCBNvvmhKeuZZhWCA7Yddkig)
**Categories:** Lab Experiments
---
### [Before an Experiment](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/before-an-experiment/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
This is arguably the most important step you can take to minimize the risks in any laboratory setting. Incidents can happen even in the best-prepared scenario, but careful attention to detail can minimize the risks.
**1. Carefully develop a list of all of the chemicals used and the quantities needed in an experiment:**
a) Review the SDS for each chemical and evaluate any risk, keeping in mind the inexperience of your students.
b) Determine the minimum quantity of each chemical or solution that will be required for completion of an experiment. Build in a small excess, but avoid having large excesses that will require disposal.
c) Review the warnings given in the printed material that will be given to your students to make sure that all hazard information is clear and correct. If necessary, add additional information. Provide and ensure that you have enough PPE for all participants, including ANSI/ISEA Z87.1 D3 – 2020 indirectly vented safety goggles, lab coats, lab aprons, nitrile gloves and other safety materials to conduct the investigation properly. PPE is to be on prior to setting up labs or demos.
d) Identify those warnings that must be reinforced in the pre-laboratory instruction. Model the techniques and safety protocols you want followed in the laboratory.
e) Be certain to fully explain and demonstrate any new procedures or techniques that will be introduced in the experiment. Remind students that if they are uncertain, that they can ask for help or clarification at any time – especially for safety concerns or procedural steps and proper lab techniques for the safety of all in the lab.
**2. Use appropriate containers for chemical distribution in the laboratory:**
a) Ensure that all containers used for distribution are clearly and completely labeled with the name, formula, and concentration of the chemical. Safety information, such as signal words and GHS symbols, should also be included. Chemical formulas may be confused by inexperienced students, or even by experienced students who are rushing to complete an assignment.
b) Use dispensing bottles for solutions, if possible. Students will then take only the amount needed and will not be left with excess reagent. This procedure also minimizes the risk of contamination of an entire bottle of reagent.
c) Use several small bottles rather than one large bottle for solutions, if dispensing bottles are not available. This will minimize the risk of spillage, and the small bottles are also easier to handle and pour. In addition, if a student pours excess reagent back into a small bottle— which, of course, is poor technique because of the risk of pouring into the wrong bottle or adding adulterated chemicals—there is less risk of contaminating the entire stock.
d) Use bottles with droppers or attach a test tube with a dropper, if using solutions that require drops rather than larger volumes, such as pH indicators. Disposable droppers may be used but must be carefully discarded after use to prevent cross-contamination.
e) Provide a scoop or spoon to remove the contents of solid materials, again taking care to avoid cross-contamination.
f) Stress the importance of closing or capping all containers after chemicals are removed.
g) Review procedures for student disposal of excess reagent.
**3. Consider the physical arrangement and the facilities available in your laboratory:**
a) If an experiment involves the production of volatile materials, or if you are using flammable solvents, ensure that there are adequate fume hoods and ventilation to provide a safe environment.
b) Determine whether stock reagent requires the use of a fume hood or can be placed in a central location.
c) The source of heat for an experiment is an important consideration, particularly if any flammable solvents are used. Common laboratory hot plates are NOT designed for the heating of flammable or combustible chemicals. In no case should a burner be used to heat a flammable or combustible chemical. If flammable materials need to be heated, this should be done in small quantities in a hot water bath and in a fume hood. Never use a burner near a flammable substance. If no flammable materials are present and burners are used, they should be checked to ensure that the hoses and mechanical parts are in good condition.
d) If glass apparatus must be assembled (e.g…, as in a filtration or distillation), it must be securely held to avoid breakage. Any apparatus assembled by the students must be checked for safety by the teacher before use.
e) Check that fire extinguishers, eyewash stations, and safety showers are working and unblocked.
f) Remove stools or other equipment that may block aisles.
4\. **It is possible that one or more of your students have been identified as requiring accommodation because of special needs, either physical or developmental.** In planning the experiment, take particular note of these requests for reasonable accommodation and the best and safest way to address any special needs of your students.
Source: [American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 52.
**Categories:** Lab Experiments
---
### [During an Experiment](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/during-an-experiment/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Students should be closely and carefully supervised in the laboratory at all times. The teacher must be physically present during the entire experiment, concentrating on the students the entire time.
Even a momentary lack of attention or absence could result in the escalation of an incident or emergency situation. Teachers need to have their full attention on all aspects of the laboratory work at all times.
1\. During the pre-laboratory instruction, be sure to point out:
a) Potential hazards of the chemicals used;
b) Safety considerations in the use of chemicals;
c) Proper use of PPE; Remind students that they will be removed from the lab if they fail to follow the safety rules.
d) Steps in the procedure that are new to the students or that require particular attention;
e) Methods of disposal of excess reagent or the products of a reaction; and
f) Emergency procedures specific to the experiment and materials.
2\. Students and teachers must wear the appropriate personal protective equipment (PPE) and clothing. The basic requirements are listed here:
a) ANSI/ISEA Z87.1 D3 – 2020 approved chemical splash goggles with indirect vents are an absolute requirement in all chemistry laboratories and should be worn at all times.
b) Laboratory aprons, coats, and gloves should be used to protect clothing and skin.
c) Gloves must be changed as soon as they are contaminated. Contaminated gloves as well as aprons and coats must be disposed of properly. Remember, gloves are intended for single use only. Do not try to wash or reuse a latex or nitrile glove.
d) Long hair must be pulled back, and clothing must be tucked in.
e) Jewelry should be removed.
f) Open-toed shoes or sandals are not allowed in the laboratory.
When you are done handling dangerous materials, remove your gloves so you don’t touch the contaminated outside. This video will show you the proper way to remove gloves.
3\. Be aware of student handling of chemicals, use of equipment, and good housekeeping procedures:
a) At the dispensing center of a reagent, monitor spillage and contamination. Clean up any spillage immediately, using correct procedures and materials.
b) Students should take only the amount required of each reagent. If there is excess, it must be disposed of properly and not returned to the reagent container.
c) Dry chemicals should never be placed directly on balance pans. Weighing paper, weighing dishes, or small beakers may be used to hold dry chemicals.
d) Make sure that all apparatus is properly set up before students are allowed to proceed with an experiment.
e) No mixing of chemicals should be allowed, other than that specified in an experimental procedure.
f) Chemical products should be turned in or disposed of properly.
Source: [American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 54.
**Note from Science Safety**
Make sure students wear indirectly vented chemical splash goggles, non-latex aprons and gloves when dissecting, as well as during clean up.
**Categories:** Lab Experiments
---
### [How to Remove Gloves (1:00)](https://sciencesafety.com/courses/gloves/lessons/how-to-remove-gloves-100/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
When you are done handling dangerous materials, remove your gloves so you don’t touch the contaminated outside. This video will show you the proper way to remove gloves.
**Categories:** Gloves
---
### [What if an Emergency Occurs?](https://sciencesafety.com/lessons/what-if-an-emergency-occurs/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Teachers must receive all necessary training in case of an incident or emergency. Normally, teachers should not provide medical treatment for students. However, in some cases the teacher may have to act before medical personnel arrive.
The emergency training must include how to use an eyewash station and safety shower, for example:
1\. If the chemical is in the eye: Flush water using an eyewash station for at least 15 minutes. Medical attention must be summoned as soon as possible.
2\. If the chemical is swallowed or ingested: Do not induce vomiting unless the SDS recommends vomiting. Medical attention must be summoned as soon as possible.
3\. If the chemical comes into contact with skin: Rinse the affected area for 15 minutes with tap water. It may be necessary to use a safety shower. If the safety shower is used, all contaminated clothing should be removed while the person is under the safety shower, and medical attention must be summoned as soon as possible.
Source text: [American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 54.
**Categories:** Lab Accidents
---
### [After an Experiment](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/after-an-experiment/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The work is, of course, not completed when the students have finished the experimental procedure.
1\. Before the students leave the laboratory, they should:
a) Return any chemicals (excess reagent, product, or waste) to the appropriate location, or dispose of them as instructed;
b) Clean any used glassware and return the items to the appropriate location; and
c) Wipe down the work surfaces.
d) Wipe down the equipment used such as balances, microscopes, and other apparatus with a disinfectant wipe or follow the procedures in your local school district for pre and post lab use sanitation and disinfection of materials.
2\. The teacher should also ensure the following:
a) Returned glassware and equipment are clean and in usable, undamaged condition;
b) Reagent containers are clean, closed, and properly stored;
c) Chemicals requiring disposal are correctly handled;
d) Unforeseen events are completely documented to prevent repetition;
e) Work surfaces are left clean and dry; and
f) All gas outlets are closed, especially (but not only) if burners were used during the experiment.
g) All safety goggles / eyewear are sanitized properly before being provided to the next class of students by following the PPE eyewear sanitation and disinfection procedures for your school district. Typically this involves having the goggles or glasses immersed in a solution for 10 minutes, rinsed with water and allowed to air dry. Some schools will use a UV goggle sanitation cabinet afterwards as an extra precautionary or preventative step in ensuring complete sanitation for the safety eyewear before being shared with students. Follow the policy in your local area.
Source: [American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 55.
**Categories:** Lab Experiments
---
### [Maintain Focus on Your Experiment](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/maintain-focus-on-your-experiment/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Paying attention to the task you are performing is critical in preventing accidents in the laboratory. Try to do one thing at a time, and do it well. Anticipate and minimize distractions such as phone calls, music, talking while performing your experiments.
Try this focus exercise
Want a way to boost your attention and focus? Neuropsychologist Kim Willment of Harvard-affiliated Brigham and Women’s Hospital suggests a single-task exercise like reading. “Read something for 30 minutes, setting a timer to go off every five minutes. When it goes off, ask yourself if your mind has wandered. If so, just refocus on what you’re reading,” she says. “By training your brain to monitor if your mind is wandering, you strengthen the monitoring process and the ability to maintain focus on a single task.”
Strategies to stay focused, from Harvard Health Publishing
Mindfulness. Sit still for a few minutes each day, closing your eyes, and focusing on your breathing as well as the sounds and sensations around you.
A healthier lifestyle. Many aspects of a healthy lifestyle can help attention, starting with sleep and exercise. “There is a direct link between exercise and cognitive ability, especially attention,” Dr. Daffner says. “When you exercise, you increase the availability of brain chemicals that promote new brain connections, reduce stress, and improve sleep. And when we sleep, we reduce stress hormones that can be harmful to the brain, and we clear out proteins that injure it.”
Aim for seven to eight hours of sleep each night, and 150 minutes per week of aerobic exercise, such as brisk walking.
Other healthy steps to improve focus: eat a Mediterranean-style diet, which has been shown to support brain health; treat underlying conditions; and change medications that may be affecting your ability to focus.
Sources:
[Kathy Benedict, Widener University](https://web.archive.org/web/20240718193928/https://science.widener.edu/svb/olcc_safety/papers/benedict.pdf)[Harvard University](https://www.health.harvard.edu/mind-and-mood/tips-to-improve-concentration)
**Categories:** Lab Experiments
---
### [Mercury Spill Cleanup (25:24)](https://sciencesafety.com/lessons/7947/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The EPA recommends the following steps for cleaning up small, droplet-sized mercury spills, such as those resulting from a broken thermometer.
Please note, however, that most states have banned the use or presence of mercury thermometers in schools because of the hazard of spilled mercury in case of breakage. Contact your state board of education for specific information related to the use of mercury in your school.
Note: Mercury cleanup kits are available in chemical supply catalogs, and it is recommended that any school using equipment containing mercury obtain a spill kit.
- Evacuate students from the immediate area, and be certain that no fabric or upholstery has come into contact with the mercury.
- Put on nitrile gloves.
- Inspect the entire area of the spill for mercury beads, and gather them into one area with a squeegee or piece of cardboard.
- Carefully pick up broken glass from the thermometer and place it in a paper towel. Fold the paper towel and seal it in a ziplock bag. Secure and label the bag.
- Use the mercury cleanup kit to collect the mercury beads. Deposit the cleanup material in the container supplied with the kit.
- After the larger mercury beads have been removed using this method, adhesive tape, such as duct tape, may be used to perform the final cleanup. Place all mercury-containing cleanup materials in a ziplock bag. Secure and label the bag.
- Do not use a vacuum cleaner to pick up spilled mercury, as this can vaporize and spread the mercury.
- Contact appropriate officials for proper disposal.
- Keep the immediate area well-ventilated to the outside for at least 24 hours.
- Have broken glass disposal boxes available. Be certain that your school and local maintenance employees are aware of the designation.
Text Source: [American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 69.
**Categories:** Lab Accidents
---
### [Volatile Liquid Spills](https://sciencesafety.com/lessons/volatile-liquid-spills/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
1. Be especially careful to extinguish any sources of ignition and seal waste in a container.
2. Ventilate the area before proceeding with cleanup.
3. Volatile toxic compounds:
a. Absorb the spill, seal it in a bag or bucket, and submit it for hazardous-material disposal; and
b. Avoid direct-contact hazards.
4. Select PPE with care, ensuring that the construction material is appropriate for the chemicals being handled, and consider wearing two pairs of gloves for extra protection
Source:[ American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf). Page 70
**Categories:** Chemical Spills
---
### [How to Remove Gloves (1:00)](https://sciencesafety.com/courses/gloves/lessons/how-to-remove-gloves-100-2/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
When you are done handling dangerous materials, remove your gloves so you don’t touch the contaminated outside. This video will show you the proper way to remove gloves.
**Categories:** Gloves
---
### [PPE and Labs (6:42)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/ppe-and-labs-642/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Wearing personal protective equipment (PPE) for short is one of the main ways for you and your students to stay protected from injury in the lab. PPE includes things like goggles, gloves, lab coats or aprons. These are designed to protect eyes, hands and skin, as well as clothing, from exposure to chemicals. PPE is the most obvious way of preventing contact with chemicals–but it is not the first line of defense.
Here’s a video about how to put on PPE and why people should dress properly for lab.
Source: [American Chemical Society](https://teachchemistry.org/classroom-resources/how-to-dress-for-the-lab-and-what-about-personal-protective-equipment-ppe-video-3)
**Categories:** PPE, Chemistry
---
### [Purchasing New Chemicals](https://sciencesafety.com/lessons/purchasing-new-chemicals/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
A purchasing policy should be developed by the school/district. Before purchasing a new chemical, review the Safety Data Sheet (SDS) that will provide important information on physical properties, toxicology, storage, and handling for the chemical.
Consider these factors BEFORE purchasing:
- Will amounts be used within 1–2 years?
- Can the chemical be stored properly?
- Is the facility properly designed to use the material safely?
- Can the chemical be easily disposed of and will it be disposed of as a hazardous waste?
- Does the facility have proper personal pro-tective equipment (PPE)?
- Are facility personnel aware of any hazards associated with this product?
- Are facility personnel properly trained in the use and handling of the material?
- Does the budget allow for disposal of the chemical or by-products?
- Is there a less harmful/hazardous alternative to this chemical that could be used to provide the same experience?
Source: [OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/Hazard-Communication-Standard-Safety-Data-Sheets-OSHA3514.pdf)
**Categories:** Chemical Inventory
---
### [Testing Eye Wash Stations (3:07)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/testing-eye-wash-stations-307/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
This video created by Auburn University will help you understand how to test an eye wash station.
**Categories:** Eye Safety
---
### [In Case of Student Accidents](https://sciencesafety.com/lessons/in-case-of-student-accidents/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
Even with the best possible routines and protocols established in the science laboratory, occasionally accidents will happen. By being aware of potential hazards and taking the steps to mitigate these risks you have done a great service to the students. Don’t become complacent in your role as the lead science safety advocate in your classroom. Where do you think most science lab accidents occur in K12 teaching
Despite the best planning, laboratory accidents do happen. By making yourself aware of potential hazards and taking the steps to mitigate these risks you have done a great service to the students.
All laboratory injuries, illness, and exposures should be reported immediately to the lab supervisor and your facility’s Medical Department.
Keep in mind that some chemical exposures may result in delayed symptoms or problems.
Hydrazine inhalation is a good example; an inhalation exposure to hydrazine may not cause any immediate symptoms, but symptoms of damage to the lungs (including pulmonary edema) can present up to 8 hours later. It may be very valuable to have lung evaluation immediately after exposure; changes in lung function that occur hours later can be compared to a baseline function.
Near miss and non- injury incidents should also be reported immediately to the lab supervisor.
Communication of near miss and non- injury incidents, as well as information on accidents that caused injury, can prevent similar dangerous situations.
Source: [Kathy Benedict](https://web.archive.org/web/20240718193928/https://science.widener.edu/svb/olcc_safety/papers/benedict.pdf), Widener University
**Categories:** Lab Accidents
---
### [Specific Emergencies](https://sciencesafety.com/lessons/specific-emergencies/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
The following actions are recommended for specific emergencies. Remember, you must assess the situation and determine what is appropriate to the immediate situation. Always refer to the appropriate Safety Data Sheet (SDS) for information regarding health hazards, reactivity, disposal, and personal protective equipment before using a chemical for personal or class use.
**Chemical in the Eye**: Call 911 and send someone to notify the school nurse and an administrator. Flush the eye immediately with potable, aerated 60°F–90°F (15.5º– 32.2ºC) water at a rate of 3–5 gallons/minute (11.4–18.9 liters/minute). Hold eyelids apart as wide as possible and flush for at least 15 minutes or until emergency personnel arrive. Do NOT try to neutralize acids or bases, but wash the offending chemical out of the eye as quickly as possible to prevent further damage. If contact lenses are being worn, the water should wash them away. If the lens chemically adheres to the eye, do NOT try to remove it. Let a professional do that.
**Student or Chemical/Material on Fire**: Remember a panicky student on fire will probably not be cooperative! You may need assistance from other students or faculty. If you are near an emergency shower, obtain assistance in getting the student under the drench shower and douse flames with water. If not near an emergency shower, drop and roll the student and smother the flames with a retardant-treated wool fire blanket. (Never wrap a standing student in the blanket, because this creates a “chimney” effect.) For materials on fire, obtain the nearest ABC fire extinguisher, remove safety pin, and approach the fire. Only when 5–6 feet (1.5–1.8 meters) from the fire should you begin to discharge the extinguisher. Remember, the average fire extinguisher only operates 8–10 seconds at maximum efficiency. Take care to smother, not scatter, the burning chemical material. Smother burning alkali metals with clean, dry sand. Keep a covered sand bucket for that purpose.
**Acid/Base Spills**: Neutralize spilled acids with powdered sodium hydrogen carbonate (sodium bicarbonate/baking soda) and bases with vinegar (5% acetic acid solution). Avoid breathing vapors. Spread diatomaceous earth to absorb neutralized chemicals, sweep up, and dispose of properly. If the spill is directly on skin, flush the area as soon as possible with copious amounts of cold water from faucet or drench shower for at least 5 minutes. If the spill is on clothing, drench with water and cut/remove the clothing to remove the chemical from contact with the skin as soon as possible. If the skin appears acid-burned, daub a paste of sodium hydrogen carbonate on the affected area and obtain medical attention as soon as possible. If the skin appears burned by a strong base, daub vinegar on the affected area and obtain medical attention as soon as possible. Do NOT cover with bandages.
**Mercury Spills**: Retrieve mercury with an aspirator bulb or mercury vacuum device. Cover droplets with sulfur to reduce volatility.
Source: [CDC](https://sciencesafety.com/wp-content/uploads/2023/12/CDC_School-Chemistry.pdf)
**Categories:** Lab Accidents
---
### [Experiments](https://sciencesafety.com/lessons/experiments/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Categories:** Lab Experiments
---
### [Welcome to Science Safety For Teachers!](https://sciencesafety.com/lessons/welcome-to-chemistry-lab-safety-101-teachers/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
These modules have been designed as a Science Safety awareness training specifically for educational professionals. They will assist in helping meet your annual regulatory compliance training in the area of lab safety.
These awareness-level modules will help you recognize what types of chemicals are in your workplace, what their potential hazards and resulting risks are, what their hazards are, and how to protect yourself from harmful exposure by taking the appropriate safety action.
We will investigate common safety protocols and best-practices including safety contracts, chemical storage, and more. At the successful completion of this personalized course you will receive a certificate outlining your understanding of the professional, legal and best-practices covered in the content areas.
Learning Objectives
After completing this course, you will be able to:
- Define lab safety
- Understand need for lab safety
- Understand the requirements of OSHA’s Laboratory Standard
- Explain how prevention can reduce lab accidents
- Explain how you can build a culture of lab safety for colleagues and students
- Understand duty of care and legal responsibilities/accountability in the lab
- Understand the hierarchy of hazard controls
- Identify hazard labels in GHS
- Explain the value of lab safety contracts / safety acknowledgement forms
- Communicate appropriate instructions to students regarding lab safety protocols and practices
- Define hazardous materials
- Identify health and safety hazards of school laboratory work
- Evaluate risks and potential hazards and resulting risks that may be present in the science department
- Understand the need for Chemical Hygiene Plans (environmental hygiene plans) and how they might be implemented
- Recognize health and safety measures your lab should have in place
- Understand how best to protect yourself from hazardous chemical exposures
- Choose the correct disposal methods for hazardous materials
- Recognize chemical safety tools and strategies
- Explain how to deal with emergency situations such as fires, floods, chemical spills, orphan chemicals
- Recognize hazards associated with common chemical classifications, the importance of safety controls while working with chemicals
- Identify required safer handling and storage procedures
- Doing science demonstrations vs. students performing investigations
- Understand responsibilities related to chemical storage, handling, and maintaining an accurate inventory
- Learn how to read common chemical labels
- Identify emergency procedures in facilities where chemicals are present
---
### [Module Completion](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/course-completion/)
**Published:** June 30, 2021
**Author:** admin2025Open
**Content:**
In order for your course to be recorded as completed you must ensure that you have scored at least 80% on each of the quizzes in the course and viewed each lesson page.
If you scored at least 80% on all quizzes and have viewed this page you will earn a certificate marking course completion. If you find that you have not earned at least 80% on a quiz, you must go back and retake that quiz.
Once everything is marked as completed, the system will report your completion and your certificate will be created. You can download your certificate by going to your profile.
---
### [Floods in the Lab](https://sciencesafety.com/lessons/floods-in-the-lab/)
**Published:** June 30, 2021
**Author:** admin2025Open
**Content:**
Most laboratories are designed with eyewash stations and at least one safety shower depending on the size of the department. The use of these safety showers is not common, but it does happen, and the staff needs to be prepared for such an event. That preparation not only involves testing and training on equipment use, but also in making sure the physical space is ready for a potential deluge of water that can pour down into the department for potentially up to fifteen minutes. Other flooding incidents may occur as well. A floor drain can back up, a water line connected to an analyzer might break, or water might even come through the ceiling from a pipe above the department. Being prepared and responding efficiently to these types of flooding events should be part of the overall lab safety program.
One reason safety specialists and some regulatory agencies require that items in the lab not be stored directly on the floor is so they will not be damaged in the event of a departmental flood. It is generally acceptable to store plastic items (waste bins, etc.) on the floor since they cannot be damaged by water. Cardboard, computer hard drives, and other like items should be stored on palettes or shelves. Securing electrical wires and raising multi-plug adaptors off the floor is also a best practice.
When designing or remodeling a laboratory, consider the possibility of floods when choosing the type of flooring to be installed. The best laboratory flooring is monolithic, like a sheet vinyl that has few seams. It should bend up to the walls to create a Coved base that is integral with the floor. This design (recommended by the CDC and CLSI) keeps liquids from going under tiles or through walls which will create more problems (like mold) down the road.
Floor drains where safety showers exist are not required, and many labs have showers where there is no drain at all. Remember that in a typical situation where a shower would be used, hazardous chemicals are involved. Any hazardous waste that might go into the sanitary sewer should be routed through a neutralization station or into a hazardous waste collection tank. The ANSI requirements for a safety shower include the ability to deliver 20 gallons of water per minute for 15-20 minutes. That’s a total of 400 gallons. The requirements also state that the water pattern must be at least 20” in diameter and 60” above the floor. Therefore, a majority of the water will not even travel to the drain. It will go to the lowest point of the floor in the department. The bottom line is, if the safety shower must be used, a flood should be expected.
In order for the lab to be prepared for a flood emergency, materials should be on hand that will help contain large amounts of water. Those materials may include large volume spill kits with booms or dikes that are capable of holding water back. Staff should be trained how to use these materials as spill training is provided, and drills should be conducted so they can use the supplies comfortably. Make sure these spill materials are easily accessible and that signage clearly indicates where they are stored.
What does the physical anatomy of your lab look like? Is it designed for safety in the event of a hazardous material spill or exposure? Is the department set up to handle a sudden flood situation, and can staff identify the steps to take to respond efficiently and safely? Are you aware of the location of the water supply valve shut-offs for each room? How about gas line and electrical circuit breakers master controls? Take a look around your lab today, and make any necessary corrections so that all will be ready should a laboratory flood occur for any reason.
Source: [Anatomy of Lab Safety Design: Handling a Flood](https://labmedicineblog.com/2021/10/13/the-anatomy-of-lab-safety-design-handling-a-flood/)
**Categories:** Lab Accidents
---
### [Welcome to Chemistry Lab Safety](https://sciencesafety.com/courses/chemistry-lab-safety-for-students/lessons/welcome-to-lab-safety/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
This module has been designed as a Chemistry Lab Safety awareness training specifically for students. This awareness-level course will help you recognize what types of chemicals are in chemistry labs, what their hazards are, and how to protect you and your classmates from harmful exposure. At the successful completion of this course you will receive a certificate.
**Learning Outcomes**
1. Understand the need for and responsibilities of lab safety from a student perspective.
2. Understand and identify hazards and hazard controls such a SDS sheets and safety contracts.
3. Understand student role in terms of working with chemicals, self-protection, and emergency situations.
### **Module Format**
The science laboratory is a place that experiments, activities and investigations occur into the world around you. As a student, you will be handling scientific apparatus and equipment that you may never have seen before, and possibly handling chemicals, dissection specimens, and many more products used in science teaching and learning. This online safety training module is designed to help provide you with the awareness and background in safety, proper laboratory procedures and best-practices which will all help to ensure that you are successful in your scientific experiences in the laboratory. This is approved to be age and stage appropriate for general science safety from your perspective as a student.
### **Student Outcome Expectations**
This module will provide the level of understanding about science safety that you need to know as a student that will help keep you and your fellow students safer while in the laboratory. Throughout each section in the module we will check your understanding of the content covered with automated mini quizzes to make sure you have a good understanding of safety practices. After you complete the module you will earn a certificate that you will be able to download to demonstrate that you have been successfully trained in lab safety.
### **Completion Criteria**
In order to complete this module, **you must receive at least 80% on each of the section quizzes.** You can monitor your progress by using the “My Progress” in the left menu. If you complete all sections, but the Completion does not unlock, check your quiz grades to see if you need to retake a quiz for a better score. You can retake the quizzes as many times as you need. You can take the quizzes as many times as necessary.
**Categories:** Lab Safety
---
### [Welcome to Student Safety in the Science Lab!](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/welcome-to-student-safety-in-the-science-lab/)
**Published:** June 29, 2021
**Author:** admin2025Open
**Content:**
This course has been designed as a Science Lab Safety awareness training specifically developed for students. This awareness-level course will help you recognize what types of chemicals are typically used in chemistry labs, what their hazards are, and how to protect you and your classmates from harmful exposure. We will also explore the types of safety hazards and risks that are found in the lab, some using relatively common items such as beakers, test tubes, and flasks, but once broken, present a safety issue. At the successful completion of this course you will receive a certificate of completion.
Learning Objectives
After completing this course, you will be able to:
- Define lab safety
- Understand need for lab safety
- Explain how prevention can reduce lab accidents
- Explain how you can build a lab safety first culture
- Understand the hierarchy of hazard controls
- Identify hazard labels on chemicals
- Explain the value of lab safety contracts / acknowledgment forms
- Define hazardous materials
- Identify potential health and safety hazards and resulting risks of school laboratory work
- Understand how best to protect yourself from hazardous exposures
- Explain how to deal with emergency situations such as fires, floods, chemical spills
- Rrecognize hazards associated with common chemical classifications, the importance of safety controls while working with chemicals
- Learn how to read common chemical labels
- Identify emergency procedures in facilities where chemicals are present.
This student safety training is designed to provide you with the fundamental safety training needed to participate in science and STEM activities, investigations and experiences in the science lab. This may be the first time that many students such as yourself have been able to handle chemicals, lab equipment, apparatus, instruments, and dissection specimens so having a solid foundation of the proper techniques and demonstrating these behaviors at school will help you along your trajectory into post-secondary and the workplace.
**Categories:** Lab Safety
---
### [How To Read an SDS](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/how-to-read-an-sds-student-safety-in-the-science-lab/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
**How to read a Safety Data Sheet (SDS), for beginners**
A safety data sheet (SDS) is an important document that the US Occupational Safety and Health Administration (OSHA) requires employers to make available to employees for any potentially harmful substances that may be handled in the workplace. Your shop should have the SDS printed and readily available in an SDS binder (usually a large, bright yellow or bright white binder, ask your shop manager where it is if you are unsure), for any materials that you might be using in class. If you bring outside materials into the shop, you should first obtain and read the SDS for those materials, then print a copy and deliver it to your shop manager for inclusion in the aforementioned binder.
In the US, a SDS will follow a standard format, divided into the following sections:
Section 1: Identification
Section 2: Hazard(s) identification
Section 3: Composition/information on ingredients
Section 4: First aid measures
Section 5: Firefighting measures
Section 6: Accidental release measures
Section 7: Handling and storage
Section 8: Exposure controls/personal protection
Section 9: Physical and chemical properties
Section 10: Stability and reactivity
Section 11: Toxicological information
Section 12: Ecological information
Section 13: Disposal considerations
Section 14: Transportation information
Section 15: Regulatory information
Section 16: Other information
Most critical sections:
As you can see, there is valuable information in each section. However, while any user should always read the entire SDS, the most critical information for your health and safety can be found in:
Section 2: Hazard identification
Section 4: First aid measures
Section 7: Handling and storage
Section 8: Exposure controls/personal protection
These sections contain the information you need to be informed of the risks, and to make sure you do not suffer an injury while using the product.
**Other useful information:**
If you are considering laser cutting a material, section 5: Firefighting measures will contain important information about the thermal decomposition of the product, and any risks associated with boiling/burning/melting etc. Section 13: Disposal considerations can be helpful, but often contains generic statements such as “ensure disposal is carried out in accordance with applicable local regulations”, which is not helpful to an end-user. Talk to your local shop manager about how you should dispose of a given material in your shop. Section 6: Accidental release measures is also important, but in the event of any accidental release (spill, etc.) you should contact your local shop manager to make sure the hazard is dealt with safely, according to local policies and regulations, rather than relying on the information in the SDS to address the release yourself.
The remaining sections are often too technical for a non-specialist, or not relevant for the end user. It is easy to become overwhelmed by the organization of information, and specialized technical language, but a careful reading of the critical sections will be valuable.
**Hazard identification:**
The section on hazard identification can be the most confusing, but it is also the most important to understand. The top of the section is often a sub-section titled GHS classification, with a list of hazard types followed by a number. The hazards listed in this section will be only those specific to this particular material, but are drawn from a longer list of potential hazards, which are sometimes divided by health hazards, physical hazards, and hazards not otherwise classified.
**GHS Classification:**
In general terms, in the GHS system, a lower number means a higher risk, while a higher number means a decreasing, but still present risk. If you are interested in more in depth information (and you should be), it’s possible to refer to guides like [this](https://justinlavallee.pages.cba.mit.edu/tutorials/how-to-read-SDS/images/OSHA3844.pdf), or [this](https://justinlavallee.pages.cba.mit.edu/tutorials/how-to-read-SDS/images/ghsguideoct05.pdf).
To further break down our example, we can open the first OSHA guide and see that Acute toxicity (oral), category 4 means ingestion of between 300 and 2000 mg/kg bodyweight is expected to be lethal for 50% of those exposed. If this product was category 1 for acute oral toxicity, the lethal dose would be less than 5 mg/kg bodyweight.
Skin corrosion, category 1 means that testers observed *destruction of skin tissue, namely, visible necrosis through the epidermis and into the dermis, in at least one tested animal after exposure ≤ 4 hours* and more specifically, sub-category 1A tells us *corrosive responses in at least one animal following exposure ≤ 3 minutes during an observation period ≤ 1 hour*. Luckily, if you can call it that, these injuries are considered local, although longer term manifestions of exposure to corrosives can result in scar formation.
Perhaps more concerning should be Skin sensitization, category 1. A sensitizer *causes little or no reaction in humans or test animals on first exposure. The problem arises on subsequent exposures when a marked immunological response occurs. The response is not necessarily limited to the contact site as it may be a generalized body condition*. Since this is an allergic (immune) response, the level of exposure to trigger a response, and the strength of the response, will vary signficantly from person to person. Since there is no way to predict how it might effect you, the only safe course of action is to treat it very seriously and avoid exposure altogether.
The guides linked above list all the hazard classification categories that might appear on any given SDS, with detailed descrptions of what each means. Extra credit is to read each listed classification and break down the meaning, as above.
**Label Elements:**
Next in SDS Section 2: Hazard(s) identification, you will see hazard pictograms and a signal word. Continuing with our example:
These are intended to distill the hazards and risks associated with the material to their most basic form. In this case, the exclamation point indicates any or all of the following: irritant, dermal sensitizer, acute toxicity, narcotic effects, or respiratory tract irritation. The second pictogram indicates a corrosive material. A complete listing of possible pictograms can be found starting on page 38 of [this publication](https://justinlavallee.pages.cba.mit.edu/tutorials/how-to-read-SDS/images/ghsguideoct05.pdf).
There are two signal words, optionally added to materal labels and SDS: **Danger** and **Warning**. Danger represents more severe hazards, with warning for less sever hazards. Not all materials will include a signal word.
**Hazard and Precautionary Statements:**
Hazard statements are standard, assigned phrases determined by the hazard classifications. These phrases are redundant with the GHS classification information found in the SDS, but should be included on compliant product labels also, whereas the more detailed GHS classification information may only appear in the SDS.
Neither of the guides includes a comprehensive list of all hazard and precautionary statements, as they are meant to be self-explanatory and more in-depth information on the specific hazards can be obtained from the SDS. However, there are several websites online listing all the hazard statements in one place, for anyone interested in reading through them. Precautionary statements serve almost as notes for other information found in the rest of the SDS, such as first-aid measures, PPE requirements, disposal, etc. If they are thoroughly written, then can be helpful as a condensed resource, but should not be used as a subsitute for reading those other critical sections in their entirety.
**Remaining sections:**
The sections on first aid, handling, storage, exposure controls and protective equipment, and disposal are all written in plain languge, and so should not require an explanation here.
**Closing thoughts:**
Many of the materials you will encounter in the shop could be hazardous to your health, some extremely so. The materials often will not have overt warning signs, or properties such as strong odors, to intuitively warn you of the dangers, so it is important to be comfortable reading SDS, and proactive about doing so before using a material you are unfamiliar with, or even as a refresher when you use a material you have not used for a while. Be aware that manufacturers may change the formulation of their products, but still market them under the same brand names, so it can be important to review a current SDS for this reason.
Finally, unfortunately, SDS are created for regulatory compliance, and may not have your best interest or safety in mind. Risks can still be hidden in relatively unfamiliar language, and sometimes it’s really not clear what safety procedures are required. A common phrase is “use in a well-ventilated space” which can mean many things to many people. Remember that you can always ask your shop manager or the environmental health and safety officer who supports your shop if you have any questions or concerns. If you feel you have been exposed to any chemicals, report this to your shop manager and visit your campus medical clinic, or a local hospital, if the exposure is serious.
Source: [MIT](https://justinlavallee.pages.cba.mit.edu/tutorials/how-to-read-SDS/index.html)
**Categories:** Safety Data Sheets
---
### [Module Completion](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/module-completion-student-safety-in-the-science-lab/)
**Published:** June 30, 2021
**Author:** admin2025Open
**Content:**
In order for your course to be recorded as completed you must ensure that you have scored at least 80% on each of the quizzes in the course and clicked on the Mark Complete button on each lesson page.
If you scored at least 80% on all quizzes then after you click the Mark Complete button on this page you will earn a certificate marking course completion.
If you do **not** see that the course is 100% complete, then go to “My Progress” in the left menu to check your quiz scores. If you find that you have not earned at least 80% on a quiz, you must go back and retake that quiz until you have a score of at least 80% in order to receive completion status for this course.
Once everything is marked as completed, the system will report your completion and your certificate will be created. You can download your certificate by going to your profile or clicking on Certificate in the left menu.
---
### [Smells in the Lab](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/smells-in-the-lab/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Having too many chemicals in the prep room – even common inert substances such as sugars, starch, salts, sodium bicarbonates etc., will contribute to the smells in the room. Going forward, teachers should be mindful of the volumes of the substances they procure and keep.
Put a small dot sticker (The kind from the Dollar Store that are red, blue, white, yellow….) which will allow you to visualize how often that particular bottle is used during the year.
You will find that there about 15-20 chemicals that are very commonly used – and 40 more that are used periodically. You could offer a robust, comprehensive program with 60 -75 chemicals and meet the curricular expectations.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pdf)
**Categories:** Lab Accidents, Chemical Spills, Chemical Hazards, Lab Safety
---
### [Chemical Security](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-security/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Chemical security is important all year round, but especially when you aren’t there to monitor.
1. Make sure that the prep room and the chemical cabinets are all locked properly and that there are extra keys for the locks with administration and maintenance.
2. It is essential to have an updated inventory of chemicals in your school storage and prep rooms, and if often a requirement.
3. Keep a print copy of our catalog with disposal information handy and easily accessible.
Source: [Council for State Science Supervisors](http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pdf)
Note from Science Safety – Never allow students in the chemical storeroom or chemical preparation room. These are hazardous locations where students can get injured!
**Categories:** Chemical Storage
---
### [Safety Infrastructure](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/safety-infrastructure/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
An appropriate **fume hood**, vented through the roof to at least 8 feet (2.4 meters) above the roof line, should have a face velocity of 60–100 feet/minute (18.3–30.5 meters/minute) of air through the hood. The hood should not be within 10 feet (3.1 meters) of an exit or on a main aisle.
All **electrical outlets** within 5 feet (1.5 meters) of sinks and serving delicate electrical equipment should be fitted with Ground- Fault Interrupters (GFI). Where thunderstorm activity is a regular meteorological phenomenon, it is essential that outlets be equipped with GFIs. Outlets should be capped when not in use and placed along walls or counters at intervals of 6–8 feet (1.8–2.4 meters).
**Retardant-treated wool fire blankets**, free of friable asbestos, should be prominently labeled and strategically placed within 30 steps or 15 seconds of any location in the room.
**A bucket of dry, organics-free sand** should be available for alkali metals fires. American National Standards Institute (ANSI) coded Z87 or Z87.1 approved safety goggles should be provided for each student when there is danger of chemical or projectile hazard. Specially marked, non-vented goggles should be available for contact lens wearers.
**Sanitizing and/or sterilizing equipment or materials**, e.g…, ultraviolet cabinets or alcohol swabs, should be available and used between classes to clean safety cover goggles. Non-absorbent, chemical-resistant aprons should be provided for each student during laboratory activities where there is a danger of spillage or spattering of chemicals or hot liquids.
**Heavy-gauge metal storage cans** with an internal flame arrester (heat sump) should be used for storage and dispensing of flammable chemicals by the teacher only.
**Separate corrosives (primarily for acids) and Occupational Safety and Health Administration/National Fire Protection Association (OSHA/NFPA) approved flammables cabinets** (primarily for alcohols and sol- vents) should be secured in the storeroom.
**A container** should be provided and clearly marked for the disposal of broken glass only.
**Containers of diatomaceous earth** should be kept available for general chemical spills. Vinegar and sodium hydrogen carbonate (sodium bicarbonate/baking soda) are need- ed for neutralization of bases and acids respectively. An aspirator and a mercury spill kit should be available for mercury spills. Disinfectants and 10% Clorox bleach solutions should be used to sterilize equipment and wash down counter tops.
**An adequately stocked first-aid kit** for teacher use should be easily accessible in an
emergency.
**Safety posters** should be prominently displayed in the room.
**Emergency procedures and telephone numbers** should be prominently posted in the room.
Text source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-High-School-Science-Safety-May-2021.pdf)
Image Credit: Hey Paul, Wikimedia Commons
**Categories:** Ventilation, Lab Safety
---
### [RAMP (7:30)](https://sciencesafety.com/courses/ib-chemistry-for-students/lessons/ramp-730/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
RAMP is a powerful tool for protecting you and your classmates in the lab. RAMP stands for: Recognize hazards; Assess risks; Minimize risks and Prepare for emergencies.
Source: American Chemical Society
**Categories:** Lab Safety
---
### [Labs During Covid](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/labs-and-the-2021-school-year/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Content:**
It is going to be very difficult to conduct laboratory experiments, or any group project where multiple students will be interacting with the materials and equipment. There are many obstacles that have to be overcome for the laboratory activity to be safer for the students.
The first challenge is to overcome social distancing. Students are going to struggle to make observations when everyone is at least six feet away from everyone else.
Second, every item that is touched in the laboratory area has to be cleaned and disinfected before anyone else can touch it.
It is one thing for every student to have their own ruler, but do you have enough goggles for every student to have their own pair? You will need extras for those students who forget their goggles. If sharing goggles, they have to be cleaned and disinfected, then placed in the UV goggle cabinet to be sanitized before the next student can use them.
This may seem like overkill, but there are conflicting reports as whether UV radiation is enough to kill the Coronavirus.
Every door handle that is touched has to be cleaned before the next student can touch it. It is unsafe to keep cabinet doors open at all times. The same is true with all of the equipment being used. This not only includes glassware, apparatus, microscopes, etc., this also includes chemicals containers. If there is any chemical residue on a container, the disinfectant can react in a negative manner, resulting in an unsafe environment for the staff and the students.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-Recommendations-for-Opening-the-New-School-Year-_-NSTA.pdf). Authored by Dr. Ken R. Roy and Dr. Kevin S. Doyle.
**Categories:** Covid 19
---
### [RAMP (7:30)](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/ramp-730-student-safety-in-the-science-lab/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
RAMP powerful tool for protecting you and your classmates in the lab. RAMP stands for: Rrecognize hazards; Assess risks; Mminimize risks and Pprepare for emergencies.
**Categories:** Lab Safety
---
### [Student Safety Rules Student](https://sciencesafety.com/lessons/student-safety-rules-student-safety-in-the-science-lab/)
**Published:** July 2, 2021
**Author:** admin2025Open
**Content:**
(NOTE: Review the following safety and procedural rules with students, then distribute copies of their safety acknowledgement forms or safety contracts that they and their parents must sign and return to class.)
1. Students may not work in the laboratory or participate in performing demonstrations unless they are under direct supervision of a licensed teacher/laboratory specialist and have been given specific instructions.
2. Students must wear clothing that will not interfere with science apparatus or chemicals. Their hair must be tied back so it does not come into contact with flames or chemicals.
3. Students must wear approved safety goggles and other protective equipment when appropriate. Contacts may be worn in the laboratory in conjunction with non-vented or indirectly vented safety goggles.
4. EYE PROTECTION
All persons must wear eye protection whenever chemicals are handled, glassware is used, flames are involved, or when there is a danger of splattering of liquids, or chipping of ores, minerals, and rock samples. This includes students and faculty who are not actively engaged in the experiment or demonstration.
Ordinary eyeglasses do not provide adequate protection for use in the science laboratory or classroom. Contact lenses afford no protection and may be harmful to the eyes because chemicals can be trapped beneath them. Only safety goggles marked with the code “Z87” “D3” provide the necessary protection. Safety goggles are either Type G which has no ventilation or Type H which is indirectly ventilated. Both types are equipped with flexible edging so they fit firmly against the skin of the face, protecting against splashes as well as flying fragments of glass or rock. Students who must wear contacts should inform the teacher and be required to wear non-vented goggles.
“Safety glasses” are unacceptable. These are similar in appearance to ordinary eyeglasses and have side shields which are not as effective against large chemical splashes.
Protective eyewear used by one class should be properly sterilized by an approved Board of Health method before being distributed to the next class. Ideally, a goggle sanitizer should be present in every laboratory room.
5. Students may not test any chemicals or substances nor drink out of laboratory glassware or vessels. Students may smell substances only when given specific instructions by the teacher. The teacher will demonstrate the appropriate method of wafting chemicals.
6. Students are to report immediately anything in the laboratory that seems unusual or improper, such as broken, cracked, or jagged apparatus, and reactions that appear to be proceeding in a peculiar or unexpected manner.
7. Students should behave properly and not try any procedures that have not been approved by the teacher. They should report to the teacher any behavior on the part of other students that is disruptive or dangerous.
8. Students should not grasp any apparatus that has been heated unless they have allowed ample time for cooling.
9. Students are to report immediately to the teacher any personal injury (burn, scratch, cut, or corrosive liquid on the skin or clothing) no matter how trivial it may appear.
10. Students should know the location of fire extinguishers, fire blankets, eye wash stations, safety showers, and first aid kits in the science department and how to safely use these.
11. Students are never to pour reagents back into bottles or to exchange stoppers of bottles, or to place stoppers on the table. Stoppers should be replaced immediately after using reagents.
12. Students should be cautioned about the possible dangers from work done at home in connection with projects and science fairs. Use of dangerous substances, such as carcinogens, explosives, hormones, and radioactive substances should be avoided.
13. Students should transport materials through the halls only when classes are not passing. However, students may not transport dangerous chemicals, such as concentrated acids and bases.
14. Demonstrate how students are to pour liquids properly from a bottle, without spilling.
15. Students should do only the experiments assigned or approved by teachers.
16. Instruct students never to handle apparatus or chemicals in the laboratory unless they have had specific instructions. Before working with sharp tools, students must demonstrate to the teacher that they are competent to use them.
17. Students may not dilute any concentrated acid or base.
18. Advise students that glass wool and steel wool should be handled carefully to avoid getting fragments into the skin. Where appropriate, use a grasping tool, such as tongs, or wear protective gloves.
19. Caution students to make certain that the delivery tubes are not clogged when a gas is being collected by water displacement and a thistle tube is employed to add acid. Otherwise, explosive pressure may develop, or acid may be spattered.
20. Caution students that, in or out of school, certain activities involving chemicals are hazardous, e.g.., setting fire to gasoline cans, breaking open fluorescent light tubes, and throwing aerosol cans into a fire.
21. Advise students against experimenting with rocket fuels. FORBID their use in school. Many rocket fuels are dangerous explosives that may not be used legally within city limits.
22. Students should not use direct sunlight as a source of light for the microscope. Students should not observe a solar eclipse directly through a telescope or binoculars. The image should be projected on a screen instead.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 24-25.
**Categories:** Solar Eclipse
---
### [BBP and Your Job](https://sciencesafety.com/lessons/bbp-and-your-job/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
With regards to bloodborne pathogens, the Occupational Safety and Health Administration (OSHA) divides employees into two categories: A and B.
Category A employees are exposed or can expect to be exposed to blood during their regular job tasks. By OSHA BBP standards, **the majority of educators are considered Category B employees,** meaning you aren’t exposed to blood or OPIM during the regular duties of your job.
Category A employees should be designated by your school or district as people who have a reasonable expectation of exposure to blood or OPIM as part of their job, such as school nurses, designated first responders, and potentially sports coaches. Category A employees must complete a much more comprehensive BBP training which goes into more details about preventative safety and engineering controls, reporting requirements, and response actions.
Keep in mind, while your school’s janitor will be knowledgeable in cleanup procedures, they are likely not classified as a Category A employee.
We have tailored this training to your awareness-level needs as a Category B employee and educator. You should have an understanding of how to handle the minor cuts, scrapes, bruises, and bumps your students will likely have, as well as knowing when to seek better medical and cleanup help for the bigger problems.
**This presentation does not meet the criteria for Category A BBP training.**
**Categories:** Bloodborne Pathogens
---
### [BBP Glossary](https://sciencesafety.com/courses/what-is-bbp/lessons/bbp-glossary/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
The following are terms and acronyms used throughout this training.
**BBP:** Bloodborne pathogens are bacteria, viruses, or other microorganisms found in human blood that cause disease.
**BBP waste:** Any liquid or semiliquid blood; any item that is so saturated with blood that it would drip if squeezed; any item that is caked with dried blood; and used sharps. These must be labeled as biowaste during disposal.
**Category A employees:** Employees who are exposed or can expect to be exposed to blood during their regular job tasks.
**Category B employees:** Employees should not expect to be exposed to blood during their regular job tasks. Most educators are Category B employees.
**Hepatitis B:** A virus that can lead to chronic liver infection. There is a vaccine available that can prevent Hepatitis B infection.
**Hepatitis C:** A virus that can lead to chronic liver infection. There is no vaccine available.
**HIV:** Human Immunodeficiency Disease is an autoimmune disease that weakens a person’s immune system until they are unable to fight off other diseases. There is no vaccine available, but there are antiviral medications to manage the condition.
**OPIM:** Other Potentially Infectious Materials are body fluids other than blood that have the potential to transmit bloodborne pathogens. These include synovial fluid (around the brain and spine), amniotic fluid, vaginal secretions, and semen. Other body fluids, such as snot, urine, and spit are not considered OPIM unless they are visibly mixed with blood.
**Non-OPIM:** Vomit, snot, sweat, tears, spit, urine, and feces, unless visibly mixed with blood.
**PPE:** Personal protective equipment is any sort of safety and protective equipment that protects the user from physical or biological harm.
**OSHA:** Occupational Safety and Health Administration, a department of the federal government that oversees workplace safety.
**Categories:** Bloodborne Pathogens
---
### [Personal Protective Equipment](https://sciencesafety.com/lessons/personal-protective-equipment-2/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Personal protective equipment, or PPE, is **any sort of safety and protective equipment that protects the user from physical or biological harm**. Examples of PPE in industrial environments are hard hats or helmets that protect the head, or earplugs that protect hearing in loud environments.
Obviously, we don’t need to wear hard hats in a school and earmuffs won’t protect us against microscopic organisms. Instead, we are going to talk about hand washing and latex gloves – the best ways to protect yourself against infection when handling blood, OPIM, and other potentially dangerous messes.
**Categories:** PPE
---
### [Other PPE](https://sciencesafety.com/lessons/other-ppe/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
People who handle blood regularly, such as healthcare workers, have an extensive list of PPE that can protect any part of the body, such as long gloves, surgical gowns, and face shields. However, as you should not be dealing with any blood spills that would involve spraying, splashing, or very large quantities of blood, latex or nitrile gloves will be adequate for your needs.
If you do have a very large mess, reach out to your custodial staff or school nurse for help in cleaning it up with the proper chemicals and equipment.
**Categories:** PPE
---
### [First Aid Kits](https://sciencesafety.com/courses/first-aid/lessons/first-aid-kits/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
[OSHA does not provide a mandatory list of contents](https://sciencesafety.com/wp-content/uploads/2023/12/1910.151-App-A-First-aid-kits-Non-Mandatory-_-Occupational-Safety-and-Health-Administration.pdf) but suggests that employers follow the basic list of first aid kit contents available from the American National Standards Institute (ANSI Z 308.1-1978).
Included in the list are large and small sterile bandages, adhesive tape, antibiotic cream, antiseptic solution, scissors, eyewash, and cotton balls and swabs. Having a current first aid reference guide is also helpful in your first aid kit in case of accidental injury.
**Categories:** First Aid
---
### [First Aid Training (16:18)](https://sciencesafety.com/courses/first-aid/lessons/first-aid-training-1618/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
**Categories:** First Aid
---
### [Safer Cleanup of Broken Glass (1:46)](https://sciencesafety.com/courses/biology-educators/lessons/safer-cleanup-of-broken-glass-146-duplicate/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Source: Texas A&M University-Corpus Christi
**Categories:** Glassware
---
### [Broken Glassware Injuries in Labs](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/broken-glassware-injuries-in-labs/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
In the event of an injury involving a broken glass or sharp instrument, consult the standard operating procedures in your school district and adhere to the guidance in the Chemical Hygiene Plan for this accidental injury. Typically the following steps should be followed:
1. Encourage bleeding of the wound; but do not directly massage or attempt other forceful means to remove any remaining broken glass from the wound.
2. Wash the wound thoroughly with warm water and soap if available. Use cold water if warm water is not available.
3. Seek medical attention as appropriate.
4. Immediately report the incident to the lab supervisor, as all injuries from lab incidents exposures and near miss incidents should be reported to these individuals.
5. **If the incident involves potential exposure to infectious materials, then immediate medical attention is required.** In situations where the risk of exposure to infectious materials is unknown or uncertain, and the injury occurred in a biological research area, the injury should be treated as a possible exposure to infectious material and reported immediately.
Source Text: [University of Iowa](https://ehs.research.uiowa.edu/glass-and-other-sharps-injury-and-illness-prevention-labs)
Image Credit: Wikimedia Commons
**Categories:** Glassware
---
### [Glove Comparisons in IB](https://sciencesafety.com/courses/what-is-bbp/lessons/glove-comparisons-in-ib/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
The most commonly used personal protective equipment in schools is gloves – specifically latex and nitrile gloves. Please note that when reviewing SDS information, the gloves recommended are based on an 8 hour exposure to the chemical or BBP. There are typically no situations when you would have your hands immersed for 8 hours in a solution or handling biologicals in a school laboratory setting, but the exposure rates are based on employee occupational health and safety guidance.
## Latex Gloves
Latex gloves are inexpensive, easy to obtain, and impermeable to BBP. The close fit means you have excellent dexterity, but the thin material means they can be easily punctured or torn by sharp points and edges, so be careful when handling broken glass or sharps.
## Nitrile Gloves
Nitrile gloves are equivalent to latex gloves in fit, durability, and impermeability to BBP, but do not include any natural latex material, making them a great option for those with latex allergies.
Your school nurse will have a supply of latex or nitrile gloves, but it is best to keep a box nearby in your classroom for immediate use in the sizes that are appropriate to the students and teachers using these gloves.
Text Source: Michigan Virtual
Image Credit: [UAB](https://www.uab.edu/ehs/images/docs/bio/BIO315-Bloodborne-Pathogens-2015-Course-Update_2014-12-22.pdf)
**Categories:** Biology, Gloves
---
### [Chemical Storage and the Prep Room](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-storage-and-the-prep-room/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
By Jennifer Panther Bishoff
One of the most important aspects of storage is making sure that incompatible chemicals are not near one another. Many of us probably began with an alphabetically organized prep room. Truthfully, it’s easy to just leave it that way because our demanding schedules don’t allow us to devote much time to reorganize. Also, we forget some of our college training and get busy with grading, teaching, and other responsibilities that come with being a dedicated chemistry teacher. And for those chemistry teachers who never had formal training, perhaps this is your first exposure as to why a prep room should be organized in a particular way.
After teaching for a few years, I found it difficult to even remember what an oxidizer was, let alone why it needed special consideration in storage! Chemical supply catalogs are an excellent resource when (re)learning chemical types but can also be tough to follow. However, a really helpful resource for beginning prep room cleaning is ACS’ Restricted-Use Chemicals, a set of general guidelines developed by the [Committee on Chemical Safety](https://www.acs.org/about/governance/committees/chemical-safety.html). The ACS list, included in the broader publication [“Reducing Risks to Students and Educators from Hazardous Chemicals in a Secondary School Chemical Inventory,”](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/reducing-risks-to-students-and-educators-from-hazardous-chemicals.pdf) is extensive but not all-inclusive. Chemicals included are identified by whether or not they are explosives, toxic, irritants, carcinogens, corrosives, oxidizers, poisons, allergens, flammables, or capable of creating violent reactions. If you have any chemicals on the list, you should think about whether you *really* need them. If you decide you do, make sure to store them properly. Discarding them isn’t necessarily the easy option, as these chemicals can present disposal challenges (which will be discussed in a future post). I was surprised when I found quite a few of the chemicals on the list hidden in low cabinets. And I was even more surprised to find others located dangerously close to chemicals they are incompatible with!
#### **Organizing chemicals**
Once you’re familiar with the worst of the worst (relatively speaking), you can start looking at your chemical inventory in a more focused fashion. There are many tables online that outline compatibility (See PDF below). The tables consist of a list of chemicals and those they should not be stored with or near. Lists like this can be especially helpful as you reacquaint yourself with chemical properties. SDSs also contain this information, so if you are uncertain, you can look at those documents for clarification.
I find that it’s easiest for me to organize my chemical inventory on paper first. I organize my spreadsheet of needed chemicals into storage areas; I find it nearly impossible to walk into a stockroom and start rearranging bottles and jars. Once I organize my chemical list, moving chemicals around doesn’t seem like such an ominous task. I don’t have to walk into the prep room second-guessing or questioning the safety of each chemical I touch. The process is smooth and efficient.
If your prep room is improperly organized and scary to approach, I highly recommend you organize it with pencil (or computer) and paper first. This may help you see it’s not an insurmountable task and will certainly be helpful for the next step.
[](https://sciencesafety.com/wp-content/uploads/2021/07/chemstor.pdf)
Source: American Association of Chemistry Teachers
**Categories:** Chemical Storage
---
### [Opening Schools](https://sciencesafety.com/courses/opening-for-the-new-school-year/lessons/opening-schools/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
In some cases, school buildings will have been closed to students and teachers for over five months before teachers and students are allowed to re-enter the buildings. School leaders have to consider the health of the building, as well as the students and staff.
Though most schools are closed for 10 weeks in the summer, there is usually plenty of activity going on in the school building to keep the infrastructure working. This has not been the case in many states.
Here is a series of steps that schools should include in their reopening strategies:
- Clean the water pipes that students and staff will use.
- Most of the water systems in the buildings have not run in a few months. This leads to the buildup of bacteria in the stagnant water. This can lead to afflictions such as Legionnaires Disease. It also can cause buildup of lead and copper in the water.
- Follow standard practices for flushing the stagnant water from your pipes.
- It is also suggested that school districts encourage students and staff to bring their own water to drink. The alternative is to have the school provide access to bottled water for students and employees.
- Make sure all safety devices are in working order, including but not limited to the following engineering controls in science laboratories:
- Emergency eye wash stations (require flushing once a week for several minutes.)
- Emergency showers (require flushing once a week for several minutes.)
- Goggle cabinet sanitizers (inspect to make sure UV bulb is operational.)
- Gas line shut-off systems
- Fume hoods (inspection and testing by certified technician for proper operation once or more/year.)
- Fire extinguishers (monthly checks are to be made and documented. Also, the fire extinguisher should be inspected and certified annually by a fire protection equipment company technician.)
- Ventilation systems (preventative maintenance—e.g.. quarterly changing of filtration system.)
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-Recommendations-for-Opening-the-New-School-Year-_-NSTA.pdf)
**Categories:** Opening Schools
---
### [When School Opens](https://sciencesafety.com/courses/opening-for-the-new-school-year/lessons/when-school-opens/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
One of the major principles guiding our instructional planning is to do everything in our power to make sure our students and staff return home as safe, if not safer, than when they arrived at school. This is a difficult task to complete in normal times; during this pandemic, it has become even more difficult. The following are some ideas that can help you develop guidelines for your school that will keep your students and staff safe.
The first idea to keep in mind when developing your fall school schedule is the level of risk that your students and staff will encounter. The following three risk levels for school personnel according to the CDC’s website.
- **Lowest Risk**: Students and teachers engage in virtual-only classes, activities, and events.
- **More Risk**: Small, in-person classes, activities, and events. Groups of students stay together and with the same teacher throughout/across school days and groups do not mix. Students remain at least 6 feet apart and do not share objects (e.g…, hybrid virtual and in-person class structures, or staggered/rotated scheduling to accommodate smaller class sizes).
- **Highest Risk**: Full sized, in-person classes, activities, and events. Students are not spaced apart, share classroom materials or supplies, and mix between classes and activities.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-Recommendations-for-Opening-the-New-School-Year-_-NSTA.pdf)
**Categories:** Opening Schools
---
### [Cleaning and Disinfecting](https://sciencesafety.com/courses/opening-for-the-new-school-year/lessons/cleaning-and-disinfecting/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
Cleaning and disinfecting are important defenses against the spread of the Coronavirus, but only if it is done properly. If the Coronavirus gets on a surface, it can last from a few hours to a few days unless properly cleaned and or disinfected. When a person touches these surfaces, the Coronavirus spreads to their hands. This in itself is not an issue, especially if the person is following protocols and frequently washes their hands with soap and water. However, when the person has Coronavirus on their hands, and they then place their hands in their nose or their mouth, the Coronavirus will enter the body and potentially infect that person.
As part of your cleaning and disinfecting protocols, students and staff should be instructed to frequently wash their hands and keep them out of their mouth and nose. In addition, surfaces that are used frequently should be properly cleaned and disinfected. The following should serve as a guide post to setting up your cleaning and disinfecting of surfaces protocols:
- When washing hands, soap and water are preferred over hand sanitizers
- Clean frequently touched surfaces between uses.
- Frequently-touched surfaces to be cleaned after use:
- Tables
- Doorknobs
- Light switches
- Countertops
- Handles
- Desks, laboratory tables
- Phones
- Keyboards
- Toilets (do not forget to continually clean your bathrooms to prevent the spread of the Coronavirus)
- Faucets and sinks
- Lab equipment and materials
- Engineering controls (fire extinguisher, fume hood, eyewash, shower, etc.
- Touch screens
- Erasers, markers, pens, pencils
- Clean all common areas at the beginning and at the end of each period where students change rooms.
- Though staying in one room may be a possibility in elementary and even middle schools, it is impossible in most high school scenarios without limiting student course offerings.
- In science and STEM labs, do not schedule multiple groups to use the same lab station in shifts unless the entire lab station and equipment can be cleaned and disinfected between shifts.
This is not a definitive list. There are items unique to each school and each individual classroom.
According to the CDC, materials and surfaces should first be cleaned with soap and water. Afterwards they can be disinfected. The people who are cleaning the surfaces should wear gloves to protect their hands. They should also wash their hands when they are done cleaning and disinfecting materials and surfaces. Also, make sure the room is well ventilated for those in the room while it is being cleaned and disinfected. Please follow the EPA and CDC guidelines for cleaning and disinfecting. Make sure that you follow directions and wear proper PPE (e.g… indirectly vented chemical splash goggles, gloves, apron, etc.).
If you have run out of EPA-approved disinfectants, it is easy to make substitutes. Once such substitute is made by mixing 1 gallon of water with 1/3 cup of bleach. This solution will be an effective disinfectant for about 24 hours. Make your batches accordingly. Do not mix chemicals and follow all instructions to the letter. Mixing chemicals can be harmful to your health. Follow approved guidelines and recipes.
For electronic devices like desk and laptop computers, tablets, power tools/equipment, etc., follow the instructions in the user manual. If there is no guidance from the manufacturer, use alcohol wipes that are at least 70% alcohol. When possible, use a cover to protect the touched surfaces of electronic devices that can be cleaned and disinfected.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-Recommendations-for-Opening-the-New-School-Year-_-NSTA.pdf)
**Categories:** Sanitization, Cleaning
---
### [Alternative Lab Ideas](https://sciencesafety.com/courses/opening-for-the-new-school-year/lessons/social-distancing-and-labs/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
Smaller, individual lab activities can be done as a substitute. These might involve students working in shifts, where one half of the class is doing the hands-on activity while the other is working at their desks or other location on an alternating-week schedule. Non-hands-on activities might involve assignments such as viewing simulations, data gathering/processing, virtual instruction, etc.
Remember the teacher’s “Duty or Standard of Care” is required for all students in instructional spaces. In this way, make sure that the teacher is able to have monitoring/supervision provided for all of the students and not just on those in the hands-on lab group. These alternations in lab scheduling may require more supplies to complete lab activities than usual. Plan on requesting additional funding for PPE, sanitizers, and more as soon as possible.
An alternative to group hands-on laboratory work is teacher-led demonstrations in the lab. The students can watch the teacher do the experiment, make observations, draw conclusions, and complete calculations. The students will not have the opportunity to work on their own lab skills, but this is a temporary alternative until it is safer to work in groups. A student can be substituted for the teacher and perform the experiment for the class.
Finally, depending on the severity of the situation, virtual instruction may need to be readopted, as was used in many schools during the latter part of the previous school year. There are a number of computer programs for laboratory activities that can be used for virtual instruction.
Science departments, working together with their schools, administrators, and parents, have to balance between the best educational scenario for their students while maintaining safe and social distanced classrooms. During a “Socially-Distanced” education scenario, traditional group laboratories may have to be put aside for different learning methodologies.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-Recommendations-for-Opening-the-New-School-Year-_-NSTA.pdf)
**Categories:** Lab Experiments
---
### [Administering First Aid](https://sciencesafety.com/courses/first-aid/lessons/administering-first-aid/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
Administer first aid guided by the following statement from The Administration of Safety in New York Schools (Curriculum Bulletin No. 13).
In rendering first aid, the guiding principle is that the person is administering only immediate temporary care pending administration of competent medical care. First aid according to the New York State Education Department Bulletin, First Aid Care of School Emergencies is “treatment which will protect the life and comfort of the student until authorized treatment can be secured and is limited to first treatment only, following which, the child is placed under the care of his parents upon whom rests the responsibility for subsequent treatment.” Procedures included in the American Red Cross official textbook should be followed. Several especially relevant additional first aid procedures follow:
**NOSEBLEEDS**. Have paper towels available and carefully hand these to the student so the student can use these to control bleeding. Student should remain calm, sit upright in a chair and pinch the bridge of his nose. Notify the school nurse. Notify the custodian if it is necessary to clean up blood. Follow the procedures for Bloodborne Pathogens in your school district.
**BURNS FROM FIRES AND CHEMICALS**. For chemical burns, wash and flush area with water and remove any clothing or jewelry that may have been in contact with the chemicals. For burns caused by fire or hot objects, apply cold water IMMEDIATELY until the pain subsides. If clothing catches on fire use stop-drop-and roll method and douse victim with water from the safety shower. Fire blankets should be used as a last resort because they retain the heat and increase the severity of the burns. Remove charred clothing, and cover burned area with a clean, cold, wet cloth. If victim appears to be in shock, make sure he/she is kept warm. Summon medical help as quickly as possible. Refer to the SDS for First Aid Measures.
**EYE INJURIES FROM CHEMICALS**. Quickly flush eyes thoroughly with running water for at least fifteen minutes. Be sure lids are kept open by holding them away from the eyeball. Remove contact lenses if present. In first aid treatment of the eye, use water only. Summon medical attention, but do not interrupt the washing procedure. Refer to the SDS for First Aid Measures.
**INHALATIONS OF GASES**. If a student inhales a toxic gas such as chlorine, hydrogen sulfide, sulfur dioxide, remove the student to fresh air immediately, and immediately summon medical help. Refer to the SDS for First Aid Measures.
INGESTED POISONOUS CHEMICALS. CALL Poison Control IMMEDIATELY.
THE NATIONAL HOTLINE # is 1-800-222-1222. Keep this number by the nearest telephone.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
Notes from Science Safety:
Poison Control prefers you do use this number and will automatically connect you to the center. Poison Control takes preference to SDS. Do not give student water unless directed to do so by a qualified medical professional.
**The first department meeting for the new school year should have the school nurse invited to help train science/STEM teachers on initial responses to bodily accidents before medical help arrives including:**
- Heat/Chemical Burns
- Penetrating Objects
- Electrical Burns
- Swallowed Poisons
- Bleeding
- Chemical Exposure
- Lacerations
- Shock
- Allergic Reaction
**Categories:** First Aid
---
### [Safe Disposal of Broken Glassware](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/safe-disposal-of-broken-glassware/)
**Published:** July 6, 2021
**Author:** admin2025Open
**Content:**
Your instructor should be the only person who handles broken glassware while wearing protective gloves, and using appropriate tools to dispose of this broken glass into a designated receptacle. STUDENTS SHOULD NOT BE ALLOWED TO CLEAN UP BROKEN GLASS.
A dustpan and brush, reserved for that purpose, may be useful for cleaning up broken glassware. If a dangerous chemical is on the glassware, treat the glassware as contaminated and dispose of it accordingly. This is why your teacher will handle the safer clean up of this broken glass.
Broken, non-contaminated glassware must be disposed of in appropriate containers (i.e., broken glass disposal boxes) rather than the usual laboratory classroom garbage bin.
As a safety trained student you may need to remind your teacher that if broken glass disposal boxes are used, the entire box must be disposed of, not just the inner plastic bag of broken glass.
Sources:
[Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
[American Chemical Society](https://www.acs.org/content/dam/acsorg/about/governance/committees/chemicalsafety/publications/acs-secondary-safety-guidelines.pdf)
**Categories:** Glassware
---
### [Assessing Safety in Grades K-8](https://sciencesafety.com/courses/k-8-classrooms/lessons/for-grades-k-8/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
An effective elementary or middle school science program involves a strong experiential component, including direct hands-on learning experiences for each student. These experiences should include experiments, investigations, manipulative activities, field trips and, when necessary or appropriate, teacher demonstrations. Science activities, as all content area lessons which require active student involvement, carry special concerns for safety.
You can assess the level of safety in your science teaching by evaluating five significant areas:
(1) your management of the classroom environment,
(2) your instruction and supervision of students,
(3) the selection, use, and storage of science materials,
(4) the incorporation of living plants and animals in your classroom instruction, and
(5) the planning and conducting of field trips.
The guidelines in the upcoming modules, although not inclusive, have been identified to alert and promote the implementation and maintenance of safer elementary and middle school science learning environments. All safety procedures should be periodically reviewed and updated.
Source: [Science Safety Manual, UFT, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
Image Source: Unsplash
**Categories:** Instruction and Supervision
---
### [K-8 Classroom Environment](https://sciencesafety.com/courses/k-8-classrooms/lessons/k-8-classroom-environment/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
The following suggestions concerning the physical arrangement of your classroom, as well as its maintenance, will help improve the level of safety within your classroom:
• Arrange furniture so that students have sufficient space to work and move about their work space.
• Students’ work areas should be adequately lit; avoid using dark corners of the room.
• Maintain neat work areas, free of unnecessary books or papers.
• A whisk broom and dust pan should be readily available for clean up.
• Immediately wipe up all spills on the floor to prevent falls.
• Teacher and students should know the locations of all safety equipment, such as fire extinguishers and first aid kits, and teachers should be trained in how to use them properly.
Source: [Science Safety Manual, UFT, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
Image Source: [Unsplash](https://images.unsplash.com/photo-1577896851231-70ef18881754?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=870&q=80)
**Categories:** Instruction and Supervision
---
### [Instruction and Supervision of Students](https://sciencesafety.com/courses/k-8-classrooms/lessons/instruction-and-supervision-of-students/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
1\. Parents and students should inform the teacher of all known allergies (e.g…, food, fur and feathers) medical conditions, and medications at the start of the school year.
2\. Consider the age and composition of your class when planning science activities; younger children and students with special needs require closer supervision.
3\. Limit group size and plan for adequate amounts of time. This will enable your students to perform activities efficiently and without confusion.
4\. Prior to beginning an activity, familiarize yourself with safety procedures or concerns that may come up during the activity. Review precautions with the students before and during activities.
5\. If any sense of danger is anticipated, the activity should be modified to make it safer, or eliminated.
6\. Do not allow students to transport equipment or materials when unsupervised or while classes are moving through the halls.
7\. Never leave a class unattended while students are engaged in a science activity. Never permit students to undertake a scientific investigation without your supervision. Active monitoring of students during activities is suggested.
8\. Warn students not to engage in horseplay, practical jokes, or other behavior that might confuse, startle, or distract another student.
9\. Students must never touch, taste, or smell any chemicals unless told that it is safer to do so by the teacher.
10\. Warn students not to chew gum, eat, or drink in the science classroom/lab. Chemicals and their vapors can come into contact with food and drink and cause harm.
11\. Students should be warned not to drink from glassware used for science experiments since trace amounts of previously stored chemicals may remain on surfaces and cause harm.
12\. Instruct students how to safely smell substances by using their hands to waft the scent toward their noses, rather than by bringing their faces close to the substance and inhaling deeply.
13\. Instruct students in the proper way to handle and use all glassware, hand tools, and sharp instruments.
14\. Make sure students tie back long, loose hair and roll up loose sleeves when working with chemicals, or working near flames or any equipment that they may get caught on.
15\. Instruct students not to wear loose jewelry in the science classroom/lab since this can get caught on equipment and cause accidents.
16\. Instruct students never to pour chemicals back into stock bottles, and never to exchange stoppers or bottle caps.
17\. Students should never mix chemicals together just for fun. Explosive mixtures or hazardous fumes can be produced.
18\. Caution students never to handle hot glassware or other heated equipment without using appropriate equipment such as test tube holders, pot holders, or oven mitts
19\. Students must never heat chemicals unless directed by the teacher to do so, since some chemicals are harmless when cool, but can become dangerous when heated.
20\. Students must never heat a liquid in a closed container since expanding gases may blow the container apart.
21\. Warn students never to tilt a test tube towards themselves or anyone else.
22\. Warn students not to touch their eyes, face, mouth or any other body parts while working with chemicals, animals or plants. Hands should be washed after each activity.
23\. If a substance gets into the eye, flush the eye out with water for fifteen minutes, and call for assistance. Seek medical attention immediately. Call the school doctor or nurse if one is on staff.
24\. If a toxic chemical contacts skin, flush the affected area with water for fifteen minutes. Seek medical attention immediately. Call the school doctor or nurse if one is on staff.
25\. Instruct students on the importance of drying their hands completely before touching any electrical appliances; wet hands can act as an electrical conductor.
26\. Students should report all accidents, injuries, or damage to clothing and equipment (no matter how minor) to the teacher immediately.
27\. Allow for time at the end of the science class for materials collection and clean up.
From Science Safety – Students are to wear either indirectly vented chemical splash goggles or safety glasses with side shields meeting the ANSI/ISEA Z87.1 D3 standard as appropriate with doing hands-on activities including the set-up, hands-on piece and take down.
Source: [Science Safety Manual, UFT, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
Image Source: [Unsplash](https://images.unsplash.com/photo-1604134967494-8a9ed3adea0d?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=774&q=80)
**Categories:** Instruction and Supervision
---
### [Materials Management](https://sciencesafety.com/courses/k-8-classrooms/lessons/materials-management/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
The selection and safe storage of appropriate science equipment and materials is essential to safety. The following should be considered when selecting or storing science equipment and materials:
• Take appropriate precautions when using fire and/or heat sources. In general, a heat source without a flame, such as a hot plate, is safer to use than one with a flame. Alcohol lamps should not be used. Bunsen burners should be used with extreme caution, by very advanced students under strict supervision by the teacher.
• Make sure all water faucets, burners, electric hot plates and other equipment are turned off and/or unplugged before you leave the room.
• Substitute plastic utensils for glass or metal knives whenever possible. If glass containers are essential, temperature resistant glassware should be used.
• Elementary school students should only work with weak, non-corrosive acids. Vinegar, lemon juice, and seltzer can generally be used in place of the more dangerous acids. Middle school students should not be allowed to work with concentrated acids and bases, but, may be allowed to work with dilute acids and bases under strict teacher supervision.
• Elementary and middle school students should not be allowed to work with any bodily fluids such as blood, saliva, urine, etc.
• Loose iron filings should never be handled by students; filings must be placed inside sealed plastic bags for student magnetism experiments.
• Only those thermometers that do not contain mercury are to be used.
• Never use cracked or chipped glassware, mirrors, prisms, or glass slides.
• Rolling carts with raised edges or guard rails on each shelf should be used for transport of materials.
• Store all equipment safely. Dangerous materials should be kept under lock and key.
Ensure that all materials, equipment, tools and items used are sanitized before using them with students, and after they have completed their inquiry investigations. Follow the disinfection/sanitization procedures in your school district regarding what to use, how much to use, and when to use sanitizers, disinfectants and cleaners.
Source: [Science Safety Manual, UFT, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
Image Source: [Upsplash](https://images.unsplash.com/photo-1497633762265-9d179a990aa6?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=873&q=80)
**Categories:** Instruction and Supervision
---
### [Animals in the Classroom](https://sciencesafety.com/courses/k-8-classrooms/lessons/animals-in-the-classroom/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
When animals are present in the classroom special care should be taken to insure that neither students nor animals are harmed. The following are suggestions to consider and rules you may wish to adopt:
• Children may experience allergic reactions to certain animals or the dust from their cages. If this occurs, remove the animal from the classroom. Check student health records prior to introducing animals to the class.
• Potentially dangerous animals, including poisonous snakes, reptiles, and insects should never be allowed into the classroom.
• Parent permission must be granted before students are allowed to handle live animals.
• All animals brought into the classroom should be healthy and free of transmissible disease or any other problems that may endanger the students’ health. It is strongly suggested that you obtain all animals from reputable science supply houses. Pay attention to common signs of illness in animals, such as a loss of appetite or weight, lethargy, a change in behavior, or respiratory problems. Fish should be selected from tanks in which all fish appear healthy. You can legally purchase only mature turtles with a shell length of at least four inches in order to control the spread of salmonella.
• Certain live or dead animals collected from their natural environment should not be allowed into classrooms. Diseases may be transmitted from turtles, several species of birds, snakes, insects, arachnids (such as ticks and mites), and certain mammals. These diseases may be transmitted to humans either directly, through handling or bites, or indirectly, through airborne organisms.
• Prior to bringing live animals into a classroom, students should be asked if they have a fear of the animals being introduced. Students should not be exposed to animals they are afraid of.
• Students should only be allowed to handle animals when supervised.
• Instruct students in the proper care and handling of classroom animals used as part of the school science program. Prohibit abuse and teasing of animals.
• Students should not insert their fingers or other objects into cages.
• Use gloves when handling animals. Thicker gloves should be used with animals that have teeth and/or claws.
• Have students wash their hands both before and after handling animals. Germs can be spread from humans to animals, as well as from animals to humans.
• All animal bites or scratches should be reported immediately. Victims must get prompt and appropriate medical attention to avoid infection.
• Animals should be kept in secure cages and tanks. Check that all tanks and cages close securely and have no sharp edges that can harm either the children or the animal(s). Repair or discard all hazardous cages and tanks.
• Cages and tanks should be kept clean and absorbent material should be replaced on a regular basis. Waste materials should be disposed of in sealed bags or covered trash cans. Cages and tanks should also be periodically washed down with soap and water. Gloves should be worn when cleaning cages and tanks.
• It is advised that animals not be handled during their first few days in the classroom in order to give them time to adjust to new surroundings. If young offspring are to be picked up and handled it is best to first move the mother to another cage. She may be fiercely protective of her young.
Source: [Science Safety Manual, UFT, NYC Department of Education](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
Image Source: [Unsplash ](https://images.unsplash.com/photo-1452721226468-f95fb66ebf83?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=1480&q=80)
**Categories:** Animals
---
### [Fungi, Protists, and Monerans](https://sciencesafety.com/courses/k-8-classrooms/lessons/fungi-protists-and-monerans/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
Do not culture pathogenic organisms such as molds, algae, protozoa, bacteria, or viruses.
Do not prepare cultures using student’s saliva or spray from a cough or sneeze, since these may contain pathogens.
Bread mold activities should be conducted in sealed containers or closed, sealable bags because some students are highly allergic to them.
Source: [Science Safety Manual UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Plants
---
### [Science Projects](https://sciencesafety.com/courses/k-8-classrooms/lessons/science-projects/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
All safety procedures and guidelines included in this [manual](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf) must be followed as students work on science projects and exit projects.
Use of laboratory chemicals and sharp instruments must be supervised.
Vertebrate animals should not be used for experimentation purposes with the exception of humans solely in terms of behavioral, memory, or achievement related studies that do not involve ingestion of or exposure to substances that could result in adverse health effects.
Source: [Science Safety Manual UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Science Projects
---
### [Field Trips](https://sciencesafety.com/courses/k-8-classrooms/lessons/field-trips/)
**Published:** July 7, 2021
**Author:** admin2025Open
**Content:**
A well organized field trip, with carefully planned activities, greatly enhances the safety and educational value for all participants. The following strategies can make field trips safer:
• Visit the field trip site prior to the trip. Note any obvious dangers and investigate for any unique hazards. Share this information with your students before taking the trip.
• Request written permission for the trip from the school administration and obtain written parental consent for all students who will be going on the field trip.
• Plan for and arrange adequate adult supervision. For elementary and middle school students, at least one staff member and two additional adults are required for up to 30 students. The required staff member must be a teacher or supervisor. The other adults may be parent volunteers or members of the instructional staff or paraprofessionals or school aides. At the elementary level, for each additional ten students participating, an additional adult is required. At the middle school level, an additional adult is required for each additional fifteen students participating.
• Establish and review rules for safer conduct prior to the trip.
– Organize a buddy system.
– Teach children to respond to pre-arranged signals such as a whistle, clap, or silent hand signal.
– Each child should have an identification tag which contains the school name, address, and telephone number. Students should never wear tags displaying their names.
– Arrange a rendezvous location for students who may become separated from the group.
• Instruct students as to proper behavior on transportation vehicles. Check that all students are safely seated and, if available, that all seat belts have been secured.
• Develop and distribute a list of appropriate clothing (New York City Department of Health and Mental Hygiene, www.nyc.gov/html/doh/html/ehs/ehstick.shtml) and essential supplies or equipment to be brought on the trip. Inform students of any fees or costs and whether to bring a bag lunch or lunch money. Parents should be notified of the details well in advance of the trip.
• Familiarize students with all the potential dangers related to the trip, such as:
– deep or rapid water hazards.
– poisonous plants or potentially dangerous animals.
– the risks associated with mites, ticks, and other insect stings.
– caution students not to turn over logs or rocks unless given permission.
– warn student to never taste, touch, or smell anything without permission or specific instruction.
• It is suggested that you prepare and carry with you a first aid kit if one will not be available at the site.
• It is suggested that you also carry with you tissues, band-aids, wet wipes, and extra liquids on hot days.
• Consult with authorities to find out if you are allowed to collect specimens. If specimens are collected, try not to disturb the ecological system. Have an adequate number of unbreakable containers, i.e., plastic containers or cups for student collection.
• Conduct a post trip check for mites and ticks, bites, scratches and cuts, etc. when appropriate.
• Be prepared (for the unexpected)!
Source: [Science Safety Manual UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Field Trips
---
### [Other PPE](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/other-ppe-2/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
People who handle blood regularly, such as healthcare workers, have an extensive list of PPE that can protect any part of the body, such as long gloves, surgical gowns, and face shields. However, as you should not be dealing with any blood spills that would involve spraying, splashing, or very large quantities of blood, latex or nitrile gloves will be adequate for your needs.
If you do have a very large situation involving blood or bodily fluids, reach out to your custodial staff or school nurse for help in cleaning it up with the proper chemicals and equipment to ensure that the space is sanitized, disinfected and safe for others to use again.
**Categories:** PPE
---
### [Latex Allergy (2:33)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/latex-allergy-233-duplicate/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Latex allergy is a reaction to certain proteins in latex rubber. The amount of latex exposure needed to produce sensitization or an allergic reaction is unknown. Increasing the exposure to latex proteins increases the risk of developing allergic symptoms. In sensitized persons, symptoms usually begin within minutes of exposure; but they can occur hours later and can be quite varied. Mild reactions to latex involve skin redness, rash, hives, or itching. More severe reactions may involve respiratory symptoms such as runny nose, sneezing, itchy eyes, scratchy throat, and asthma (difficult breathing, coughing spells, and wheezing). Rarely, shock may occur; however, a life-threatening reaction is seldom the first sign of latex allergy.
### Who is at risk of developing latex allergy?
Health care workers are at risk of developing latex allergy because they use latex gloves frequently. Workers with less glove use (such as housekeepers, hairdressers, and workers in industries that manufacture latex products) are also at risk.
### Is skin contact the only type of latex exposure?
**No**. Latex proteins become fastened to the lubricant powder used in some gloves. When workers change gloves, the protein/powder particles become airborne and can be inhaled.
### How is latex allergy treated?
Detecting symptoms early, reducing exposure to latex, and obtaining medical advice are important to prevent long-term health effects. Once a worker becomes allergic to latex, special precautions are needed to prevent exposures. Certain medications may reduce the allergy symptoms; but complete latex avoidance, though quite difficult, is the most effective approach.
### How can I protect myself from latex allergy?
Take the following steps to protect yourself from latex exposure and allergy in the workplace:
1. Use nonlatex gloves for activities that are not likely to involve contact with infectious materials (e.g…, food preparation, routine housekeeping, general maintenance).
2. Appropriate barrier protection is necessary when handling infectious materials. If you choose latex gloves, use powder-free gloves with reduced protein content.
- Such gloves reduce exposures to latex protein and thus reduce the risk of latex allergy.
- So-called hypoallergenic latex gloves do not reduce the risk of latex allergy. However, they may reduce reactions to chemical additives in the latex (allergic contact dermatitis).
3. Use appropriate work practices to reduce the chance of reactions to latex.
- When wearing latex gloves, do not use oil-based hand creams or lotions (which can cause glove deterioration).
- After removing latex gloves, wash hands with a mild soap and dry thoroughly.
- Practice good housekeeping: frequently clean areas and equipment contaminated with latex-containing dust.
4. Take advantage of all latex allergy education and training provided by your employer and become familiar with procedures for preventing latex allergy.
5. Learn to recognize the symptoms of latex allergy: skin rash; hives; flushing; itching; nasal, eye, or sinus symptoms; asthma; and (rarely) shock.
Source: [CDC](https://www.cdc.gov/niosh/docs/98-113/default.html)
**Categories:** PPE
---
### [Covid-19 and PPE (4:20)](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/covid-19-and-ppe/)
**Published:** July 8, 2021
**Author:** admin2025Open
**Content:**
Source: Personal Protective Equipment for Jefferson County Public Schools, KY.
**Categories:** PPE
---
### [Electricity](https://sciencesafety.com/lessons/electricity/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
At the start of any activity involving electricity students should be reminded not to experiment with
household current in school or at home. You should also be familiar with the location of the fuse or
circuit breaker box.
Certain electrical sources of low amperage and voltage can, under certain circumstances, result in
serious injury or death. There is a significant difference in the degree of hazard posed by DC and
AC sources. Low voltage DC sources are not typically fatal, although they can cause burns. However,
sources as low as 24 volts AC have been known to be fatal. Students should be instructed to avoid
water spills near equipment and to avoid inserting objects into any electrical apparatus.
Electrical cords should never be allowed to hang over the edge of a table. Personal injury or breakage
of equipment can occur if someone trips on or pulls a loose cord.
Examine all electrical equipment for frayed cords, exposed wires, or loose connections. It is strongly
advisable to have a qualified repair service replace or repair all damaged equipment.
Caution students against grasping any electrical device which has just been used. Many electrical
devices remain hot after use and may cause serious and painful burns.
Source: [NYC DOE and UFT Science Safety Manual](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Electricity
---
### [Chemical Storage Inspection](https://sciencesafety.com/courses/for-laboratory-specialists/lessons/chemical-storage-inspection/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1. Conduct an inspection of all the chemicals in your laboratory (refer to “Steps to a Clean and Safe Laboratory” in the [Appendix](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)).
2\. Keep all bottles labeled at all times. Labels should contain at least; the name or formula, concentration, date of receipt and/or preparation, and special hazards.
3\. Replace old and damaged labels before they become useless. Disposal of unlabeled chemicals might require expensive analysis in the future.
4\. Dispose of old chemicals that show bulging containers, liquids in solids, solids in liquids, darkening or clouding of solutions, spotting on solids. Dispose of chemicals that have specific shelf lives indicated on label. In general, dispose of chemicals that are 5 years old. (See disposal instructions found on pages 104–105.)
5\. Carcinogenic and mutagenic chemicals should not be used or stored in schools. See the Appendix and the Chemistry Section for lists.
6\. Explosives should not be used or stored in schools. See the Appendix “Explosives.” The N.Y.C. Fire Department Code – Chapter 34 limits certain explosives and regulates the quantity of certain combustibles and dangerous chemicals that may be stored in public high schools.
7\. Unlabeled bottles of chemicals whose identity is not known should be handled according to protocol in the section entitled, “Hazardous Waste Management” found in the Appendix.
8\. Chemicals should not be arranged alphabetically by chemical cation names. Anions are a better indicator of reactivity and compatibility. See suggested storage arrangements in the booklet, School Science Laboratories – A Guide to Some Hazardous Substances, 1984. published by the United States Consumer Product Safety Commission or another reliable source.
9\. Make sure that chemicals that react with each other are not stored in close proximity.
10\. Store all acids in a soapstone or acid resistant storeroom, never in ordinary closets or wooden cabinets. To prevent breakage, store close to floor level if possible; never above eye level. Nitric acid should be isolated.
11\. Make certain that combustibles and poisons are kept securely locked in metal, stone lined, or other cabinets designed for that purpose.
12\. Store flammables in a dedicated flammable cabinet. This cabinet must adhere to N.Y.C. Fire Department codes. These codes conform to OSHA requirements, NFPA code 30. (www.nfpa.org/faq.asp?categoryID=920)
13\. Make sure that storage cabinets for sodium, potassium, calcium and calcium carbide exhibit this warning in bold, easily read letters:
**In Case of Fire**
**DO NOT USE WATER**
14\. Do not store sodium, potassium, calcium or calcium carbide on shelves above or below vessels containing water or aqueous solutions. After the original containers of sodium and potassium have been opened, these metals must be immersed and stored in water-free mineral oil.
15\. Inspect chemical cabinets monthly for hazards and eliminate them if possible. Record the date of each inspection. Report any hazards that were not eliminated to your supervisor for further action.
16\. Prepare a chemical inventory according to N.Y.C. Department of Education guidelines. This must be updated each year, kept in a secure location and be available for inspection. See the Appendix for a copy of the inventory sheet and instructions. This inventory is required by the New York State Commission of Education (Education State Law 305, Section 1., Subdivision 19). It is required by all elementary and secondary schools.
17\. Prepare a N.Y.C. Right-to-Know Facilities Inventory Form for hazardous chemicals according to New York City Dept. of Education H.S. Memorandum #66 (January 14, 1991). See the Appendix for a copy of the Facilities Inventory Form and instructions for complying with Community Right-to-Know Laws (Title III of Federal Superfund Amendments and Reauthorization Act – SARA of 1986 and N.Y.C. Community Right-to-Know Law – Local Law 26 of 1988). The compliance package for annual reporting of hazardous substances in N.Y.C. may be obtained online at www.nyc.gov/dep/tier2filing(?)√. This report is due each year on March 1st.
18\. When ordering chemicals, in general, a one year supply is the recommended maximum. It is often safer and more economical to purchase in smaller quantities than to pay for disposal of excess and/or deteriorated chemicals.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 17-18.
**Categories:** Laboratory Specialists, Chemical Storage
---
### [Equipment and Supply Storage](https://sciencesafety.com/courses/for-laboratory-specialists/lessons/equipment-and-supply-storage/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1. Employ appropriate safety standards and methods in the storage and use of all supplies. Chemicals should be kept in safety cabinets and any open shelving for non-hazardous chemicals needs to have a raised 1 inch lip to prevent accidental walking off of bottles.
2. Keep tools and sharp-edged instruments in good condition and stored in locked cabinets.
3. Explosion-proof refrigerators should be used. No food or beverages should be stored in refrigerators used for instructional purposes and it should have a sign on it that says ‘No food or drinks. Science Items Only.’
4. Secure all compressed gas cylinders when in use. Secure them to a hand truck while transporting them. When not in use, these cylinders need to be anchored to a secure wall with chains to prevent accidental tipping over.
5. Secure analytical balances, microscopes and other expensive science apparatus and equipment and ensure that the dust covers are on items when not in use in the laboratory and unplugged from electrical outlets.
6. Maintain the chemical storeroom and prep area in an organized, functional manner without clutter and leftover kits, student work, dirty glassware and more. Keeping these areas clean and uncluttered in critical to the safety in the science and STEM department.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 19.
**Categories:** Laboratory Specialists
---
### [Lab Squads](https://sciencesafety.com/lessons/lab-squads/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1. Acquaint all laboratory/preparation room squad members with safety regulations at the beginning
of their service. Secure a parental consent slip for each squad member.
2. Limit the number of students on the lab squad to a number that can be supervised with ease.
3. Establish procedures so that students do not have unsupervised access to chemicals in the preparation
rooms, closets, or stockrooms.
4. Instruct squad members never to handle apparatus or chemicals unless they have received
specific instructions on their use.
5. Review specific procedures when assigning each task.
6. Do not allow students to touch anything in cabinets where dangerous materials are stored.
7. Student use of tools or sharp-edged instruments should be closely supervised.
8. Never permit squad members or students working on projects to remain unsupervised in preparation
or stock rooms.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 19-20.
**Categories:** Laboratory Specialists
---
### [Functional Responsibilities: Lab Specialists](https://sciencesafety.com/courses/for-laboratory-specialists/lessons/functional-responsibilities-lab-specialists/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1. Close and lock the preparation room whenever it is not under the direct supervision of a licensed laboratory specialist or science teacher.
2. Order protective eye goggles or face shields that comply with ANSI Z-87.1-1989 (American National Standard Institute, www.ansi.org)or current standards. Advise teachers and students that these safety goggles with indirect vents are available whenever necessary for all people in the lab environment.
3. Inspect new equipment for hazards before approving payment. Report any problems to the vendor and/or supervisor.
4. Inspect used equipment to make sure it is in good working condition, particularly electric wires, plugs, and glassware that will be handled by students.
5. Advise teachers regarding safety precautions required for the proper use and manipulation of specialized equipment and supplies. Suggest the use of plastic beakers, graduated cylinders, and other containers, rather than glass, for younger students.
6. In cooperation with the teacher, perform the actual procedures of each laboratory experiment or demonstration prior to the class session to see that all materials and apparatus work properly and safely.
7. Chemicals provided for student use should be put into smaller, labeled containers. The warnings and hazards on the SDS (also on the original label on the containers) should be copied onto the new labels.
If chemicals are kept at the teacher’s desk, a large, clear sign for each chemical used should be
posted at each bin.
8. Review student laboratory experiments periodically for current safety practices. Disseminate information regarding any new safety regulations.
9. In case of an emergency, have the SDS readily available for hazardous chemicals used in laboratory experiments.
10. Make sure that demonstrations, experiments, or projects dealing with atomic energy or radioactivity
are performed in accordance with approved safety practices in that field. Only radioactive sources which are low in activity level; those which do not require a regulatory license from the Nuclear Regulatory Commission, should be used for demonstration or experimental purposes. Isotopes that emit radiation on the order of 0.01 millirem per hour at a distance of one foot fall into this category. Scientific supply companies stock only radioactive sources of this type. When handling radioactive sources, keep them as far away from your body as possible. Store these
materials in a quiet area away from student and teacher traffic inside of a lead pipe with screw-on end pieces. These pipes can be purchased in a local hardware store.
11. Use safety precautions in the transportation of all equipment and supplies to and from the science classrooms and laboratories.
12. Transport long glass rods and tubing in a vertical position, observing door heights and other
clearances.
13. Do not permit students to transport dangerous chemicals such as concentrated acids and bases,
except under the direct supervision of a licensed laboratory specialist. Use safety carriers, if available.
14. Make sure that a fire extinguisher and fire blanket are included as auxiliary equipment when
portable laboratory tables are sent to non-science rooms. For convenience, these may be attached
to the table.
15. Have a first aid kit and American Red Cross first aid reference book available, as well as emergency telephone
numbers and copies of the SDS for each chemical used in the lab activity.
16. Post first aid charts including CPR and Heimlich maneuver.
17. Make sure Fire Drill Exit Route is posted.
18. Report any injury or accident to supervisor.
19. Make sure a copy of your school’s Chemical Hygiene Plan is available, (Contact the N.Y.C. Department of Education Office of Occupational Safety and Health for a copy of the Chemical Hygiene Plan at (718) 935-2319. This plan is required under OSHA’s Laboratory Standard Regulation (29 CFR1910.1450).
20. Know how to manage chemical spills and make sure the proper personal protective equipment and spill kits are available. Refer to the section entitled, “Chemical Spills” in the Appendix.
21. Know how to handle chemical waste. Refer to the section entitled “Hazardous Waste Management” found in the Appendix.
22. Report to the supervisor anyone who is not cooperating with the department’s accepted safety
practices.
23. If the proper equipment is not available for a safe experiment or demonstration, it should not be
attempted.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 20-21.
**Categories:** Laboratory Specialists
---
### [Personal Safety](https://sciencesafety.com/courses/for-laboratory-specialists/lessons/personal-safety/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1. Be familiar with the OSHA Laboratory Standard (29 CFR 1910.1450) and regulations concerning the implementation of a Chemical Hygiene Plan (this document is with your school’s Chemical Hygiene Officer). Under this standard, non-production laboratories must provide training for their employees, as well as, working fume hoods, and other safety equipment.
2. Always wear a lab coat or apron when working in the lab.
3. Never wear sandals or shoes with cut out toes or backs.
4. Make sure goggles conform to ANSI/ISEA Z87.1. (American National Standard Institute, www.ansi.org). Wear them at all times when working in the lab.
5. Face shields and/or standing shields must be available when there is danger of implosion or explosion.
6. Make sure you are wearing the appropriate gloves for the job you are doing. Check charts for breakthrough time, permeation rate (none detected is ideal), dexterity, comfort, and heat resistance.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page 22.
**Categories:** Laboratory Specialists
---
### [For Custodians](https://sciencesafety.com/lessons/for-custodians/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1. Provide proper ventilation and illumination of science storerooms, preparation rooms, laboratories, and science classrooms.
2. Have fire extinguishers inspected each term. Then, service and/or replace as necessary. Inspection dates should be recorded on the attached tag.
3. Provide fire extinguishers and, fire blankets for each science lab, prep room, and classroom.
4. Be familiar with the New York State Right-to-Know Standards and the Blood Borne Pathogens Standard.
5. Substitute safer chemicals for more hazardous ones if available, for performing custodial duties.
6. When notified by the lab specialist, chemical hygiene officer or science assistant principal that chemicals need to be removed from the school, the custodian prepares and submits a work order (PO-18) to his or her plant manager, attaching the list of chemicals that need to be removed. A request is then submitted to the Environmental Health and Safety Office at the Department of Education’s Division of Facilities (fax number 718-361-3844).
7\. Communicate any new fire regulations to the science department.
8\. Act as liaison with the fire department if a current Fire Department Permit needs to be obtained
for the chemical storage area.
Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf). Page
**Categories:** Custodians
---
### [Proper Use of Microscopes in IB Biology (2 videos)](https://sciencesafety.com/courses/biology-educators/lessons/proper-use-of-microscopes-in-ib-biology-755/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1\. The proper use of the microscope should be reviewed with students prior to use.
2\. Microscopes should be used only under supervision.
3\. Microscopes are costly, heavy and somewhat delicate pieces of equipment and should be handled carefully. Students should be instructed on the correct method of carrying microscopes (with two hands, close to the body). Do not allow them to “swing” the microscope.
4\. Care should be taken in placing the microscope on the desk so that it will not fall and hurt someone.
5\. Students should be shown how to carefully clean the objectives and eyepieces with lens paper.
6\. Students should be cautioned about cracking slides when changing to high power resolution. Students should not use the coarse adjustment knob when the high power objective is in use.
7\. Microscopes should be maintained properly (adjusted / repaired if needed) approximately once a year.
These are two good overviews about how to use and clean microscopes.
Source: Dallas College Eastfield Campus
Source: Fresno State University
Text Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf)
**Categories:** Biology
---
### [Dissection Protocols in IB Biology](https://sciencesafety.com/courses/biology-educators/lessons/dissection-protocols-in-ib-biology-124/)
**Published:** July 9, 2021
**Author:** admin2025Open
**Content:**
1\. Students should be seated far enough apart to ensure that no crowding or jostling occurs.
2\. Laboratory stations should be clear of any unnecessary materials
3\. Never use organisms preserved in formaldehyde solutions.
4\. Generally, preserved specimens should be rinsed off prior to use to remove excess preservative material.
5\. Care should be taken with dissection instruments as the sharp edges represent cutting hazards.
6\. Students should be cautioned about the dangers of the sharp dissection instruments.
7\. Students should be directed to secure specimens to the trays, always cut away from the body, and to cut down against the dissecting tray. Caution students to keep the hand that is holding the specimen away from the instrument’s cutting edge.
8\. Teachers should carefully collect the dissection instruments, making sure that all are returned.
9\. Students need to be wearing indirectly vented chemical splash goggles meeting ANSI/ISEA Z87.1 D3 designation.
Text Source: [Science Safety Manual, UFT, NYC DOE](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf), Science Safety
**Categories:** Biology
---
### [Red Cross Standard First Aid](https://sciencesafety.com/courses/first-aid/lessons/red-cross-standard-first-aid/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
As specified in the Dept. of Education regulations, make sure that a first-aid kit is in each science laboratory and preparation room for emergencies. Ample reserve stocks of first-aid materials are to be available. A current copy of the American Red Cross Standard First Aid Ready Reference Guide should be kept with each first-aid kit. It is desirable to post laboratory emergency charts in each laboratory and preparation room, including a CPR and a Heimlich Maneuver chart.
Source: [Science Safety Guide, UFT](https://www.uft.org/files/attachments/doe-science-safety-manual.pdf) Page 7.
**Categories:** First Aid
---
### [Indirect Viewing Tips (7:25)](https://sciencesafety.com/courses/watching-solar-eclipses/lessons/indirect-viewing-tips/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
Source: Tennessee STEM Innovation Network
**Categories:** Solar Eclipse
---
### [What to Expect (7:34)](https://sciencesafety.com/courses/watching-solar-eclipses/lessons/what-to-expect/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
Source: Tennessee STEM Innovation Network
**Categories:** Solar Eclipse
---
### [Direct Viewing with Optical Equipment](https://sciencesafety.com/lessons/direct-viewing-with-optical-equipment/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
**Categories:** Solar Eclipse
---
### [Five Minute Safety Inspections (2:30)](https://sciencesafety.com/lessons/five-minute-safety-inspections/)
**Published:** July 12, 2021
**Author:** admin2025Open
**Content:**
**Categories:** Safety Inspections
---
### [Those Who Are At Greater Risk (2:21)](https://sciencesafety.com/courses/opening-for-the-new-school-year/lessons/those-who-are-at-greater-risk/)
**Published:** July 13, 2021
**Author:** admin2025Open
**Content:**
Administrators and other stakeholders also need to consider those people who are at greater risk from the virus. The health services department in your schools can provide support and assistance.
Students and staff at increased risk include those who suffer from the following, per “Implementation of Mitigation Strategies for Communities with Local COVID-19 Transmission.”
- Blood disorders (e.g……, sickle cell disease or on blood thinners)
- Chronic kidney disease as defined by your doctor. The patient has been told to avoid or reduce the dose of medications because kidney disease or is under treatment for kidney disease, including receiving dialysis
- Chronic liver disease as defined by your doctor. (e.g……, cirrhosis, chronic hepatitis) The patient has been told to avoid or reduce the dose of medications because of liver disease or is under treatment for liver disease.
- Compromised immune system (immunosuppression) (e.g……, seeing a doctor for cancer and treatment such as chemotherapy or radiation, received an organ or bone marrow transplant, taking high doses of corticosteroids or other immunosuppressant medications, HIV or AIDS)
- Current or recent pregnancy in the last two weeks
- Endocrine disorders (e.g……, diabetes mellitus)
- Metabolic disorders (such as inherited metabolic disorders and mitochondrial disorders)
- Heart disease (such as congenital heart disease, congestive heart failure, and coronary artery disease)
- Lung disease including asthma or chronic obstructive pulmonary disease (chronic bronchitis or emphysema) or other chronic conditions associated with impaired lung function or that require home oxygen
- Neurological and neurologic and neurodevelopment conditions \[including disorders of the brain, spinal cord, peripheral nerve, and muscle such as cerebral palsy, epilepsy (seizure disorder), stroke, intellectual disability, moderate to severe developmental delay, muscular dystrophy, or spinal cord injury
Keep in mind that due to a person’s HIPAA rights, an administrator may not know if a member of their staff suffers from any of the above. The Human Resources Department should reach out to staff and let them know about the increased risk they may have due to the Coronavirus. The Health Services Department should do the same for students and their parents.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-Recommendations-for-Opening-the-New-School-Year-_-NSTA.pdf)
**Categories:** Covid 19
---
### [If You Feel Sick](https://sciencesafety.com/courses/covid-19-and-schools/lessons/if-you-feel-sick/)
**Published:** July 13, 2021
**Author:** admin2025Open
**Content:**
Stay home and call your doctor if you have symptoms like coughing, shortness of breath, fever, sore throat.
- If you do not feel better in 24-48 hours, contact your doctor.
- Do not go to school or to work until you have been fever-free for at least 72 hours without the use of fever reducing drugs like Tylenol or ibuprofen.
- If you need help getting medical care, call 311.
Source: NYC Department of Education
**Categories:** Covid 19
---
### [Precautions](https://sciencesafety.com/courses/covid-19-and-schools/lessons/precautions/)
**Published:** July 13, 2021
**Author:** admin2025Open
**Content:**
It is critical that all New Yorkers continue to practice general viral infection prevention measures including:
- Wash your hands with soap and water often.
- Wear a face covering, indoors and outdoors.
- Cover your nose and mouth with a tissue or sleeve when sneezing or coughing.
- Do not touch your face with unwashed hands.
- Keep six feet of physical distance between yourself and others.
- Do not shake hands. Instead, wave or elbow bump.
- Monitor your health more closely than usual for cold or flu symptoms.
- Get your flu shot.
- Reduce overcrowding by walking or biking to work, if possible.
- If the train is too packed, wait for the next one.
[](https://sciencesafety.com/wp-content/uploads/2021/07/covid-19-prevent-spread-palm-card.pdf)
Source: NYC Department of Education
**Categories:** Covid 19
---
### [Talking to Students About Covid (5:22)](https://sciencesafety.com/courses/covid-19-and-schools/lessons/talking-to-students-about-covid-522/)
**Published:** July 13, 2021
**Author:** admin2025Open
**Content:**
Source: CBC
**Categories:** Covid 19
---
### [Managing Stress During Covid (20:20)](https://sciencesafety.com/courses/covid-19-and-schools/lessons/managing-stress-during-covid/)
**Published:** July 13, 2021
**Author:** admin2025Open
**Content:**
The COVID-19 pandemic has forced changes to daily life, and disrupted normal routines at work, at school, and at home. Physical isolation can negatively affect on mental health, and constant news coverage can bring fear and anxiety about the disease. How can you best cope in these uncertain times?
On the Mayo Clinic Q&A podcast, Dr. Craig Sawchuk, chair of the Division of Integrated Behavioral Health at Mayo Clinic, shares helpful tips and strategies on managing stress and anxiety during the pandemic.
Source: Mayo Clinic
**Categories:** Covid 19
---
### [Autism and Social Distancing (15:52)](https://sciencesafety.com/courses/covid-19-and-schools/lessons/individuals-with-autism-and-social-distancing-1552/)
**Published:** July 13, 2021
**Author:** admin2025Open
**Content:**
Source: Mount Sinai Health System
**Categories:** Covid 19, Students with Additional Needs, Autism
---
### [Handwashing and Covid (1 min)](https://sciencesafety.com/courses/covid-19-and-schools/lessons/handwashing-and-covid-1-min/)
**Published:** July 19, 2021
**Author:** admin2025Open
**Content:**
**Categories:** Covid 19
---
### [Fire](https://sciencesafety.com/lessons/fire/)
**Published:** July 20, 2021
**Author:** admin2025Open
---
### [Animals in Schools and Daycares (5:07)](https://sciencesafety.com/courses/animals-in-schools/lessons/animals-in-schools-and-daycares/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
Animals can be entertaining and educational.
But children, especially children under 5 years of age, are more likely to get sick from germs animals can sometimes carry.
Children can learn a lot from animals, and it’s important to make sure they stay safer and healthy while they’re learning.
If you plan to have an animal in your classroom, whether it’s a class pet or for a hands-on learning experience, be aware of the potential hazards and resulting risks and how to prevent illness.
You can help kids enjoy and learn from animals while staying healthy.
This video discusses some of the benefits of bringing pets into a preschool classroom.
Text Source: [CDC](https://www.cdc.gov/healthy-pets/schools-daycares/)
Video Source: No Small Matter
**Categories:** Animals
---
### [Animals Can Sometimes Spread Germs](https://sciencesafety.com/courses/animals-in-schools/lessons/animals-can-sometimes-spread-germs/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
Animals can sometimes carry germs that can make people sick, even if they look clean and healthy. You don’t have to touch an animal to get sick – the germs can spread to cages, bedding, and wherever animals roam.
There have been disease outbreaks from hatching eggs and chicks in the classroom and from contaminated animal products used for hands-on learning, such as owl pellets for dissection. *Salmonella* and *E. coli* are common germs spread by animals.
Source: [CDC](https://www.cdc.gov/healthy-pets/schools-daycares/)
**Categories:** Animals
---
### [Preventing Germs From Spreading](https://sciencesafety.com/courses/animals-in-schools/lessons/preventing-germs-from-spreading-in-the-classroom/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
Tips about how to prevent germs from spreading in the classroom from the CDC:
- Do not bring reptiles, amphibians, poultry, rodents, or ferrets into schools, daycare centers, or other settings with children under 5 years of age.
- Adults should always supervise children’s contact with animals. Never allow children to put their hands or objects (including pacifiers) in their mouth while around animals.
- Create specific areas for interaction with animals. Do not allow animals to roam freely around the classroom, especially in areas where food or drink is prepared, served, or eaten.
- Do not dissect animals or other animal products where food for people is prepared, served, or eaten.
- Make sure students wear indirectly vented chemical splash goggles, non-latex aprons and gloves when dissecting, as well as during clean up.
- Thoroughly clean and disinfect surfaces used for dissection.
- Inform parents in writing if dissections are planned. Some states require alternative activities if students and/or parents/guardians prefer that the student does no dissections.
- Consult with parents to determine special considerations for children who have allergies, asthma, or other illnesses.
- Students should wash their hands with water and soap right after handling animals, their food, or their habitats (for example, cages, terrariums, aquariums, water bowls, and toys).
- When around animals, also wash hands after removing dirty clothes or shoes, before eating and drinking, and before preparing food or drinks.
- Adults, including teachers, should always supervise handwashing for young children.
- Use hand sanitizer if running water and soap are not available. If you only use hand sanitizer, be sure to wash your hands with soap and water as soon as possible.
- Clean and disinfect all areas where animals have been.
- Do not clean tanks, feeders, water containers, and other equipment in sinks or areas where food is prepared, served, or eaten.
Sources: [CDC](https://www.cdc.gov/healthy-pets/schools-daycares/), Science Safety
**Categories:** Sanitization
---
### [Check That Animals Are Healthy](https://sciencesafety.com/courses/animals-in-schools/lessons/check-that-animals-are-healthy/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
Animals can look clean and healthy and still spread germs. Make sure all animals have appropriate and regular veterinary care, and proof of rabies vaccination for dogs and cats, according to local or state requirements.
If the animal comes from a different state or country, it may need a [health certificate](https://www.aphis.usda.gov/aphis/pet-travel) issued by a veterinarian to travel across state lines or to enter the United States.
Check local regulations, as well as school policies, before bringing animals into schools.
If the animal becomes sick or dies:
- Contact your veterinarian.
- Take extra precaution when handling a sick animal because a sick or stressed animal is more likely be shedding harmful germs that can make people sick or to bite which can cause injury or spread germs.
- Inform the pet store or breeder about the animal’s illness or death as soon as possible. Consider waiting before purchasing another pet from the same source.
- Clean and disinfect the cage before reusing with another animal.
If the animal bites someone:
- Wash wounds with warm soapy water immediately.
Seek medical attention if:
- The animal appears sick.
- You don’t know if the animal has been vaccinated against rabies.
- The wound is serious.
- The wound becomes red, painful, warm or swollen.
- It has been more than 5 years since your last tetanus shot.
Text Source and Image Credit: [CDC](https://www.cdc.gov/healthy-pets/schools-daycares/)
**Categories:** Animals
---
### [Keeping Infants and Young Children Healthy Around Animals](https://sciencesafety.com/courses/animals-in-schools/lessons/keeping-infants-and-young-children-healthy-around-animals/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
To keep infants and young children healthy around animals:
- Always supervise children around animals.
- Never allow children to kiss animals or to put their hands or other objects into their mouths after handling animals.
- Always wash children’s hands thoroughly with soap and water right after touching, feeding, or caring for animals or cleaning their habitats. Adults should supervise handwashing for young children.
- Wash your hands before breastfeeding or preparing formula.
- Keep children away from animals while they are eating to prevent the risk of bites or other injuries.
Because young children are more likely to get sick from harmful germs that animals can carry, CDC recommends that children under 5 years old avoid contact with the following animals:
- Reptiles (lizards, snakes, and turtles)
- Amphibians (frogs, toads, newts, and salamanders)
- Backyard poultry, including baby chicks or ducklings
- Rodents (rats, mice, hamsters, gerbils, and guinea pigs)
Additionally, children younger than 5 years old should be extra cautious when visiting farms and when they’re around areas with farm animals, including animals at petting zoos and fairs.
Source: [CDC](https://www.cdc.gov/healthy-pets/)
**Categories:** Animals
---
### [Animals and COVID-19 (1:00)](https://sciencesafety.com/courses/animals-in-schools/lessons/animals-and-covid-19/)
**Published:** July 20, 2021
**Author:** admin2025Open
**Content:**
We do not know the exact source of the current outbreak of coronavirus disease 2019 (COVID-19), but we know that it originally came from an animal, likely a bat.
At this time, there is no evidence that animals play a significant role in spreading SARS-CoV-2, the virus that causes COVID-19, to people.
Based on the available information to date, the risk of animals spreading COVID-19 to people is considered to be low.
More studies are needed to understand if and how different animals could be affected by COVID-19.
We are still learning about this virus, but we know that it can spread from people to animals in some situations, especially during close contact.
People with suspected or confirmed COVID-19 should avoid contact with animals, including pets, livestock, and wildlife.
In this video the question about whether pets can get Covid-19 is answered by a Pediatric Infectious Disease Specialist from the Children’s Hospital Colorado.
Video Credit: Children’s Hospital Colorado
Text Source: [CDC](https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/animals.html)
**Categories:** Animals
---
### [Parents/Guardians Guide to Remote Instruction](https://sciencesafety.com/courses/remote-instruction-guides/lessons/parents-guardians-guide-to-remote-instruction/)
**Published:** July 21, 2021
**Author:** admin2025Open
**Content:**
- Parents should read and sign the appropriate safety acknowledgement form based on the grade level provided (safety acknowledgement form for grades 9–12 and safety acknowledgement form for grades 6–8) and the disclaimer statement before their child begins any at-home investigations.
- Parents/guardians should view the entire video that the teacher provides of the setup of an investigation to ensure that they thoroughly understand what their child is being asked to do.
- Parents/guardians who are uncomfortable with or unable to perform the investigation should notify the teacher and request an alternative assignment.
- Parents/guardians should discuss any disabilities their child has with the teacher so the teacher will be aware of modifications needed to allow the student to gain the most benefit from the assignment.
- Parents/guardians must ensure their child does not work without direct adult supervision.
- Parents/guardians should carefully review any SDS supplied by the teacher and ensure that chemicals are disposed of safely and in a way that is not harmful to the environment.
- Parents/guardians should make sure that the investigation being performed has been approved by the teacher.
- Parents/guardians could have some items on hand for investigations, if possible, such as vials, eye droppers, magnifiers, balloons, safety goggles, funnels, disposable gloves, vinegar, baking soda, food coloring, dishwashing soap, measuring spoons, plastic mixing and storage containers, and a waterproof tablecloth. (Some of these items could be sent home by the teacher.)
Source: [Safer Remote Instructional Guide for Science Grade Levels 6–12, NSTA](https://static.nsta.org/pdfs/Remote%20Instruction%20and%20Parent%20Teaching_Grades%206-12_final.pdf)
Home science and STEM activities should not involve the equipment and apparatus, engineering controls or safety products typically found in the laboratory. Follow the local guidance on what activities can be offered in your local jurisdiction.
**Categories:** Remote Science
---
### [3D Printing Emissions and Controls](https://sciencesafety.com/courses/middle-school-science/lessons/3d-printing-emissions-and-controls/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
3D printing or additive manufacturing allows users to “print” a variety of items, from airplane parts to prosthetic limbs. It is a versatile technology that has borad applications across multiple sectors and has accelerated the prototype devlopment process in manufacturing and increased design efficiency.
3D printing is still a relatively new technology and there are many gaps in the information available about health and safety implications. As with many innovations, workers are the first groups exposed to potential hazards.
Based on prior knowledge from air pollution research and industrial processes (e.g.., welding) there are concerns over 3D printing emissions and their potential impact on workers’ health. The early generation ‘open’ 3D printers typically used filament media such as nylon and ABS which had health implications from the gases and ultra-fine particles produced. Today, less harmful filaments such as PLA are used more often, and these are in a contained or ‘closed’ 3D printer system with filtration and exhaust systems to reduce eposure to those working near the printer.
**Note from Science Safety: Please use only approved 3D printers in your school STEM laboratory that are closed, and use PLA filaments. Do not use a donated item without getting approval from the OH&S department since the donated machine might have filtration and exhaust issues or may prodcut unwanted health concerns due to the filament media or temaperature settings on the nozzle. As a better professional safety practice, do not allow your students to watch their project be manufactured on the 3D printer since this is when possible contaminants are created during production. Keep the temprature of the nozzle to the manufacturer guidelines for a safer experience.**
Source: [CDC](https://blogs.cdc.gov/niosh-science-blog/2018/08/16/3d-printing/)
**Categories:** 3D Printing
---
### [3D Printing Hazards](https://sciencesafety.com/courses/middle-school-science/lessons/3d-printing-hazards/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
3D printing, also known as additive manufacturing, is becoming more common in maker spaces and in research labs and classrooms.
New users may not realize that 3D printers, the materials they use, or their products and waste could present health or safety hazards.
Contact with hot internal parts or hot plastic resin could result in burns or other hand injuries. Toxic volatile compounds can be emitted.
Respiratory irritation can be caused by ultra-fine (“nano”) particles released during printing or by particles released during sanding and grinding to finish the object.
Dust can also make floors slippery and some dust can be combustible.
Some printers use lasers or ultraviolet light and direct exposure could cause damage to your vision.
Source: [University of Washington](https://sciencesafety.com/3d-printing-safety/)
**Categories:** 3D Printing
---
### [Controlling Emissions](https://sciencesafety.com/lessons/controlling-emissions/)
**Published:** July 23, 2021
**Author:** admin2025Open
**Content:**
Some recent research characterizes 3D printer emissions.
In 2016, NIOSH (the National Institute for Occupational Safety & Health) funded a study on emissions from a limited number of printer types.
They provided some recommendations for controlling and reducing exposures:
- Always use and properly maintain the manufacturer’s supplied controls and filter system.
- Use the printer in a large, open, well-ventilated place (open window or at least four air changes per hour) or exhaust the printer directly outdoors. The size, type and number of printers will determine if room ventilation alone is sufficient.
- Position work stations away from printers to minimize breathing in emitted particles, and choose a low-emitting printer and filament when possible.
- Turn off the printer if the printer nozzle jams, and allow it to ventilate before removing the cover.
- Use materials with lower emissions that are recommended by the manufacturer, such as PLA instead of ABS. ABS is also more toxic.
- Institute engineering controls, including manufacturer-supplied equipment and proper ventilation (a full enclosure appears more effective at controlling emissions than a cover).
- Finally, after doing all of the above, you can consider wearing a particle filtering respirator (N95) to reduce your exposure.
Source: [University of Washington](https://sciencesafety.com/3d-printing-safety/)
**Categories:** 3D Printing
---
### [Evidence for Effectiveness of Masks](https://sciencesafety.com/courses/masks/lessons/evidence-for-effectiveness-of-masks/)
**Published:** July 26, 2021
**Author:** admin2025Open
**Content:**
COVID-19 spreads mainly from person to person through respiratory droplets. Respiratory droplets travel into the air when you cough, sneeze, talk, shout, or sing. These droplets can then land in the mouths or noses of people who are near you or they may breathe these droplets in.
Masks are a simple barrier to help prevent your respiratory droplets from reaching others. Studies show that masks reduce the spray of droplets when worn over the nose and mouth.
You should wear a mask, even if you do not feel sick. This is because several studies have found that people with COVID-19 who never develop symptoms (asymptomatic) and those who are not yet showing symptoms (pre-symptomatic) can still spread the virus to other people. Wearing a mask helps protect those around you, in case you are infected but not showing symptoms.
It is especially important to wear a mask when you are indoors with people you do not live with and when you are unable to [stay at least 6 feet apart](https://archive.cdc.gov/#/details?url=https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html) since COVID-19 spreads mainly among people who are in close contact with one another.
A cloth mask also offers some protection to you too. How well it protects you from breathing in the virus likely depends on the fabrics used and how your mask is made (such as the type of fabric, the number of layers of fabric, and how well the mask fits). CDC is currently studying these factors.
Source: CDC
**Categories:** Covid 19, Masks
---
### [How to Wear a Mask Correctly](https://sciencesafety.com/courses/masks/lessons/how-to-wear-a-mask-correctly/)
**Published:** July 26, 2021
**Author:** admin2025Open
**Content:**
Source: CDC
---
### [Who Should Wear a Mask](https://sciencesafety.com/courses/masks/lessons/who-should-wear-a-mask/)
**Published:** July 26, 2021
**Author:** admin2025Open
**Content:**
**Masks should be worn:**
- By people 2 years of age and older
- Any time you are in a public setting
- Any time you are traveling on a plane, bus, train, or other form of public transportation traveling into, within, or out of the United States and in U.S.. transportation hubs such as airports and stations
- When you are around people who do not live with you, including inside your home or inside someone else’s home
- Inside your home if someone you live with is sick with [symptoms](https://www.cdc.gov/covid/signs-symptoms/?CDC_AAref_Val) of COVID-19 or has tested positive for COVID-19
CDC recognizes there are specific instances when wearing a mask may not be feasible. In these instances, consider adaptations and alternatives.
The following categories of people are exempt from the requirement to wear a mask:
- A child under the age of 2 years;
- A person with a disability who cannot wear a mask, or cannot safely wear a mask, for reasons related to the disability;
- A person for whom wearing a mask would create a risk to workplace health, safety, or job duty as determined by the [workplace risk assessment](https://www.osha.gov/shpguidelines/hazard-Identification.html).
Source: CDC
**Categories:** Covid 19, Masks
---
### [Animal Care](https://sciencesafety.com/courses/animals-in-schools/lessons/animal-care/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Content:**
The National Science Teachers Association (NSTA) position statement titled Responsible Use of Live Animals and Dissection In the Science Classroom **“encourages districts to ensure that animals are properly cared for and treated humanely, responsibly, and ethically.** Ultimately, decisions to incorporate organisms in the classroom should balance the ethical and responsible care of animals with their educational value” (2005). The position paper further recommends that teachers “educate themselves about the safe and responsible use of animals in the classroom. Teachers should seek information from reputable sources and familiarize themselves with laws and regulations in their state”
(NSTA 2005).
So, what exactly does “properly cared for” mean? Also, what are some reputable sources for teachers to
consult? In addition to the guidance on proper animal care provided by the position paper and several resources it points teachers to, I recommend a detailed guide by the American Association for Laboratory Animal Science (AALAS) called Caring for Animals: A Guide to Animals in the Classroom. This resource is available online as a PDF or can be ordered at no charge as a printed booklet.
This guide first addresses the very idea of having animals or pets in the science classroom, with particular emphasis on school policies, pet care, parent concerns, and health issues. Specific attention is given to allergy and asthma considerations for students. Of special interest is the idea of establishing an animal- care committee that involves students and staff and provides a benefit of learning stewardship for animals. Species-specific animal care sheets provide information on biology and husbandry for the types of animals found most commonly in middle school science classrooms and laboratories—the frog, gerbil, guinea pig, hamster, mouse, rabbit, rat, snake, and turtle. Each care sheet provides information on appropriate housing requirements, feeding, handling, diseases, human health concerns, and additional resources. For example, the “Caring for Gerbils” care sheet provides interesting biological information about life span, adult body weight, sexual maturity, estrous cycle, gestation period, litter size, weaning age, adult daily food intake, and activity levels. It answers questions such as the following:
- Are aquaria acceptable housing? Is bedding required?
- How should gerbils’ housing be kept clean?
- What environmental conditions need to be addressed, such as temperature and humidity?
- What should gerbils’ diet consist of?
- How should they be handled?
- Are they susceptible to infectious diseases?
- What are the symptoms of the diseases?
- What should be done if a gerbil bites a student?
Reviewing these types of questions before introducing an animal into your classroom can help you decide if you can provide proper care and support, and may also give you some ideas on how the animal can be incorporated into your curriculum. Two other areas addressed are called “Signs of Pain and Distress in Classroom Animals” and “Signs of Common Diseases in Classroom Animals.” A range of symptoms to watch for, such as discharge from eyes, changes in facial expression, sores, changes in respiration rate, changes in posture, isolation, and restlessness, are all potential signs of pain and distress. Signs such as hair loss, anemia, anorexia, bleeding, bloating, circling behavior, diarrhea, and paralysis, among others, potentially indicate the presence of disease. These sections are important and help to ensure that animals are properly cared for and treated humanely, responsibly, and ethically as advocated in the NSTA position statement on this topic.
The last section of this resource, “Principles and Guidelines for the Use of Animals in Precollege Education,” lays out 10 basic principles in consideration of animals for classroom use. The section also touches on classroom dissection recommendations and the use of animals in science fair projects. Additional information on responsible laboratory animal care and use can be found at www.kids4research.org. The website has age-appropriate information on topics including animal welfare, biomedical research, careers in lab animal science, animals in research, and the benefits of biomedical research. Additional educational activities are also provided, and copies of the Caring for Animals publication can be obtained through this website.
**Final safety thought!**
Use of animals in middle school science classrooms is a curriculum component worthy of consideration, providing proper investigation and planning are addressed. A responsible approach to this action, including safety, must be adopted for success.
Text Sources:
AALAS
American Association for Laboratory Animal Science—www. aalasfoundation.org; www.aalas.org
Image Credit: Tiia Monto, Wikimedia Commons
**Categories:** Animals
---
### [Classroom Plants](https://sciencesafety.com/courses/middle-school-science/lessons/classroom-plants/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Content:**
Be sure that students never eat any part of an unknown plant, including seeds and berries, whether
in the classroom or on a field trip. Help students understand the difference between edible and nonedible plants, vegetables, and fruits.
- Plants that contain toxins should not be present in classrooms.
Examples of plants that are toxic when eaten include azaleas, lantana, delphinium, iris, pokeweed, tansy, hemlock, foxglove, jimsonweed, dieffenbachia, philodendron, caladium, buckeye, and belladonna.
Examples of plants that have toxic sap include oleander, poinsettia, and trumpet vine.
Examples of plants that are poisonous to the touch because of oils include poison ivy, poison oak, and poison sumac.
- Some plants with edible parts have parts that are inedible and quite toxic, such as potato leaves and sprouts and rhubarb leaves.
- Students should not touch unfamiliar plants.
- Teach children to avoid touching all mushrooms they may find outdoors, since many varieties are poisonous.
- Symptoms of plant poisoning may include headache, nausea, dizziness, sweating, tightness in the chest, vomiting, skin eruption, itching, or dermatitis. Have the student obtain medical care immediately.
- You should be able to identify toxic or poisonous plants to prevent their introduction into the classroom and to ensure that students avoid these species, which are often common to school grounds.
- Try to ascertain whether students have allergies to certain plants. Many people are allergic to pollen or mold and exposure to these should be minimized or avoided.
- Fertilizers or plant chemicals should be labeled and locked in cabinets and a Safety Data Sheet (SDS) filed for each. Wash hands and clean nails well after use of these chemicals. Approved ANSI Z87.1 safety goggles with indirect vents and gloves should be used when handling fertilizers and plant chemicals and precautions taken for dust hazard.
- Be aware of what you burn in a campfire, since some plants release toxins that can be inhaled into the respiratory system.
- Always wash hands thoroughly after handling plants, especially before eating food.
- Identify the phone number of your nearest poison control center and post it where it can be easily and quickly obtained
Source: https://portal.ct.gov/-/media/SDE/Science/Safety/scisaf\_cal.pdf
**Categories:** Plants
---
### [Successful Classroom Plants (3:10)](https://sciencesafety.com/lessons/successful-classroom-plants/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Content:**
Classrooms will have the most success with plants that require low to medium light, such as spider plant, golden pothos, peace lily, Chinese evergreen, snake plant, heartleaf philodendron, and friendship plant.
Video Credit: Becca De La Plants, School Teacher in Tucson.Research conducted by NASA some years ago found that many of these plants remove toxic gases such as benzene, formaldehyde, and trichloroethylene from the air inside space capsules as well as in homes, offices, and institutions.
Source: [Clemson University](https://hgic.clemson.edu/indoor-plants-for-the-classroom/)
**Categories:** Plants
---
### [Conducting Field Trips](https://sciencesafety.com/courses/field-trips/lessons/conducting-field-trips/)
**Published:** July 27, 2021
**Author:** admin2025Open
**Content:**
- Obtain the most current weather forecast prior to the activity. Be especially aware of the chance for storms or other dangerous weather.
- Make sure all students are dressed appropriately for the field experience.
- Review expectations of student behavior and on-site precautions with students and chaperones.
- Reinforce the learning objectives/goals for the field experience and keep students focused on their purpose(s) or task(s).
- Group students in pairs (buddies) or teams to enhance mutual responsibility. Chaperones should assist in keeping students together and focused on the trip’s purpose.
- Keep on the move at all times, monitoring student activities.
- Use only plastic containers when engaged in permitted collecting as part of the activity— avoid glass—and use non-allergenic gloves.
- Get professional medical help as soon as possible in the event of an accident.
Source: [Council of State Science Supervisors](https://portal.ct.gov/-/media/SDE/Science/Safety/scisaf_cal.pdf)
**Categories:** Field Trips
---
### [Cleaning Recommendations](https://sciencesafety.com/lessons/cleaning-recommendations/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
The use of a disinfectant on a cloth which is then used to clean the surfaces is encouraged. Some people will prefer to use a disinfectant wipe and dispose of it accordingly after use.
Many recommendations are based on the use of a disinfectant wipe on science equipment both pre and post usage.
Ensure that all products used for cleaning and disinfection are FDA / EPA approved. Only use 1 wipe per item – no cross-contamination from using it on multiple items.
Pump sprayer bottle tops allow for the alcohol-based sanitizer to be accurately aimed towards the surface being cleaned with minimal overspray or waste.
DO NOT spray alcohol-based sanitizer on any lab equipment that is hot or warm such as a hot plate, recently used Bunsen burner or soldering iron.
---
### [Glassware Cleaning](https://sciencesafety.com/courses/biology-educators/lessons/glassware-cleaning-duplicate/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Source: The Ohio State University
---
### [Cleaning and Disinfecting Surfaces](https://sciencesafety.com/courses/cleaning-during-covid/lessons/cleaning-and-disinfecting-surfaces/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
The virus that causes COVID-19 can land on surfaces. It’s possible for people to become infected if they touch those surfaces and then touch their nose, mouth, or eyes.
In most situations, the risk of infection from touching a surface is low.
The most reliable way to prevent infection from surfaces is to regularly wash hands or use hand sanitizer.
**Cleaning and disinfecting surfaces can also reduce the risk of infection.**
Always follow standard practices and appropriate regulations specific to your type of facility for minimum standards for cleaning and disinfection.
This guidance is indicated for buildings in community settings and is **not** intended for healthcare settings or for other facilities where specific regulations or practices for cleaning and disinfection may apply.
Additionally, this guidance only applies to cleaning and disinfection practices to prevent the spread of the virus that causes COVID-19. It does not apply to any cleaning or disinfection needed to prevent the spread of other germs.
Source: CDC
---
### [When to Clean and When to Disinfect](https://sciencesafety.com/courses/cleaning-during-covid/lessons/when-to-clean-and-when-to-disinfect/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Cleaning with products containing soap or detergent reduces germs on surfaces by removing contaminants and decreases risk of infection from surfaces.
When no people with confirmed or suspected COVID-19 are known to have been in a space, cleaning once a day is usually enough to sufficiently remove virus that may be on surfaces and help maintain a healthy facility.
Disinfecting (using [U.S.. Environmental Protection Agency (EPA)’s List N disinfectants](https://www.epa.gov/pesticide-registration/list-n-disinfectants-coronavirus-covid-19)) kills any remaining germs on surfaces, which further reduces any risk of spreading infection.
**You may want to either clean more frequently or choose to disinfect (in addition to cleaning) in shared spaces if the space is a high traffic area or if** **certain conditions apply that can increase the risk of infection from touching surfaces:**
- High transmission of COVID-19 in your community;
- Low vaccination rates in your community;
- Infrequent use of other prevention measures, such as mask wearing (among unvaccinated people) and hand hygiene; or
- The space is occupied by people at increased risk for severe illness from COVID-19
**If there has been a sick person or someone who tested positive for COVID-19 in your facility within the last 24 hours, you should clean AND disinfect the space.**
Source: CDC
---
### [Develop Your Cleaning Plan](https://sciencesafety.com/courses/cleaning-during-covid/lessons/develop-your-cleaning-plan/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
### **Determine What Needs to Be Cleaned**
Consider the type of surface and how often the surface is touched. Generally, the more people who touch a surface, the higher the risk. Prioritize cleaning high-touch surfaces at least once a day. If the space is a high traffic area, or if certain conditions (listed above) apply, you may choose to clean more frequently or disinfect in addition to cleaning.
**Consider the Resources and Equipment Needed**
Keep in mind the availability of cleaning products and the personal protective equipment (PPE) appropriate for the cleaners and disinfectants used (as recommended on the product label).
Source: CDC
**Categories:** Sanitization, Cleaning
---
### [Disinfect Safely When Needed](https://sciencesafety.com/courses/cleaning-during-covid/lessons/disinfect-safely-when-needed/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
**If you determine that regular disinfection may be needed**
- If your disinfectant product label does not specify that it can be used for both cleaning and disinfection, clean visibly dirty surfaces with soap or detergent before disinfection.
- Use a disinfectant product from the [EPA List N](https://www.epa.gov/pesticide-registration/list-n-disinfectants-coronavirus-covid-19) that is effective against COVID-19. Check that the EPA Registration number on the product matches the registration number in the List N search tool.
- If products on [EPA List ](https://www.epa.gov/coronavirus/about-list-n-disinfectants-coronavirus-covid-19-0)N Disinfectants for Coronavirus (COVID-19) are not available, bleach solutions can be used if appropriate for the surface.
- **Always follow the directions on the label** to ensure safe and effective use of the product. The label will include safety information and application instructions. Keep disinfectants out of the reach of children. Many products recommend keeping the surface wet with a disinfectant for a certain period (see “contact time” on the product label).
- Check the product label to see what PPE (such as gloves, glasses, or goggles) is required based on potential hazards.
- Ensure adequate ventilation (for example, open windows).
- Use only the amount recommended on the label.
- If diluting with water is indicated for use, use water at room temperature (unless stated otherwise on the label).
- Label diluted cleaning or disinfectant solutions.
- Store and use chemicals out of the reach of children and pets.
- Do not mix products or chemicals.
- Do not eat, drink, breathe, or inject cleaning and disinfection products into your body or apply directly to your skin. They can cause serious harm.
- Do not wipe or bathe people or pets with any surface cleaning and disinfection products.
Source: CDC
**Categories:** Sanitization
---
### [Protect Yourself and Other Staff](https://sciencesafety.com/courses/cleaning-during-covid/lessons/protect-yourself-and-other-cleaning-staff/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
- Ensure cleaning staff are trained on proper use of cleaning (and disinfecting, if applicable) products.
- Read the instructions on the product label to determine what safety precautions are necessary while using the product. This could include PPE (such as gloves, glasses, or goggles), additional ventilation, or other precautions.
- Wash your hands with soap and water for 20 seconds after cleaning. Be sure to wash your hands immediately after removing gloves.
- If hands are visibly dirty, always wash hands with soap and water.
- If soap and water are not available and hands are not visibly dirty, use an alcohol-based hand sanitizer that contains at least 60% alcohol, and wash with soap and water as soon as you can.
- Special considerations should be made for people with asthma. Some cleaning and disinfection products can trigger asthma.
Source: CDC
---
### [Clean High-Touch Surfaces](https://sciencesafety.com/courses/cleaning-during-covid/lessons/clean-high-touch-surfaces/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Clean high-touch surfaces at least once a day or as often as determined is necessary.
Examples of high-touch surfaces include: pens, counters, shopping carts, tables, doorknobs, light switches, handles, stair rails, elevator buttons, desks, keyboards, phones, toilets, faucets, and sinks.
Source: CDC
**Categories:** Sanitization, Cleaning
---
### [School District's Cleaning Procedures (3:20)](https://sciencesafety.com/courses/cleaning-during-covid/lessons/school-districts-cleaning-procedures-320/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
How Wichita Public Schools uses enhanced cleaning procedures: COVID-19.
---
### [Alternative Disinfection Methods](https://sciencesafety.com/courses/cleaning-during-covid/lessons/alternative-disinfection-methods/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
The effectiveness of alternative surface disinfection methods, such as ultrasonic waves, high intensity UV radiation, and LED blue light against the virus that causes COVID-19 has not been fully established.
CDC does not recommend the use of sanitizing tunnels. Currently, there is no evidence that sanitizing tunnels are effective in reducing the spread of COVID-19. Chemicals used in sanitizing tunnels could cause skin, eye, or respiratory irritation or injury.
In most cases, fogging, fumigation, and wide-area or electrostatic spraying are not recommended as primary methods of surface disinfection and have several safety risks to consider, unless specified as a method of application on the product label.
Source: CDC
---
### [Cleaning Specific Types of Surfaces](https://sciencesafety.com/courses/cleaning-during-covid/lessons/cleaning-specific-types-of-surfaces/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Soft surfaces such as carpet, rugs, and drapes
- Clean the surface using a product containing soap, detergent, or other type of cleaner appropriate for use on these surfaces.
- Launder items (if possible) according to the manufacturer’s instructions. Use the warmest appropriate water setting and dry items completely.
- If you need to disinfect, use a product from [EPA List N](https://www.epa.gov/pesticide-registration/list-n-disinfectants-coronavirus-covid-19) approved for use on soft surfaces.
- **Vacuum as usual.**
Laundry such as clothing, towels, and linens
- Use the warmest appropriate water setting and dry items completely.
- It is safe to wash dirty laundry from a person who is sick with other people’s items.
- If handling dirty laundry from a person who is sick, wear gloves and a mask.
- Clean clothes hampers or laundry baskets according to guidance for surfaces.
- Wash hands after handling dirty laundry.
Electronics such as tablets, touch screens, keyboards, remote controls, and ATM machines
- Consider putting a wipeable cover on electronics, which makes cleaning and disinfecting easier.
- Follow the manufacturer’s instructions and recommendations for cleaning the electronic device.
- For electronic surfaces that need to be disinfected, use a product on [EPA List N](https://www.epa.gov/pesticide-registration/list-n-disinfectants-coronavirus-covid-19) that meets manufacturer’s recommendations. Many of the products for electronics contain alcohol because it dries quickly.
Outdoor areas
- Spraying cleaning products or disinfectants in outdoor areas – such as on sidewalks, roads, or groundcover – is **not** necessary, effective, or recommended.
- High-touch surfaces made of plastic or metal, such as grab bars, play structures, and railings, should be cleaned regularly.
- Cleaning and disinfection of wooden surfaces (such as wood play structures, benches, tables) or groundcovers (such as mulch and sand) is not recommended.
Source: CDC
**Categories:** Elementary School, Sanitization
---
### [Cleaning Your Facility When Someone is Sick](https://sciencesafety.com/courses/cleaning-during-covid/lessons/cleaning-your-facility-when-someone-is-sick/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
If there has been a sick person or someone who tested positive for COVID-19 in your facility within the last 24 hours, you should clean and disinfect the spaces they occupied.
**Before cleaning and disinfecting**
- Close off areas used by the person who is sick and do not use those areas until after cleaning and disinfecting.
- Wait as long as possible (at least several hours) before you clean and disinfect.
**While cleaning and disinfecting**
- Open doors and windows and use fans or HVAC (heating, ventilation, and air conditioning) settings to increase air circulation in the area.
- Use products from[ EPA List N](https://www.epa.gov/pesticide-registration/list-n-disinfectants-coronavirus-covid-19) according to the instructions on the product label.
- Wear a mask and gloves while cleaning and disinfecting.
- Focus on the immediate areas occupied by the person who is sick or diagnosed with COVID-19 unless they have already been cleaned and disinfected.
- Vacuum the space if needed. Use a vacuum equipped with high-efficiency particulate air (HEPA) filter and bags, if available.
- While vacuuming, temporarily turn off in-room, window-mounted, or on-wall recirculation heating, ventilation, and air conditioning systems to avoid contamination of HVAC units.
- Do NOT deactivate central HVAC systems. These systems provide better filtration capabilities and introduce outdoor air into the areas that they serve.
- It is safe to wash dirty laundry from a person who is sick with COVID-19 with other people’s items, if needed.
- Ensure safe and correct use and storage of cleaning and disinfectant products, including storing such products securely and using PPE needed for the cleaning and disinfection products.
**If less than 24 hours have passed** since the person who is sick or diagnosed with COVID-19 has been in the space, clean and disinfect the space.
**If more than 24 hours have passed** since the person who is sick or diagnosed with COVID-19 has been in the space, cleaning is enough. You may choose to also disinfect depending on certain conditions or everyday practices required by your facility.
**If more than 3 days have passed** since the person who is sick or diagnosed with COVID-19 has been in the space, no additional cleaning (beyond regular cleaning practices) is needed.
Source: CDC
**Categories:** Sanitization
---
### [Key Safety Checklist General Items](https://sciencesafety.com/lessons/key-safety-checklist-general-items/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
1. Have and enforce a safety contract signed by students and parents.
2. Identify medical and allergy problems for each student to foresee potential hazards.
3. Assess and minimize barriers for students with disabilities.
4. Model, post, and enforce all safety procedures. Display safety posters and the numbers for local poison control centers and emergency agencies.
5. Know district and state policies concerning administering first aid and have an adequately stocked first-aid kit accessible at all times.
6. Report all injuries, including animal scratches, bites, and allergic reactions, immediately to appropriate personnel.
7. Be familiar with your school’s fire regulations, evacuation plans, and the location and use of fire fighting equipment.
8. Post and discuss emergency escape and notification plans/emergency phone numbers in each space used for science activity.
9. Make certain that the following items are easily accessible in elementary classrooms, classrooms with labs, and science resource rooms:
• appropriate-size chemical splash goggles that are American National Standards Institute (ANSI) Z87 or Z87.1 coded and of type G, H, or K only
• non-allergenic gloves (nitrile are best choice)
• non-absorbent, chemical-resistant protective aprons
• eyewash units
• safety spray hoses/shower
• ABC tri-class fire extinguisher(s)
• flame retardant treated fire blanket
10. Make certain that you, your students, and all visitors are adequately protected when investigations involving glass (not recommended), heat, chemicals, projectiles, or dust-raising materials are conducted.
11. Implement a goggle sanitation plan for goggles used by multiple classes.
12. Keep spaces where science activities are conducted uncluttered.
13. Limit size of student working groups to a number that can safely perform the activity without causing confusion and accidents.
– Pprepare records including Safety Data Sheets (SDS) on all
chemicals used on safety training and laboratory incidents.
– Provide adequate workspace (45 square feet) per student as well as low table sections for wheelchair accessibility that can be supervised by recommended ratio of teacher to student of 1:24.
14. Do not permit eating and drinking in any space where science investigations are conducted.
15. Do not store, under any circumstances, chemicals and biological specimens in the same refrigerator used for food and beverages.
16. Do not use mercury thermometers with elementary students, since their use is inappropriate. Any mercury thermometers still present should be disposed of properly. *during the pandemic, spacing requirements are modified based on evidence-based research and prevention protocols*
Source: [COSSS](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [Students and Safety](https://sciencesafety.com/lessons/students-and-safety/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Most students in grades 1-6 are not overly concerned with safety practices and are more focused on learning about
science concepts and doing fun and cool ‘science experiments’.
With the emphasis on design-inquiry learning outcomes, sometimes students have great visions of their solutions, but are not always mindful of the safety protocols in place.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [Basic Protocols in Elementary School](https://sciencesafety.com/lessons/basic-protocols-in-elementary-school/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Being proactive (prevention) is the best remedy to any situation.
Teachers modeling proper behaviors in the classroom (wearing goggles or gloves) is a solid foundation towards setting the culture in the classroom.
Safety exists as a standard in the workplace –and so it should be the same standard in the school classroom.
Additionally, teachers having an awareness of the potential hazards that exist with the use of tools, science equipment and apparatus, and especially with the use of chemicals is very important. Make sure that the students are washing hands often and that you sanitize all equipment and tools prior and post usage with the class. This is the new normal.
Teachers should be able to properly recognize safe procedures in the classroom and to identify areas of concern to minimize the risk of injury to students. This is often referred to as a ‘Hazard Identification or Assessment’ across various platforms of teaching.
Source: [COSSS](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [Minimizing Spread of Covid-19](https://sciencesafety.com/courses/covid-19-and-schools/lessons/minimizing-spread-of-covid-19/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
**Wash your hands!** It seems very basic, but this is highly effective mechanism to prevent this virus from spreading through contact. 20 seconds of rigorous hand washing is the accepted amount of time. Soap and water is ideal, followed by alcohol-based sanitizer gels or liquids if you cannot access soap and water.
**Sanitize** your mobile phone, computer keyboard and work area. Use a disinfectant wipe to thoroughly clean your workspace before and at the end of your work or school day. Viruses can survive on surfaces for long
periods of time. The same applies to the science equipment and hand tools used in the STEM classroom. Be vigilant about cleanliness.
**Social distancing** has also proven effective since maintaining a safe distance from a person who is coughing or sneezing ( 1m or 3 feet or more) minimizes the potential that the small liquid droplets released by
the sick person will be inhaled or absorbed by you. The COVID-19 virus could be inside the droplets – so be mindful for your sake!
**Don’t touch your face, eyes, ears, nose or mouth**. Your hands are in contact with many surfaces and these are all potential sources of the Coronavirus or similar virus. By then touching your face and other organs, you increase the chance of contaminant transmission to your body and getting sick. It’s amazing how often you touch your face in an average day. This is why sanitizing your classroom is important and non-negotiable in the STEM environment including items used. Students are not always the most sterile people.
M**ake sure you and your students cough or sneeze into your elbow or some tissues**. Seems simple, but it minimizes the droplets being distributed and increasing the chance of viral spread. Employing common sense hygiene techniques are effective. The virus can survive on your hand, clothing smartphone and work area tools and utensils for hours and potentially days just waiting to be transmitted through touch. Ensure your students follow your lead in this action.
Source: [COSSS](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
**Categories:** Covid 19
---
### [Reducing Risks and Injury in the Classroom](https://sciencesafety.com/courses/stem-safety-labs/lessons/reducing-risks-and-injury-in-the-classroom/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
1. Teacher training and planning-ahead for science / STEM activities can help to mitigate possible risks/hazards/injury.
• Could you identify the safety hazards in the activities you have planned?
• Did you sanitize/disinfect the tools and equipment prior to use?
2. By planning for the classroom materials you will use and where they will be placed/handed out to the class
• Do you typically leave materials in one area and let students work independently or do you employ station-based learning?
• Did you sanitize/disinfect the tools and lab equipment prior to storing them away?
3. Teachers need to demonstrate proper safety practices ( scissors, tools, sharp blades, goggles etc.) and tell students why these are critically important rules to be followed.
• Do you review the instructions with your classroom prior to the activity?
• Demonstrate washing hands and sanitizing work spaces often and ensure students do the same.
4. Teachers should also plan for potential problem situations and how to manage them.
• Do you practice fire drills? How about safety rules if a student was injured? Consider a role-play activity for students around safety.
5. Teachers should make sure there are first aid kits, fire extinguisher, adequate PPE (goggles/gloves/aprons/ear plugs), hand sanitizers & soap available and ready prior to conducting any science/STEM investigation.
• Do you know how to use each of these safety items? Insist on proper handwashing and sanitizing of equipment and spaces.
• The best teachers look at the cradle-to-grave aspect of the activity including how/where/when the materials are distributed / collected / wastes disposed / post-activity procedures such as hand washing and return of all PPE (personal protective equipment)
• Do you plan your lessons with an emphasis on safety? Do you structure your learning as stations or desk-based locations?
Source: [COSSS](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
---
### [Elementary Student Safety Acknowledgement Forms](https://sciencesafety.com/lessons/elementary-student-safety-acknowledgement-forms-student-safety-in-the-science-lab/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
You should adopt the practice of providing and reviewing a safety contract with your students that is age and grade-level appropriate.
Make sure that you discuss each safety point with your class and also reiterate these prior to conducting the science / STEM activities that these specific safety rules apply.
You may need to make accommodations for certain students based on their learning styles, skill sets, abilities and more.
Make sure that safety remains a primary concern for the class and activity.
---
### [Elementary Student Safety Acknowledgement Forms](https://sciencesafety.com/lessons/elementary-student-safety-acknowledgement-forms/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
You should adopt the practice of providing and reviewing a safety contract with your students that is age and grade-level appropriate.
Make sure that you discuss each safety point with your class and also reiterate these prior to conducting the science / STEM activities that these specific safety rules apply.
You may need to make accommodations for certain students based on their learning styles, skill sets, abilities and more.
Make sure that safety remains a primary concern for the class and activity.
---
### [Tools: Common Safety Concerns](https://sciencesafety.com/courses/tools/lessons/tools-common-safety-concerns/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
The use of tools in school programs is becoming more popular and these are essential to complete many inquiry-based design challenges used in STEAM programs – from elementary to secondary levels. Properly using tools to accomplish curricular tasks is important for students who are connecting engineering and science with materials and concepts being taught across the curriculum. However, having tools used in the classroom or laboratory has some inherent hazards and risks, not unlike the lab equipment and apparatus found in the science program. There are some fundamental aspects of tool safety that need to be understood in order to provide a safer learning and teaching environment for students and staff alike.
The first consideration is that the tools used or available for use must be age and grade appropriate. It does not make sense to provide grade 3 students with a powered circular saw or a powered drill to use on their projects. The tools selected must be appropriate to the age and stage of the learners as well as to the space that these are to be used in. With the tool selection is also the requirement to have fitted, appropriate PPE to help prevent accidental injury when using these tools. Younger students will need smaller sized gloves, approved safety glasses and any other PPE necessary to use tools in a safer way in the laboratory. Some suppliers make tools that are 3/4 sized for students to make handling them easier while accomplishing their intended task. Only use tools approved for use with students and do not accept donations or bring anything from home for use in the school.
Another very important consideration is that the instructor is expected to know the safer use and storage of the tools used in their classroom as a legal requirement under the OSHA 2002 Hand & Power Tools regulations. Many teachers are unaware of these aspects and can have potential liability issues if a student is injured. Teachers using tools or equipment are required to have annual safety training on the safer use and maintenance of the items that they are handling regularly. The expectation is that the teacher will properly model the safer use and application of the tools, the appropriate PPE for each tool, and be able to identify and inspect each tool for damage or proper sharpness prior to use with the students. STEAM teachers are required to demonstrate how to choose, locate, and return the tools in their program for their students to prevent the misuse of tools while performing their engineering and construction activities. Your employer (the school district) will have a training program for using tools within the school and you must successfully complete the training before being allowed to use the equipment and tools in the room. If you have not received appropriate training on the equipment or tools, YOU CANNOT USE THEM until training has been provided and you feel comfortable using these items.
Tool storage is another aspect that needs to be explored since there must be a secure location for tool storage to minimize access and for safety reasons. Prior to the class commencing, the tools should be inspected for any possible damages and for proper sharpness. If any tool is determined to be damaged or broken, it must not be used with students and removed from the room. There are various tool sanitation and disinfection rules in place depending on the jurisdiction and on the regulations surrounding ‘shared use’ items in schools. Follow your local school district policies and procedures on this aspect of safer tool usage in the school.
Source: Science Safety
**Categories:** Tools
---
### [Common Hazards with Hand & Power Tools](https://sciencesafety.com/courses/tools/lessons/common-hazards-with-hand-tools/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
There are many safety hazards associated with the use of hand and power tools, and teachers and students should be trained to recognize them and understand what safety precautions should be taken to avoid them. This lesson on hand tool hazards is intended to provide you with an awareness of the safer practices and procedural aspects of using tools in the laboratory.
**Safety Precautions**
**For hand tool use, follow these [general precautions](https://www.rose-hulman.edu/media/1373879/Hand-and-Power-Tool-Safety-Program.pdf) published by the Rose-Hulman Institute of Technology:**
• *Hand tools shall only be used for their intended purpose.*
*• Inspect tools for damage prior to use.*
*• Hand tools shall be maintained in good condition free of damage. For example, wooden handles on tools, such as a hammer or an axe, shall be tight and free from splinters or cracks.*
*• Bent screwdrivers or screwdrivers with chipped edges shall be replaced.*
*• Always direct tools such as knives, saw blades, etc. away from aisle areas and away from other employees working in close proximity.*
*• Knives and scissors must be sharp; dull tools can cause more hazards than sharp ones.*
*• Cracked saw blades must be removed from service.*
*• Wrenches must not be used when jaws are sprung to the point that slippage occurs.*
*• Impact tools such as drift pins, wedges, and chisels must be kept free of mushroomed heads.*
*• Iron or steel hand tools may produce sparks that can be an ignition source around flammable substances. Spark-resistant tools made of non-ferrous materials should be*
*used where flammable gases, highly volatile liquids, and other explosive substances are stored or used.*
*• Keep the work area and tools clean. Dirty, greasy tools and floor may cause accidents.*
*• Tools shall be stored in a dry secure location.*
*• Carry and store tools properly. All sharp tools shall be carried and stored with the sharp edge down. Do not carry sharp tools in a pocket.*
*• Wear the proper personal protective equipment (PPE).*
**[OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/osha3080-hand-and-power-tools.pdf) provides the following general precautions for power tools use:**
• *Never carry a tool by the cord or hose.*
*• Never yank the cord or the hose to disconnect it from the receptacle.*
*• Keep cords and hoses away from heat, oil, and sharp edges.*
*• Disconnect tools when not using them, before servicing and cleaning them, and when changing accessories such as blades, bits, and cutters.*
*• Keep all people not involved with the work at a safe distance from the work area.*
*• Secure objects with clamps or a vise, freeing both hands to operate the tool.*
*• Avoid accidental starting. Do not hold fingers on the switch button while carrying a plugged-in tool.*
*• Maintain tools with care; keep them sharp and clean for best performance.*
*• Follow instructions in the user’s manual for lubricating and changing accessories.*
*• Be sure to keep good footing and maintain good balance when operating power tools.*
*• Wear proper apparel for the task. Loose clothing, ties, or jewelry can become caught in moving parts.*
*• Remove all damaged portable electric tools from use and tag them: “Do Not Use.”*
**Whether using hand or power tools, follow these five basic safety protocols to prevent accidents:**
• Have regularly scheduled maintenance to keep tools in good operating condition.
• Use the correct tool for the job.
• Inspect all tools for damage prior to use. Never use a damaged tool!
• Read the manufacturers’ instructions before using any tool.
• By way of safety training, learn how to assess and use the appropriate engineering controls, operating procedures, and personal protective equipment.
**Hand and Power Tool School Safety Programs**
School administrations must develop a tool safety program that includes student and teacher safety procedures and employer and employee responsibilities for hand and power tools.
**Suggested Employer (administrators and supervisors) Responsibilities**
• Develop a hand and power tool safety program (including periodic evaluations and updates) based on OSHA and other regulatory agency standards.
• Provide oversight to make sure tools are free of defects and properly maintained.
• All tools must be operated according to manufacturer’s recommendations.
• Provide appropriate safety training and record keeping for employees using tools before working with them.
• Provide appropriate supervision to ensure employees and students are complying with the safety program.
• Make sure defective tools are taken out of service immediately.
• Conduct periodic inspections of instructional site using hand and power tools.
**Suggested Employee (teachers and paraprofessionals) Responsibilities**
• Attend safety training programs before using tools;
• Visual inspection for tool defects or hazards prior to use.
• Immediately tag defective tools as out of service.
• Report defects to supervisor.
For an example of a hand and power tool safety program check out the [safety program](https://www.rose-hulman.edu/media/1373879/Hand-and-Power-Tool-Safety-Program.pdf) developed by Rose-Hulman Institute of Technology. Also, check out this PowerPoint employee/student training program titled [Power Tool Safety](https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=2ahUKEwiMr8r_k7HfAhXQJt8KHaCfB6sQFjAGegQIABAC&url=https%3A%2F%2Fwww.baylor.edu%2Fehs%2Fdoc.php%2F306124.ppt&usg=AOvVaw2bCZcYadcl4wJltcqONlMo).
Source: [NSTA ](https://www.nsta.org/blog/hand-and-power-tool-safety)
**Categories:** Tools
---
### [Different Tools for Different Applications](https://sciencesafety.com/courses/tools/lessons/different-tools-for-different-applications/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Having the right tool for the intended use or application is very important. You would not use a hammer on a screw nail, or use a screwdriver on a nail, correct? There are many different types of tools available which are used for very specific tasks, and choosing the appropriate tool for the job is very important. The modelling of proper behaviors and safer tool use involves elements of this understanding, and as the instructor you need to demonstrate this every time to your class. Students will use the tools available to them for a variety of appropriate and sometimes inappropriate uses — and being vigilant about the safer and intended use of the tools used is very important to you as an instructor in a STEAM program.
Understanding that there are hand tools and power tools is only one aspect of tool selection. Choosing what tool to use depends largely on the project, the materials, and the outcome or finished product. There are four main categories of tools which have certain hazards and associated risks from the storage, use handling and return as well as from being improperly used in the wrong setting. Use tools for their intended use only. As an example, you would not want to use a screwdriver as a pry bar – if they bend under load they are no longer useful and may be dangerous to use as a screwdriver. As well, files should not be used as pry bars – they are extremely brittle and when breaking will release fragments which
could injure or blind you. This is a good reminder that PPE must always be worn in the presence of tools and raw materials.
**The four main categories of tools typically found in school systems include the following:**
1. Cutting Tools
2. Torsion Tools
3. Impact Tools
4. Thermal Processing Tools
We will explore each of these categories in detail and provide insights into better safety practices in the STEAM laboratory in subsequent lessons to provide the necessary safety awareness needed to use tools with students in your program. Remember — if you are not comfortable using a tool or piece of machinery / equipment, do not use it since there are many potential sources of accidents or injuries that you might be unware of using an unfamiliar tool.
Source: [OCTE ](file:///C:/Users/Admin/Downloads/TDJ_SB2_15_Hand_Tools.pdf) , Council of State Science Supervisors
**Categories:** Tools
---
### [Cutting Tools (4:45)](https://sciencesafety.com/courses/tools/lessons/cutting-tools/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
The category of cutting tools includes many different types of tools including saws, chisels, planes, files, knives, taps and dies, snips and abrasive materials which are all used for specific cutting purposes. Each tool must be used for the intended use only. When modelling this type of tool with your students be sure to demonstrate the proper and safer use and reinforce that focus and hand control are critically important to prevent accidental injuries. Remember that having very sharp blades will help to use these types of tools properly and that inspecting these cutting devices for signs of damage is important since these function best when in good condition. Chipped, dull or cracked blades could result in an injury which is why these need to be checked often. Follow the instructions from the tool manufacturer to ensure that the blades are in good condition and are sharpened according to their directions on safer use and storage.
Choosing the appropriate cutting tool for the task is important and it is also important to ensure that the tool chosen is the correct size for the scope of the project and materials planned. You would not want to use scissors on even thin wood sheets. The procedures outlined in your lessons should include awareness to the type of tool selected and the typical usage of each tool in completing the task at hand. Using the appropriate PPE aligned to the tool selection is also very important and protective eyewear or gloves may be required depending on the activity — be sure that these are worn properly! Cutting tools can cause accidental injury from misuse or from using the tool for an unintended purpose. These types of activities often are the result of dull blades, or sharp edges, burs, or possibly material chips caused by the inappropriate use of the cutting tool. The video will demonstrate some professional safety practices and illustrate the importance of proper selection and PPE use while using tools in the laboratory.
**Note from Science Safety – Eye protection is also critical when using hand or power tools. All occupants in the lab must wear either safety glasses with side shields or safety goggles. All eye protection must meet the ANSI/ISEA Z87.1 D3 standard.**
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf) , Science Safety
**Categories:** Tools
---
### [Torsion Tools](https://sciencesafety.com/courses/tools/lessons/torsion-tools/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Most people can recognize wrenches, screwdrivers, pliers and a ratchet and socket set yet did not know that these can be classified together as torsion tools. This means that the tool used is able to impart force on the destination (bolt, screw, fitting) in a positive or negative manner through tightening or loosening. Due to the ability for these tools to be used inappropriately, torsion tools are often not used properly by students or adults. Torsion tools should be selected for their intended use, in the proper size and scale, and not used for other possible functions. As mentioned previously, you would not want to use a screwdriver as a pry bar or a wedge, since there is a high likelihood of damage and/or injury resulting from that action. Ensure that the students are focused on the task at hand and that they use the proper amount of force necessary to achieve the result necessary.
Prior to using a screwdriver, pliers or wrench, make sure that you inspect the tool for any obvious signs of damage or abuse which would make the tool a hazard in the classroom. Ensure that the tools are always kept clean and free of debris and that they maintain the proper edges and handles. Using an appropriate size screwdriver for the task at hand that matches the head of the screw ( Size 1, 2, 3 ) is important to prevent possible slippage causing damage or injury. Having the correct size of screwdrivers on hand will help to minimize the potential for these being used inappropriately.
The same purposeful approach is applied to wrenches, because the wrench must be suited to the bolt head being used. Meaning that you would not use a 1/2″ wrench when you need a 3/8″. Using the appropriate sized wrench matched to the fastener will help to prevent unwanted damage and possible injury to the user. In many STEAM programs, the preference is to use socket wrenches with an appropriate socket matched to the fastener because they have more stability than open wrenches. When inspecting wrenches, be sure to look at the spacing, which should be square, and not sprung or widened. Sprung wrench opening do not hold or conrol force well, and area cause of accidental injury. While the use of adjustable wrenches is commonplace, these should be limited since the proper wrench or socket could be used which is a safer application reducing the potential for damage or injury.
Students need to understand the importance of choosing proper tools for their intended outcome based on the materials used. If there is a possibility of students using the wrong tool, you should expect that in your lesson plans and reinforce the better professional practice of matching the torsion tool to the fastener size. Selecting a torsion tool that is not appropriate ( selecting a tool which is larger or smaller) may require the user to exert additional force to try and make the tool ‘fit’. Please ensure that tool selection is aligned to the task and parameters on hand.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf) , Science Safety
**Categories:** Tools
---
### [Impact Tools](https://sciencesafety.com/courses/tools/lessons/impact-tools/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
The most common type of impact tool is the hammer, since it is used for transferring the energy from the hammer head into the nail to attach it to the material. Some other common impact tools are mallets (wooden and rubber) which are found in STEAM programs and are used for specific purposes. These impact tools all serve a purpose — and are not interchangeable for similar yet different tasks. Using a round ballpein hammer on a nail is not a good idea since damage and injury are likely to occur. However. using a framing hammer or a general purpose hammer will accomplish that task with ease. This is another example us using the impact tool for its intended purpose only and not deviating and using it inappropriately.
Similarly to other tools, be sure to inspect the hammer or mallet handles and heads for any signs of damage including sunken metal or mushroomed head, cracking or chipping and removing the damaged tool from the rotation if found to be defective. Always wear ANSI/ISEA Z87.1 D3 certified protective eyewear when using a hammer or impact tool, and ensure that all occupants within the working area should also be wearing the same. Do not use regular prescription glasses or uncertified safety eyewear due to liability and safety regulations. Also, demonstrating the proper techniques of holding a nail and using your opposite hand with a hammer may be difficult for some younger students and you may need to start the nail and then let the student use the hammer to complete the task.
Source: Council of State Science Supervisors, Science Safety
---
### [Thermal Processing Tools (3:51)](https://sciencesafety.com/courses/tools/lessons/thermal-processing-tools/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
There is a category of tools known for thermal processing (attaching or adhering two separate pieces or materials together) using a media such as an adhesive, molten metal or causing the materials to fuse together. The most popular tools in this category found in school STEAM programs include glue guns, soldering irons, heat guns and in secondary applications, some welding and plasma equipment. These tools and pieces of CTE equipment have inherent hazards and risks associated with them due to the temperatures they operate with in order to perform their functions. Glue guns are the most common source of burns in schools and should be handled with care. Many schools, especially in the primary grades only use a low-temperature glue gun and glue stick for safety reasons including preventing accidental burns to the students.
Keeping the laboratory clear of possible combustible materials and flammable items reduces the potential for accidental fires caused from the use of thermal tools. Having the proper PPE for using these tools is important (especially with welding and foundry applications in secondary CTE) since the possibility of causing burns or scalds is high. The use of these CTE thermal processing tools should be monitored by the instructor (duty of supervision) and students should follow the safer standard operating procedures exactly. Understanding that soldering guns or irons used in STEAM programs can also cause serious injuries requires that the students need to be shown the proper behaviors and techniques of using these tools by the instructor. Ensure that you have the qualifications needed to handle these tools properly and do not handle any item that you are not comfortable with.
Due to the high number of glue gun related injuries in schools, we suggest that you watch this short video about glue gun safety. While the glue gun is a relatively simple tool, the nozzle that melts the adhesive can become very hot and cause burns immediately. Exercise caution when using or allowing students to handle these thermal processing tools.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf) , Science Safety
**Categories:** Elementary School
---
### [Tools in Elementary Classrooms](https://sciencesafety.com/courses/tools/lessons/tools-in-elementary-classrooms/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Tools which are most often located in elementary school STEAM programs are those which are easy to use, manipulate and help students achieve their goals in their construction and engineering projects. As a reminder, these tools are only to be the approved, procured, and inspected tools provided by your employer (school district) and that you as the instructor have received appropriate safety training for the tools being handled.
The OSHA 2002 Hand & Power Tools regulations are clear that this must occur since the potential for accidental injury exists with these items. Commonly used tools in the elementary STEAM program include:
- Glue Guns
- Screwdrivers
- Hammers
- Pliers
- Wrenches
- Cutting tools (scissors, utility knife)
- Miter Box and Jig templates
- Hand Drills & Various Bits
- Hand Saws (coping, carpenter)
- Ratchet and socket sets
- Screws, bolts, nails to attach materials
- Raw materials (cardboard, wood, plastic, possible metal)
The safer use of tools in elementary programs is based on a ‘hands-on approach’ that fosters creativity and allows students to create models or new devices following the design process to apply their acquired knowledge and to further explore concepts. Tools facilitate that objective and provide students with the tactile and practical understanding of engineering and technology principles. Certain tools will be more suited for younger students, and the hazard analysis and risk assessment will determine which tools are age and stage appropriate.
Source: OCTE
---
### [Considerations for Using Tools](https://sciencesafety.com/courses/tools/lessons/considerations-for-using-tools/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
**TOOL SAFETY AND AWARENESS**
Hand tools in poor condition are responsible for a vast number of injuries. AT ALL TIMES – IF IN DOUBT, SEE YOUR INSTRUCTOR. Make certain that you have been adequately trained on the safer use and storage of the tools and equipment in your laboratory.
1. Wear EYE PROTECTION whenever using hand tools. Only use approved, certified ANSI/ISEA Z87.1 D3 protective eyewear. Wear the other necessary PPE as required for the task at hand and based on the guidelines for the safer operation of the tools selected combined with the materials used.
2. Have a proper storage location for your tools to protect them from loss or damage. After use, clean and
3. RETURN THEM TO THEIR PROPER PLACE so they are always ready when you need them. Inspect the tools for any damage and remove any broken or damaged tools so they cannot be used accidentally.
4. Never leave tools on floor, hanging over edges, or anywhere they could be forgotten or cause a tripping hazard. Keep the work area clean and organized at all times and return tools and materials to appropriate locations before leaving the room.
5. When tools become worn or damaged, they should be repaired or replaced immediately. Encourage students to identify any damaged tools immediately out of an abundance of caution.
6. Use chisels, knives, blades that are sharp. Do not use blunt tools. Sharp blades are safer than blunt blades when used properly.
7. Use tools only for their intended purpose. For example, screwdrivers should not be used as pry bars – if they bend under load they are no longer useful and may be dangerous to use as a screwdriver.
8. Files should not be used as pry bars – they are extremely brittle and when breaking will release fragments which could injure or blind you.
9. NEVER STAND BEHIND anyone who is swinging a hammer. If you have to observe what is being done, stand off to the side out of the way of the hammerhead. The same is true in CTE labs where there are designated work areas with yellow and black indicator tape to identify a safer workspace.
10. Students must be trained on the safer use of Shop Hand and Power Tools before they may begin working with them. The student must demonstrate to the teacher proficiency and the safe work procedures that must be followed before usage.
11. Rrecognize that there are some potential risk factors when using tools in the laboratory and ensure that these are communicated often to students as a prevention mechanism. Using appropriate PPE combined with awareness is how to ensure that these risks are managed when using tools.
- Eye injury
- Projectiles
- Hand injuries
- Cuts and abrasions
- Entanglement
- Electrocution
Source: [OCTE](file:///C:/Users/Admin/Downloads/TDJ_SB2_15_Hand_Tools%20(2).pdf)
**Categories:** Elementary School
---
### [More About Tool Safety](https://sciencesafety.com/courses/tools/lessons/more-about-tool-safety/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
There are some basic rules that should be followed to prevent the hazards associated with hand and power tools as directed by OSHA which are mandated by federal prevention legislation:
- Never carry a tool by the cord or hose.
- Never yank the cord or the hose to disconnect it from the receptacle.
- Keep cords and hoses away from heat, oil, and sharp edges.
- Disconnect tools when not using them, before servicing and cleaning them, and when changing accessories such as blades, bits, and cutters.
- Keep all people not involved with the work at a safe distance from the work area.
- Secure work with clamps or a vise, freeing both hands to operate the tool.
- Avoid accidental starting. Do not hold fingers on the switch button while carrying a plugged-in tool.
- Maintain tools with care; keep them sharp and clean for best performance.
- Follow instructions in the user’s manual for lubricating and changing accessories.
- Be sure to keep good footing and maintain good balance when operating power tools.
- Wear proper apparel for the task. Loose clothing, ties, or jewelry can become caught in moving parts.
- Remove all damaged portable electric tools from use and tag them: “Do Not Use.”
Source: [CDC](https://ohsonline.com/articles/2010/03/19/power-tool-safety-tips-from-osha.aspx)
From Science Safety – The International Technology and Engineering Educators Association or ITEEA website has free safety resources for teachers relative to use of hand and power tools including sample posters, sample acknowledgment forms, sample accident reports, and safety training PowerPoints.
---
### [Hazard Analysis and Risk Assessment for Student-led Activities](https://sciencesafety.com/courses/stem-safety-labs/lessons/risk-or-hazard-analysis-for-activities/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Are you aware of what to look for when students bring you an outline of their inquiry-based activity?
Looking at the procedures, there are a handful of red flag items or processes that you should recognize and prevent students from continuing onwards in their planned pursuit of knowledge. Students may develop a plan or sequence of procedures that do not always align with the safety protocols in place on their quest to solve an inquiry or design problem. Reminders are a good way to start this conversation without dampening their innate curiosity as a student into studying the world around them. Once you establish benchmarks, it gets easier.
Educators will benefit from the collaborations and sharing of best-practices across districts, states, and teacher associations who are all working towards providing student success and their continuity of learning.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
---
### [3D Printers in the STEM Lab](https://sciencesafety.com/courses/stem-safety-labs/lessons/3d-printers-in-the-stem-lab/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
3D printers have become a useful and practical tool in K-12 classrooms because they allow for problem-solving and creativity to combine by bringing together the ideas and designs to life from students minds. 3D printers are engaging, provide innovative learning opportunities and promote CTE and workplace behaviors and skills needed in the workplace.
However, 3D printing technology has become more affordable in recent years, can potentially pose a health risk because of its potential to release volatile organic chemicals (VOCs) and ultrafine particles (UFPs) into the air during operation. This could affect indoor air quality and may expose people to pollutants that may lead to adverse acute and chronic health concerns depending on the technology used in the classroom / laboratory and the HVAC on-site.
Therefore, educators should be aware of the risks associated with 3D printers and how to best manage the risk and educational reward especially since young K-12 students could be more susceptible to their potentially harmful effects of the printers and the media used.
We are not saying that schools should avoid using 3D printers. However, school administrators and teachers should be mindful to make every attempt to minimize exposure of emissions to students who are among the most sensitive to environmental exposure.
Source: [COSSS](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
**Categories:** Elementary School, 3D Printing
---
### [3D Printer Best Practices](https://sciencesafety.com/courses/stem-safety-labs/lessons/3d-printer-best-practices/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
These are the best-practice strategies when using 3D printers in the classroom:
- Ensure they are used in well-ventilated areas, have local exhaust fans or are operated under a fume hood;
- Keep students from standing beside or hovering over a printer while it is in operation;
- Set the printer nozzle temperature to the lower end of the suggested temperature range;
- Use filaments that are specifically recommended by the manufacturer for the printer; and
- Only use printers and filaments that have been tested and verified to have low chemical and particle emissions.
- Enclosed printers – so children can’t get their fingers at the hot extruder. Some variations:
- Some printers will automatically stop when the doors open (and some don’t) – Afinia H800/ Up Box
- Some printers will shield the hot extruder from children’s fingers – BEE THE FIRST
- Enclosed printer with air filter – so fumes are contained
- Important if there is no way to vent the printer
- Newer printers have HEPA air filters – Cubicon Single, Afinia H800 / Up Box
- Only print PLA (not ABS)
- The two most common types of filament are PLA and ABS plastic.
- ABS is made from oil and is similar to the plastic used in Lego
- PLA is made from cornstarch, is bio-degradable and is generally considered safer
- Some printers will only print one or the other material – some print both
- Scrapers, tools etc
- Some printers require a ‘perforated board’ to be used to stick the print to the board. These usually require a sharpened ‘scraper’ to remove. This is not kid-friendly.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [What Items Should NOT Be Found in Your STEM/Science Lab](https://sciencesafety.com/courses/stem-safety-labs/lessons/things-that-should-not-be-found-in-your-stem-science-classroom/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
There are some items or products that should not be found in the elementary or middle school STEM laboratory since these have a greater inherent hazard or risk than educational utility, meaning that these pose safety concerns for all cooupants in the room. This listing is not an exhaustive summary of the types of materials that should not be located or used in your STEM program, however these are a good leading indicator of the safety practices in placce. You can refer to your Chemical Hygiene Plan (CHP) or Science/STEM Safety manual for more specific guidance related to your school or district. Please review these items and ensure that they are not found in your laboratory:
- **Aerosol canisters / products**
- **Acetone based solutions**
- **Alcohol fuel burners**
- **Bacteria or viral bio-cultures**
- **Body fluids of any kind**
- **Common sensitivities and known allergens**
- **Concentrated Acids or Bases**
- **Flammable or combustible materials – liquids or solids**
- **Formalin fixed specimens – commercial and homemade**
- **Glues and adhesives with VOC’s**
- **Mercury-containing apparatus and equipment (replace!)**
- **Methanol based products**
- **Poisonous plants or animals**
- **Solvents – all types**
- **Unidentifiable chemicals or specimens**
In case you locate one or more of these items in your laboratory, you should contact you administrator and the program coordinator in your school for direction on how to resolve/remove the hazard from the lab. If there are biological, chemical or physical hazards present, you should have these handled by trained and qualified personnel only for a the safer removal from your laboratory.
Source: Science Safety Inc.
**Categories:** Elementary School, STEM
---
### [STEM Safety Better Practices](https://sciencesafety.com/courses/stem-safety-labs/lessons/stem-safety-better-practices/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Safety considerations in STEM environments are central to providing these hands-on experiences for students. As a reminder you MUST perform a hazard analysis and risk assessment prior to any activity occurring as either a demonstration or a student activity in the laboratory. **Be mindful that you cannot make teaching science, STEM, or CTE safe, but you can make it SAFER by conducting a hazard analysis and risk assessment and then the resulting safety actions determined from your evaluation.** That is your safety benchmark or gauge for making prudent choices with activity, investigation, or experimental selection for students and stimulating their minds in these innovative subject areas**.**
Your role as the educator is to make responsible, safer choices rooted in science and evidence from the safety analysis while simultaneously inspiring today’s youth to be the entrepreneurs of tomorrow with a solid foundation of ‘informed’ or intentional safety. Your impact may not be immediately visible but will ultimately assist your students along their trajectory towards post-secondary and ultimately into the workplace as valuable, contributing members of our community for decades to come.
## **Intentional Safer STEM Learning**
The resulting 6 intentional safety actions for conducting these safety reviews were used for our conversation and had broad applicability to your departments and should be shared with members of these disciplines. These 6 safety actions will best serve educators in making informed decisions regarding activity selection:
1. Review the SDS for all chemicals potentially being used and identify any areas of possible risk, including health, handling, storage, flammability, toxicology, and other pertinent information found in the 16 sections of the GHS-approved safety data sheet. There are many lists of ‘banned’ or prohibited chemicals found by professional organizations which identify those products that should not be used or found in academic laboratories due to their inherent risk to health and safety.
2. Review the equipment, apparatus, tools, machinery, and other items potentially being used in the activity or demonstration and analyze the possible injuries resulting from improper use or damage. Glassware can chip or break, causing a laceration; hotplates and burners can cause burns or start a fire; corded items can be trip hazards; machinery such as lathes or saws can create projectiles from the material being cut or shaped; and many other [safety concerns exist](https://sciencesafety.com/better-science-teaching-conditions/) within the parameters of the program and your specific items and equipment used. Be aware.
3. Review the procedures in the activity and identify any areas of concern, including timing, materials used, sequencing, handling, molarity, or concentration of chemicals proposed, and other relevant aspects, including waste management and emergency procedures in case of a fire, chemical spill, injury, and other risks associated with the activity. [The Chemical Hygiene Plan](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) will likely have some standard operating procedures and guidance on activities performed as well as asking your local [Chemical Hygiene Officer](https://edcircuit.com/the-importance-of-chemical-hygiene-plans-in-school-districts/) or Supervisor for some advice on the activity proposal.
4. If you have not performed this activity before, have a colleague work with you to ‘test-drive’ the activity before doing it with students to identify any unexpected results or risks associated with the investigation. It also allows for mentoring from a more experienced educator who may have additional insights into achieving the desired educational outcomes. Never perform any activity with students until you have completed it first. You need to know what to anticipate and expect as the educator so you can better pprepare your students for performing that activity from a safety perspective.
5. Accept that substitutions of hazardous items or chemicals may be required for the demonstration or student activity to proceed. For example, many precipitate lab activities that were performed for decades used lead compounds now known to be carcinogenic. Despite the historical inertia to provide a ‘yellow’ residue, you can use different compounds that will still produce a precipitate. Still, it might be pink, teal, or blue instead of yellow. Do not try to replicate your personal experiences with identified banned or hazardous chemicals or apparatus.
6. Ask important questions and make immediate course corrections if the risk or hazards exceed the educational value for the students. Is this safe? Is there a safer way to impart this reaction/action/theory/specific law to my students – perhaps with a virtual simulation or existing video? IF THE ANSWER IS ‘NO,’ THEN YOU DO NOT PROCEED.
Source: edCircuit: [Safer STEM learning is a necessity 2022](https://edcircuit.com/safer-stem-learning-is-a-necessity/)
**Categories:** Elementary School
---
### [Remote STEM Lessons](https://sciencesafety.com/courses/stem-safety-labs/lessons/remote-stem-lessons/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
How to incorporate STEM into your Lessons/Student Activity Remotely?
This can be as simple as using approved “At Home” activities with your students (ensuring that it is age and subject appropriate) as part of the weekly assigned tasks. There doesn’t need to be an activity each day. Strive for balance and progression in your program.
Choose only readily available items typically located in a home and understand that not all students will have access to the same materials in their household.
STEM activities are also great ‘critical thinking or inquiry’ models that many students enjoy participating in. See our STEM Activities for Intro Courses video for ideas.
Be careful to not provide too many activities and also to provide too few. There is a balance that happens when you collectively work to achieve common goals and apply these to your own students.
Source: [COSSS](http://cosss.org/resources/Documents/CSSS-Elementary-STEM-Tool-Safety-May-2021.pdf)
Note from Science Safety
Have students and parents/guardians read and sign off on a STEM safety acknowledgment form noting required safety protocols for doing hands-on activities at home before allowed to do any activities.
**Categories:** Elementary School, Remote Science
---
### [STEM Activity Examples (12:35)](https://sciencesafety.com/lessons/stem-activity-examples/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
2020 PBS Digital Innovator All-Star, Warren Wise, shares seven STEM activities that parents and teachers can use in the classroom or at-home learning. The activities use commonly accessible materials and have great observable outcomes.
Source: SouthCarolinaETV
**Categories:** Elementary School
---
### [Chapin Elementary School (2:06)](https://sciencesafety.com/courses/cleaning-during-covid/lessons/chapin-elementary-school-206/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
At Chapin Elementary school a deep cleaning is going on after an intern tested positive for the coronavirus.
**Categories:** Elementary School
---
### [Chemical Awareness](https://sciencesafety.com/courses/science-safety-concerns/lessons/chemical-precautionary-awareness/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
However, to complete the mandated annual chemical inventory (*or if you have not completed one before*), there are some key considerations and observations that must be made first to ensure that this task can be completed in a safer environment. According to the safety committee at the NSTA, these are the preliminary steps to consider prior to conducting a [chemical inventory](https://sciencesafety.com/wp-content/uploads/2023/12/ManagingYourChemicalInventoryPart2.pdf). Before you can effectively manage your chemical inventory, you need to assess the current status of your chemical inventory and the storage locations. **A safety pre-screening will identify unsafe conditions and unsafe practices such as sagging or damaged shelves, sources of ignition, obstructed aisles, inaccessible shelves, corroded or unstable containers, incompatible grouping of chemicals, availability of SDS sheets and an inventory, and the condition of the storage area.** Conducting a chemical inventory assessment will usually produce many surprises including some of these situations:
- chemicals you did not know you had on-site
- chemicals in damaged containers
- chemicals in poorly labeled containers
- chemicals in containers without labels
- hazardous chemicals/ unstable chemicals
- chemicals that are toxic
- chemicals in need of special handling
- chemicals that are never used
- chemicals that are seldom used
- chemicals in excessive quantities
- chemicals in large containers
As a safer professional practice, recognize that if the chemical inventory pre-screening determines that it will be unsafe to conduct a chemical inventory due to existing hazards or risks, a trained professional should be contracted to correct any unsafe conditions as well as contracted to remove any hazardous chemicals which present an unsafe working condition. Once it is established that it is safer to conduct the inventory, the process can begin. Your team should establish a plan for conducting the actual physical inventory. **To summarize what is involved with** [**chemical inventory management**](https://sciencesafety.com/wp-content/uploads/2023/12/ManagingYourChemicalInventoryPart2.pdf)**, it is a combination of informed procurement practices, chemical storage, safer handling and usage techniques, chemical regulatory compliance, and acceptable chemical waste management protocols**. Chemical inventory is often overlooked until there is a dangerous and often preventable situation in the storeroom or when an official inspection occurs, and deficiencies are identified. It is a prudent practice to be proactive and follow the [protocols and procedures in the CHP](https://sciencesafety.com/chemical-hygiene-plan-checklist/).
**Label equipment and chemicals adequately with respect to hazards and other needed information. GHS legislation specifies how to create a workplace label for chemicals and the minimum information requirements for safety.**
**Additional Chemical Awareness Considerations**
Store chemicals in appropriate places: e.g.., in secured cabinet or stockroom, at or below eye level, on wooden shelves with a front lip, and without metal supports. Storage space should be kept cool, dry, and locked.
Make certain that students understand that chemicals are never to be mixed with ‘just to see what happens’ or ‘just for fun’; and that chemicals are never to be tasted or smelled without supervision and direction from the teacher; and that they must wash their hands thoroughly after handling chemicals in the school.
**Storing your chemical inventory in proper cabinets and shelving is very important and is covered by multiple legal regulatory and compliance standards.** Here is the summary of safer professional practices for your chemical inventory storage. Please consult the exact methodology used in your local jurisdiction found in your [Chemical Hygiene Plan](https://sciencesafety.com/chemical-hygiene-plan-checklist/).
**Acids** – Not all acids can be stored together! Isolate Nitric Acid and concentrated aids such as Sulfuric from the others using a system which separates organic and inorganic acids. Keep these acids in specialized corrosive storage cabinets with a lock to prevent unauthorized access. The use of secondary spill catchers in case of a broken bottle will contain the spill and allow for a safer clean-up in case of accidental release of the chemical(s) in the cabinet.
**Bases** – Ensure that you store your caustics in a dedicated corrosive cabinet for ‘base’ chemicals without any acids in that cabinet. Keep the solids on the top shelves and the liquids on the lower shelves and secure these chemicals with a lock and key to prevent unauthorized access. The use of secondary spill catchers in case of a broken bottle will contain the spill and allow for a safer clean-up in case of accidental release of the chemical(s) in the cabinet.
**Flammables** – the NFPA requires that you keep your flammable liquids and reactive metals in a certified flammable safety storage cabinet with a secure lock.
Open chemical shelving units are used for the majority of the chemicals found in your inventory such as sugars, salts, starches and other relatively inert compounds typically used in middle and secondary school science and STEM programs but there needs to be a chemical inventory storage system in place that provides direction on the segregation and placement of each chemical by family within the chemical storeroom.
**Safety Data Sheets are Required** This is a very simple requirement**. For each chemical in your inventory, you MUST have the associated Safety Data Sheet (SDS).** You should not have a chemical without an SDS, and if you have an OSHA or labor/workplace inspection and it is determined that this situation exists, the school will be sanctioned or fined for non-compliance. [**This is for EVERY chemical in the inventory.** ](https://sciencesafety.com/wp-content/uploads/2023/12/ManagingYourChemicalInventoryPart2.pdf) The older (pre-2015) MSDS must be kept for health regulations for 30 years (*which means that today you will need these older MSDS’s from 1993 onwards to reference in case an educator develops a chronic condition as a result of chemical exposure*) in either a printed or digitally archived version to meet this OSHA 1910.1450 Laboratory Standard mandate.
Source: edCircuit Responsible Chemical Management
**Categories:** Elementary School, Chemical Hazards
---
### [Electricity Safety Awareness](https://sciencesafety.com/courses/science-safety-concerns/lessons/electrical-precautionary-awareness/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
Make certain that students understand that they must NOT perform experiments with electrical current at home or at school “just for fun or to see what will happen.” Only supervised activities directed by the teacher should be done.
Make certain electrical cords are short and plugged into the nearest socket. Emphasize that students grasp the plug, rather than the cord, when unplugging electrical equipment. Cords also must be in good repair. Do not use extensions.
Be sure that students’ hands and surrounding surfaces are dry before plugging in electrical cords or turning on and off switches and appliances/tools. Water can be a good conductor of electricity.
Make sure all electrical outlets are Ground-Fault Interrupters (GFIs). Cover outlets when not in use.
Use only three-prong (grounded) plugs when small electrical tools such as heating elements for terraria and aquaria, hot plates, or small motors are used. Extension cords should not be used.
Instruct students never to grasp any electrical device that has just been turned off, since it may be hot after use and result in serious burns.
Make certain that students understand that connecting only a wire between the terminals of a battery will result in the wire getting hot and possibly causing serious burns.
Remind students that even non-electrical hand tools such as hammers, screwdrivers, or hand drills slip easily and can produce projectiles or inflict serious cuts. Appropriate safety equipment should always be worn.
Source: CSSS Jack Gerlovich, Safety is Elementary!
**Categories:** Electricity, Elementary School
---
### [Safety Operating Procedures: Part 1](https://sciencesafety.com/courses/safety-operating-procedures/lessons/safety-operating-procedures-part-1/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
1. Know district, local, state and federal statutes and regulations regarding chemical (e.g.., chemical labeling, storage, use), biological (plant and animal hazards) and physical (e.g.., burner use, projectiles) safety hazards and resulting risks. Does your district have an up-to-date written Chemical Hygiene Plan? A district Science Safety Policy? A Chemical Safety officer?
2. Maintain Safety Data Sheets (SDS) for all chemical supplies with a second set in the main office; generic chemicals and/or store-bought substances should also be listed in the inventory.
3. Require the use of American National Standards Institute (ANSI) Z87.1 D3 approved eye protective equipment (typically chemical splash safety goggles—types G, H, or K only), non-latex gloves, and aprons during all activities, including demonstrations in which there are potential chemical, biological and/or physical hazards and resulting risks.
4. Dispose of unwanted chemicals and materials according to state and local regulations.
5. Prior to beginning any hands-on lab activity or demonstration, conduct a hazard analysis, risk assessment and determine the appropriate safety action using engineering controls, administrative procedures and personal protective equipment. If the safety action can not address the potential hazards/risks, eliminate the activity!
6. Conduct a visual lab inspection to make sure all engineering controls (ventilation, fume hood, eyewash/shower, master energy shut-offs, etc) are operational and personal protective equipment (eye protection, gloves, aprons, etc. have been previously cleaned and sanitized/disinfected.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-Science-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [School Bus Safety on a Field Trip (5:03)](https://sciencesafety.com/courses/field-trips/lessons/school-bus-safety-on-a-field-trip/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Source: Jordan School District, Salt Lake County, UtahThere is great value for students in participating in educational activities and experiences that add another dimension to their progressive learning. Field trips are beneficial for multiple reasons, and have their own safety concerns and require rules to keep all participants safer. Most field trips are organized to originate and end the day at the school, and use a school bus as the vehicle to transport the students and teachers to the field trip location and back to the school. This video clearly illustrates from a student perspective the better and safer practices regarding the school bus.
Here is a partial summary of the safety rules for using a school bus for field trips:
1. Wait for the school bus to stop before approaching the door.
2. Get on the bus in an orderly, single-file line.
3. Ideally, fill the rear seats first.
4. Ensure the students remain in their seats. No standing or putting arms or heads out of the bus windows.
5. Be sure to keep the center aisle clear of obstructions such as backpacks.
6. Make sure that you get on the correct bus — sometimes there are many school buses and they look alike. Most have a number or use a sign to make identification easier.
7. In case of an emergency, the bus driver will tell you exactly what to do. It may be necessary to use the emergency evacuation rear door or other designated exits. Follow the directions from the driver.
8. After you return to school, check your seat and take all of your belongings from the bus.
9. As the teacher, do a headcount and ensure that you have all the students approved to be on the bus as you depart and return from the destination. You are responsible for students while under your supervision whether in a classroom or at field trip location and on the school bus.
**Categories:** Elementary School, Bus Safety
---
### [Glassware Concerns in the Lab](https://sciencesafety.com/courses/science-safety-concerns/lessons/glassware-concerns-in-the-lab-duplicate/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
1. Substitute plasticware for glassware in elementary classrooms, classrooms with labs, and science resource rooms. Glass has an inherent risk associated with it and if possible choose to use the plastic version of the vessel (beaker, dish, test tube, flask) to minimize the potential for an accident.
2. There should be a dedicated small whiskbroom, dust pan, and an identified disposal container for broken glass when using glassware of any type. Having an old empty 5 gallon pail without a lid in the lab is not acceptable as a broken glass receptacle.
3. Make certain that everyone in the lab, especially students understand they are not to drink from glass/plasticware used for science experiments. These are not cups or glasses — but are calibrated scientific and laboratory items that are not to be used for food or drink under any circumstances.
4. The teacher should demonstrate proper usage and handling of glassware if it is used in the elementary science program and have a fully-stocked first-aid kit nearby in case of accidental injury from broken glassware. Make sure you know where the first aid kit is located in case of emergency.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-Science-Safety-May-2021.pdf)
**Categories:** Glassware, Elementary School
---
### [Glassware Concerns in the Lab](https://sciencesafety.com/courses/science-safety-concerns/lessons/glassware-concerns-in-the-lab-duplicate-2/)
**Published:** July 28, 2021
**Author:** admin2025Open
**Content:**
1. Substitute plasticware for glassware in elementary classrooms, classrooms with labs, and science resource rooms.
2. Possess a whiskbroom, dust pan, and disposal container for broken glass when using glassware of any type (not recommended).
3. Make certain that students understand they are not to drink from glass/plasticware used for science experiments.
4. Demonstrate proper usage and handling of glassware if it is used in the elementary science program and have a fully-stocked first-aid kit nearby in case of accidental injury from broken glassware.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-Science-Safety-May-2021.pdf)
**Categories:** Glassware, Elementary School
---
### [Safety Operating Procedures: Part 2](https://sciencesafety.com/courses/safety-operating-procedures/lessons/safety-operating-procedures-part-2/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- Know the safety hazards before starting an activity; you should do a “dry run” without the students to identify unforeseen hazards.
- Use only equipment that is in good working order; inspect equipment before each use.
- Maintain and have immediate access to a first-aid kit for emergency treatment (if local and state policies allow), as well as biohazard and chemical spill kits/ materials.
- Never use unfamiliar chemicals unless SDS sheets are consulted first.
- Consult the SDS and the container label before using chemicals for the first time.
- Never use mercury thermometers in any school classrooms/labs.
- Prevent contamination by not returning unused chemicals to the original container.
- Label and date all storage containers of laboratory chemicals and preserved specimens upon receipt. Properly label all secondary chemical and specimen (set-out) containers.
- Use unbreakable plastic equipment whenever possible; maintain a separate identified waste container for broken glass; sweep up broken glass with dustpan and brush – never use your hands!
- Label and use a specifically dedicated and labeled waste container for chemical products produced in a lab activity and do not interact. Never mixed other chemical products or reactants in that dedicated waste container.
- Make sure there is an appropriate chemical spill kit available in the lab in case of a spill accident for a safer cleanup.
- During clean-up time, assign students area clean-up duties. All duties must be completed before leaving the laboratory.
- Students are not to work in a laboratory unless an instructor is present. All student experiments are to be done under the direct supervision of an instructor.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-Science-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [Safety Operating Procedures: Part 3](https://sciencesafety.com/courses/safety-operating-procedures/lessons/safety-operating-procedures-part-3/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- Check with school medical personnel at the beginning of the school year to identify student medical conditions such as allergies, epilepsy, etc.,and be prepared to take appropriate actions.
- Check safety manuals for chemical and plant toxicity before use.
- Tie back long hair; secure loose clothing and dangling jewelry; do not permit open-toed shoes or sandals during lab activity. Clothing should cover upper and lower body.
- Select appropriate protective eyewear for chemical (corrosives, etc.) and biological (bacteria, etc.) hazards by wearing indirectly vented chemical splash goggles. For physical hazards (projectiles, glass, springs, etc.) wear safety glasses with side shields or safety goggles, as well as appropriate non-latex lab aprons and nitrile gloves.
- Never permit eating and drinking in the science classroom/laboratory.
- Advise students not to engage in a laboratory activity unless directed by you, and only after safety procedures are discussed and student “plans of action” (in inquiry) are reviewed and approved.
- Have students wash hands and clean nails using soap and water directly after coming into contact with animals, plants, soil and water samples, chemical substances, and laboratory/work surfaces. Hands should always be washed upon completion of an inquiry activity.
- Teach students to pick up and transport a microscope with one hand under the base and one hand on the arm.
- Acrylic nails are extremely flammable and should not be worn in the lab when dealing with active flames.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-Science-Safety-May-2021.pdf)
---
### [Classroom Management: Part 1](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/classroom-management-part-1/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- Supervise students at all times. Do not permit students to conduct unauthorized experiments or work unsupervised. Do not make assignments that require students to perform hazardous experiments at home.
- Maintain a clear view of all students at all times. Set up science learning centers for single students or small groups that allow easy observation of students. Periodically update and evaluate safety concerns in the centers.
- Do not block access to exits, emergency equipment, and utilities with personal items.
- Have students participate in determining classroom rules, laboratory safety procedures, and emergency action plans.
- Do not tolerate boisterous conduct (horseplay). Enforce established rules and procedures immediately and appropriately.
- Practice the procedures and rules yourself before expecting students to follow them, so you can identify unforeseen consequences and avoid liability.
- Discuss safety concerns with students prior to each laboratory activity and monitor students for compliance. Write down in your lesson plan book that you did review safety concerns and the lab rules daily.
NOTE: The two people in the photo are wearing incorrect eye protection; they are wearing safety glasses when safety goggles are required!
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-Science-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [Classroom Management: Part 2](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/classroom-management-part-2/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- Ensure that sight-impaired students are made familiar with and always use the same area and equipment. These students should be “buddied” with a student who can read instructions (if Braille forms or a tape recorder are not available) and guide him/her to safety in case of emergency.
- Model safety procedures prior to an activity and have students practice the procedures before beginning work.
- Use student safety contracts/acknowledgment forms; have students and parents read and sign.
- Have an established procedure for student accident or injury: e.g.., student runner, telephone/intercom, accident/injury report to the principal, etc.
- Lock science classrooms, cabinets, prep area doors, etc., when not in use; do not permit students in chemical/equipment storage rooms.
- Turn off gas and electrical equipment and close open containers during a fire drill.
- Gas, if available in the classroom, should always be turned off at the master valve when not in use.
- Have students report all accidents to the classroom teacher.
- Have students check the classroom daily for safety hazards.
Source: [Council of State Science Supervisors](http://cosss.org/resources/Documents/CSSS-Elementary-Science-Safety-May-2021.pdf)
**Categories:** Elementary School
---
### [Classroom Management: Part 3](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/classroom-management-part-3/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- Use only age-appropriate activities with students.
- Have a designated “broken glass” container, if you use equipment made of glass or use glassware such as beakers, test tubes, flasks, graduated cylinders and other common items made from glass.
- Limit the size of student working groups to a number that can safely perform the activity without causing confusion and accidents.
- Do not permit elementary students to dispense chemicals or handle containers of hot liquids. Discourage tasting and smelling. When smelling is required, students should waft vapors toward their nose using their hand. They should never inhale the vapors directly.
- Dispose of all waste chemicals properly. There should be separate containers for each solid. Non-hazardous liquids/solutions should be rinsed down the drain one at a time and flushed with plenty of water.
- Clean up spills or ice immediately on tables and floor; take appropriate precautions against contamination as needed.
- Have students clean up their work areas at the completion of each day’s activity, including sinks and floor.
- Display commercial and/or student-made safety posters and classroom safety rules in the classroom. See example below from CDC.
[](https://sciencesafety.com/wp-content/uploads/2021/08/wash-your-hands-poster-english2020-p.pdf)
Source: [CDC](https://web.archive.org/web/20240515063337/https://www.cdc.gov/handwashing/posters.html)
**Categories:** Elementary School, Classroom Management
---
### [Five Evidence-based Strategies](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/overview/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Many of us recall being in a class and hearing our teacher call out, “one, two, three, eyes on me,” and every student knew to quiet down and face forward.
We all have anecdotes from grade school of our teachers using clever strategies to get our attention and help us focus on learning. These tactics and others like it are part of classroom management, or the skills and tools teachers use to keep a classroom focused and on task.
While there are many different classroom management techniques, here are five evidence-based strategies based on the Institute of Education Sciences (IES) practice guide, Reducing Behavior Problems in the Elementary School Classroom, and Simonsen and colleagues’ systematic literature search, Evidence-based Practices in Classroom Management: Considerations for Research to Practice.
Source: [Institute of Education Sciences (IES)](https://ies.ed.gov/learn/blog/five-classroom-management-strategies-work)
**Categories:** Classroom Management
---
### [Reminding Children About Bus Safety](https://sciencesafety.com/courses/school-bus-safety/lessons/reminding-children-about-bus-safety/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
According to the National Highway Transportation Safety Administration, school buses are one of the safest forms of transportation. But there are still dangers, particularly before and after riding the bus.
It is important to remind children about safety on the street and on the school bus. Elementary school children in particular are at high risk of being hit by a car when crossing the street because they:
- Cannot judge the speed or distance of moving vehicles
- Are easily distracted and can focus only on one thing at a time
- Cannot determine the direction of sounds
- Have a visual field that is one-third narrower than an adult’s
- Do not understand how much time and distance is necessary for a vehicle to stop
- Are hidden by parked cars and bushes
- Making matters worse, there is an increase in the number of pre-school children being sent to school programs on school buses.
Source: [Children’s Hospital of Pittsburgh](https://www.chp.edu/injury-prevention/safety/street/school-bus)
**Categories:** Bus Safety
---
### [Bus Safety Tips](https://sciencesafety.com/courses/school-bus-safety/lessons/bus-safety-tips/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
### Safety Tips
Here are some guidelines to give children to prevent injuries on the school bus.
### Waiting for the Bus
- Get to the bus stop at least five minutes early.
- Stay away from the curb.
- Pay attention for the bus as it approaches the bus stop.
- Let the bus come to a complete stop before boarding.
- Don’t push or crowd friends getting on or off the bus.
### Riding the Bus
- Find a seat, sit down and face foward.
- Listen to the bus driver and follow his or her directions.
- Keep the aisles clear.
- Don’t stick anything out the windows—especially your head or arm.
- Don’t throw anything in the bus or out of a bus window.
- Don’t scream or shout.
### Exiting the Bus
- Be careful that clothing with drawstrings and book bags with straps don’t get caught in the doors or handrails.
- Always cross the street in front of the bus while it is stopped. **Never** cross behind it.
- Keep away from the bus if you drop something. Never try to pick it up without telling the bus driver that you are going to get it.
- Do not go into the Danger Zone.
- Walk at least three giant steps away from the side of the bus.
### Other Tips
- In winter, dress for the weather in bright colored clothing so you are easily seen. But make sure you can see and hear traffic around you.
- In winter and on rainy days, give the bus more room. They need more room to stop when the road is slippery.
Source: [Children’s Hospital of Pittsburgh](https://www.chp.edu/injury-prevention/safety/street/school-bus)
**Categories:** Bus Safety
---
### [Danger Zone Around School Buses (1:41)](https://sciencesafety.com/courses/school-bus-safety/lessons/danger-zone-1126/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
The 10 to 12-foot area around a school bus should be thought of as the Danger Zone because it is difficult for a bus driver to see in this area.
The most dangerous sections in the Danger Zone are right in front of the bus and from the front of the rear wheels to the back of the bus.
Source: McAllenISD
**Categories:** Bus Safety
---
### [Securing a Wheelchair on a Bus (19:46)](https://sciencesafety.com/courses/school-bus-safety/lessons/securing-a-wheelchair-on-a-bus-1946/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Source: Cypress-Fairbanks Independent School District, Harris County, Texas
**Categories:** Bus Safety
---
### [Transporting Students with Emotional Disabilities (4:48)](https://sciencesafety.com/courses/school-bus-safety/lessons/transporting-students-with-emotional-disabilities-448/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
**Categories:** Students with Additional Needs
---
### [School Bus Evacuation Drill (3:16)](https://sciencesafety.com/courses/school-bus-safety/lessons/school-bus-evacuation-drill-316/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Riverside Prep Elementary School students learned about bus safety and evacuation procedures in the event of an emergency. The students were taught where all of the emergency exits are on a bus and how to access them if necessary, and then practiced exiting the bus quickly and safely.
Source: Riverside Prep Elementary School, Oro Grande, California
**Categories:** Bus Safety
---
### [Supporting Students with ASD on Field Trips](https://sciencesafety.com/courses/field-trips/lessons/supporting-students-with-asd-on-field-trips/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Field trips teach students about what goes on in the world outside of the classroom. They can be enriching and engaging experiences for all students. Yet for many students with Autism Spectrum Disorder (ASD), field trips can be anxiety-provoking and cause great distress. Preparation is the key to reducing anxiety ahead of a field trip and for helping the day go well for students with ASD.
Due to their preference for consistency and sameness, students with ASD sometimes have difficulty when their day to day schedules are disrupted by a field trip. Some students wander, run away, tantrum, or display other difficult behaviors when under stress, which can be significant safety issues that can make the day even more complicated.
In the past, these concerns have prompted some schools to exclude students with ASD from field trips or to require that parents accompany their child as a condition of attending the trip. While a school may invite a parent to accompany a student with a disability on a field trip, federal law, in particular Section 504 of the Rehabilitation Act of 1973, prohibits schools from requiring parents of students with disabilities to attend a field trip, if a similar obligation is not imposed upon the parents of students without disabilities. A school that requires only students with ASD to be accompanied by a parent on a field trip discriminates on the basis of disability.
Furthermore, refusing to allow a student with a disability to attend a field trip may be a denial of a Free and Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act (IDEA), as well as Section 504 of the Rehabilitation Act. Prior to excluding a student with a disability from a field trip, the school must consider if accommodations and supports will allow the student to attend, thereby giving the student equal access to the school program.
Many of the same accommodations and supports your child receives on a regular basis will also be helpful on a field trip. These include advance preparation for changes of routine, picture schedules, and perhaps a one-on-one aide. Your child will need to be prepared for the entire day of the field trip, not just for what will happen at the destination. Ideally teachers will do much of the preparation, but many parents find it helpful to work with the student at home too. Below are suggestions to help parents and teachers pprepare children for field trips:
- Begin planning well in advance. Teachers and parents can add the trip to a posted calendar and “count down” until the trip. Talk about the trip daily, especially as the time for it draws near. Parents should ask teachers about planned trips at the beginning of the school year (perhaps at “back to school” night) as permission forms don’t always go home far enough in advance.
- Talk about what will happen on the trip far ahead of time. Many destinations have websites with virtual tours or other information to help plan the day. Involve your child in discovering what to expect. But make sure you check with your child’s teacher to find out what exhibits or attractions the class will be visiting. You don’t want your child expecting to visit the mummy exhibit at the museum when the purpose of the trip is to examine ancient artifacts.
- Teachers can create Social Stories™ to help students learn what to expect the day of the trip. Make sure the story includes waiting, taking turns, and the need to be flexible if the plan gets disrupted.
- Teachers can create worksheets, targeted to each student’s level, to help students pprepare for the trip. For example, worksheets can have students circle pictures of things the class will see on the field trip and cross out pictures of what will not take place.
- Teachers can customize a written or picture schedule of the day of the field trip for your child. This way your child can know which parts of the regular school day will be disrupted or altered. Depending on the field trip itself and your child’s needs, the schedule may be able to be quite detailed. The schedule should include breaks and how time will be spent during downtime. Also, be sure to include what happens at the end of the day, and let the child know that the following school day will resume the regular routine (or not).
- Many field trips necessitate quick and frequent transitions. When possible, teachers should develop a plan to warn students prior to a transition or provide a time limit for activities (particularly ones which may be preferred). These can be done on the schedule, can be verbal prompts, or can even utilize assistive technology (for example, timers).
- Review how your child will get to the destination. Some trips use school buses, chartered buses, trains, and parent drivers. Make sure your child knows what to expect. Consider who your child will sit with. Will there be assigned seats with class “buddies” or will students choose their own seat? Will your child need an aide to be nearby? If so, make sure your child’s Individualized Education Program (IEP) provides for this.
- If adults other than the students’ regular teachers will be involved with the trip, explain who these people are ahead of time, even providing pictures, names, and responsibilities if these details might be helpful. Make sure that students know which adults (chaperones, staff at the field trip destination, etc.) are “in charge” and what this means.
- Have a plan in place for what happens if a student has a meltdown. Extra chaperones are always a good idea if space and finances allow, and may be a necessary accommodation for some students.
- Take sensory sensitivities into account. Field trips often entail temperature extremes, noise, and crowds. The student should be taught how to communicate discomfort and how (and to whom) to request a break.
- If your child needs to take medication during the trip, make sure there is a plan in place. A student, who independently remembers to go to the nurse’s office after 5th period to take a pill, may not remember to ask for the pill on the field trip.
- Plan ahead for lunches and snack breaks. Pack favorite snacks and lunches that your child can easily open and eat without too much mess. Make sure your child has plenty of water, especially on hot days. If your child will need help with snacks/lunch, make sure a teacher or aide knows this and is there to help your child.
- Some schools use a “buddy system” on field trips or break into small groups. Talk with your child’s teacher about who are appropriate peers to accompany your child. If all students have a peer buddy, your child’s buddy should not be the aide or the teacher, though an adult can certainly accompany the buddies.
- Be sure to review safety rules and take safety precautions, such as having your child wear an identification bracelet.
- Teachers or aides can use a point chart or reward system to help motivate a student throughout a field trip. Provide frequent positive reinforcement in advance of the trip and throughout the special day.
If the supports mentioned above are not in your child’s current IEP, consider calling an IEP meeting to review your child’s needs, or make a written request for specific supports to be added. If the school agrees, there may be no need to have a formal meeting, and the IEP can be amended by writing.
When approached with preparation, a field trip can be a wonderful opportunity for your child to practice important skills, such as flexibility, positive social interactions, and safety. Because the goal of education is ultimately to pprepare your child for life experiences outside of the classroom, a field trip can be a step toward generalizing the skills your child is learning at school.
Source: The Center for Autism Research and The Children’s Hospital of Philadelphia
**Categories:** Field Trips, Students with Additional Needs, Autism
---
### [How to Build a Safer STEM Lab](https://sciencesafety.com/courses/makerspace/lessons/how-to-build-a-safe-makerspace/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
1. Check for any existing rules or guidance that your school or organization already has in place. Science and Design Technology classrooms will often have a set of rules as well as a potential hazard analysis and risk assessment. Speak to the adults who regularly educate in these spaces to learn about these and to find out about common risks.
2. Once you have a better understanding of the hazards and typical guidance for usage, develop a set of rules for your space. Have them checked by the manager or person responsible for health and safety at your school or venue.
3. Make sure that you have a first aid kit in your makerspace, and undertake training in how to use and administer first aid. There are lots of courses, both online and in-person, that your employer can arrange for you to attend.
4. Don’t be shy — publicize your rules! To foster an environment of personal responsibility, it’s a good idea to put up some safety rules in a clearly visible place, e.g.. on a wall, where everyone can refer to them. It should also be a requirement of entry to the makerspace that people agree to abide by the rules of the space.
5. Conduct a potential hazard analysis and risk assessment of the space, its tools, and the activities that will be taking place in it. Create a checklist of questions to ask yourself every few weeks:
- Do you have things to handle any situations that might arise?
- Do you have procedures in place for injuries or emergencies?
- Are there any special materials or chemicals in your makerspace that need special treatment or action in the event of a mishap?
6. Before every session in your space, check all safety equipment. Are any goggles cracked? Any holes in gloves used for handling hot things? Make sure that damaged equipment is properly logged for repair or disposal and removed from the space or made inaccessible.
7. Consider what sanctions there will be for people who misbehave or ignore the rules of the makerspace. For example, when soldering with young people, you may want to operate a zero-tolerance policy with regards to unacceptable behavior to ensure complete safety for everyone.
Source: [Future Learn](https://www.futurelearn.com/info/courses/build-a-makerspace/0/steps/39468)
**Categories:** Makerspaces
---
### [What STEM Lab Participants Need to Know](https://sciencesafety.com/courses/makerspace/lessons/what-makerspace-participants-need-to-know/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
1. A health and safety briefing should be mandatory before anyone can use the makerspace or any new piece of equipment in it. To track this information, you can have participants sign an agreement to say they understand and will abide by the rules of the workshop. The legitimacy conferred by signing a behavior contract often gives attending the makerspace an added sense of gravitas and excitement.
2. There should be a strong emphasis on personal responsibility to remain safer in the space and keep others safer too. Safety in the workshop is everyone’s responsibility. This includes reporting any damaged equipment, spillages, or unsafe behavior. ALL SAFETY PROCEDURES AND SAFER OPERATING PROCEDURES FOR THE EQUIPMENT AND TOOLS LOCATED IN THE LAB MUST BE FOLLOWED AT ALL TIMES.
3. A short quiz or role play activity can be used to test understanding and reinforce your message. You can also refer to the rules chart regularly to keep students refreshed on their responsibilities. For example, focus on one of the makerspace rules each week, and then praise students who behave well and in accordance with this week’s rule — this helps to reinforce desired behaviors in the long term.
**A note from Science Safety: It is important to have these safety acknowledgement forms completed and archived for liability purposes and that all safer operational procedures are reviewed and that students demonstrate competency PRIOR to using any equipment. The instructor should be monitoring and supervising especially hazardous equipment such as professional cutters, and other apparatus which may be in the lab. Students with behavior issues will need to be removed from the STEM lab out of an abundance of caution since they may be a hazard to themselves or others.**
Source: [Future Learn](https://www.futurelearn.com/info/courses/build-a-makerspace/0/steps/39468)
**Categories:** Makerspaces
---
### [3D Printer Common Guidelines](https://sciencesafety.com/courses/makerspace/lessons/common-guidelines-to-consider/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- Simple materials are best to get started with. Cardboard, duct tape, and lollipop/popsicle sticks are excellent for prototyping in the early stages, sourcing them requires minimal funding, and using them needs little training and oversight. Feel free to get fancy materials such as acrylic or plywood with older or more experienced makers, but you don’t need much to get started initially.
- Consider your users when choosing equipment, as well as the added responsibility of using that equipment both for you and the students. Choosing the right equipment model can be key. For example, some 3D printer models are designed to be hacked/customized and have open sides and easy access to hot parts, while others are designed for use in school environments and have built-in safety features (e.g.. a lid that won’t open when components are hot).
- Tools and machinery need to have enough space to be operated without endangering the operator or other people in the space. If lots of your students want to use a machine, then give some thought to a queuing system that avoids overcrowding when you’re planning the making session. People need to concentrate when working with tools and machinery. They can be easily distracted by conversation or proximity of others wanting to watch or use the machine, which could lead to injury.
- Keep workspaces clean and tidy, and encourage students to follow a strict cleanup procedure. Mminimize the number of wires running across workspaces or floors by using extension cords and covering them to avoid risk of tripping.
- Remember, you’re responsible for the tools and equipment your students use — don’t give them defective or risky gear! Any frayed cabling or damaged power tools should either be discarded, or repaired by a professional.
- Your makerspace should have adequate ventilation to minimize the risks posed by vapors from spillages or other incidents. Soldering also creates fumes that can be hazardous, so ensure that this activity only ever takes place in a well-ventilated space. Make sure you can get to and open a window or door to let fresh air in (and students out), should you need to.
- Specialist clothing may be required when working with certain tools or in certain conditions. For example:
- **Masks** should be worn when sanding, soldering, and handling any chemicals that might give off vapours or particles (e.g.. spray paint, bleach, acetone, isopropyl alcohol, varnishes, and oils). Fume hoods or spray booths should be used if general lab ventilation is ineffective in handling flammable vapors, particulates, fumes, etc.
- **Protective eyewear** should be plentiful, ideally hanging up and highly visible when you enter the space. Scratched/damaged eyewear should be discarded if it impedes vision. Note from Science Safety – For hazardous chemicals, sanitized indirectly vented chemical splash goggles meeting the ANSI/ISEA Z87.1 D3 standard are to be worn during the set up, hands-on and take down portions of the activity. Safety glasses with side shields meeting the same ANSI/ISEA standard may be used with physical hazards such as tools, springs, wires, etc.
- **Aprons**. Depending on your application, you might want some slightly thicker or liquid-proof aprons. When working with simple craft materials, a regular pinafore should be fine to protect clothing.
- **Gloves** should be worn when handling chemicals, hot materials, or power tools, especially anything that may give off sparks. Simple gardening gloves will work just fine. (No plastic!). Use nitrile gloves when working with most hazardous chemicals. Use heat resistant gloves when using heat sources. For other types of situations, sample types of gloves are available on the Internet such as –
- **Footwear**. Make sure everyone has close toed shoes on at all times, as there are many hazards to bare feet in a workshop environment, including chemicals, debris, and dropped tools.
Source: [Future Learn](https://www.futurelearn.com/info/courses/build-a-makerspace/0/steps/39468)
**Categories:** 3D Printing
---
### [When Developing a Safer STEM Lab](https://sciencesafety.com/courses/makerspace/lessons/when-developing-a-safer-makerspace/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- The first step to take, no matter the kind of makerspace your community has, is to take the time to recognize the dangers and challenges in your own space. This means examining the tools and materials available in your space and doing your research. Power tools and fabrication equipment will present certain clear, obvious dangers that you must take into account. Some materials are dangerous in ways educators don’t expect.
- Test tools, materials, and projects ahead of time. Amber Creger of Arlington Heights Memorial Library in Illinois discovered this lesson the hard way when she set out to make DIY pinball machines in her library makerspace (See Resources section). “‘Who knew the glue could burn?’ she said. A trial run lets you work out the bugs before involving \[young learners\]” (Catalano).
- It is also crucial to remember that the danger/hazard/risk might not always be physical.
- Perhaps the most dangerous tool or material in your makerspace is a popular item that learners might not be inclined to share. This potential “emotional danger” can be just as detrimental to the learning process, and thus systems and protocols need to be put in place to help mitigate these risks.
### Safety Zoned Out!
Picture this scenario: In a STEM lab, three middle school students were standing together in a designated compound miter saw work safety zone. While the students were talking, but paying little attention to the miter saw, one of them decided to start the saw to cut a piece of wood. Unfortunately, the saw did a kickback action. A miter saw kickback occurs when the blade can’t cut the piece, and instead, it recoils the piece. It can be extremely dangerous, as the blade turns at a much faster speed. Because the crowded work area in front of the machine had little room to move, the machine operator could not escape fast enough, and the blade quickly cut two fingers off the operator’s hand.
This is one of several critical reasons STEM lab hazardous areas nearby machinery or equipment need to have safety zones, and the rule enforced about having only one machine/equipment operator in the space. Similar examples of work zone violations resulting in accidents have occurred during science labs, technology education/engineering labs, and other STEM lab–related activities. Safety zones are a critical aspect of all STEM education facilities.
### What Are Safety Zones?
You often see these yellow-and-black-striped “safety zones” either painted or taped on the STEM lab, technology education lab, and agriscience lab floors around power tool machinery. These zones are meant to be designed as three-dimensional spaces where only the operator and/or the instructor are to enter when the machine or other hazardous equipment is in use. Given that STEM labs usually have multiple power tools and other hazardous equipment, the safety zones should not interfere with an adjacent machine’s or hazardous equipment’s safety zone. It has also been recommended that there be a 28-inch walkway space between these machines/equipment when they are in operation.
However, remember that under Americans with Disabilities Act of 1990 (ADA) requirements/accommodations, walkway surfaces must be at least 36 inches wide and without abrupt level changes (no level change greater than ½ inch), and the surface must be stable, firm, and slip-resistant. Therefore, if you have a student with disabilities, make sure the ADA requirements are met in the appropriate lab locations. The purpose of the safety zone designations in yellow or yellow and black is to remind operators of potential slip/trip/fall hazards and resulting health and safety risks.
Additional potential safety issues associated with power tool machinery and/or other hazardous equipment areas, like a science workbench, that need to be taken into consideration might include noise levels, waste accumulation (e.g.., wood and/or metal shavings, and/or dust, chemical splash, and/or spills), formation of projectiles, saw blade kickback, and interference from other individuals standing too close to machine operators.
In addition, if power tool machinery is placed in a back-to-back position, there should be a physical barrier of some type so the student machine operators can’t reach across to the other machine’s safety zone (or catch hands and materials in moving machine parts). The same criteria may need to be applied to hazardous science workbenches in the STEM lab, which allow by design, pairs of student workers to face each other on opposite sides. This is especially critical when dealing with hazardous chemicals or biologicals.
Unfortunately, science laboratories generally do not make use of safety zones floor signage, given that they basically use bench lab furniture to carry out experimentation. However, it is critical that the bench lab furniture allows for an appropriate safer distance for experimenters facing each other on opposite sides. Some science lab benches can accommodate four students (two on each side) and have shelving barriers in the middle to help protect student workers facing each other on opposite sides from splashes and spills. Other science and STEM laboratories have smaller bench lab furniture that only allows two students to work on the same side next to each other.
Certainly, in all cases, personal protective equipment (PPE)—like safety glasses with side shields or indirectly vented chemical splash goggles as appropriate—also help to limit injury should an accident happen. It is critical for teachers to train and continuously remind/supervise students, whether in a science laboratory or STEM laboratory, to work only within a safer distance from chemical and biological hazards and lab equipment/materials during activities, whether or not there are safety zones formally marked on the floor.
### OSHA Floor Marking
The Occupational Safety and Health Administration (OSHA) addresses floor marking guidelines in detail under its [Walking-Working Surfaces standard #1910.22](https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.22). Floor markings help employers determine how and where there is a need to use them and make the worksite safer. These standards go well beyond machine safety zones on STEM lab walkway floors, including aisles, passageways, and so on. However, be aware that the OSHA Code of Federal Regulations (CFR) 1910.22, Walking-Working Surfaces, reads simply, “Permanent aisles and passageways shall be appropriately marked.” Check out the website [OSHA Floor Marking Standards](https://www.floor-marking-tape.com/osha-floor-marking-standards/#:~:text=OSHA%20Standard%201910.22%20dictates%20that%20all%20companies%20mark,which%20can%20lead%20to%20confusion%20about%20the%20subject) for additional information.
### Recommended Safety Zone Locations/Dimensions
As noted, OSHA technically has no specific standards on identifying or marking safety zones, other than using floor markings to help make the worksite safer. However, better professional safety practice can be used as a guide to help STEM lab designers/operators set up appropriate safety zones for the machinery/equipment. One example is as follows:
*Metal and Woodworking Machines*
*A. Tool Grinders. The optimum size safety zone for a grinder would be 60 inches wide and 28 inches deep. A non-skid safety zone area should be placed about 6 inches back from the area directly in front of the machine. A suggested location for the grinder would be next to a wall, at the end of a workbench, at the end of the welding booths, or back-to-back with a machine of similar type.*
Check out https://www.slosipe.org/media/documents/Safety\_Zones\_Around\_Machinery.pdf for additional recommendations about work zones for specific STEM lab machinery.
Additional schematics of recommended safety zones around machinery can be found at
[https://www.gov.nl.ca/education/files/k12\_curriculum\_documents\_skilledtrades\_safety\_zones.pdf](https://www.gov.nl.ca/education/files/k12_curriculum_documents_skilledtrades_safety_zones.pdf).
### Final Words
Assess the potential hazards and resulting risks of all machinery/equipment and recommended safety zones in the STEM laboratory. A roll of black-and-yellow tape or painted lines to designate safety zones on the floor (and non-skid strips near equipment that creates a lot of waste) are a minimal cost for something that can make students and their instructors aware of safety zones and potentially help limit expensive and serious accidents. Make sure the potential hazards and resulting risks are at an acceptable level as part of the decision for using such equipment in the lab. Equally important is the safety training and ongoing reminders/supervision for machine/equipment operators, including use of the safety zone only by one machine/equipment operator and the instructor.
**From Science Safety – Make sure the makerspace is secured with power lockout, tools locked up, no access, etc. when there is no adult supervision present.**
Source: [Maker Ed](https://microcredentials.digitalpromise.org/explore/makerspace-safety) , [NSTA ](https://www.nsta.org/blog/stem-lab-safety-zones-hazardous-areas)
**Categories:** Makerspaces
---
### [What is a STEM Lab? (3:57)](https://sciencesafety.com/courses/makerspace/lessons/what-is-a-makerspace/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Understanding that a STEM lab is a multi-purpose, cross-curricular environment that typically involves a combination of science equipment, tools, instruments, and raw materials is the first step to having a grasp of what is a ‘typical’ STEM laboratory environment. There are no two STEM labs that are the same — as they are uniquely designed and outfitted with the technologies and materials for meeting specific curricular outcomes and alignment with student capabilities. Some of these labs are known as ‘Makerspaces’ of ‘Fab-Labs’ or a newer term used is a ‘CLab’ (Collaborative Lab) which are usually designated by the school district. However there is a common focus from STEM labs, and that is to foster the innate curiosity of students and allow them a safer space to explore their science, technology, engineering and math skills while solving a problem or participating in inquiry-driven decisions involving critical thinking and the application of this understanding towards their project at hand.
There are many considerations for STEM labs and MakerSpaces including accommodations for students with additional needs, safety concerns, student behaviors and a host of other aspects surrounding the specific equipment used in the room such as 3D printers, cutters, and other devices used for student work. This module will help you to better understand the commonly used tools, equipment, apparatus and materials and provide you with the awareness needed to make informed decisions when conducting your hazard analysis and risk awareness for the planned activities in the laboratory. This short informational video will help to illustrate some of these important aspects for you as the STEM instructor.
Learn about how STEM labs are used to encourage students to think creatively and improve their problem solving skills.
Source: Dublin City Schools, Ohio
**Categories:** Makerspaces
---
### [Neurodiversity, Equity and Inclusion in Your STEM Lab](https://sciencesafety.com/courses/makerspace/lessons/neurodiversity-in-your-makerspace/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Students on the autism spectrum bring an incredible set of gifts into a makerspace. Need a teammate who lives and breathes computer programming, woodworking, or leathercraft?
Students on the autism spectrum can present with highly-focused attention on preferred activities. Need a student to challenge your assumptions? Need a student who can recall everything there is to know about a particular microcontroller or programming language? Students on the autism spectrum who have an affinity for making will bring a questioning and curiosity about conventional thinking and a strong recall of factual information. Recognizing these gifts, and leveraging them by providing these students with respectful team roles that exploit these strengths, will build confidence and social connections.
Students on the autism spectrum also have challenges. Often, they have high anxiety in social situations. Educators can help by modeling and moderating collaborative conversations between learners. Students on the autism spectrum can also be adversely affected by visual, auditory, and olfactory clutter as a benchmark of their neurodiversity. When this occurs, stimuli flood their senses with overwhelming amounts of information and might cause a student to shut down, become agitated, or remain constantly distracted. Educators can reexamine their makerspaces (often wild and creative spheres) with an eye toward mitigating this potential challenge for a neurodiverse student population.
### Leveraging Strengths and Managing Challenges
Makerspaces offer students with Tourette Syndrome a rare opportunity to discover a variety of interests — and the opportunity to discover their “thing.” Tourette Syndrome is a neurological difference characterized by repetitive movements and vocalizations called tics. Students with Tourette often find that intense flow states during some physical and mental activities, such as playing an instrument, sports, or making, will lessen their tics and make them manageable or negligible. A former student of mine found his flow state while cutting out intricate shapes with a scroll saw, even though he had intense tics involving his hands. Making offered him a place to shine. This replicable example featured the educator and student support team working with peers to explicitly teach inclusion and tolerance of differences while helping the student with Tourette normalize and manage his tics.
Students with Attention-Deficit/Hyperactivity Disorder bring many gifts into a makerspace. My students with ADHD are project butterflies, generating idea after idea after idea, bouncing between and contributing to team after team. These young people bring boundless energy, excellent problem-solving skills, and non-linear thinking. Instead of developing rigid classroom objectives and routines, I’ve added project-based and station-based approaches to my teaching to best capture the attention of my students with ADHD, and best channel their productivity. I can help them find success, not by buttressing or developing their weaknesses, but by leveraging their strengths.
Leveraging strengths and managing the challenges are two keys to running a successful makerspace (or any classroom, really) with neurodiverse learners. Different brains bring different and exciting strengths into the makerspaces, and educators must utilize these gifts to build their students’ competence and confidence. By examining our classroom structure, practicing empathy, and problem solving with our colleagues and students, we can manage the impact that challenging behaviors may have in the makerspace. In creating inclusive spaces for young people, we model the inclusivity we want for our students as adults.
Source: [Edutopia](https://www.edutopia.org/blog/encouraging-neurodiversity-in-makerspace-classroom-patrick-waters)
**Categories:** Makerspaces, Autism
---
### [Laser Cutter Pre-Check](https://sciencesafety.com/courses/laser-cutters/lessons/laser-cutter-pre-check/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/08/laser_cutter_preuse_checklist.pdf)
**Categories:** Lasers
---
### [Student Project with Laser Cutting](https://sciencesafety.com/courses/laser-cutters/lessons/student-project-with-laser-cutting/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
**Categories:** Lasers
---
### [Laser Safety Ratings](https://sciencesafety.com/courses/laser-cutters/lessons/laser-safety-ratings/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Laser safety should be a priority in any environment, but especially in the classroom. Follow the recommendations on the safe use of lasers and laser products in your school which may be outlined in the Chemical Hygiene Plan (CHP) already. Contact your program and/or occupational health and safety team for clarification on the use of lasers in the school.
Lasers are classified for safety purposes based on their potential to cause injury, and are rated from Class 1 (safest) to Class 4 (least safe).
Most lasers used in schools are in the Class 2 rating because they are safety interlocked, and will not fire when the cabinet door is open.
A Class 4 laser is one that is not interlocked and can be operated with openings into the laser cavity. These may include pass-through capabilities, where an opening allows you to extend a product outside the laser’s work area. This provides an opening for the laser beam to escape and potentially harm the laser operator. Class 4 laser systems also have additional safety requirements, including safety interlocks on doors where the laser system is operated and the appointment of a laser safety officer.
Source: [Epilog Laser](https://www.epiloglaser.com/resources/e-brochures/lasers-in-education-guidebook.pdf)
**Categories:** Lasers
---
### [Types of Laser Cutters](https://sciencesafety.com/courses/laser-cutters/lessons/types-of-laser-cutters/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Since they are a fully enclosed and interlocked systems, laser cutters are normally a low-risk, Class 1 lasers in accordance with ANSI Z136.1 Safe Use of Lasers. These devices are safe when used as designed, without manipulating the safety features, and are exempt from UW laser registration and other control measures.
HOWEVER, the lasers embedded inside the enclosed system are often Class 3B or Class 4 lasers, which emit high energy laser beams capable of causing serious eye and skin injury if the beam is not contained within the device.
Therefore, safety interlocks should never be bypassed without permission from Radiation Safety.
Laser cutters must be obtained from a reputable suppliers and must be in full compliance with the FDA regulations.
Text Source: [University of Washington](https://www.ehs.washington.edu/system/files/resources/laser-cutter-safety.pdf)
Image Credit: Suntik H Panchal, Wikimedia Commons
**Categories:** STEM, Lasers
---
### [Laser Cutter Light Hazard](https://sciencesafety.com/courses/laser-cutters/lessons/laser-cutter-light-hazard/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
The invisible high energy laser beam can cause severe eye damage, including blindness and serious skin burns.
The doors are interlocked such that the laser beam will be disabled when the doors are opened. This will completely contain the laser beam under normal conditions.
The invisible high energy laser beam can cause severe eye damage, including blindness and serious skin burns. The
doors are interlocked such that the use.
Improper use of the controls and modification of the safety features may cause serious eye injury and burns.
DO NOT modify or disable any safety features of the laser system.
DO NOT operate the laser unless all covers are in place and interlocks are working properly.
DO NOT look directly into the laser beam.
Source: [University of Washington](https://www.ehs.washington.edu/system/files/resources/laser-cutter-safety.pdf)
**Categories:** Lasers
---
### [Laser Cutter Fire Hazard](https://sciencesafety.com/courses/laser-cutters/lessons/laser-cutter-fire-hazard/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
The high intensity laser beam can produce extremely high temperatures and significant amounts of heat as the substrate material is burned away while cutting.
Some materials can catch fire during cutting operations creating fumes and smoke inside the device.
Dirt and debris may cause fire and a poor quality cut or mechanical component failure
It is important that users remain with the laser during operation to ensure that any flare‐ups/ flame are properly contained and extinguished.
Obtain the Safety Data Sheet (SDS) from the material’s manufacturer when handling or processing the materials.
Text Source: [University of Washington](https://www.ehs.washington.edu/system/files/resources/laser-cutter-safety.pdf)
Image Credit: Ptmtechnology, Wikimedia Commons
**Categories:** Lasers
---
### [Laser Cutter Air Contaminants Hazard](https://sciencesafety.com/courses/laser-cutters/lessons/laser-cutter-air-contaminants-hazard/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Laser cutters will generate fumes, vapors, particulates, and metal fumes from substrate that can be highly toxic (plastics and other combustible materials).
All laser cutter systems must be equipped with a fume exhaust system and filtration system that meets manufacturer specifications.
These fumes or air contaminants can damage the machine and harm your health. If the air filter or exhaust system is malfunctioning, immediately stop operating the laser cutter and notify your supervisor.
Filters must be changed regularly according to the frequency of use or as specified by the manufacturer.
DO NOT cut a material that has not been approved by the manufacturer.
DO NOT use a laser cutter with a malfunctioning exhaust system or clogged air filter.
Source: [University of Washington](https://www.ehs.washington.edu/system/files/resources/laser-cutter-safety.pdf)
**Categories:** Lasers
---
### [Laser Cutter: Ongoing Maintenance](https://sciencesafety.com/courses/laser-cutters/lessons/laser-cutter-ongoing-maintenance/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
There is a variety of ongoing maintenance that needs to be considered when adding a laser system to your educational facility. Keeping the machine well maintained can add years of use. Read and follow the instructions and maintenance suggestions from the manufacturer and identify and report any irregularities at once and do not allow the laser cutting tool to operate until it is in 100% safer working order.
Below is a list of common cleaning tasks that, when done regularly and properly, can help extend the life of your laser.
- Keep the Lenses Clean
- Wipe off the lenses once a week (or whenever they are dirty, depending on the usage). To clean the optics use a high-quality cotton swab moistened with the optics cleaner supplied in the accessory kit.
- Clean the Linear Encoder Strip
- On some systems you’ll have a linear encoder strip that needs to be cleaned approximately every 90 days.
- Debris in the System
- This is one of the most important cleaning processes that should be done regularly. Dust and debris that builds up in the system can damage many components of the system and should be removed regularly. Have students get into the habit of wiping down the machine regularly.
- Emptying the Vector Cutting Table
- Debris also gets collected in the system’s cutting table. This debris can build up over time and can become tinder if it is allowed to build up too much inside the table. Empty the vector table daily to keep your system safe from this danger.
- The Laser Tube
- The true consumable on the system is the laser tube, which needs to be recharged or, depending on the type of system, replaced. Glass laser tubes tend to need to be replaced every 3 to 12 months. Metal laser tubes tend to need to be recharged every 3-5 years. Depending on wattage, recharging a metal laser tube can range from approximately $1,200 to $2,200.
Source: [Epilog Laser](https://www.epiloglaser.com/resources/e-brochures/lasers-in-education-guidebook.pdf)
**Categories:** Lasers
---
### [Teaching Science & STEM Remotely](https://sciencesafety.com/courses/science-stem-from-home/lessons/teaching-science-stem-remotely/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
With the advance of the COVID-19 pandemic during the latter part of the 2019-2020 academic year, virtual learning became the viable alternative in many school districts nationwide.
In this venue, some science/STEM teachers considered and adopted hands-on activities to be completed remotely at home by students.
During the 2021 school year, there probably will be a continued need for such home-based, hands-on activities. This actually is not new. Teachers have assigned home activities for years, such as science fair projects, extra-credit work, general classroom homework assignments, and more.
The bottom line is this: Whether hands-on activities are done in a formal academic school laboratory or out in the field or at home, all modes are a springboard for developing scientific concepts and methodology.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Remote Science
---
### [Choice of Activity](https://sciencesafety.com/courses/virtual-activity-selection/lessons/choice-of-activity/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Activities assigned must not only be aligned with the curriculum, but also support legal safety standards and better professional safety practices.
Whether the teacher is on-site or not, any hands-on activity assigned introduces teacher liability, should someone get injured.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
---
### [Using Chemicals in a Remote Environment](https://sciencesafety.com/courses/preplanning-at-home-safety-protocols/lessons/using-chemicals-in-a-remote-environment/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
Chemicals required outside the formal lab should only involve common, but safer household products. These should have a relatively low safety classification on the Safety Data Sheet (SDS). For example, vinegar commonly used on salads has a safety label of 2. If used, appropriate personal protective equipment (PPE) such as indirectly vented chemical splash goggles must be used. Under duty of care, teachers need to provide SDSs as part of the assignment.
Keep in mind that not all households will have the needed common household goods to conduct a lab. What may be common to the instructor may not be common to the students and their families. Families may not have access to the stores where they can purchase the materials. Some families may not be able to afford buying materials to use in the laboratory.
Safety Data Sheets should be reviewed before indicating the use of any household substances in an activity.
Do not allow students or their families to use substitute materials, especially chemicals, without the teacher’s approval. Substituting materials can lead to dangerous situations. This can also occur if the student switches brands, as different brands have different ingredients. If the student cannot get the materials that are required to conduct the experiment, provide an alternative learning assignment.
Correct cleanup and disposal procedures should be enforced to maintain the safety of the areas being used in the laboratory activity. These procedures should be documented as part of the learning activity.
Source: [NSTA](https://sciencesafety.com/wp-content/uploads/2023/12/Safety-for-Hands-On-Science-Home-Instruction-_-NSTA.pdf)
**Categories:** Chemistry, Chemical Hazards, Remote Science
---
### [Duty of Care: Bunsen Burners](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/duty-of-care-bunsen-burners/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
**Gas Burners:** The most common heating source used in academic science laboratories is the gas burner (e.g.., Bunsen burners, Tyrell burners). The down side is that it is hard to control the exact temperature of gas burners, and the use of flammable gas in the lab can lead to accidents. **Heating organic, flammable liquids such as alcohol with active flames can cause a potential fire and should NEVER occur in the K12 laboratory.**
As such, gas burners should be used primarily for heating non flammable solvents such as water or aqueous salt solutions. A safer gas burner alternative is the portable butane lab burner, which is safer because of it is less likely to fall over. It also delivers trigger ignition, an easy-grip handle, and a simple on/off control. Follow the procedures outlined in your local Chemical Hygiene Plan and use the approved equipment in your science department according to the legal, and professional safer practices and manufacturers safer operational directions for the specific burners you have on-site ( that correspond to the fuel gas you are using – meaning you cannot safely use a propane burner with natural gas and vice-versa).
**Safety Protocols for Using Gas Burners**
After selecting the appropriate heating source, be sure to follow the necessary safety precautions. Before lighting each heat source, tie back long hair, wear short sleeves or tight-fitting clothing, and use safety goggles. Model the proper bunsen burner safer techniques with your class before allowing them to proceed independently and encourage students with any difficulty to ask for help from you before proceeding with their experiment. **Reminding students about the safety procedures involved with the use of open flames in the lab including the location of fire safety equipment is critically important prior to the activity starting. It is your Duty of Care responsibility to demonstrate the behaviors you want to see in the room including SAFER PRACTICES.**
**Gas Burners**
• Use only the appropriate burner type for the gas source—e.g.., natural gas versus bottled gas.
• Know the location of the master gas shut-off control. Make sure it is operational before using the gas delivery system in your laboratory.
• Use only burner tubing connectors that meet the American Gas Association standards. **Do not use latex tubing!**
• Inspect the burner and hose for any defects and remind students to do the same.
• Use only ceramic-centered wire gauze on the tripod, not an asbestos-centered pad.
• Use a safety lighter or match to light the burner. Carefully bring the flame up the side toward the top of the barrel while slowly turning on the gas.
• If the gas lights at the base of the burner, shut it down immediately.
• Adjust the flame to the appropriate height and color—i.e., a medium blue flame.
• Remember the gas burner is metal and will get hot. Do not handle it until it cools.
• Never lean forward or reach over the flame.
• **Never leave the flame unattended.**
This video from Ontario Tech University goes over bunsen burner safety and demonstrates lighting the burner.
**Note about the video:** In the “How to light a Bunsen Burner” they talk about pulling hair back, but the person has hair hanging over the front of her face!
**Categories:** Heat Safety
---
### [Robotics Safety Acknowledgement Form](https://sciencesafety.com/courses/robotics/lessons/robotics-safety-contract/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
Baldwin High School
Technology Education Department Safety Rules – Robotics
1. No loitering around the doorway or in the hallway. Enter the classroom and be prepared for class. You will be marked late if you are not in your assigned seat when the bell rings.
2. You must bring all your material to class each day and have them ready for each day’s activity.
3. Remain silent when there is an announcement on the P.A. system.
4. If I must leave the classroom because of an emergency, all work will stop immediately and students will go to their assigned seats and wait quietly for instructions from whoever is supervising the class.
5. Any student not paying attention or causing a disruption during a class session will be considered a safety hazard to other class members. He/she will be immediately removed from the class for that session. “Horseplay” of any type will not be tolerated.
6. All tools will be returned to their proper storage places and not among your projects that you are working on at the end of the class period.
7. You are responsible for cleaning up your assigned work area before the end of class.
8. Report all injuries to your teacher, no matter how slight.
9. Report any broken tools, machinery, or other equipment immediately. Students will be held accountable for any tools, equipment, or books intentionally damaged or lost.
10. Do not use any equipment or machinery unless you have been instructed in its use and are sure of what you are doing and have been authorized by the teacher to use it.
11. All loose clothing must be tucked into pants, sleeves rolled up, and jewelry must be removed in order to prevent injuries when using the classroom tools and machines. Sandals are not permitted.
12. In accordance with NYS “Eye Safety Regulations”, every student, teacher, and visitor is required to wear appropriate eye protective device whenever participating in or observing any activities that take place in a Technology Education classroom.
13. You must not remove anything from the classroom that does not belong to you. Do not remove anything from the teacher‘s desk, office or storage area without permission of the teacher.
14. Do not throw anything in the classroom. Do not write on the desks, table tops, drafting boards or
other school property. Do not damage in any way school property.
15. There are NO FOOD / DRINKS allowed in this classroom.
Refusal to follow any of these classroom rules or regulations will require disciplinary actions taken.
CONSEQUENCE FOR BREAKING CLASSROOM RULES (not in any special order depends on the problem
and severity) – Verbal Correction or Warning – Student Conference – Phone Call Home – Guidance Counselor
Notified -Sent to DOSO – Referral Written – Removal from Class
I have reviewed the above Technology Education Class Safety Rules and I fully understand them.
Student Name (Print) Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Class Period \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Student Name (Signature) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Source: Baldwin Schools
**Categories:** Robotics
---
### [Why Robotics?](https://sciencesafety.com/courses/robotics/lessons/why-robotics/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
Robots have always been a captivating piece of technology, programmable to move, make noise, light up, and follow instructions as directed. There is nothing quite as fun — and educational — as building one’s own robot and setting it through the paces of a race, an activity or a challenge.
In the school setting, robots encourage problem-solving, creative thinking, and a healthy sense of competition that drives innovation from students.
Programming and other STEM concepts can seem very abstract, especially to younger students. Reading about technology or robotics in a book is perhaps the traditional way to learn, but putting that theory into practice by building or controlling a robot is hands-on learning that sticks around for the future. It also takes teamwork to make a robotics project run smoothly, and that’s a skill everyone needs.
That doesn’t mean that robotics is an easy part of STEM. In fact, this education technology can be a challenge for some learners — but a good challenge. As students improve with robotics and programming, they learn determination, perseverance, and how to plan and process with technology. These are all skills that will further their continuing education, and their future career prospects.
As another benefit, robotics is a widespread education technology that could lead to more community and educational opportunities. From robotics competitions to showcases for friends and family, robotics drives community involvement, giving students something of which they can be proud.
Source: DriveMind Group
**Categories:** Robotics
---
### [Robotics Team Helps Frontline Workers (2:20)](https://sciencesafety.com/courses/robotics/lessons/robotics-team-helps-frontline-workers/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
Students from a Detroit area high school used their critical thinking problem solving skillsets to design and manufacture a device for use during the pandemic to help in keeping medical staff safer. The video highlights exactly how they did this task, and the benefits to the front-line workers.
Source: NBC4 Detroit
**Categories:** Robotics
---
### [Preservatives and Preserved Materials in IB Biology](https://sciencesafety.com/courses/biology-educators/lessons/preservatives-and-preserved-materials-in-ib-biology/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
The use of dissection specimens in science programs is very common, and a mandatory aspect of most science courses. The benefits of being able to visualize the interconnections of various systems (circulatory, nervous, MSK, digestive, reproductive) found within biological specimens is illuminating for students and helps set the foundation for understanding our own anatomy and physiology. These are some of the most impactful science investigations that students perform in the biology laboratory. Your role as the biology instructor is to facilitate their inner curiosity and allow them to explore these systems under strictly monitored controlled environments while meeting their biology program objectives.
**Locally Obtained Dissection Specimens:** Understanding that there are very few educational institutions that would allow for the use of non-certified specimens (those locally obtained by the teacher, student, or relative) in school science laboratories since the potential for contamination, disease or exposure is too high. Some college and university programs will allow these locally obtained specimens to be used under extremely rigid safety protocols involving extensive PPE, decontamination, and hygiene protocols to prevent possible problems. Fresh beef, pork and lamb organs and tissues are commonly used for dissection. Chicken, on the other hand, often carries Salmonella, and is not a good option for dissection work except if well-cooked or boiled. Organs and tissues obtained from slaughterhouses or store meat departments will have been inspected for infectious agents. If kept refrigerated they should be stable for 10 to 14 days; handle as you would fresh meat. High-risk materials, such as animal tissues that potentially carry infectious agents, are federally controlled by the Health of Animal Regulations. For example, these regulations have recently placed restrictions on the availability of tissues and organs, such as eyes, from the heads of cattle because of bovine spongiform encephalopathy (BSE). Currently, all head tissues and organs from cattle over 30 months of age are to be removed and condemned; cattle under 30 months old are considered non-infectious. The Canadian Food Inspection Agency (CFIA) and the US Department of Agriculture and the CDC have strict regulatory guidelines and health protocols to follow to protect the citizen food supply chain and in turn the science laboratories.
**Commonly Used Dissection Specimens:** A typical secondary school biology program offers a range of invertebrate and vertebrate specimens to students along their progression in understanding various biotic concepts and gaining a deeper understanding of biological systems. Many schools have some dissections that are performed in grades 9-10 involving earthworms, grasshoppers, crayfish, perch, grass frogs and other smaller specimens. The senior biology classes often benefit from having those dissection experiences and build on those as they perform dissections on rats, fetal pigs, organs such as eyes, brains, and hearts, and possibly more complicated specimens depending on the program and the school. These preserved materials (dissection specimens) should only be purchased from an approved science supplier who can demonstrate that their specimens were obtained properly using registered harvesters, and that these specimens are preserved appropriately and all potential sources of viral, bacteriological, and pathological contamination have been removed, resulting in a safer specimen for students to handle.
Many activities in biology classes require the use of chemicals. As with any use of chemicals, incident prevention depends on assessing and minimizing risks related to the specific chemical hazards present. General steps for reducing potential risks include:
- Choosing the safest chemicals possible and safer dissection specimen selection for use in the laboratory.
- Being aware of potential hazards. (performing a hazard analysis and risk assessment PRIOR to the activity and resulting safety actions to manage risks)
- Instructing students on proper specimen handling and dissection procedures and ensuring they are followed.
- Using appropriate personal protective equipment,(PPE including ANSI/ISEA Z87.1 D3 certified safety goggles, nitrile gloves and a rubberized lab apron at a minimum for all occupants)
- Having appropriate safety equipment available and accessible during the activity
**Accidental infections:** specimens and cultures The most frequent known causes of laboratory-acquired infection are oral aspiration through pipettes, animal bites or scratches, and animal contact. Other common causes include cuts or scratches from contaminated glassware, cuts from dissecting instruments, spilling or dropping cultures, and airborne contaminants entering the body through the respiratory tract.
**Use of human tissue and fluid specimens:** All activities involving the extraction and analysis of human fluid or tissue samples are to be conducted with due care to avoid cross contamination and exposure. This practice applies to all activities involving extraction of human tissue and fluid samples, including cheek cells, blood, saliva and urine. Alternative materials that schools may want to consider in place of these samples include prepared slides and simulated urine and blood. These materials are available from scientific and educational suppliers. In some instances, other mammalian, amphibian or reptilian sources may be substituted. There are also excellent videos, computer software and Web site resources available on these topics
**Dissection Specimens:** Dissection Animals and organs for dissection come in either fresh or preserved form. Three potential hazards that exist with dissections are infections and accidental cuts from sharp scalpels and exposure to preservation fluid. Refer to the SDS for the hazards associated with the preservation fluid, safe handling instructions, and any personal protective equipment that may be required. \*this accompanies the shipment and is also available online from the supplier. Teachers should also give careful consideration if curricular needs can be met through dissection alternatives such as online videos, virtual dissections or other technology enabled versions that allow students the experience of performing the dissection activity. .
**Preserved specimens:** Specimens sold for dissection commonly come in an alcohol-based solution which avoids the need to use formaldehyde or formalin which was a preservative used traditionally for biology departments. It was widely used, and noticeable with a specific odor often associated with it. **99% of all preserved specimens that are sold today for school science programs contain minimal amounts of formalin or none at all due to the known carcinogenic properties of formaldehyde. Reliable science suppliers will have signage and notices regarding the fixatives and preservatives used in their process which will allow you to make an informed decision about the 95% or 100% formalin-free specimens to purchase for use in your lab.** Performing dissections requires an understanding of the specimens, their physical structures and systems, as well as safer handling procedures.
Specimens should be removed from the shipping solution using safety gloves and tongs, and rinsed thoroughly before proceeding with room temperature water. If smaller numbers of specimens are required, vacuum-packed specimens may be a good alternative. Disposal of alcohol-based preserved specimens can be done via routine solid waste disposal methods such as the trash or local landfill in accordance with the procedures specific to your location often found in your Chemical Hygiene Plan or Safety Manual for your school district. If there is an issue with a specimen, it will appear and smell different (*often foul indicating that it is NOT safe to handle or use*). There should be minimal odor from a healthy, well-preserved dissection specimen and if there is anything wrong with the specimen, it cannot be used with students or colleagues since it could be a source of multiple health concerns. Dispose of the specimen(s) by following your protocols for specimen waste handling. Double or triple bag this bad specimen to contain the source of the odor and possible contaminant.
Formalin-based specimens, on the other hand, must be sent to a government approved waste facility. **These include older not-used specimens in vacuum packages or pails from suppliers, whether opened or not. This also includes the biological specimens in jars for student observation from the 1970’s, 1980’s, 1990’s and early 2000’s since many of these were preserved in formaldehyde solution.** These collections were very popular for demonstrating order, genus, species, and family in biology to students. \*If the solution is a tan / gold / yellowish color and has dropped below the top of the jar, it is quite likely formalin-based.\* This formalin has been off-gassing into your lab for years, and it is recommended to be disposed of by your local hazardous waste disposal company when they perform their chemical ‘clean-sweep’ or scheduled chemical waste disposal in your building.
Sources:
Science Safety
[WorkSafeSask](https://www.worksafesask.ca/wp-content/uploads/2014/01/7-Chapter-5_FINAL_web.pdf)
Image Credit: Daderot, Wikimedia Commons
**Categories:** Biology
---
### [Cleanup and Disposal in IB Biology](https://sciencesafety.com/courses/biology-educators/lessons/cleanup-and-disposal-in-ib-biology/)
**Published:** August 4, 2021
**Author:** admin2025Open
**Content:**
- Rinse specimens in water before dissection begins.
- Students should not wear contact lenses because vapors from the preservative may cause eye irritation.
- Remind students to wear goggles when dissecting, just in case some fluid squirts from the specimen.
- Provide plenty of hand towels for cleanup. The custodian should supply paper towels.
- Any student who does not want to participate in the dissection must be provided an alternative such as a virtual or simulated dissection.
- Provide papers or plastic bags for the students to wrap or place the remnants in before placing in the trash bin.
- These specimens are not considered hazardous waste and can be placed in with regular garbage.
- It is a good idea to notify the custodial staff when dissections are taking place and that biological waste will need to be removed.
**NOTE:** Any leftover jars or containers of preserved specimens that are not going to be used should be included with other unwanted chemicals for removal.
Source: [UFT](https://www.uft.org/chapters/doe-chapters/lab-specialists/you-should-know/dissection-practices-disposal-dissected-and-unused-biological-specimens)
**Categories:** Biology, Sanitization, Waste Management
---
### [Robotics Club in Junior High (3:48)](https://sciencesafety.com/courses/robotics/lessons/robotics-club-in-junior-high-348/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
This video is a verified example of student engagement and innovation resulting from an integration of creativity, engineering, technology and critical thinking. There are some clear examples of how using robotics technology in school can stimulate student curiosty and provide a platform for future success.
Source: Tulsa Public Schools
**Categories:** Robotics
---
### [High School Biotech Program](https://sciencesafety.com/lessons/high-school-biotech-program/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
**Categories:** Biology
---
### [Make Lab Safety a Priority (2:28)](https://sciencesafety.com/courses/live-animals-in-the-classroom/lessons/live-animals-in-the-classroom/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
Many classrooms benefit from the use of live animals in the classroom and use this as a springboard for student curiosity and interest into the living world surrounding them. This is only permitted in the areas with a policy allowing the use of live organisms in the classroom and where there are curricular connections which justify their presence in the laboratory. Only when there is a combination of a hazard analysis, risk assessment, curricular expectations and alignment with the school district policy on the responsible use of animals will this be allowed to occur.
The safety considerations are significant and so are the daily responsibility for proper animal care for each animal in your laboratory. There also needs to be redundancy care provisions in case you, as the primary care person, are away due to a field trip, illness or personal event.
There are student benefits from the safer use and introduction of animals in the classroom balanced against any potential allergies, bites, scrapes, or other issues arising from having an animal in the room. This video highlights some of these aspects about responsible animal management in the laboratory.
In an animal science program in Arlington, Virginia, students get actual hands-on experience learning how to care for animals.
Video Credit: VOA
Text Source: Science Safety
**Categories:** Animals
---
### [Responsible Use of Animals in the Lab](https://sciencesafety.com/courses/live-animals-in-the-classroom/lessons/live-animals-learning-goals-and-objectives/)
**Published:** August 5, 2021
**Author:** admin2025Open
**Content:**
Based on the Safer / Responsible Use of Animals Policy in your school or district will determine whether these are acceptable for use in your science program. If the responsible use of animals is permitted, there should be some genuine learning goals associated with having these creatures in your laboratory rather than just as a distraction or a classroom pet. There must be educational utility (meaning that there is value to your students) for having animals in the classroom. Many schools have allowed the safer use of animals due to their impact on student development and learning.
Having a live animal in the classroom, whether it is a terrarium with reptiles, turtles or frogs, or whether it is an aquarium with fish, or even a hamster has inherent hazards and risks. The core reason for the organism being in the classroom is to demonstrate that living specimens can be used to demonstrate biotic processes and allow students to observe natural phenomena and animal actions from a passive perspective.
Having connection to the curricular outcomes, and specific learning goals will help you as the teacher to make decisions about whether or not having an animal in the room would benefit the students or be a distraction. The learning outcomes for your students are typically written to meet objectives along a linear progression but do not always address the interactions of students when safely handling or caring for these animals and providing a tactile experience for them. When there are direct connections to the curricular expectations it is a much easier justification to have these animals in the classroom for the benefit of the student learning experience.
The benefits of having animals safely secured in their habitats in your room are many including the spark that may increase the curiosity of students interest, a meaningful way to help students develop empathy using their SEL perspectives, and will assist students through making those passive observations and anecdotal references as well as prescribed observations for evaluating if the animal is getting the proper amounts of food, water, warmth, sunlight, waste management and other learning goals associated with having live organisms in the classroom.
Source: Science Safety
Image Source: [Unsplash ](https://images.unsplash.com/photo-1520301255226-bf5f144451c1?ixlib=rb-4.0.3&ixid=MnwxMjA3fDB8MHxwaG90by1wYWdlfHx8fGVufDB8fHx8&auto=format&fit=crop&w=873&q=80)
**Categories:** Animals
---
### [Disposal of Sharps](https://sciencesafety.com/courses/biological-waste/lessons/disposal-of-sharps/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
What Strategies Exist to Eliminate Sharps Injuries?
- Eliminate or reduce the use of needles and other sharps
- Use devices with safety features to isolate sharps
- Use safer practices to minimize risk for remaining hazards
Obviously, the risk for sustaining a sharps injury is eliminated when needles or other sharp objects are substituted with alternative needle-less systems. We also discussed many types of safer sharps devices and various methods for isolating sharp objects through engineering controls.
Even when these strategies are used, safe work practices must be employed.
Sharps Safety Practices
- Be prepared
- Be aware
- Dispose with care
During cleanup following a procedure, you should:
- Be accountable for sharps you use. You should dispose of any sharp object that you personally use.
- Visually inspect procedure trays or other surfaces (including patient beds) containing waste materials for exposed sharps used during a procedure before handling them.
- Look for sharps that may have been left inadvertently after the procedure.
- Transport reusable sharps in a closed container.
- Secure the container to prevent the spillage of contents.
While disposing of sharps:
- Visually inspect the sharps container for hazards caused by overfilling. You should also make sure the sharps container being used is large enough to accommodate the entire device.
- Keep your hands behind the tip of any sharps.
- Avoid bringing the hands close to the opening of a sharps container. Never place hands or fingers into a container to facilitate disposal of a device.
After disposing of sharps, you should:
- Visually inspect the outside of waste container for evidence of protruding sharps. If found, notify safety personnel so they can appropriately dispose of the sharps container.
- Replace sharps containers before they become overfilled. If a sharps container is overfilled, place a new container and use forceps or tongs to remove protruding devices and place them in the new container.
- Keep filled sharps containers awaiting final disposal in a secure area.
If you encounter improperly disposed sharps in the work environment, handle them carefully. Keep your hands behind sharps at all times. Use a mechanical device to pick up sharps if they cannot be handled safely.
Sources:
[CDC Sharp Safety](https://www.cdc.gov/infection-control/hcp/sharps-safety/program-workbook.html)
Science Safety
**Categories:** Waste Management
---
### [When Is Eye Protection Required?](https://sciencesafety.com/lessons/when-is-eye-protection-required/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
According to the NSTA, eye protection is required for any laboratory or field activity (e.g.., setup, hands-on activity, takedown, cleanup, and hand washing). This will include impact resistant approved safety glasses and also certified safety goggles with indirect vents.
Eye protection is required (but not limited to) when there are biological, chemical and/or physical hazards with resulting assessed risks, such as:
– Working with hazardous biological (e.g.., bacteria), chemical (e.g.., corrosives, flammables), or physical (e.g.., glassware, electrical equipment) materials
– Working with materials or equipment under stress, pressure, or force that might cause fragmentation or flying particles
- Doing an activity that generates projectiles, or uses elastic materials under stress (e.g.., springs, wires, rubber, glass) or causes collisions
- Creating dust or fumes
- Working with thermal hazards or heating sources (e.g.., Bunsen burner, hot plate)
- Using preserved or live specimens
- Working with meter sticks or other lever systems
Appropriate safety action like selecting and using eye protection ANSI/ISEA Z87.1 D3 – 2020 coded safety goggles with indirect venting must be accompanied by adequate instruction on the hazards of the particular activity (hazards analysis) and on the precautions to be followed to reduce the risk of injury (risk assessment).
**Contact Lens Recommendations:**
Teachers and students can wear contact lenses as long as certified ANSI/ISEA Z87.1 D3 – 2020 indirectly vented chemical splash safety goggles are worn during the activity to protect the eyes.
Source: [2019-2020 Alabama K-12 Science Safety Guidelines](https://drive.g.oogle.com/file/d/1kuYJAEr93MlhFympkvtrq6ACLhYrWZKo/view)
**Categories:** Elementary School, High School, Middle School, Eye Safety
---
### [Cleaning Safety Goggles and Face Shields (2:10)](https://sciencesafety.com/courses/eye-protection/lessons/cleaning-safety-goggles-and-face-shields-example-210/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Source: Flanders Research Institute for Agriculture, Fisheries and Food (ILVO)
**Categories:** Eye Safety, Cleaning
---
### [ UV Sanitizers](https://sciencesafety.com/lessons/uv-sanitizers/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
UV sanitizers are usually used only in upper grades, but may also be found in an elementary school.
The UV sanitizer requires a minimum of five minutes to kill 99% of the bacteria.
The UV sanitizer does not remove dirt, debris or chemicals and a safety mechanism must be in place to automatically shut off the UV light source should one of the doors be accidentally opened during operation.
Source: [2019-2020 Alabama K-12 Science Safety Guidelines](https://drive.g.oogle.com/file/d/1kuYJAEr93MlhFympkvtrq6ACLhYrWZKo/view)
**Categories:** Sanitization
---
### [Class Size](https://sciencesafety.com/lessons/class-size/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
The National Science Teaching Association (NSTA) recommends a maximum of 24 students in a laboratory class.
The 2015 Alabama Course of Study: Science also states, “to address the safety issue, professional organizations of science teachers recommend that science laboratory classes not exceed 24 students” (p. 8). These students must have immediate access to the teacher.
Large class size as a result of increased enrollment or budgetary constraints is an important issue for science teachers, since safety problems increase with larger class size.
Not only does the chance of an accident increase as more students move about the room carrying equipment or chemicals, but direct supervision and instruction by the teacher becomes difficult in large classes.
The presence of too many students in a lab can also create problems when they have to wait too long for
chemicals and equipment or have too much down time.
Under these circumstances, boredom sets in and increases the possibility of someone removing safety goggles, engaging in horseplay, or otherwise violating safety rules causing increased risk of an accident. (NSTA, 2014b)
Source: [2019-2020 Alabama K-12 Science Safety Guidelines](https://drive.g.oogle.com/file/d/1kuYJAEr93MlhFympkvtrq6ACLhYrWZKo/view)
**Categories:** Lab Safety
---
### [Microscopes and Covid-19 in IB Biology](https://sciencesafety.com/courses/middle-school-science/lessons/microscopes-and-covid-19-in-ib-biology/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
As the COVID-19 virus has been found in eye secretions, it is important to review and make sure that all microscope users are following proper microscope hygiene including sanitation and disinfection protocols.
The following guidelines outline best practices in microscope hygiene. These guidelines may also be used for any laboratory instrumentation that includes eye-pieces (ocular lenses).
The following procedures should be performed before and after using the instrument. This ensures the safety of both the current and next user. It is imperative that you sanitize your microscope both pre and post usage for this reason.
1. Wash your hands with soap and water. If you would like to wear gloves while using the instrument, you must clean your gloves with 70% isopropanol or 70% ethanol.
2. CLEAN WHILE THE INSTRUMENT IS TURNED OFF!
3. Spray lens paper (NOT any other type of wipes or clothes), with the isopropanol or ethanol. DO NOT SPRAY THE INSTRUMENT DIRECTLY! SPRAY THE LENS PAPER! Wipe down the eye pieces, including the glass lenses and rubber gaskets around the eye pieces (if applicable to the system you are using). If you can, temporarily remove rubber gaskets around the eye pieces during times of disease outbreak.
4. Spray lens paper and wipe down the keyboard and the mouse.
5. Spray lens paper and wipe down other common touch points on the system, which may include components such as focus knobs or stage controllers.
**Additional best practices that we encourage:**
1. Consider wearing goggles if using the eye pieces. If you wear glasses, this physical barrier is also useful.
2. During the COVID-19 outbreak, if your microscope is equipped with a camera,
consider using it for all visualization instead of using the eye pieces.
3. Wash your hands with soap and water after completing your work on the instrument.
Source: [Clemson University](http://media.clemson.edu/research/EMF/Microscope%20Hygiene.pdf)
**Categories:** Biology, Covid 19, Sanitization, Lab Equipment
---
### [Earthquake Response Plan Components](https://sciencesafety.com/courses/earthquake-preparedness/lessons/earthquake-response-plan-components/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
The earthquake safety measures outlined in this section are intended to augment the school’s general emergency/disaster plans.
The central components of any earthquake response plan for seismic safety in science classes should include, but not be limited to, the following phases:
1. Survey the classroom and stock room for nonstructural hazards.
2. Perform hazard-reduction projects.
3. Create an emergency response plan.
4. Procure emergency equipment and supplies.
Source: [Science Safety Handbook – Science (CA Dept of Education)](https://sciencesafety.com/wp-content/uploads/2023/12/California-scisafebook2014.pdf)
**Categories:** Earthquake
---
### [Gloves](https://sciencesafety.com/courses/biology-safety-for-international-baccalaureate-ib-students/lessons/glove-types-appropriate-for-ib-lab-activities/)
**Published:** August 6, 2021
**Author:** admin2025Open
**Content:**
Glove materialIntended useAdvantages and disadvantagesLatex (natural rubber)Incidental
contact● Good for biological and water-based materials.
● Poor for organic solvents.
● Little chemical protection.
● Hard to detect puncture holes.
● Can cause or trigger latex allergies
Given some students and teachers are allergic to latex, only non-latex type gloves should be used in lab work.NitrileIncidental
contact
(disposable
exam
glove)
Extended
contact
(thicker
reusable
glove)● Excellent general use glove. Good for solvents, oils, greases,
and some acids and bases.
● Clear indication of tears and breaks.
● Good alternative for those with latex
allergies.Butyl
rubberExtended
contact● Good for ketones and esters.
● Poor for gasoline and aliphatic, aromatic,
and halogenated hydrocarbons.NeopreneExtended
contact● Good for acids, bases, alcohols, fuels,
peroxides, hydrocarbons, and
phenols.
● Poor for halogenated and aromatic
hydrocarbons.
● Good for most hazardous chemicals.
Neoprene are used to protect against oils, flames, heat, and many other harmful environmental factors. They also provide protection against abrasion, hydraulic fluids, alcohols, gasoline, akalis, and organic acids.Source: [2019-2020 Alabama K-12 Science Safety Guidelines](https://asta30.wildapricot.org/science.safety)
Science Safety suggests additional gloves (e.g.. ones for heat, cryogenics). Many samples are available on the Internet, such as –
**Vinyl Gloves**
Vinyl gloves are resistant to water, oils, and fats. Your school nurse will have a supply of latex or nitrile gloves. However, the science/STEM departments should purchase their own supplies of personal protective equipment, including gloves appropriate for various laboratory activities. but it is best to keep a box nearby in your classroom for immediate use in the sizes that are appropriate to the students and teachers using these gloves ( XS, S, M, L, XL ).
**Latex Allergy**
Latex allergy is an allergic reaction to the proteins present in natural rubber latex. It generally develops after repeated exposure to medical and consumer products containing natural rubber latex. Allergy to latex poses a serious health risk to healthcare workers, spina bifida patients, workers with occupational exposure, patients with multiple surgeries, and even the general population. People with latex allergies may also have or develop allergic reactions to some fruits, such as bananas, kiwi or avocados. Latex allergy is preventable but not curable. Awareness and education are the keys to managing the condition. Non-latex gloves should always be used.
Types of latex allergy: [Type I](https://en.wikipedia.org/wiki/Latex_allergy#Type_I), [Type IV (allergic contact dermatitis)](https://en.wikipedia.org/wiki/Latex_allergy#Type_IV_.28allergic_contact_dermatitis.29), [Irritant contact dermatitis](https://en.wikipedia.org/wiki/Latex_allergy#Irritant_contact_dermatitis).
Source: [Global Allergy & Airways](https://gaapp.org/types-of-allergies/latex-allergy/)
**Categories:** Biology
---
### [Types of Eyewear](https://sciencesafety.com/courses/eye-protection/lessons/different-styles-of-eyewear-serve-different-functions/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
All protective eye and face devices must comply with ANSI/ISEA Z87.1 D3 – 2020, “American National Standard Practice for Occupational and Educational Eye and Face Protection” and be marked to identify the manufacturer. When choosing proper eye protection, be aware there are a number of different styles of eyewear that serve different functions.
## Prescription Safety Eyewear
OSHA regulations require that employees who wear prescription lenses while engaged in operations that involve eye hazards shall wear eye protection that incorporates the prescription in its design, or must wear eye protection that can be worn over the prescription lenses (goggles, face shields, etc.) without disturbing the proper position of the prescription lenses or the protective lenses. Any prescription eyewear purchase must comply with ANSI/ISEA Z87.1 D3 – 2020.
**Note**: Contact lenses by themselves are not considered as protective eyewear.
## Safety Glasses
Safety glasses provide eye protection from moderate impact and particles associated with grinding, sawing, scaling, broken glass, and minor chemical splashes, etc. Side protectors are required when there is a hazard from flying objects. Safety glasses are available in prescription form for those persons needing corrective lenses. Safety glasses do not provide adequate protection for processes that involve heavy chemical use such as stirring, pouring, or mixing. In these instances, splash goggles should be used.
## Splash Goggles
Approved or certified chemical splash goggles provide adequate eye protection from many hazards, including potential chemical splash hazards, use of concentrated corrosive material, and bulk chemical transfer by their design and incorporation of indirect vents that prevent liquids from entering the eye area. Goggles are available with clear or tinted lenses, fog proofing (anti-for / fog-free coatings), and vented or non-vented frames. Be aware that goggles designed for woodworking are not appropriate for working with chemicals. These types of goggles can be identified by the numerous small holes throughout the facepiece. In the event of a splash, chemicals could enter into the small holes, and result in a chemical exposure to the face. Ensure the goggles you choose are rated for use with chemicals. **Remember that in the science lab, ANSI/ISEA Z87.1 D3 – 2020 impact and chemical splash goggles with indirect vents are the gold standard and the ones that are preferred for use by teachers and students.**
## Welder’s/Chipper’s Goggles
Welder’s goggles provide protection from sparking, scaling, or splashing metals and harmful light rays. Lenses are impact resistant and are available in graduated lens shades. Chippers’/Grinders’ goggles provide protection from flying particles. A dual protective eyecup houses impact resistant clear lenses with individual cover plates. These are necessary in technical programs and when using any apparatus that may create small projectiles or sparks such as a grinder.
## Face Shields
Face shields provide additional protection to the eyes and face when used in combination with safety glasses or chemical splash goggles. Face shields consist of an adjustable headgear and face shield of tinted or clear lenses or a mesh wire screen. They should be used in operations when the entire face needs protection and should be worn to protect the eyes and face from flying particles, metal sparks, and chemical/biological splashes. Face shields with a mesh wire screen are not appropriate for use with chemicals. Face shields must **not** be used alone and are **not** a substitute for appropriate eyewear. Face shields *should always be worn in conjunction* with a primary form of eye protection such as safety glasses or goggles.
## Welding Shields
Welding shields are similar in design to face shields but offer additional protection from infrared or radiant light burns, flying sparks, metal splatter, and slag chips encountered during welding, brazing, soldering, resistance welding, bare or shielded electric arc welding, and oxyacetylene welding and cutting operations.
Equipment fitted with appropriate filter lenses must be used to protect against light radiation. Tinted and shaded lenses are not filter lenses unless they are marked or identified as such.
## LASER Eye Protection
A single pair of safety glasses is not available for protection from all LASER outputs. The type of eye protection required is dependent on the spectral frequency or specific wavelength of the laser source.
Source: [Cornell University](https://ehs.cornell.edu/research-safety/chemical-safety/laboratory-safety-manual/chapter-3-personal-protective-3)
**Categories:** Eye Safety
---
### [Flammable and Combustible Liquids](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/flammable-and-combustible-liquids/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Flammable liquids readily form vapor clouds which can ignite. This can occur while pouring the liquid or if you spill some liquid onto the bench or floor. Identify all ignition sources before pouring liquids on the open bench, otherwise use the fume hood.
Do not store flammable and combustible liquids in standard refrigerators. The refrigerator must be labelled as explosion proof.
Do not heat flammable liquids in a standard microwave oven: the microwave oven must be labelled as explosion proof.
Certain chemicals stored improperly or in proximity to one another can cause combustion due to the chemical incompatibility such as nitric acid and acetic acid. These two liquids together (or even their vapors) can cause combustion. Be aware of the chemicals, their storage codes, and their compatibility before storing or handling chemicals by reviewing the SDS for each chemical.
Source: [Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Chemical Hazards
---
### [Fire Prevention Procedures](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/fire-prevention-procedures/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Fire prevention procedures designed to prevent unplanned fires and reduce the scale and severity of unplanned fires. Having a solid understanding about fire prevention is especially important as part of the hazard assessment and risk analysis that you conduct prior to performing activities involving heat, open flames, and combustible materials.
1. Reduce the amount of flammable and combustible liquids outside of flammable liquid storage cabinets. Ideally have no more than a three year supply on-hand of chemicals in your school.
2. Do not store flammable and combustible liquids in fume hoods. These should be stored in properly made chemical safety cabinets clearly placarded with ‘Flammables’ on the outside to indicate that this is the type of storage cabinet.
3. Use only small amounts of chemicals. Minimal amounts are required for chemical reactions and observations from students.
4. Limit the size of containers to a maximum of 3.75L ( one gallon ) bottles which can be controlled by one person.
Source: [Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Fire Safety
---
### [Fire Response Procedures](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/fire-response-procedures/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Fire response procedures designed to control unplanned fires and failing that, to prevent injury, disease and death to laboratory staff and others in the building from fire, smoke and other air contaminants produced by the uncontrolled fire.
**Fire detection and building evacuation alarm**: Laboratories are generally equipped with heat detectors and sprinkler heads both of which respond to elevated temperatures (135o F +) produced by fires.
Smoke detectors are generally not used because of the high rate of false alarms due to dusts, powders and small planned fires used in laboratories.
Activated alarm devices will trigger the building evacuation alarm and require immediate evacuation of the building by all faculty, students, staff and visitors.
Water based sprinkler systems are extremely effective at protecting human life and the building however, sprinkler activation may create collateral water damages to equipment and materials.
**Note from Science Safety: ALWAYS follow your local fire prevention and response procedures which will be documented in your Chemical Hygiene Plan and Fire Safety Plan. NEVER attempt to extinguish a fire if you feel unsafe or if it is immediately too large to contain. Ensure that your students have exited the lab and close the door, pull the fire alarm and meet in your designated off-site holding zone for emergency services.**
Depending on the type of fire and what materials are burning (solvents, chemicals, paper, wood, and other combustibles) there are different and specific fire control response measures to take based on these variables. You would not want to attempt to control a reactive metal fires by pouring water on it (exothermic reaction with metals such as lithium, calcium, potassium and sodium) and you would use dry sand to cover and smother the burning metal. This information is located on the SDS under Section 5 ‘Fire Fighting Measures’ which will identify the accepted strategy for emergency fire response for that specific chemical.
Source: [Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Fire Safety
---
### [Fire Extinguishers and Small Fires](https://sciencesafety.com/courses/fire-safety-in-the-science-lab/lessons/fire-extinguishers-and-small-fires/)
**Published:** August 7, 2021
**Author:** admin2025Open
**Content:**
Once a fire starts there are 3 tools available in the lab to bring fires under control: Fire extinguishers; Emergency Showers; and Fire Blankets. Let’s explore the first fire control tool:
Fire extinguishers can be used to put out small (incipient stage) fires.
There are four classifications of fire:
A. Burning combustible material such as paper, wood, cloth and plastic.
B. Burning flammable and combustible liquids such as ethanol, acetone and other solvents.
C. Burning electrical equipment that contains flowing electricity.
D. Burning metals such as sodium or magnesium.
The two most common types of extinguishers in the laboratory are the (tri-class) ABC dry chemical and the (bi-class) BC carbon dioxide extinguisher.
Laboratories that store and handle flammable metals must have a Class D powder extinguisher since neither the carbon dioxide or dry chemical extinguisher is effective. ABC extinguishers use fine powders which are corrosive and difficult to clean. BC carbon dioxide extinguishers use compressed CO2 gas which leaves no residue and no cleaning issues. Remember that there is one second of extinguishant for each pound rating on the fire extinguisher. (Example: a 10 pound ABC triclass fire extinguisher will provide 10 seconds of practical use once the handle has been squeezed.)
Source: [Tufts University](https://tufts.app.box.com/s/n6j8iil55zfkuwrinmdxosdacql5ulml)
**Categories:** Fire Safety
---
### [Chemical Hygiene Plan Main Points](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/chemical-hygiene-plan-main-points/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Content:**
**Chemical Hygiene Plan: Main Points**
The science department chairperson, Chemical Hygiene Officer or the chemistry teacher is usually responsible for developing the CHP for the school and may share this task with the facility supervisor. Since care and supervision of the science room are primarily the responsibilities of the classroom teacher, the CHP should serve as a guide to safer science instruction.
**\*The CHP is also known as an Environmental Hygiene Plan in non-OSHA states and covers essentially the same topics and criteria\***
Development of a statement that includes clearly defined responsibilities of the superintendent, Chemical Hygiene Officer, principals, department chairs, classroom teachers, students, and parents.
Inclusion of a laboratory safety program as part of the curriculum and instruction.
Regular training for all staff on safety policies, record keeping, and other procedures.
Evaluation/inspection of laboratory facilities and procurement of equipment.
Development and enforcement of a plan for monitoring safety equipment and storage areas for compliance.
Preparation and storage of safety records, i.e., inventories, Safety Data Sheets (SDS), accident/incident reports, hazard notification reports.
Identification of hazardous chemicals and minimizing exposure to students and teachers, e.g.., computerized/written inventory.
Development of safety policies and procedures for procurement, distribution, storage, handling, usage and disposal of chemicals.
Development of a written emergency plan and practiced procedures for spills or accidents involving chemicals.
Implementation of a plan for posting signs and labels.
Criteria for reducing employee exposure to hazardous chemicals;
Use of personal protective equipment;
Requirements that ensure fume hoods and other protective equipment are functioning properly;
Provisions for employee training;
Circumstances requiring employer approval of certain laboratory operations, procedures, or activities before implementation;
Provisions for medical consultation;
Measures to protect employees from particularly hazardous substances;
Assignment of a Chemical Hygiene Officer- a qualified employee who by training or experience can provide technical guidance in developing and implementing the chemical hygiene plan.
Source: [ACS](https://institute.acs.org/lab-safety/safety-basics-and-ramp/chemical-hygiene-plan.html)
**Categories:** Chemistry, Chemical Hygiene Plan
---
### [Right to Understand Laws](https://sciencesafety.com/lessons/right-to-understand-laws/)
**Published:** August 8, 2021
**Author:** admin2025Open
**Categories:** Duty of Care, Right to Understand
---
### [STEM and Heat Sources](https://sciencesafety.com/courses/heat-source-options/lessons/stem-and-heat-sources/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
Many hands-on STEM activities and demonstrations require the use of a heat source.
The challenge is to determine the appropriate heat source based on safety while still meeting the needs of the activity.
For example, the Bunsen burner is perhaps the most common heat source found in school science labs. However, it can be difficult to control the temperatures of Bunsen burners compared to electrical heaters (e.g.., hot plates).
Source: [NSTA](https://www.nsta.org/blog/heat-source-safety)
**Categories:** Heat Safety
---
### [Alcohol Burners](https://sciencesafety.com/courses/heat-source-options/lessons/alcohol-burners/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
Some states have prohibited the use of traditional alcohol lamps with metal caps and wicks. This is with good reason!
The vapors from these burners can explode and cause burns. If alcohol lamps are to be used, wickless alcohol burners are a much safer alternative.
It is a recommendation that you not use alcohol burners in K–12 classrooms and use alternative heat sources instead that are much safer to use.
Source: [NSTA](https://www.nsta.org/blog/heat-source-safety)
**Categories:** Heat Safety
---
### [Candles (3:02)](https://sciencesafety.com/courses/heat-source-options/lessons/candles/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
Candles can be unsafe and dangerous because clothing can catch fire and hot wax can cause burns.
However, candles can be used to teach students about heat and fire prevention techniques. The use of tea light candles with a wide metal base are preferred since they do not easily tip over and they have a built-in base to catch any melted wax as well as being small and manageable in the classroom.
Video credit: Ted Borduas, M.Ed.Source: [NSTA](https://www.nsta.org/blog/heat-source-safety)
**Categories:** Heat Safety
---
### [Hot Water Bath](https://sciencesafety.com/courses/heat-source-options/lessons/hot-water-bath/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
This heat source uses a hot plate or Bunsen burner to heat a beaker of water. This is commonly used in biology and chemistry classes but applies to other subject areas as well. Please use care when using a hot water bath.
A second beaker containing a material to be heated is placed in the bath of water created by the first beaker carefully. The second beaker needs to be smaller and have less volume than the larger water bath from the first beaker.
The water bath transfers heat to the material in the inner beaker and you can monitor the heating of the liquid using an immersion glass thermometer.
Safety hazards/risks include burns resulting from splashing of hot water on the skin and burns from the active flame if using a bunsen burner as the heat source, and potential hand burns from the hot ceramic top of the hotplate if that is used as the heat source.
Source: [NSTA](https://www.nsta.org/blog/heat-source-safety)
**Categories:** Heat Safety
---
### [Laboratory Incubator](https://sciencesafety.com/courses/heat-source-options/lessons/laboratory-incubator/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
Laboratory incubators are designed to heat biological samples at a specific temperature. For instance, a class can use an incubator to optimize the growth of bacteriological samples on petri dishes.
Please read and follow the directions for your incubator carefully including the thermostat setting for accurate temperature control and for humidity if the incubator can manage that. Timer settings also allow for a prolonged incubation period at a fixed temperature for optimal growth of colonies.
Be sure to disinfect and sanitize the incubator pre and post usage and use only approved cleaners for this which will not impede biological growth afterwards. Again, follow the directions and instructions from the manufacturer for your incubator.
Gas and microbiological incubators are the two main types of incubators.
Source: [NSTA](https://www.nsta.org/blog/heat-source-safety)
**Categories:** Heat Safety
---
### [Laboratory Oven](https://sciencesafety.com/courses/heat-source-options/lessons/laboratory-oven/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
Typical laboratory oven which is different from a lab incubator but looks very similar
Laboratory ovens are generally used to heat samples such as solids at a specific temperature over time such as when you need to remove the moisture from a sample to determine the remaining mass of the compound(s) used in the experiment.
The ovens are used across the scientific disciplines for annealing, drying, and sterilization according to the procedures for the activities being performed.
Unlike standard cooking ovens, laboratory ovens offer accuracy and uniformity to set temperatures which is ideal for quantifying laboratory and scientific measurements and calculations.
If the thermostat fails, however, plastic objects could melt and cause a fire. Also, if the combustion temperature exceeds (80°C), it could also cause a fire with papers that are inside the oven being dried or sterilized. Follow the instructions from the manufacturer closely as to prevent any potential fires.
**Categories:** Heat Safety
---
### [Microwave Oven](https://sciencesafety.com/courses/heat-source-options/lessons/microwave-oven/)
**Published:** August 9, 2021
**Author:** admin2025Open
**Content:**
Though limited in applications/use, microwave ovens can be used in labs to heat liquids or melt solids. Biology teachers routinely use a melt and pour agarose for biotechnology applications (gel electrophoresis) where the use of a microwave accelerate the pouring of agarose plates.
There are, however, several safety issues such as potential leaks from containers, ignition of flammable vapors created by the heated samples, and potential for explosion if containers have sealed covers. Follow the lab instructions or the product instructions carefully regarding the use of the microwave oven for laboratory uses. Never use a lab microwave for heating you lunch or any other foods / beverages as this is to only be used for science purposes.
Source: [NSTA](https://www.nsta.org/blog/heat-source-safety)
**Categories:** Heat Safety
---
### [BBP and PPE (2:57)](https://sciencesafety.com/lessons/bbp-prevention/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
The **Bloodborne Pathogens** standard (29 CFR 1910.1030) and CDC’s recommended standard precautions both include personal protective equipment, such as gloves, gowns, masks, eye protection (e.g.., goggles), and face shields, to protect workers from exposure to infectious **diseases**.
Video Credit: Oregon Occupational Safety & Health (Oregon OSHA)Text Source: [OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/Bloodborne-Pathogens-Worker-protections-against-occupational-exposure-to-infectious-diseases-_-Occupational-Safety-and-Health-Administration.pdf)
**Categories:** Bloodborne Pathogens, PPE
---
### [Rates of Transmission](https://sciencesafety.com/courses/what-is-bbp/lessons/rates-of-transmission/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
HBV
- Healthcare personnel who have received hepatitis B vaccine and developed immunity to the virus are at virtually no risk for infection.
- For a susceptible person, the risk from a single needlestick or cut exposure to HBV-infected blood ranges from 6-30% and depends on the hepatitis B e antigen (HBeAg) status of the source individual. Hepatitis B surface antigen (HBsAg)-positive individuals who are HBeAg positive have more virus in their blood and are more likely to transmit HBV than those who are HBeAg negative.
- While there is a risk for HBV infection from exposures of mucous membranes or nonintact skin, there is no known risk for HBV infection from exposure to intact skin.
HCV
- The average risk for infection after a needlestick or cut exposure to HCVinfected blood is approximately 1.8%.
- The risk following a blood exposure to the eye, nose or mouth is unknown, but is believed to be very small; however, HCV infection from blood splash to the eye has been reported.
- There also has been a report of HCV transmission that may have resulted from exposure to nonintact skin, but no known risk from exposure to intact skin.
HIV
- The average risk of HIV infection after a needlestick or cut exposure to HlV-infected blood is 0.3% (i.e., three-tenths of one percent, or about 1 in 300). Stated another way, 99.7% of needlestick/cut exposures do not lead to infection.
- The risk after exposure of the eye, nose, or mouth to HIV-infected blood is estimated to be, on average, 0.1% (1 in 1,000).
- The risk after exposure of non-intact skin to HlV-infected blood is estimated to be less than 0.1%. A small amount of blood on intact skin probably poses no risk at all.
- There have been no documented cases of HIV transmission due to an exposure involving a small amount of blood on intact skin (a few drops of blood on skin for a short period of time).
Source: [CDC](https://web.archive.org/web/20240425211755/https://www.cdc.gov/hai/pdfs/bbp/Exp_to_Blood.pdf)
**Categories:** Bloodborne Pathogens
---
### [Earthquake Hits Anchorage School (3:45)](https://sciencesafety.com/courses/earthquake-preparedness/lessons/earthquake-hits-anchorage-school-345/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
Footage from inside an ASD Classroom during the Nov. 30, 2018 earthquake.
Credit: Anchorage School District
---
### [Frequency of Damaging Earthquakes](https://sciencesafety.com/courses/earthquake-preparedness/lessons/frequency-of-damaging-earthquakes/)
**Published:** August 10, 2021
**Author:** admin2025Open
**Content:**
This USGS map shows how often scientists expect damaging earthquake shaking around the U.S..
Source: [USGS](https://www.usgs.gov/natural-hazards/earthquake-hazards/science/introduction-national-seismic-hazard-maps?qt-science_center_objects=0#qt-science_center_objects)
**Categories:** Earthquake
---
### [Fall Prevention and Child Safety](https://sciencesafety.com/courses/falls/lessons/fall-prevention-and-child-safety/)
**Published:** August 13, 2021
**Author:** admin2025Open
**Content:**
We all want to keep our children safe and secure and help them live to their full potential. Knowing how to prevent leading causes of child injury, like falls, is a step toward this goal.
Falls are the leading cause of non-fatal injuries for all children ages 0 to 19.
Every day, approximately 8,000 children are treated in U.S.. emergency rooms for fall-related injuries. This adds up to almost 2.8 million children each year.
Thankfully, many falls can be prevented, and parents and caregivers can play a key role in protecting children.
Source: CDC
**Categories:** Falls
---
### [Key Fall Prevention Tips](https://sciencesafety.com/courses/falls/lessons/key-fall-prevention-tips/)
**Published:** August 13, 2021
**Author:** admin2025Open
**Content:**
**Play safely.**
Falls on the playground are a common cause of injury. Check to make sure that the surfaces under playground equipment are safe, soft, and consist of appropriate materials (such as wood chips or sand, not dirt or grass). The surface materials should be an appropriate depth and well-maintained.
**Make your home safer.**
Use home safety devices, such as guards on windows that are above ground level, stair gates, and guard rails. These devices can help keep a busy, active child from taking a dangerous tumble.
**Keep sports safe.**
Make sure your child wears protective gear during sports and recreation. For example, when in-line skating, use wrist guards, knee and elbow pads, and a helmet.
**Supervision is key.**
Supervise young children at all times around fall hazards, such as stairs and playground equipment, whether you’re at home or out to play.
Source: CDC
**Categories:** Falls
---
### [Preventing Falls in Schools (5:32)](https://sciencesafety.com/courses/falls/lessons/preventing-falls-in-schools-532/)
**Published:** August 13, 2021
**Author:** admin2025Open
**Content:**
Credit: Schools Insurance Authority
**Categories:** Falls
---
### [Falls Prevention Exercise Program (12:32)](https://sciencesafety.com/courses/falls/lessons/falls-prevention-exercise-program-1232/)
**Published:** August 13, 2021
**Author:** admin2025Open
**Content:**
**Categories:** Falls
---
### [Slips](https://sciencesafety.com/lessons/slips/)
**Published:** August 13, 2021
**Author:** admin2025Open
**Content:**
Slips can be caused by wet surfaces, spills, or weather hazards like ice or snow.
Slips are more likely to occur when you hurry or run, wear the wrong kind of shoes, or don’t pay attention to where you’re walking.
You can help avoid slips by following these safety precautions:
• Practice safe walking skills. Take short steps on slippery surfaces to keep your center of balance under you and point your feet slightly outward.
• Clean up or report spills right away. Even minor spills can be very dangerous.
• Don’t let grease accumulate at your work place.
• Be extra cautious on smooth surfaces such as newly waxed floors. Also be careful walking on loose carpeting.
Source: [OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/SlipsTripsFallsHandoutforSafetyCommitteeMeetings.pdf)
**Categories:** Falls
---
### [Trips](https://sciencesafety.com/lessons/trips/)
**Published:** August 13, 2021
**Author:** admin2025Open
**Content:**
Trips occur whenever your foot hits an object and you are moving with enough momentum to be thrown off balance.
To prevent trip hazards:
• Make sure you can see where you are walking. Don’t carry loads that you cannot see over.
• Keep walking and working areas well lit, especially at night.
• Keep the work place clean and tidy. Store materials and supplies in the appropriate storage areas.
• Arrange furniture and office equipment so that it doesn’t interfere with walkways or pedestrian traffic in your area.
• Properly maintain walking areas, and alert appropriate authorities regarding potential maintenance related hazards.
Source: [OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/SlipsTripsFallsHandoutforSafetyCommitteeMeetings.pdf)
**Categories:** Falls
---
### [Falls](https://sciencesafety.com/lessons/falls/)
**Published:** August 13, 2021
**Author:** admin2025Open
**Content:**
To avoid falls consider the following measures:
• Don’t jump off landings or loading docks. Use the stairs
• Repair or replace stairs or handrails that are loose or broken
• Keep passageways and aisles clear of clutter and well lit.
• Wear shoes with appropriate non-slip soles.
Source: [OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/SlipsTripsFallsHandoutforSafetyCommitteeMeetings.pdf)
**Categories:** Falls
---
### [Slips, Trips, and Falls](https://sciencesafety.com/courses/falls/lessons/slips-trips-and-falls/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Content:**
OSHA maintains general industry regulations on walking/working surfaces that guard against hazards including clutter, protruding objects and wet conditions.
These hazards can harm everyone in a facility, regardless of title or job responsibilities.
Slips, trips, and falls cause nearly 700 fatalities per year and many more injurious accident in the workplace according to the Bureau of Labor Statistics.
There are three physical factors involved in slips, trips, and falls: friction, momentum, and gravity.
- Friction (traction) is the resistance between things. There’s friction between your shoes and the ground. Without enough friction, you can slip and fall. With enough friction, you can move safely and stay balanced.
- Momentum is a combination of weight and speed. The more momentum you have (the more weight and speed), the more serious an injury could be if you trip and fall. The less momentum you have, the less likely you’ll hurt yourself if you fall.
- Gravity is a pulling force. When you fall, or when something falls on you, gravity is the force that pulls you down to the ground. Without gravity, objects would float instead of fall.
Your body has 3 systems for keeping its balance:
- Your eyes (visual system) keep track of visual clues.
- Your inner ear (vestibular system) notices changes in your position.
- Your nerves (proprioceptive system) sense where your body is and how it’s moving.
Keeping your balance often involves supporting your center of gravity. Imagine there’s a string in the middle of your body. At the bottom of the string is a weight. The top of the string is your center of gravity. The weight is the direction your center of gravity is being pulled. To stay balanced, you need to keep your center of gravity supported.
Sources:
[OSHA](https://sciencesafety.com/wp-content/uploads/2023/12/SlipsTripsFallsHandoutforSafetyCommitteeMeetings.pdf)
Fairview
**Categories:** Falls
---
### [How You Keep Your Balance](https://sciencesafety.com/courses/falls/lessons/how-you-keep-your-balance/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Content:**
Your body has 3 systems for keeping its balance:
- Your eyes (visual system) keep track of visual clues.
- Your inner ear (vestibular system) notices changes in your position.
- Your nerves (proprioceptive system) sense where your body is and how it’s moving.
Keeping your balance often involves supporting your center of gravity.
Imagine there’s a string in the middle of your body. At the bottom of the string is a weight. The top of the string is your center of gravity. The weight is the direction your center of gravity is being pulled. To stay balanced, you need to keep your center of gravity supported.
Source: Fairview
**Categories:** Falls
---
### [Types of Trips, Slips and Falls (2:10)](https://sciencesafety.com/courses/falls/lessons/types-of-trips-slips-and-falls/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Content:**
Source: eSafety
**Categories:** Falls
---
### [Sign Your Student Safety Contract](https://sciencesafety.com/lessons/sign-student-safety-contract/)
**Published:** August 16, 2021
**Author:** admin2025Open
**Content:**
\[wp\_e\_signature\_sad doc=”1″\]
---
### [N95 Masks (2:04)](https://sciencesafety.com/lessons/n95-masks/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
An N95 respirator is a protective device designed to achieve a tight facial fit and efficient filtration of airborne particles.
The “N95” designation means that when subjected to careful testing, the respirator blocks at least 95 percent of small (0.3 micron) test particles.
A standard N95 respirator should be worn to control COVID-19 exposure when performing procedures that are likely to generate a higher level of potentially infectious aerosol particles than coughing, sneezing, talking, or breathing (also known as “Aerosol Generating Procedures” or “AGP”).
Text Source: Minnesota Department of Health
Video Credit: Miami Herald
**Categories:** Covid 19, Masks
---
### [How Different Types of Face Masks Work](https://sciencesafety.com/lessons/how-different-types-of-face-masks-work/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
Source: UNSW Sydney, Australia
**Categories:** Covid 19, Masks
---
### [Enhanced Cleaning and Covid](https://sciencesafety.com/courses/cleaning-during-covid/lessons/enhanced-cleaning-and-covid/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
Consider implementing the following enhanced cleaning and disinfecting practices:
1\. Develop a schedule and daily checklist for increased, routine cleaning and disinfection. An established schedule can avoid under- or over-use of cleaning products.
2\. Establish a comprehensive written protocol for increased cleaning and disinfection of areas, such as classrooms, communal dining halls or cafeterias, restrooms, locker rooms, office work areas, break areas, and common spaces, that ensures routine cleaning and disinfection of frequently touched surfaces (e.g.., desks, door knobs, time clocks, microwave or refrigerator handles, sinks, dispensers, vending machine touchpads).
Here’s an example of an at-a-glance summary document created by the Southern Regional Education Board that helps communicate new cleaning, sanitization and disinfection procedures and protocols and how they will be implemented.
Text Source: CDC
**Categories:** Covid 19, Sanitization
---
### [Cleaning a Microscope in IB Biology (10:58)](https://sciencesafety.com/courses/biology-educators/lessons/cleaning-a-microscope-in-ib-biology-619/)
**Published:** August 17, 2021
**Author:** admin2025Open
**Content:**
Source: Ward’s Science
**Categories:** Biology, Sanitization
---
### [What is WHMIS? (4:31)](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/what-is-whmis/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
WHMIS stands for the Workplace Hazardous Materials Information System. It is a comprehensive system for providing health and safety information on hazardous products intended for use, handling, or storage in Canadian workplaces.
WHMIS is a comprehensive, legislated program that ensures your “Right to Understand” about the hazardous materials you are working with because exposure to some types of hazardous products can result in health problems and some hazardous products can cause fires, explosions, or other accidents when improperly stored or handled.
The purpose of WHMIS is to help ensure a safer, healthier workplace.
This video provides an overview of WHIMS. We will go deeper into these topics during the training.
Video Credit: [Alberta Workforce Essential Skills](https://www.youtube.com/channel/UCIVi7EQFHKBUbfn3EQ9kY-w)Text Sources: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/general.html)
**Categories:** WHIMS
---
### [WHMIS and GHS](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/whmis-and-ghs/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
WHMIS is aligned with the worldwide hazard communication system known as GHS – the Globally Harmonized System of Classification and Labelling of Chemicals.
GHS aims at ensuring that information on physical hazards and toxicity from chemicals be available in order to enhance the protection of human health and the environment during the handling, transport and use of these chemicals.
Aligning with GHS provides many benefits, including:
- Hazard classification criteria are more comprehensive which improves ability to indicate severity of hazards.
- New hazard classes are included.
- Physical hazard criteria are consistent with the Transport of Dangerous Goods (TDG regulations).
- Standardized language (hazard and precautionary statements).
- Standardized SDS format and more comprehensive requirements.
Image Credit: [Sonoma County, CA](https://sonomacounty.ca.gov/HR/Safety/Planning/Hazardous-Chemical-Labeling-and-Identification/)
Text Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/general.html)
**Categories:** WHIMS
---
### [WHMIS Became Law in 1988](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/whmis-law/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
WHMIS first became law in 1988 across Canada through a series of complementary federal, provincial and territorial legislation and regulations. This original system is identified as WHMIS 1988.
It was updated in 2015 to reflect a new set of rules called the Globally Harmonized System of Classification and Labelling of Chemicals (GHS). The updated version is called WHMIS 2015.
Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/general.html)
**Categories:** WHIMS
---
### [What is a Pictogram? (2:07)](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/what-is-a-pictogram/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Pictograms are graphic images that immediately show the user of a hazardous product what type of hazard is present. With a quick glance, you can see, for example, that the product is flammable, or if it might be a health hazard.
Most pictograms have a distinctive red “square set on one of its points” border. Inside this border is a symbol that represents the potential hazard (e.g.., fire, health hazard, corrosive, etc.).
Together, the symbol and the border are referred to as a pictogram. Pictograms are assigned to specific hazard classes or categories.
Here’s a video that walks you through the pictograms and their meanings.
Video Credit: iHASCOThe graphic below shows hazard pictograms. The bold type is the name given to the pictogram; the words in the brackets describe the hazard.
Text and Graphic Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/general.html)
**Categories:** WHIMS
---
### [Pictograms and Hazard Classes](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/pictograms-and-hazard-classes/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
The following pictograms are associated with these hazard classes and categories.
The **flame** pictogram is used for the following classes and categories:
- Flammable gases (Category 1)
- Flammable aerosols (Category 1 and 2)
- Flammable liquids (Category 1, 2 and 3)
- Flammable solids (Category 1 and 2)
- Pyrophoric liquids (Category 1)
- Pyrophoric solids (Category 1)
- Pyrophoric gases (Category 1)
- Self-heating substances and mixtures (Category 1 and 2)
- Substances and mixtures which, in contact with water, emit flammable gases (Category 1, 2 and 3)
- Self-reactive substances and mixtures (Types B\*, C, D, E and F)
- Organic peroxides (Types B\*, C, D, E and F)
The **flame over circle** pictogram is used for the following classes and categories:
- Oxidizing gases (Category 1)
- Oxidizing liquids (Category 1, 2 and 3)
- Oxidizing solids (Category 1, 2 and 3)
The **gas cylinder** pictogram is used for the following classes and categories:
- Gases under pressure (Compressed gas, Liquefied gas, Refrigerated liquefied gas, and Dissolved gas)
The **corrosion** pictogram is used for the following classes and categories:
- Corrosive to metals (Category 1)
- Skin corrosion/irritation – Skin corrosion (Category 1, 1A, 1B and 1C)
- Serious eye damage/eye irritation – Serious eye damage ( Category 1)
The **exploding bomb** pictogram is used for the following classes and categories:
- Self-reactive substances and mixtures (Types A and B\*)
- Organic peroxides (Types A and B\*)
The **skull and crossbones** pictogram is used for the following classes and categories:
- Acute toxicity –
- Oral (Category 1, 2 and 3)
- Dermal (Category 1, 2 and 3)
- Inhalation (Category 1, 2 and 3)
The **health hazard** pictogram is used for the following classes and categories:
- Respiratory or skin sensitization – Respiratory sensitizer (Category 1, 1A and 1B)
- Germ cell mutagenicity (Category 1, 1A, 1B and 2)
- Carcinogenicity (Category 1, 1A, 1B, and 2)
- Reproductive toxicity (Category 1, 1A, 1B and 2)
- Specific Target Organ Toxicity – Single exposure (Category 1 and 2)
- Specific Target Organ Toxicity – Repeated exposure (Category 1 and 2)
- Aspiration hazard (Category 1)
The **exclamation mark** pictogram is used for the following classes and categories:
- Acute toxicity – Oral, Dermal, Inhalation (Category 4)
- Skin corrosion/irritation – Skin irritation (Category 2)
- Serious eye damage/eye irritation – Eye irritation (Category 2 and 2A)
- Respiratory or skin sensitization – Skin sensitizer (Category 1, 1A and 1B)
- Specific target organ toxicity – Single exposure (Category 3)
The **biohazardous infectious materials** pictogram is used for the following classes and categories:
- Biohazardous Infectious Materials (Category 1)
\* Both the Flame and Explosive pictogram are used for Self-reactive substances and mixtures (Type B) and Organic peroxides (Type B).
**NOTE:** Physical Hazards Not Otherwise Classified and Health Hazards Not Otherwise Classified classes are required to have a GHS pictogram that is appropriate to the hazard identified.
Text and Images Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/general.html)
**Categories:** WHIMS
---
### [Hazard Class and Pictogram Requirements](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazard-class-and-pictogram-requirements/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
There are hazardous products that meet the criteria for a hazard class or category, but these classes and categories do not require a pictogram. The product label and Section 2 (Hazards Identification) of the SDS still require the signal word, hazard statement(s), and other required label elements.
WHMIS 2015 classes and categories that do not require a pictogram are:
- Flammable gases – Category 2
- Flammable liquids – Category 4
- Self-reactive substances and mixtures – Type G
- Organic peroxides – Type G
- Combustible dusts – Category 1
- Simple Asphyxiants – Category 1
- Serious eye damage/eye irritation – Eye Irritation – Category 2B
-
- Reproductive toxicity – Effects on or via lactation
Text and Images Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/general.html)
**Categories:** WHIMS
---
### [Where Pictograms Can Be Found](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/where-pictograms-can-be-found/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Pictograms will be on the product supplier labels of the hazardous products you work with. They will also be on the Safety Data Sheets (as the symbol or words that describe the symbol).
Here is an example of a label on a bottle of Ethanolamine with the Corrosion and Exclamation Mark Pictograms:
Image Credit Carbamatesalts Wikimedia Commons
Here’s an example of a Safety Data Sheet (SDS) for a chemical called CORRTREAT with the Health Hazard, Corrosion, and Exclamation Mark Pictograms:
[](https://sciencesafety.com/wp-content/uploads/2021/09/clariant-SDS-tx0134060_sds.pdf)
SDS Credit: Clariant
Text Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/general.html)
**Categories:** WHIMS
---
### [Products That Require a WHMIS 2015 Label](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/products-that-require-a-whmis-2015-label/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
In Canada, WHMIS legislation requires that products used in the workplace that meet the criteria to be classified as hazardous products must be labelled.
Labels are the first alert to the user about the major hazards associated with that product, and outline the basic precautions or safety steps that should be taken.
Text Source: [Canadian Centre for Occupational Heath and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/labels.html)
Image Credit: KondratiukM, Wikimedia Commons
**Categories:** WHIMS
---
### [Labelling Responsibilities](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/labelling-responsibilities/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
In most cases, suppliers are responsible for labelling the hazardous products that they provide to customers.
Note: Labels should be affixed to, printed or written on, or attached to the hazardous product or the container and remain legible.
Providing a WHMIS 2015 label along with the shipping papers would not be considered to be in compliance.
Employers are responsible for making sure that hazardous products that come into the workplace are labelled and to pprepare and apply a workplace label when appropriate.
Text Source: [Canadian Centre for Occupational Heath and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/labels.html)
Image Credit: [Wikimedia Commons](https://commons.wikimedia.org/wiki/File:KMnO4_GHS_labeling.jpg)
**Categories:** WHIMS
---
### [Supplier Labels (2:08)](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/supplier-labels-207/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
There are two main types of WHMIS labels: supplier labels, and workplace labels.
A supplier label is provided or affixed by the supplier and will appear on all hazardous products received at a workplace in Canada.
Supplier labels must be in both official languages of Canada (English and French). They may be bilingual (as one label), or available as two labels (one each in English and French). Providing a supplier label in just English or French would not be considered to be in compliance.
In this video you will learn more about supplier labels.
Video Credit: Safe23
Text Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/labels.html)
**Categories:** WHIMS
---
### [Workplace Labels](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/workplace-labels/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
A workplace label is one that the employer produces and is only for use in the employer’s workplace.
It is affixed in the workplace by the user when decanting from the original container into a smaller container, or if the original supplier label is missing or illegible. IT must also be used if creating a dilute solution from a more concentrated solution. (Example – making a 0.1molar HCl solution from a 3M stock bottle would require a Workplace label for the 0.1M HCl solution)
Workplace label example
Workplace labels must include the following three pieces of information:
- Product Name
- Safe Handling Instruction
- Reference to SDS
Text and Image Source: [City of Guelph](https://guelph.ca/wp-content/uploads/WHMIS-training.pdf)
**Categories:** WHIMS
---
### [Signal Words](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/signal-words/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
A signal word is a prompt that alerts you about the degree or level of hazard of the product.
There are only two signal words used: “**Danger**” or “**Warning**“.
“Danger” is used for high risk hazards, while “Warning” is used for less severe hazards.
Here’s an example of a bilingual label that has the signal word Danger.
If a signal word is assigned to a hazard class and category, it must be shown on the label, and listed in section 2 (Hazards Identification) of the Safety Data Sheet (SDS).
Some hazard classes or categories do not have a signal word assigned to them.
Source: [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/labels.html)
**Categories:** WHIMS
---
### [Hazard Statements](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazard-statements/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Each hazard class and category has an assigned “hazard statement”.
Hazard statements are brief, standardized sentences that tell you more about the exact hazard of the product. The statements are short but they describe the most significant hazards of the product.
Examples of hazard statements are:
- Extremely flammable gas.
- Contains gas under pressure; may explode if heated.
- Fatal if inhaled.
- Causes eye irritation.
- May cause cancer.
The wording of the hazard statement helps to describe the degree of the hazard. For example: “May cause cancer” is more hazardous than “Suspected of causing cancer”.
See number 4 on the WHMIS 2015 label below for the Hazard Statement, “Fatal if swallowed. Causes skin irritation”.
[](https://sciencesafety.com/wp-content/uploads/2021/09/labelElements-poster-CCOHS.pdf)
Poster from [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/products/posters/whmis_2015_labels/)
Text from [Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/labels.html)
**Categories:** WHIMS
---
### [Precautionary Statements (1:30)](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/precautionary-statements/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Precautionary statements provide advice on how to minimize or prevent adverse effects resulting from exposure to a hazardous product or resulting from improper storage or handling of a hazardous product. These statements can include instructions about storage, handling, first aid, personal protective equipment and emergency measures. Like the hazard statements, the wording of precautionary statements is standardized and harmonized.
There are five types of precautionary statements:
- General.
- Prevention.
- Response (including first aid).
- Storage.
- Disposal.
Examples of precautionary statements are:
- Keep container tightly closed.
- Wear protective gloves/protective clothing/eye protection/face protection.
- If exposed or concerned: Get medical advice/attention.
- Fight fire remotely due to the risk of explosion.
- Protect from sunlight.
Precautionary statements will be consistent with the degree of the hazard associated with the product.
Here’s an example of precautionary statements on the label of an odorless gas.
Precautionary Statements on the Label
Video Credit: University of Florida Entolmology and NemotologyText Source: [Canadian Centre for Occupational Safety and Health](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/labels.html)
**Categories:** WHIMS
---
### [Hazard Groups (4:20)](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazard-groups/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
WHMIS 2015 applies to two major groups of hazards: physical, and health.
Each hazard group includes hazard classes that have specific hazardous properties.
- **Physical hazards group**: based on the physical or chemical properties of the product – such as flammability, reactivity, or corrosivity to metals.
- **Health hazards group**: based on the ability of the product to cause a health effect – such as eye irritation, respiratory sensitization (may cause allergy or asthma symptoms or breathing difficulties if inhaled), or carcinogenicity (may cause cancer).
GHS also defines an Environmental hazards group. This group (and its classes) was not adopted in WHMIS 2015. However, you may see the environmental classes listed on labels and Safety Data Sheets (SDSs). Including information about environmental hazards is allowed by WHMIS 2015.
This video describes the two hazard groups. Watch to 5:52.
Video Credit: Eversafe TrainingText Source: [Canadian Centre for Occupational Safety and Health](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)
**Categories:** WHIMS
---
### [Hazard Classes](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazard-classes/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Hazard classes are a way of grouping together products that have similar properties. Most of the hazard classes are common to GHS and will be used worldwide by all countries that have adopted
GHS. Some hazard classes are specific to WHMIS 2015.
In WHMIS 2015, hazardous products are divided into two hazard groups. Each hazard group is divided into classes. Each hazard class contains categories or types. This lesson focuses on the two hazard groups, physical and health.
Most of the hazard classes are common to GHS and will be used worldwide by all countries that have adopted GHS. Some hazard classes are specific to WHMIS 2015.
### List of Hazard Classes
**Physical Hazards**
- Flammable gases
- Flammable aerosols
- Oxidizing gases
- Gases under pressure
- Flammable liquids
- Flammable solids
- Self-reactive substances and mixtures
- Pyrophoric liquids
- Pyrophoric solids
- Self-heating substances and mixtures
- Substances and mixtures which, in contact with water, emit flammable gases
- Oxidizing liquids
- Oxidizing solids
- Organic peroxides
- Corrosive to metals
- Combustible dusts
- Simple asphyxiants
- Pyrophoric gases
- Physical hazards not otherwise classified
**Health Hazards**
- Acute toxicity
- Skin corrosion/irritation
- Serious eye damage/eye irritation
- Respiratory or skin sensitization
- Germ cell mutagenicity
- Carcinogenicity
- Reproductive toxicity
- Specific target organ toxicity – single exposure
- Specific target organ toxicity – repeated exposure
- Aspiration hazard
- Biohazardous infectious materials
- Health hazards not otherwise classified
Note: GHS also defines an Explosive class and the Environmental Hazards group (not mandatory). The WHMIS regulations do not currently include the Explosives hazard class. Explosives are covered by other legislation in Canada.
Text Sources : [University of Guelph](https://guelph.ca/wp-content/uploads/WHMIS-training.pdf); [Work Safe BC Toolbox Meeting Guide](https://www.worksafebc.com/en/resources/health-safety/toolbox-meeting-guides/whmis-2015-classification-overview)
Image Credit: Work Safe BC
**Categories:** WHIMS
---
### [Hazard Categories](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazard-categories/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Each hazard class contains at least one category.
The hazard categories are assigned a number (e.g.., 1, 2, etc.) Categories may also be called “types”. Types are assigned an alphabetical letter (e.g.., A, B, etc.). In a few cases, sub-categories are also specified. Subcategories are identified with a number and a letter (e.g.., 1A and 1B).
Some hazard classes have only one category (e.g.., corrosive to metals), others may have two categories (e.g.., carcinogenicity (cancer)) or three categories (e.g.., oxidizing liquids). There are a few hazard classes with five or more categories (e.g.., organic peroxides).
The category tells you about how hazardous the product is (that is, the severity of hazard).
- Category 1 is always the greatest level of hazard (that is, it is the most hazardous within that class). If Category 1 is further divided, Category 1A within the same hazard class is a greater hazard than category 1B.
- Category 2 within the same hazard class is more hazardous than category 3, and so on.
There are a few exceptions to this rule. For example, for the Gases under pressure hazard class, the hazard categories are “Compressed gas”, “Liquefied gas”, “Refrigerated liquefied gas” and “Dissolved gas”. These classes relate to the physical state of the gas when packaged and do not describe the degree of hazard.
Text Source: [](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)[Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)
**Categories:** WHIMS
---
### [Main Concerns of Physical Hazard Class](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/main-concerns-of-physical-hazard-class/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Hazard ClassGeneral DescriptionFlammable gases
Flammable aerosols
Flammable liquids
Flammable solidsThese four classes cover products that have the ability to ignite (catch fire) easily and the main hazards are fire or explosion.Oxidizing gases
Oxidizing liquids
Oxidizing solidsThese three classes cover oxidizers, which may cause or intensify a fire or cause a fire or explosion.Gases under pressureThis class includes compressed gases, liquefied gases, dissolved gases and refrigerated liquefied gases.
Compressed gases, liquefied gases and dissolved gases are hazardous because of the high pressure inside the cylinder or container. The cylinder or container may explode if heated. Refrigerated liquefied gases are very cold and can cause severe cold (cryogenic) burns or injury.Self-reactive substances and mixturesThese products may react on their own to cause a fire or explosion, or may cause a fire or explosion if heated.Pyrophoric liquids
Pyrophoric solids
Pyrophoric gasesThese products can catch fire very quickly (spontaneously) if exposed to air.Self-heating substances and mixturesThese products may catch fire if exposed to air. These products differ from pyrophoric liquids or solids in that they will ignite only after a longer period of time or when in large amounts.Substances and mixtures which, in contact with water, emit flammable gasesAs the class name suggests, these products react with water to release flammable gases. In some cases, the flammable gases may ignite very quickly (spontaneously).Organic peroxidesThese products may cause a fire or explosion if heated.Corrosive to metalsThese products may be corrosive (chemically damage or destroy) to metals.Combustible dustThis class is used to warn of products that are finely divided solid particles. If dispersed in air, the particles may catch fire or explode if ignited.Simple asphyxiantsThese products are gases that may displace oxygen in air and cause rapid suffocation.Physical hazards not otherwise classifiedThis class is meant to cover any physical hazards that are not covered in any other physical hazard class. These hazards must have the characteristic of occurring by chemical reaction and result in the serious injury or death of a person at the time the reaction occurs.If a product is classified in this class, the hazard statement on the label and SDS will describe the nature of the hazard.
**Categories:** WHIMS
---
### [Main Concerns For Health Hazard Class](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/main-concerns-for-health-hazard-class/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Hazard ClassGeneral DescriptionAcute toxicityThese products are fatal, toxic or harmful if inhaled, following skin contact, or if swallowed.
Acute toxicity refers to effects occurring following skin contact or ingestion exposure to a single dose, or multiple doses given within 24 hours, or an inhalation exposure of 4 hours.
Acute toxicity could result from exposure to the product itself, or to a product that, upon contact with water, releases a gaseous substance that is able to cause acute toxicity.Skin corrosion/irritationThis class covers products that cause severe skin burns (i.e., corrosion) and products that cause skin irritation.Serious eye damage/eye irritationThis class covers products that cause serious eye damage (i.e., corrosion) and products that eye irritation.Respiratory or skin sensitizationA respiratory sensitizer is a product that may cause allergy or asthma symptoms or breathing difficulties if inhaled. Skin sensitizer is a product that may cause an allergic skin reaction.Germ cell mutagenicityThis hazard class includes products that may cause or are suspected of causing genetic defects (permanent changes (mutations) to body cells that can be passed on to future generations).CarcinogenicityThis hazard class includes products that may cause or are suspected of causing cancer.Reproductive toxicityThis hazard class includes products that may damage or are suspected of damaging fertility or the unborn child (baby).
Note: There is an additional category which includes products that may cause harm to breast-fed children.Specific target organ toxicity – single exposureThis hazard class covers products that cause or may cause damage to organs (e.g.., liver, kidneys, or blood) following a single exposure.
This class also includes a category for products that cause respiratory irritation or drowsiness or dizziness.Specific target organ toxicity – repeated exposureThis hazard class covers products that cause or may cause damage to organs (e.g.., liver, kidneys, or blood) following prolonged or repeated exposure.Aspiration hazardAspiration is defined as the entry of a liquid or solid into the trachea or lower respiratory system directly though the oral or nasal cavity, or indirectly by vomiting. In other words, aspiration occurs when instead of something going from your mouth or nose to your stomach (other than air), it enters the lungs. Serious health effects can occur such as chemical pneumonia, injury to the lungs, and death.Biohazardous infectious materialsThese materials are microorganisms, nucleic acids or proteins that cause or is a probably cause of infection, with or without toxicity, in humans or animals.Health hazards not otherwise classifiedThis class covers products that are not included in any other health hazard class. These hazards have the characteristic of occurring following acute or repeated exposure and have an adverse effect on the health of a person exposed to it – including an injury or resulting in the death of that person. If a product is classified in this class, the hazard statement will describe the nature of the hazard.Text Source: [](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)[Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)
**Categories:** WHIMS
---
### [Assigning Hazard Class to Products](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/assigning-hazard-class-to-products/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Suppliers must evaluate products that are covered by the Hazardous Products Act against specific criteria as required by the Hazardous Products Regulations. If the product meets any of the criteria for a hazard class, it is known as a hazardous product.
All hazardous products must be labelled according to the regulations, and must have a corresponding Safety Data Sheet (SDS).
The hazard class and category will be provided in Section 2 (Hazard Identification) of the SDS.
Each hazard class or category must use specific pictograms and other label elements to indicate the hazard that is present, and what precautionary measures must be taken. Use the information provided by the label and SDS to be informed and to know how to safely use, handle, store and dispose of the hazardous product.
[](https://sciencesafety.com/wp-content/uploads/2021/09/clariant-SDS-tx0134060_sds.pdf)
PDF Source: Clariant Specialty Chemicals
Text Source: [](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)[Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)
**Categories:** WHIMS
---
### [SDS Information](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/sds-information/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
The *Hazardous Products Regulations* (HPR) specifies the sections and content for the SDS. Schedule 1 within the HPR outlines the section number and heading that must be presented in the specified order, as follows:
**SDS Section and Heading****Specific Information Elements**1 Identification1. Product Identifier(e.g.. Product name)
2. Other means of identification (e.g.. product family, synonyms, etc.)
3. Recommended use
4. Restrictions on use
5. Canadian supplier identifier
Name, full address and phone number(s) Emergency telephone number and any restrictions on the use of that number, if applicable++2Hazard identificationHazard classification (class, category or subcategory) of substance or mixture or a description of the identified hazard for Physical or Health Hazards Not Otherwise Classified
Label elements:
Symbol (image) or the name of the symbol (e.g.., flame, skull and crossbones)
Signal wordHazard statement(s)
Precautionary statement(s)
Other hazards which do not result in classification (e.g.., molten metal hazard)3Composition/Information on ingredientsWhen a hazardous product is a material or substance:
Chemical name
Common name and synonyms
Chemical Abstract Service (CAS) registry number and any unique identifiers
Chemical name of impurities, stabilizing solvents and/or additives
\*For each material or substance in a mixture that is classified in a health hazard class
\*\*:Chemical name
Common name and synonyms
CAS registry number and any unique identifiers
Concentration
NOTE: Confidential business information rules can apply4First-aid measuresFirst-aid measures by route of exposure:
– Inhalation
– Skin contact
– Eye contact
– Ingestion
Most important symptoms and effects (acute or delayed)
Immediate medical attention and special treatment, if necessary5Fire-fighting measuresSuitable extinguishing media
Unsuitable extinguishing media
Specific hazards arising from the hazardous product (e.g.., hazardous combustion products)
Special protective equipment and precautions for fire-fighters6Accidental release measuresPersonal precautions, protective equipment and emergency procedures
Methods and materials for containment and cleaning up7Handling and storagePrecautions for safe handling
Conditions for safe storage (including incompatible materials)8Exposure controls/
Personal protectionControl parameters, including occupational exposure guidelines or biological exposure limits and the source of those values
Appropriate engineering controlsIndividual protection measures (e.g.. personal protective equipment)9Physical and chemical propertiesAppearance (physical state, colour, etc.)
Odour
Odour threshold
pHMelting point/Freezing pointInitial boiling point/boiling range
Flash point
Evaporation rate
Flammability (solid; gas)
Lower flammable/explosive limit
Upper flammable/explosive limit
Vapour pressure
Vapour density
Relative density
Solubility
Partition coefficient – n-octanol/water
Auto-ignition temperature
Decomposition temperatureViscosity10Stability and reactivityReactivity
Chemical stability
Possibility of hazardous reactions
Conditions to avoid (e.g.., static discharge, shock, or vibration)
Incompatible materials
Hazardous decomposition products11Toxicological informationConcise but complete description of the various toxic health effects and the data used to identify those effects, including:Information on the likely routes of exposure (inhalation, ingestion, skin and eye contact)
Symptoms related to the physical, chemical and toxicological characteristics
Delayed and immediate effects, and chronic effects from short-term and long-term exposure
Numerical measures of toxicity, including acute toxicity estimates (ATEs)12Ecological information\*\*\*Ecotoxicity
Persistence and degradability
Bioaccumulative potential
Mobility in soil
Other adverse effects13Disposal considerations\*\*\*Information on safe handling for disposal and methods of disposal, including any contaminated packaging14Transport information\*\*\*UN number
UN proper shipping name
Transport hazard class(es)
Packing group
Environmental hazards
Transport in bulk, if applicable
Special precautions15Regulatory information\*\*\*Safety, health and environmental regulations specific to the product16Other informationDate of the latest revision of the SDS+The supplier that must be identified on an SDS is the initial supplier identifier (i.e., the name, address and telephone number of either the Canadian manufacturer or the Canadian importer). There are two exceptions to this requirement. 1) In a situation where a hazardous product is being sold by a Canadian distributor, the distributor may replace the name, address and telephone number of the initial supplier with their own contact information. 2) In a situation where an importer imports a hazardous product for use in their own workplace in Canada (i.e., the importer is not selling the hazardous product), the importer may retain the name, address and telephone number of the foreign supplier on the SDS instead of replacing it with their own contact information.
++The emergency telephone number is a telephone number that will allow the caller to get information about the hazardous product. This number does not have to be a Canadian telephone number. Any restrictions on the use of that number must be stated (e.g.., days and hours of operation). If the language spoken at the telephone number is neither English nor French, this should be indicated on the SDS as part of the restrictions on the use of the number.
\*These impurities and stabilizing products are those that are classified in a health hazard class and contribute to the classification of the material or substance.
\*\*Each ingredient in the mixture must be listed when it is classified in a health hazard class and is present above the concentration limit that is designated for the hazard class in which it is classified or is present in the mixture at a concentration that results in the mixture being classified in any health hazard class.
\*\*\*Sections 12 to 15 require the headings to be present, but under Canadian regulations, the supplier has the option to not provide information in these sections.
Text Source: [](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/hazard_classes.html)[Canadian Centre for Occupational Health and Safety](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/sds.html)
**Categories:** WHIMS
---
### [Using SDS in the Workplace](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/using-sds-in-the-workplace/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Always be familiar with the hazards of a product **before** you start using it.
You should look at an SDS, match the name of the product on the container to the one on the SDS, know the hazards, understand safe handling and storage instructions, as well as understand what to do in an emergency.
You can think of the SDS as having four main purposes. It provides information on:
1. **Identification**: for the product and supplier.
2. **Hazards:** physical (fire and reactivity) and health.
3. **Prevention:** steps you can take to work safely, reduce or prevent exposure, or in an emergency.
4. **Response**: appropriate responses in various situations (e.g.., first-aid, fire, accidental release).
For most people who work with hazardous products, you should always:
- read the name of the chemical (Section 1),
- know the hazards (Section 2),
- understand safe handling and storage instructions (Section 7), and
- understand what to do in an emergency (Sections 4, 5 and 6).
An SDS example is shown below.
[](https://sciencesafety.com/wp-content/uploads/2021/09/Irving-safety-data-sheet.pdf)
PDF Credit: Irving
**Categories:** WHIMS
---
### [Welcome to WHMIS Training For Workers!](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/welcome-to-whmis-training-for-workers/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
This course is delivered as an online course, designed to help you learn at your own pace and in your own environment at your convenience. You will need a computer (desktop or laptop) or mobile phone and access to the internet.
The Workplace Hazardous Materials Information System (WHMIS) has aligned with the Globally Harmonized System of Classification and Labelling of Chemicals (GHS). GHS is a worldwide system. Its goal is to have a common set of rules for classifying hazardous products, common rules for labels, and a standard format for safety data sheets (SDSs). This course familiarizes you with the “WHMIS 2015” system and how it is used in workplaces. Learning about WHMIS 2015 is part of the knowledge that you need to protect yourself and your co-workers from hazardous products.
#### **Topics include:**
- Overview of WHMIS
- Overview of hazard groups and classes
- Labels
- Physical hazards
- Health hazards
- Safety data sheets (SDSs)
#### **Upon completion of the course you will be able to:**
- Understand labels
- Rrecognize the pictograms (symbols) and understand the hazards that they represent
- Identify the hazards represented by each hazard class
- Find additional information about hazards and protective measures on SDSs.
Intended Audience: This course is suitable for workers in organizations of all sizes, in industries and occupations where hazardous products are found.
**Categories:** WHIMS
---
### [WHIMS 2015 Course Format and Design](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/whims-2015-course-format-and-design/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
## Course Format
This course utilizes online modules to help provide you with the ability to work asynchronously and to provide you with choice in terms of place, path, time and place of learning. The Science Safety team has automated some functions to check on participants and to monitor for completion and success, but there is not an instructor in this course every day. If you have any questions or concerns about the course, please reach out to us at Science Safety Customer Care.
## Course Design
This course will provide the level of understanding about WHIMS 2015 that you need to know as an employee. This course does not cover any first aid or first response information for dealing with an injury.
In each section, we will check your understanding of the material with automated quizzes. Additional resources are available in the Resources section.
## Completion Criteria
In order to complete this course, **you must receive at least 80% on each of the section quizzes.** You can monitor your progress by using the “My Progress” in the left menu. If you complete all sections, but the Course Completion module does not unlock, check your quiz grades to see if you need to retake a quiz for a better score. You can retake the quizzes as many times as you need.
**Categories:** WHIMS
---
### [WHIMS Responsibilities](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/whims-responsibilities/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Under WHMIS 2015, the roles and responsibilities of suppliers, employers, and workers are as follows:
### Suppliers
Suppliers (manufacturers, importers, and distributors) must:
- Classify hazardous products
- Pprepare and provide labels and SDSs to customers
- Provide supplier labels on all containers of hazardous products they sell or produce
### Employers
Employers must:
- Ensure that all hazardous products are properly labelled
- Make SDSs readily available to workers
- Pprepare workplace labels and SDSs as necessary
- Provide worker education and training
### Workers
Workers must:
- Participate in WHMIS training programs
- Take necessary steps to protect themselves and their co-workers
- Participate in identifying and controlling hazards
- Inform employers if labels are illegible or missing
Source: [Work Safe BC](https://www.worksafebc.com/en/health-safety/hazards-exposures/whmis)
**Categories:** WHIMS
---
### [Your Rights and WHMIS](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/your-rights-and-whmis/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
Under WHMIS, you have the right to receive information about each hazardous product you use, handle, or store (for example, its identity, composition, hazards, and the safety precautions you need to take.)
You can use this information to help make sure you go home alive and well at the end of every workday.
Text Source: [Work Safe BC](https://www.worksafebc.com/en/resources/health-safety/toolbox-meeting-guides/whmis-2015-overview)
**Categories:** WHIMS
---
### [WHMIS 2015: Key Elements](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/whmis-2015-key-elements/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
The key elements of WHMIS 2015 are labels, SDSs, and worker education.
**Labels**: to alert the user to the dangers of the product and to the essential precautions for its safe use
**SDS**: detailed information about product composition, reactivity, health effects, protective equipment
and procedures.
**Worker Education**: to understand hazards and associated safe work procedures for working with or working in the proximity of the controlled product.
Source: [University of Guelph](https://guelph.ca/wp-content/uploads/WHMIS-training.pdf)
**Categories:** WHIMS
---
### [Pictograms and Hazard Symbols](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/pictograms-and-hazard-symbols/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
In general, pictograms (below right) are similar to WHMIS 1988 hazard symbols (below left). Many of the symbols inside the borders are almost the same.
But there are some new symbols. (See the symbols in the “Health hazard,” “Exploding bomb,” “Environment,” and “Exclamation mark” pictograms, highlighted by dashed lines.
And two symbols have been retired. (See the “Materials causing other toxic effects” and “Dangerously reactive materials” hazard symbols, highlighted by dotted lines below left).
In all but one case (“Biohazardous infectious materials”), the pictogram borders are red and diamond-shaped. And most pictograms are assigned to multiple hazard classes and categories.
Image and Text Credit [Safe Work BC](https://www.worksafebc.com/en/resources/health-safety/toolbox-meeting-guides/whmis-2015-pictograms-vs-symbols)
**Categories:** WHIMS
---
### [SDS Language and Layout](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/sdss-are-usually-written-by-suppliers/)
**Published:** September 1, 2021
**Author:** admin2025Open
**Content:**
MSDSs were usually written by the manufacturer or supplier of the product and there was lots of inconsistency prior to WHMIS 2015. Now the SDS and labels use prescribed language from the United Nations that allows for a universal data transfer of information. That means that regardless of where you buy sodium chloride, the SDS and label information will the be same even if you order it from three different suppliers. Now that the language is prescribed by the UN for these products, it makes it much easier to effectively communicate hazards and prevention strategies and first aid measures universally. In some rare circumstances, an employer may be required to pprepare an SDS (e.g.., when the product is produced and used exclusively in that workplace or is proprietary to their manufacturing or production).
Your employer must make sure that up-to-date SDSs are easily available to you. Because of the universal application of the GHS (Global Harmonized System of Chemical Classification and Labelling) and WHMIS 2015 in Canada, there is no need for updated SDS’s every three years which was the case with the former WHMIS1988 MSDS. This is a significant improvement and provides a consistent communication platform for understanding and recognizing risks, hazards, first aid, accidental release measures and more.
Suppliers will be required to update and notify the end users of a product if there is a change to the SDS due to storage, handling, spill clean up protocols or other pertinent information. The supplier or manufacturer has a fiduciary obligation to do this and ensure that the most current SDS’s are posted online, printed, or provided to end users.
Source: [Work Safe BC](https://www.worksafebc.com/en/resources/health-safety/toolbox-meeting-guides/whmis-2015-safety-data-sheets)
**Categories:** WHIMS
---
### [Employer Duties and WHMIS 2015](https://sciencesafety.com/lessons/employer-duties-and-whmis-2015/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
Under WHMIS 2015, employers must continue to:
• Educate and train workers on the hazards and safe use of products.
• Ensure that hazardous products are properly labelled.
• Pprepare workplace labels and SDSs as necessary.
• Provide access for workers to up-to-date SDSs.
• Review the education and training provided to employees – annually or whenever work conditions or hazard
information changes.
Source: [CCOHS](https://web.archive.org/web/20210325033916/https://umanitoba.ca/admin/vp_admin/risk_management/ehso/media/WHMIS_2015_Fact_Sheet.pdf)
**Categories:** WHIMS
---
### [Worker Education and Training](https://sciencesafety.com/lessons/worker-education-and-training/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
Employers are required to educate and train workers about WHMIS 2015.
Revised education and training programs, developed in consultation with the health and safety committee, will include:
• New hazard pictograms.
• New hazard classes.
• New labels and their required elements such as signal words.
• The meaning of all signal words and hazard statements found on labels and SDSs in the workplace, such as Danger – May cause cancer.
• The new SDS format and how to locate information needed to work safely with a product.
• Worksite-specific training on measures to work safely with hazardous products.
Source: [CCOHS](https://web.archive.org/web/20210325033916/https://umanitoba.ca/admin/vp_admin/risk_management/ehso/media/WHMIS_2015_Fact_Sheet.pdf)
**Categories:** WHIMS
---
### [WHMIS 2015 Transition](https://sciencesafety.com/lessons/whmis-2015-transition/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
Employers are required to educate and train workers about WHMIS 2015 as new labels and SDSs will appear in their
workplaces.
During the transition period, employers may continue to have WHMIS 1988 labels and MSDSs in the
workplace – if so, they must also continue to educate workers about WHMIS 1988. Employers must review and comply with the WHMIS requirements of their OSH jurisdiction.
Source: [CCOHS](https://web.archive.org/web/20210325033916/https://umanitoba.ca/admin/vp_admin/risk_management/ehso/media/WHMIS_2015_Fact_Sheet.pdf)
**Categories:** WHIMS
---
### [Example of WHMIS Violation](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/example-of-whmis-violation/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
Hurley Corporation, a Toronto company that provides janitorial services, was fined $60,000 on February 17, 2011, for violating the Occupational Health and Safety Act by improperly storing chemicals.
On March 6, 2009, a Hurley worker was attempting to clean the floor at Humber College’s Etobicoke campus. The worker asked a supervisor to provide floor cleaner. The supervisor poured a floor cleaning chemical from a properly labeled commercial container into a water bottle and left the bottle on a table in the worker’s area. There were no markings on the bottle to identify it as floor cleaner. The worker found the bottle, assumed it was filled with water, and drank from it. The worker felt a burning stomach, coughed up blood, vomited and briefly lost consciousness. The worker was hospitalized but released with no lasting effects from the chemical.
Hurley Corporation pleaded guilty to failing to ensure that the floor cleaner was transferred into a container with a proper workplace label.
The fine was imposed by Justice of the Peace Kevin Madigan. In addition to the fine, the court imposed a 25% victim fine surcharge, as required by the Provincial Offences Act. The surcharge is credited to a special provincial government fund to assist victims of crime.
Source: Government of Ontario’s ‘Newsroom’, as presented in [City of Guelph](https://guelph.ca/wp-content/uploads/WHMIS-training.pdf) training materials.
**Categories:** WHIMS
---
### [WHMIS Refresher Trainings](https://sciencesafety.com/lessons/whmis-refresher-trainings/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
Refresher education and training is generally required:
- As needed to protect the worker’s health and safety.
- If conditions of the workplace have changed.
- If new products are introduced.
- If the products have changed and now have different hazards.
- When new hazard information becomes available.
- If there is new information about safe use, handing, storage or disposal.
It is possible that some provinces or territories may add a requirement which includes that employers must periodically evaluate workers knowledge using written tests, practical demonstrations or other means.
Again, confirm these details with your local jurisdiction.
Source: [CCOHS](https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/education_training.html)
**Categories:** WHIMS
---
### [Hazard Classes and Categories](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazard-classes-and-categories/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
Hazard classes are a way of grouping together products that have similar properties.
Most of the hazard classes are common to GHS and will be used worldwide by all countries that have adopted
GHS.
Some hazard classes are specific to WHMIS 2015.
Source: [University of Guelph](https://guelph.ca/wp-content/uploads/WHMIS-training.pdf)
**Categories:** WHIMS
---
### [Hazard Control: WHMIS (3:57)](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/hazard-control-whmis/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
The main ways to control a hazard include:
1. **Elimination (including substitution)**: remove the hazard from the workplace or substitute with a less hazardous product (chemical hazards are the most common control by substitution).
2. **Engineering Controls**: includes designs or modifications to plants, equipment, ventilation systems, and processes that reduce the source of exposure.
3. **Administrative Controls**: controls that alter the way the work is done, including timing of work, policies and other rules, and work practices such as standards and operating procedures (including training, housekeeping, and equipment maintenance, and personal hygiene practices).
4. **Personal Protective Equipment**: equipment worn by individuals to reduce exposure such as contact with chemicals or exposure to noise. These methods are also known as the “hierarchy of controls” because they should be considered in the order presented (it is always best to try to eliminate the hazard first etc).
This video goes into greater detail about the hierarchy of controls to control hazards.
Source: [University of Guelph](https://guelph.ca/wp-content/uploads/WHMIS-training.pdf)
**Categories:** WHIMS
---
### [Traditional Routes of Entry for Chemicals](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/traditional-routes-of-entry-for-chemicals/)
**Published:** September 2, 2021
**Author:** admin2025Open
**Content:**
As you use or come into contact with chemicals, be aware that they can enter your body through four major routes.
- Inhalation – gases and airborne particulate can be breathed in through your nose or mouth.
- Absorption – chemicals, including dust, smoke or vapors, can enter your body through your skin or eyes.
- Ingestion – chemicals can enter your body through your mouth.
- Injection – chemicals can enter your body through an accidental impact, cut or puncture to your skin.
Here’s how these chemicals can enter your body, and what preventive measures are available:
**Inhalation** involves airborne contaminants that can be inhaled directly into the lungs through the nose or mouth. These contaminants include dusts, mists, fumes, vapors and gas.
Inhalation is the most common route of entry a chemical can take to enter the body.
*Prevention* – Personal protective equipment that provides protection from airborne contaminants includes respirators or masks appropriate for the specific contaminant.
**Absorption** involves hazardous chemicals that are absorbed through direct contact with the skin or eyes. These chemicals can include particulates (dust, smoke), liquids, gases and vapors.
*Prevention* – Absorption through the skin and eyes can be prevented with the use of appropriately selected gowns, gloves, work clothing, personal protective equipment that covers the eyes, such as full face masks, safety glasses with side shields, and face shields, appropriate for the specific contaminants. In some instances a hazard suit with full head mask is appropriate.
**Ingestion** involves hazardous chemicals that enter the body through the mouth. These include chemical dusts, particles and mists that are inhaled through the mouth and swallowed or which have contaminated objects, such as hands, food and cigarettes, that come in contact with the mouth.
*Prevention* – Good hygiene practices are important in preventing products from being ingested. In areas where harmful chemicals are handled, eating and smoking should not be allowed. In this situation careful and thorough hand and face washing is required before eating and at the end of every shift. Inhaled toxic dusts can also be ingested in amounts that may cause trouble. In these situations, appropriate barriers, such as dust masks, are necessary.
**Injection** may occur through the misuse of syringe needles or through accidents with broken glass or other sharp objects that have been contaminated with chemicals. Injections can also occur through high pressure streams of liquids or gases.
Injection is not a common route of entry.
*Prevention* – Cautious use of any sharp object is important. Know proper storage, handling and disposal procedures when using syringe needles, glassware or other potentially sharp objects. Wearing gloves and other protective clothing may also reduce the possibility of injection.
Text Source: University at Buffalo
Image Source: University of North Texas
**Categories:** Chemical Hazards
---
### [Detection of Chemical Hazards](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/detection-of-chemical-hazards/)
**Published:** September 3, 2021
**Author:** admin2025Open
**Content:**
There are a number of ways to detect chemical hazards in your work area.
**Sight**
You may see smoke, mists, fumes or fire due to a chemical reaction.
**Smell**
You may notice a strange odor that could be due to a chemical hazard.
**Active Monitoring**
An instrument, such as an air-monitoring device, might be used to detect chemical hazards.
Source: University of North Texas
**Categories:** Chemical Hazards
---
### [Be Specific When Identifying a Problem Behavior](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/be-specific-when-identifying-a-problem-behavior/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
It is important to help students recognize when their actions are disruptive and know that they have the ability to change disruptive behavior.
For example, instead of noting a student regularly exhibits disruptive behavior, keep track of what the specific behavior is and when and how often it occurs. Perhaps the student blurts out answers without raising her hand every day during whole-class instruction. Or possibly a student struggles to line up quietly when transitioning to lunch or recess. Once the teacher documents this specific information, they may attempt to understand what precedes or follows that disruptive behavior that could be contributing to or reinforcing it. When a student blurts out answers, the teacher might then think about strategies to support that student, such as reminding the whole class to raise their hands during whole-class instruction, acknowledging students who raise their hands, and not praising students who share the correct answer but do not raise their hands.
When a student is struggling to line up appropriately, the teacher might allow the student to practice the appropriate behavior by assigning them the role of line leader during transitions to non-academic activities, reminding the whole class of the line and hallway expectations, and offering praise to students who line up according to expectations. Research suggests that tailoring an intervention to the distinct needs or behaviors of an individual student in a classroom is more effective than a blanket intervention. Strategies that aren’t linked to a specific problem behavior can contribute to increasing the unwanted behavior, rather than decreasing or changing it.
Source: [Institute of Education Sciences (IES)](https://ies.ed.gov/learn/blog/five-classroom-management-strategies-work)
**Categories:** Classroom Management
---
### [Teach and Reinforce New Social and Behavioral Skills](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/teach-and-reinforce-new-social-and-behavioral-skills/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Classroom and behavior management begins with setting expectations for success.
When students are not meeting those expectations, correcting disruptive behavior by modeling and reinforcing positive behavior is one strategy that can lead to a more positive classroom climate.
For instance, a teacher telling a student “you’ve been doing so well raising your hand when you want to speak, you get to take a short break and go to the water fountain” helps reward the behavior and clearly communicates what led to the reward.
Teachers engaging in social and behavioral skill-building, such as showing appropriate attention-seeking methods, and reinforcement of these skills, have been shown to reduce inappropriate behaviors.
To implement this recommendation, teachers should identify where a student needs explicit instruction, provide examples, practice, and feedback, and ensure reinforcers are provided for appropriate behavior and withheld for inappropriate behavior.
Source: [Institute of Education Sciences (IES)](https://ies.ed.gov/learn/blog/five-classroom-management-strategies-work)
**Categories:** Classroom Management
---
### [Set Up Classroom Environment For Success](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/set-up-the-classroom-environment-for-success/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Classroom elements that trigger disruptive or negative behavior “can result from a mismatch between the classroom setting or academic demand and students’ strengths, preferences, or skills.”
For example, students could be unfocused because they are engaged in an academically demanding activity at the very end of the day. Or, maybe the classroom isn’t set up in a way that allows a teacher to smoothly walk around and monitor student engagement. Additionally, the transition time between activities could be disrupting students’ attention.
Finding the balance between academic demand and student environmental needs can make all the difference in a teacher’s ability to successfully manage a classroom.
To carry out this strategy, it’s important for teachers to revisit and regularly reinforce classroom behavioral expectations, take steps to ensure that the classroom environment is not the source of problem behaviors, and vary instructional strategies to increase opportunities for success and engagement.
**Categories:** Classroom Management
---
### [Actively Engage Students in Tangible Ways](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/actively-engage-students-in-tangible-ways/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Differentiating instruction methods is key to engaging students’ various learning styles.
Research shows that when students are actively engaged in academic work, it is difficult for them to engage in disruptive behavior. As an example, a teacher could ask students to respond to questions in real-time using individual erasable boards which requires active participation and increases engagement.
Teachers could also provide students with an outline of a lecture and ask them to follow along and fill in additional details as the lecture progresses.
Increasing students’ opportunities to respond, and providing guided notes can all help ensure active participation and reduce disruption.
Source: [Institute of Education Sciences (IES)](https://ies.ed.gov/learn/blog/five-classroom-management-strategies-work)
**Categories:** Classroom Management
---
### [Lean on Colleagues and Students’ Families for Guidance and Support](https://sciencesafety.com/courses/classroom-management-best-practices/lessons/lean-on-colleagues-and-students-families-for-guidance-and-support/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
When teachers have a class of 30 plus or see more than 100 students a day, it can be challenging to understand individual student’s academic and personal strengths and behavioral triggers.
To get to know the needs of their students, teachers can compare notes with colleagues on classroom management strategies that have worked with specific students.
Teachers can also encourage students’ family members to engage in teaching and reinforcing appropriate behavior. They could ask families for strategies that work at home to help solve the problem at school. Parents, school personnel, and behavioral experts can all be great allies for managing a classroom.
These relationships can help alleviate teacher stress and burnout from handling chronic or serious behavior problems.
Source: [Institute of Education Sciences (IES)](https://ies.ed.gov/learn/blog/five-classroom-management-strategies-work)
**Categories:** Classroom Management
---
### [Guidance for Performing Arts (35:32)](https://sciencesafety.com/lessons/guidance-for-performing-arts-3532/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Dr. James Weaver (NFHS), Dr. Mark Spede (CBDNA/Clemson), and Bob Morrison (Arts Ed New Jersey) have an in-depth conversation on mitigations and recommendations for various music, speech, debate, and theatre activities. This conversation is a view of best practices on the date of this recording and any action should be in consultation with your local and/or state health departments.
Source: [NFHS](https://www.nfhs.org/articles/unprecedented-international-coalition-led-by-performing-arts-organizations-to-commission-covid-19-study/)
**Categories:** Covid 19
---
### [Assessing Risk of Music Activities During COVID (4min)](https://sciencesafety.com/lessons/assessing-risk-of-music-activities-during-covid-4min/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
A survey was conducted beginning April 28, 2021 to assess the level of spread events that occurred in school-based music programs. 3,000 surveys were returned and analyzed in June 2021.
[Click this link to read the report](https://www.nfhs.org/media/4701205/draft-30-assessing-the-risk-of-music-activities-during-covid.pdf).
Source: [NFHS](https://www.nfhs.org/articles/unprecedented-international-coalition-led-by-performing-arts-organizations-to-commission-covid-19-study/)
**Categories:** Covid 19
---
### [COVID-19 Mitigation Strategies for Choir (3:11)](https://sciencesafety.com/lessons/covid-19-mitigation-strategies-for-choir-311/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Source: [NFHS](https://www.nfhs.org/articles/unprecedented-international-coalition-led-by-performing-arts-organizations-to-commission-covid-19-study/)
**Categories:** Covid 19
---
### [What is Long Covid? (4:09)](https://sciencesafety.com/courses/long-covid/lessons/what-is-long-covid-409/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
The U.S.. Centers for Disease Control and Prevention (CDC) has identified long COVID as another term for post-COVID conditions.
According to the CDC, post-COVID conditions “are a wide range of new, returning, or ongoing health problems people can experience more than four weeks after first being infected with the virus that causes COVID-19. Even people who did not have symptoms when they were infected can have post-COVID conditions.”
Video: CBC News: The NationalText Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Long COVID Symptoms (2:50)](https://sciencesafety.com/courses/long-covid/lessons/long-covid-symptoms/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Preliminary studies show that children and students of all ages may experience long COVID, which can produce a combination of symptoms, including:
• Tiredness or fatigue
• Difficulty thinking or concentrating (sometimes referred to as “brain fog”)
• Headache
• Changes in smell or taste
• Dizziness on standing (lightheadedness)
• Fast-beating or pounding heart (also known as heart palpitations)
• Symptoms that get worse after physical or mental activities
• Chest or stomach pain
• Difficulty breathing or shortness of breath
• Cough
• Joint or muscle pain
• Mood changes
• Fever
• Pins-and-needles feeling
• Diarrhea
• Sleep problems
• Changes in period cycles
• Multiorgan effects or autoimmune conditions
• Rash
Text Source: CDC
Video Credit: Houston Methodist Hospital
**Categories:** Long Covid
---
### [Long COVID Can Be a Disability Under the ADA (2:14)](https://sciencesafety.com/courses/long-covid/lessons/long-covid-can-be-a-disability-under-the-ada-214/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Students with disabilities—including those whose long COVID is a disability—have a right to be free from discrimination in school. Federal disability laws, such as Section 504, guarantee equal opportunity to learn for students with disabilities. OCR is committed to enforcing Section 504 and ensuring that all students with disabilities have the supports and services needed to fulfill the law’s commitment.
—Suzanne B. Goldberg, Acting Assistant Secretary for Civil Rights
Long COVID can be a disability under the ADA, Section 504, and Section 1557 if it substantially limits one or more major life activities.
These laws and their related rules define a person with a disability as an individual with a physical or mental impairment that substantially limits one or more of the major life activities of such individual (“actual disability”); a person with a record of such an impairment (“record of”); or a person who is regarded as having such an impairment (“regarded as”).
A person with long COVID has a disability if the person’s condition or any of its symptoms is a “physical or mental” impairment that “substantially limits” one or more major life activities.
Here’s one person in Utah who qualified for disability due to Long Covid symptoms.
Video Source: ABC 4 Utah News
Source: [U.S.. Health and Human Services Department](https://www.hhs.gov/civil-rights/for-providers/civil-rights-covid19/guidance-long-covid-disability/index.html)
**Categories:** Long Covid
---
### [Protections Under IDEA and Section 504](https://sciencesafety.com/courses/long-covid/lessons/protections-and-services-under-idea-and-section-504-for-students/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
A child or student experiencing long COVID or other conditions that have arisen as a result of COVID-19 may be eligible for special education and related services under IDEA and/or may be entitled to protections and services under Section 504.
Some children and students who were already identified as having a disability under IDEA and/or Section 504 and who have contracted COVID-19 may experience new or worsened symptoms related to their pre-Long COVID under Section 504 and the IDEA existing disability, to COVID-19, or to both.
If these symptoms persist in the form of long COVID, these children or students may need new or different related aids and services, specialized instruction, or reasonable modifications.
Other children or students may be found eligible for services under IDEA and/or Section 504 for the first time because of the adverse impact of long COVID on the child’s educational achievement and functioning (IDEA) or if long COVID substantially limits one or more of the student’s major life activities (Section 504).
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Eligibility Under IDEA](https://sciencesafety.com/courses/long-covid/lessons/eligibility-under-idea/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
To be eligible for special education and related services under Part B, the child must be evaluated and determined to be a child who has a disability and who requires specialized services as defined under IDEA.
For example, under the IDEA Part B regulations, a child may be eligible for special education and related services based on having an “other health impairment” if the child has limited strength, vitality, or alertness due to a chronic or acute health problem that adversely affects the child’s educational performance.
To be eligible for early intervention services under IDEA Part C, an infant or toddler must receive a comprehensive, multidisciplinary evaluation and meet the State’s eligibility criteria.
For example, infants with severe post-COVID conditions could, based on evaluation data, have developmental delays that make them eligible for early intervention services.
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Eligibility Under Section 504](https://sciencesafety.com/courses/long-covid/lessons/eligibility-under-section-504/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Under Section 504, a person has a disability if they:
(1) have a physical or mental impairment that substantially limits a major life activity;
(2) have a record of such an impairment; or
(3) are regarded as having such an impairment.
Major life activities include, for example, breathing and concentrating, as well as major bodily functions such as functions of the immune system.
A student does not need to be substantially limited in their learning to be eligible for protection and services under Section 504. If a student’s long COVID substantially limits one or more major life activities, the student would have a disability under Section 504.
This analysis applies to all students, whether in pre-school, elementary or secondary school, or a postsecondary setting.
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Determining Student Eligibility for IDEA and Section 504](https://sciencesafety.com/courses/long-covid/lessons/determining-student-eligibility-for-idea-and-section-504/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Long COVID impacts children and students in a variety of ways, and therefore, the determination of whether a child or student is eligible for IDEA and/or Section 504 services must be made on an individual basis following existing procedures in those laws and their implementing regulations.
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Child Find and Initial Evaluation Procedures Under IDEA Part B](https://sciencesafety.com/courses/long-covid/lessons/child-find-and-initial-evaluation-procedures-under-idea-part-b/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Similarly, Child Find for IDEA Part B requires public agencies to implement policies and procedures ensuring that all children with disabilities who need special education and related services are identified, located, and evaluated, regardless of the severity of the disability.
This includes, for example, children who may have been identified as a child with a disability under the IDEA category of other health impairment as a result of contracting COVID-19 (e.g.., long COVID or multisystem inflammatory syndrome in children, known as MISC).
Child Find activities typically involve a screening process to determine whether the child should be referred for a full evaluation to determine eligibility for special education and related services. If the public agency suspects the child may have a disability under IDEA, it must seek the parent’s consent to conduct an initial evaluation. That evaluation must be consistent with IDEA’s requirements and conducted within 60 days of receiving parental consent or within the State-established timeline.
At the completion of the evaluation, a group of qualified professionals and the child’s parent determine whether the child is a child with a disability as defined in IDEA and, if yes, identify the educational needs of the child.
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Evaluation Procedures Under Section 504](https://sciencesafety.com/courses/long-covid/lessons/evaluation-procedures-under-section-504/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Under Section 504, schools must conduct an evaluation in a timely manner of any student who needs or is believed to need special education or related services because of a disability.
The evaluation of a student must be individualized and not make any conclusions based on the child’s diagnosis alone.
Once the evaluations are completed, a group of people knowledgeable about the child and the child’s evaluation data and placement options (for example, the child’s parents, school nurses, teachers, counselors, psychologists, school administrators, social workers, doctors, etc.) reviews the evaluation results.
Then the group determines the child’s placement based on whether the student has a disability and what, if any, supports are needed.
For example, a student who has had COVID-19 and who continues to have difficulty concentrating may require an evaluation to determine if the student has a disability and needs special education or related services such as additional time to finish classwork and tests.
For students who already receive services under Section 504, schools must provide reevaluations periodically and prior to a significant change in placement.
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Eligibility Under IDEA and Section 504](https://sciencesafety.com/courses/long-covid/lessons/eligibility-and-implementation-under-idea-and-section-504/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
If the child is eligible for services under Part C of IDEA, an IFSP will be developed by the IFSP Team, which includes the infant’s or toddler’s parent.
For example, an IFSP Team may determine that a toddler with developmental delays as a result of the effects of long COVID may require early intervention services and occupational therapy to address fine and visual motor skills.
The IFSP could also include parent services or family-centered interventions to foster social-emotional well-being as the toddler recovers from long COVID. Likewise, a child determined eligible for services under Part B will have an Individualized Education Program (IEP) developed by the IEP Team, which includes the child’s parent.
For example, an IEP Team may determine that a child whose disability meets the definition of other health impairment under IDEA and who is experiencing difficulty concentrating and anxiety symptoms related to long COVID may need to receive special education and related services and supplementary aids and services to improve academic engagement during instructional periods, counseling services to address anxiety, and a plan for positive behavioral interventions and supports to promote on-task behavior and adaptive responses to stress triggers.
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Section 504 Plan](https://sciencesafety.com/courses/long-covid/lessons/section-504-plan/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
If a student is eligible for services or reasonable modifications under Section 504, schools often record those services and modifications in a document called a Section 504 plan.
Under Section 504, for example, a group of knowledgeable people may determine that a student requires a reasonable modification to the attendance policy to receive excused absences for long COVID-related illness or medical appointments beyond the initial period of illness.
Source: [U.S.. Department of Education](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)
**Categories:** Long Covid
---
### [Postsecondary Education Students and Section 504](https://sciencesafety.com/lessons/postsecondary-education-students-and-section-504/)
**Published:** September 5, 2021
**Author:** admin2025Open
**Content:**
Colleges and universities also have obligations under Section 504 and must provide students with disabilities an opportunity to participate that is equal to that of students without disabilities.
This obligation extends to students whose long COVID substantially limits a major life activity.
Postsecondary education students who are experiencing long COVID may have a disability; if so, they may require academic adjustments and/or reasonable modifications.
For example, a student with asthma may experience increased difficulty breathing and new difficulty with walking as a result of long COVID. That student may need a reasonable modification to register early for a class schedule that minimizes the distance between classes.
In the postsecondary setting, Section 504 does not require colleges or universities to identify students with disabilities. Students who require academic adjustments or reasonable modifications may request them; typically, students work with a postsecondary institution’s disability services office to identify appropriate modifications.
Source: [U.S.. Department of Educati](https://www2.ed.gov/about/offices/list/ocr/docs/ocr-factsheet-504-20210726.pdf)on
**Categories:** Long Covid
---
### [Cleaning and Disinfecting: Best Practices During COVID](https://sciencesafety.com/courses/cleaning-during-covid/lessons/cleaning-and-disinfecting-best-practices-during-covid/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Content:**
EPA’s new factsheet has cleaning and disinfecting best practices and tips you can use during the COVID-19 pandemic.
[](https://sciencesafety.com/wp-content/uploads/2021/09/cleaning-disinfecting-one-pager-epa.pdf)
Source: [EPA](https://www.epa.gov/coronavirus/cleaning-and-disinfecting-best-practices-during-covid-19-pandemic)
**Categories:** Sanitization
---
### [How to Use List N (3:19)](https://sciencesafety.com/courses/epas-list-n/lessons/how-to-use-list-n-319/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Content:**
Source: EPA
**Categories:** Sanitization
---
### [Which Disinfectants Kill Covid?](https://sciencesafety.com/courses/epas-list-n/lessons/tips-on-using-the-list-n-tool/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Content:**
This infographic walks through using EPA’s search tool to determine if a disinfectant is on List N, a list of products EPA expects to kill SARS-CoV-2, the coronavirus that causes COVID-19.
[](https://sciencesafety.com/wp-content/uploads/2021/09/list_n_how-to_infographic_final_0.pdf)
Source: EPA
**Categories:** Sanitization
---
### [Steps for Safe & Effective Disinfectant Use](https://sciencesafety.com/courses/epas-list-n/lessons/steps-for-safe-effective-disinfectant-use/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Content:**
Infographic on how to use surface disinfectant products.
[](https://sciencesafety.com/wp-content/uploads/2021/09/disinfectants-onepager-epa.pdf)
Source: [EPA](https://www.epa.gov/coronavirus/six-steps-safe-effective-disinfectant-use)
**Categories:** Sanitization
---
### [List N Products Expected to Kill SARS-CoV-2](https://sciencesafety.com/lessons/list-n-products-that-kill-sars-cov-2/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Content:**
EPA expects the products on List N to kill SARS-CoV-2, the coronavirus that causes COVID-19, because they:
- Demonstrate efficacy against the coronavirus SARS-CoV-2 (COVID-19);
- Demonstrate efficacy against a pathogen that is harder to kill than SARS-CoV-2 (COVID-19); or
- Demonstrate efficacy against a different human coronavirus similar to SARS-CoV-2 (COVID-19).
**EPA expects all products on List N to be effective against SARS-CoV-2 (COVID-19) when used according to label directions.**
[List N Advanced Search Page: Disinfectants for Coronavirus (COVID-19) | US EPA](https://www.epa.gov/coronavirus/list-n-advanced-search-page-disinfectants-coronavirus-covid-19)
Source: [EPA](https://www.epa.gov/coronavirus/how-does-epa-know-products-list-n-work-sars-cov-2)
**Categories:** Covid 19, Sanitization
---
### [What is the List N Tool?](https://sciencesafety.com/courses/epas-list-n/lessons/what-is-the-list-n-tool/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Content:**
The [EPA’s List N Tool](https://cfpub.epa.gov/wizards/disinfectants/) is a web-based application (app), that enables consumers to quickly and easily search for disinfectant products with EPA approval against SARS-CoV-2, the virus which causes COVID-19.
EPA’s List N consists of more than 400 surface disinfectant products that meet the EPA’s criteria for use against SARS-CoV-2.
On the website, users can search by use site (e.g.., home, business, health care, etc.), surface type (e.g.., hard, non-porous surfaces like countertops; porous surfaces like fabrics), contact time (i.e., the time the product needs to be visibly wet), EPA registration number, active ingredient, or product name.
When using an EPA-registered disinfectant, always **follow the label directions** for safe, effective use.
Source: [OSHA Review](https://oshareview.com/2020/05/new-epa-search-tool-for-disinfectants-on-list-n-infection-control/)
**Categories:** Sanitization, Cleaning
---
### [How Should I Clean?](https://sciencesafety.com/courses/cleaning-during-covid/lessons/how-should-i-clean/)
**Published:** September 6, 2021
**Author:** admin2025Open
**Content:**
• Disinfect commonly used fixtures and equipment often, or when visibly soiled.
• Clean and disinfect other fixtures, furniture and equipment on a regular basis.
• Disinfect waste baskets as needed.
An easy way to pprepare a disinfectant solution is to mix 1 part bleach to 100 parts water (e.g.., 10 ml bleach in 1 liter of water).
It’s better to pprepare a solution with the disinfectant, dip your cloth or sponge into the solution, and then wipe it onto the surfaces you want to disinfect.
Spraying products may damage expensive furniture or expensive equipment, like computers. Some cleaning products will damage surfaces – when in doubt, check with a janitorial supply store. And always wear rubber gloves when handling disinfectants.
Source: Public Health Authority of Canada Guidelines on Disinfection in the Workplace
**Categories:** Sanitization
---
### [Lab Equipment & Activity Supplies Part 2](https://sciencesafety.com/lessons/lab-equipment-activity-supplies-part-2/)
**Published:** September 9, 2021
**Author:** admin2025Open
**Content:**
Disinfectants should only be used on materials that students are not likely to put in their mouths.
For various science education products that will be handled by students, assign each student their own piece of equipment for that class period. Properly clean and disinfect science apparatus and equipment between classes. If there is not equitable access to equipment for all students or if equipment cannot be properly cleaned and disinfected between periods, avoid the use of equipment altogether. You may need to use a virtual environment for certain lab investigations from a practical and safety perspective.
If using standard science lab equipment, keep multiple items available in case a piece of equipment being used by a student becomes dirty or unsanitary during a lesson or activity or in the case of a non-functional piece of equipment/apparatus.
Use disposable items if they can be swapped safely. For example, can you use a paper or plastic cup instead of a beaker or a wooden Popsicle stick or plastic coffee stir stick instead of a glass stir rod?
Investigate the ability to transform traditional paper items into digital or virtual versions, such as the scanning of some paper-based lessons into a digital style.
Consider having students perform the lab or activity individually and then collaborate digitally to analyze and debrief based on their observations and unique data sets that they gathered based on the activity
**Categories:** Covid 19
---
### [Offsite Instructional Concerns for Learning (K-12)](https://sciencesafety.com/courses/science-stem-from-home/lessons/teaching-science-challenges-solutions/)
**Published:** September 9, 2021
**Author:** admin2025Open
**Content:**
Distance education and remote instruction are two different topics, yet these instructional formats address similar issues with students and learning. There are multiple challenges associated with having the instructor and students located away from each other, in a non-traditional teaching environment. There are also concerns associated with this modality since there are technology, accessibility, content, supervision, and safety considerations that must be evaluated and factored into decision making and activity and delivery selection.
Most science and STEM educators notice that student behavior changes when they are learning at home and this potentially creates additional concerns for covering content and curricular expectation achievement. Some of these elements are a result of the traditional pedagogy of learning in a face-to-face environment based on having students in your laboratory. These concerns are based on recognizing that there is an emphasis on making science and STEM programs hands-on (experiential learning) and the complications that distance or remote instruction may add, possibly reducing the knowledge transfer about science topics. Teachers feel overwhelmingly that students need to participate in activities in order to benefit from the tactile learning experience which is often more difficult due to the fact that people are in multiple locations rather than in one laboratory.
The largest concerns for educators in this environment revolve around providing authentic learning experiences and making accurate observations – the core of experiential learning. Using data points gathered from observations and the use of apparatus and measurement instruments and the resulting analysis are what science experiments and the scientific method are based on. As some better professional practices for STEM teachers, there are multiple virtual, synchronous and asynchronous solutions and strategies available and approved by school districts and endorsed by professional educator associations specific to the subject, grade, and jurisdiction including the NSTA, ITEEA, ACTE, NABT, NAPT, OpenSciEd, and many publishers and school suppliers. Ensure that all activities are age and stage appropriate and that your planning includes a thorough hazard analysis and risk assessment with resulting safety actions based on the home environment if your school district allows at-home STEM activities (This is an area of liability under Duty of Care obligations as any activity performed at home is an extension of the laboratory regardless if the teacher is present in the room to supervise and react to situations like they would in their own room.)
From a safety perspective, the NSTA strongly encourages that students and parents/guardians (or the supervising adult) must be made aware of any potential health and/or safety hazards and, resulting risks associated with the assigned at-home science or STEM activities prior to their start. They should be made aware of these through your school’s learning management system and an appropriate signed safety acknowledgement form (Elementary, Middle, or High School). In addition, the inclusion of a disclaimer statement like the version below is recommended: **“The safety precautions/protocols outlined for each hands-on activity are based on use of the manufacturer’s/company’s recommended materials and instructions, your teacher’s safety protocols, legal safety standards, and better professional safety practices. Students must conduct all activities under adult supervision. Using alternative materials or procedures for these activities at home may jeopardize the level of safety. Further information regarding appropriate safety procedures when conducting science and STEM related activities is provided by the NSTA. Do not hesitate to contact your teacher if in doubt of any safety protocols.**”
Sources: Science Safety, [NSTA At Home Labs](https://static.nsta.org/pdfs/NSTA_At%20Home%20Lab_Final_23Feb2022.pdf)
**Categories:** Covid 19
---
### [ACS Safety in the Elementary Classroom](https://sciencesafety.com/courses/elementary-school-resources/lessons/acs-safety-in-the-elementary-classroom/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/ACS-safety-in-the-elementary-school-science-classroom-USA.pdf)
**Categories:** Library, Science Safety Manual
---
### [Clark County K–12 Science Safety Manual](https://sciencesafety.com/courses/middle-school-resources/lessons/clark-county-k-12-science-safety-manual/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/ccsd-sci-safety-manual-april-2015-final.pdf)
**Categories:** Library, Science Safety Manual
---
### [EPA Chemical Management Resource Guide for School Administrators](https://sciencesafety.com/courses/middle-school-resources/lessons/epa-chemical-management-resource-guide-for-school-administrators/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/chemical_management_resource_guide_school_administrators_508.pdf)
**Categories:** Chemistry, Chemical Inventory, Chemical Hygiene Plan
---
### [Danger in the School Science Lab](https://sciencesafety.com/courses/middle-school-resources/lessons/danger-in-the-school-science-lab/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/DangerintheSchoolScienceLab-AreStudentsatRiskEzrailson-South-Dakota.pdf)
**Categories:** Library
---
### [Middle School Science and STEM Safety Acknowledgement Forms](https://sciencesafety.com/courses/middle-school-resources/lessons/middle-school-science-and-stem-safety-acknowledgment-forms/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/Middle-School-Science-STEM-Safety-Contract.pdf)
**Categories:** Middle School, Library, Safety Contracts
---
### [NIOSH Safe Chemical Lab Report](https://sciencesafety.com/courses/elementary-school-resources/lessons/niosh-safe-chemical-lab-report/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/NIOSH-Safe-Chem-Lab-Report-2007.pdf)
**Categories:** Chemistry, Library
---
### [NYC Fire Code Guide 2017](https://sciencesafety.com/courses/middle-school-resources/lessons/nyc-fire-code-guide-2017/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/nyc-fire-code-guide-2017.pdf)
**Categories:** Fire Safety, Library
---
### [OSHA Laboratory Standard 29 CFR 1910.1450](https://sciencesafety.com/courses/middle-school-resources/lessons/osha-laboratory-standard-29-cfr-1910-1450/)
**Published:** September 15, 2021
**Author:** admin2025Open
**Content:**
[](https://sciencesafety.com/wp-content/uploads/2021/09/OSHA.LabStandard.doc.pdf)
**Categories:** Library, OSHA
---
## Topics
### [Introduction to the Role and Importance of a Chemical Hygiene Officer](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/topic/introduction-to-the-role-and-importance-of-a-chemical-hygiene-officer/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s educational environment, the role of a Chemical Hygiene Officer (CHO) is more critical than ever. A CHO is responsible for developing, implementing, and maintaining a Chemical Hygiene Plan (CHP) that ensures a safe and compliant environment for students, staff, and visitors. This role is especially pertinent in schools where various subjects such as science, art, and technology involve the use of hazardous chemicals.
The primary responsibilities of a CHO include risk assessment, hazard communication, and emergency response planning. By conducting regular inspections and audits, a CHO can identify potential risks and implement corrective actions to mitigate them. This proactive approach not only ensures compliance with OSHA standards but also fosters a culture of safety within the school community.
Moreover, a CHO serves as an invaluable resource for training and educating staff and students about the safe handling, storage, and disposal of chemicals. This ongoing education is crucial for maintaining a safe learning environment and preventing accidents. In the event of an emergency, the CHO is equipped to coordinate response efforts, manage incident reporting, and liaise with external emergency services if necessary.
Having a site-based CHO provides numerous advantages, including immediate access to expertise in hazardous chemical management. This can significantly reduce the impact of any chemical-related incidents, ensuring the safety and well-being of the entire school community. For schools, districts, and educational organizations, investing in a dedicated CHO is not just a regulatory compliance measure but a commitment to creating a safe and healthy learning environment.
---
### [Preparedness and Response Strategies for Chemical Spills and Emergencies](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/topic/preparedness-and-response-strategies-for-chemical-spills-and-emergencies/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring the safety of students and staff in the event of a chemical spill or emergency is a critical responsibility of a Chemical Hygiene Officer (CHO). Proper preparedness and response strategies can significantly mitigate the risks associated with hazardous chemicals. Here are key strategies to consider:
### 1. Develop a Comprehensive Emergency Response Plan
Every school should have a well-documented emergency response plan tailored to its specific needs. This plan should include detailed procedures for different types of chemical spills, evacuation routes, and designated assembly points. Regularly review and update the plan to ensure it remains relevant and effective.
### 2. Conduct Regular Training and Drills
Training school staff and students on emergency procedures is essential. Conduct regular drills to simulate chemical spill scenarios, ensuring everyone knows their roles and responsibilities. This practice helps to build confidence and ensures a swift, coordinated response during an actual emergency.
### 3. Maintain an Accessible Spill Kit
A well-stocked spill kit should be readily accessible in areas where hazardous chemicals are used or stored. The kit should include absorbent materials, neutralizing agents, personal protective equipment (PPE), and disposal containers. Ensure that staff are trained on how to use the spill kit effectively.
### 4. Establish Clear Communication Channels
Effective communication is crucial during an emergency. Establish clear channels for reporting spills and disseminating information. Utilize intercom systems, mobile alerts, and other communication tools to keep everyone informed and provide real-time updates.
### 5. Collaborate with Local Emergency Services
Build a strong relationship with local emergency services, including fire departments and hazardous materials (HAZMAT) teams. Their expertise and resources can be invaluable during a chemical emergency. Conduct joint training sessions and involve them in your emergency planning process.
By implementing these preparedness and response strategies, schools can create a safer environment for their communities and ensure a prompt, effective response to chemical spills and emergencies.
---
### [Effective Management of Chemical Inventory and Safe Storage Practices](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/topic/effective-management-of-chemical-inventory-and-safe-storage-practices/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Effective management of chemical inventory and safe storage practices are critical responsibilities of a Chemical Hygiene Officer (CHO). Proper management ensures not only compliance with regulatory standards but also the safety and well-being of the entire school community.
## Inventory Management
Maintaining an accurate and up-to-date chemical inventory is the first step in effective management. This includes:
- **Regular Audits:** Conducting regular audits to verify the presence and condition of chemicals.
- **Labeling:** Ensuring all chemicals are correctly labeled with the name, concentration, and hazard information.
- **Tracking Usage:** Keeping detailed records of chemical usage to anticipate reordering needs and prevent overstocking.
## Safe Storage Practices
Proper storage of chemicals minimizes risks associated with accidental exposure, spills, and contamination. Key practices include:
- **Segregation:** Storing incompatible chemicals separately to prevent dangerous reactions.
- **Ventilation:** Ensuring storage areas are well-ventilated to prevent the build-up of toxic fumes.
- **Security:** Keeping storage areas locked and accessible only to authorized personnel.
- **Spill Containment:** Utilizing secondary containment measures to manage spills effectively.
## Documentation and Training
Maintaining comprehensive documentation and providing regular training are essential for effective chemical management. This includes:
- **Safety Data Sheets (SDS):** Keeping up-to-date SDS for all chemicals and ensuring they are easily accessible.
- **Training Programs:** Conducting regular training sessions for staff on proper handling, storage, and emergency procedures.
By implementing these practices, CHOs can significantly reduce the risks associated with hazardous chemicals, ensuring a safer learning environment for everyone.
---
### [Training and Educating School Staff on Chemical Safety Protocols](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/topic/training-and-educating-school-staff-on-chemical-safety-protocols/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
One of the pivotal roles of a Chemical Hygiene Officer (CHO) is to ensure that all school staff are adequately trained and educated on chemical safety protocols. This is essential for maintaining a safe environment for both students and staff. Effective training programs should be comprehensive, ongoing, and tailored to the specific needs of the school.
### Developing a Training Program
Creating a robust training program involves several key steps:
- **Assessment of Needs:** Identify the specific chemical hazards present in various departments such as science labs, art rooms, and maintenance areas.
- **Customized Training Modules:** Develop training materials that address the unique risks and safety measures pertinent to each department.
- **Regular Training Sessions:** Schedule initial and refresher training sessions to ensure all staff members stay informed about the latest safety protocols and regulatory updates.
### Interactive and Practical Training Methods
To maximize the effectiveness of the training, employ interactive and practical methods:
- **Hands-On Demonstrations:** Conduct live demonstrations of proper chemical handling, storage, and disposal techniques.
- **Scenario-Based Drills:** Implement emergency response drills that simulate real-life incidents to pprepare staff for potential chemical emergencies.
- **Online Resources:** Provide access to online training modules and resources for continuous learning.
### Monitoring and Evaluation
Finally, it is crucial to monitor and evaluate the effectiveness of the training program:
- **Feedback Mechanisms:** Collect feedback from staff to identify areas for improvement.
- **Performance Assessments:** Conduct regular assessments to ensure staff are proficient in chemical safety protocols.
- **Continuous Improvement:** Update the training program based on feedback and new regulatory requirements.
By prioritizing the training and education of school staff on chemical safety protocols, CHOs play a vital role in fostering a culture of safety and compliance within educational institutions.
---
### [Conducting Thorough Risk Assessments and Safety Audits](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/topic/conducting-thorough-risk-assessments-and-safety-audits/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
One of the critical responsibilities of a Chemical Hygiene Officer (CHO) is to conduct thorough risk assessments and safety audits within the school environment. These assessments are essential for identifying potential hazards associated with the use, storage, and disposal of chemicals, ensuring the safety of students, staff, and the broader school community.
**Risk Assessments:** The process begins with a detailed evaluation of all chemicals and materials present in the school. This involves reviewing Safety Data Sheets (SDS), understanding the potential health risks, and determining the appropriate handling and storage procedures. By systematically identifying and evaluating risks, CHOs can develop strategies to mitigate these hazards effectively.
**Safety Audits:** Regular safety audits are crucial for maintaining a safe learning environment. These audits involve inspecting laboratories, storage areas, and other locations where chemicals are used or stored. The CHO should look for compliance with OSHA standards, proper labeling, secure storage, and the availability of necessary safety equipment like eyewash stations and fire extinguishers.
Additionally, safety audits should include a review of current safety practices and protocols. This ensures that all staff members are following established safety procedures and that any gaps in safety practices are promptly addressed. Regular training sessions and updates to the Chemical Hygiene Plan (CHP) are also part of this ongoing process.
By conducting thorough risk assessments and safety audits, CHOs can proactively address potential safety issues before they become critical. This not only helps in maintaining compliance with legal requirements but also fosters a culture of safety within the school, ultimately protecting everyone involved.
---
### [Ensuring Compliance with OSHA and Other Safety Regulations](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/topic/ensuring-compliance-with-osha-and-other-safety-regulations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring compliance with OSHA and other safety regulations is a critical responsibility of a Chemical Hygiene Officer (CHO). This involves understanding and implementing the standards set forth by OSHA, specifically the Hazard Communication Standard (HCS), which mandates that chemical hazards in the workplace are properly identified and communicated to staff and students.
One of the first steps in ensuring compliance is conducting a thorough hazard assessment. This involves identifying all chemicals present in the school, evaluating their potential hazards, and determining the necessary controls to mitigate risks. The CHO should maintain an up-to-date inventory of all hazardous chemicals and ensure that Safety Data Sheets (SDS) are readily accessible to all employees.
---
### [Developing and Implementing a Comprehensive Chemical Hygiene Plan](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/roles-and-responsibilities-of-a-chemical-hygiene-officer/topic/developing-and-implementing-a-comprehensive-chemical-hygiene-plan/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating a comprehensive Chemical Hygiene Plan (CHP) is a crucial step in ensuring the safety and well-being of students, staff, and visitors in educational institutions. A well-developed CHP not only complies with OSHA regulations but also fosters a culture of safety and responsibility within the school community.
**Step 1: Assessment and Inventory**
The first step in developing a CHP is to conduct a thorough assessment of all chemicals currently in use within the school. This includes creating an inventory of chemicals, identifying their potential hazards, and evaluating the current storage and handling practices. This assessment will serve as the foundation for the entire plan.
**Step 2: Policy and Procedure Development**
Once the assessment is complete, the next step is to develop clear policies and procedures for the safe handling, storage, and disposal of chemicals. These policies should be tailored to the specific needs and circumstances of the school and should be easily accessible to all staff and students. Procedures should include guidelines for personal protective equipment (PPE), spill response, and emergency evacuation.
**Step 3: Training and Education**
Training is a critical component of any CHP. All staff and students who handle chemicals should receive comprehensive training on the policies and procedures outlined in the plan. This training should be ongoing, with regular updates and refreshers to ensure that everyone remains informed and prepared.
**Step 4: Implementation and Monitoring**
With the policies and training in place, the next step is to implement the plan and establish a system for monitoring compliance. Regular inspections and audits should be conducted to ensure that the policies are being followed and to identify any areas for improvement. The Chemical Hygiene Officer (CHO) should take the lead in this effort, providing guidance and support as needed.
**Step 5: Review and Revision**
A CHP is a living document that should be regularly reviewed and updated to reflect changes in regulations, new hazards, and lessons learned from incidents. The CHO should work with school administrators and staff to ensure that the plan remains current and effective.
By following these steps, schools can develop and implement a comprehensive Chemical Hygiene Plan that protects the health and safety of their community while fostering a proactive approach to chemical management.
---
### [Legal Requirements for Chemical Hygiene Officers (CHO)](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/topic/legal-requirements-for-chemical-hygiene-officers-cho/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Understanding the legal requirements for Chemical Hygiene Officers (CHOs) is crucial for schools to ensure compliance with federal and state regulations. The Occupational Safety and Health Administration (OSHA) mandates specific standards under the *Hazard Communication Standard* (HCS) and the *Occupational Exposure to Hazardous Chemicals in Laboratories Standard*, which are particularly relevant to educational institutions.
Under the **Hazard Communication Standard** (29 CFR 1910.1200), schools are required to maintain a written hazard communication program. This includes proper labeling of hazardous chemicals, maintaining safety data sheets (SDS), and providing training to staff and students on the safe handling of these substances. A CHO plays a pivotal role in implementing and managing these components effectively.
The **Occupational Exposure to Hazardous Chemicals in Laboratories Standard** (29 CFR 1910.1450) specifically addresses laboratory settings, which are common in schools. This standard requires the development of a Chemical Hygiene Plan (CHP) that outlines procedures, equipment, personal protective equipment, and work practices designed to protect employees from health hazards associated with hazardous chemicals in the laboratory. A CHO is responsible for developing, implementing, and annually reviewing this plan.
Furthermore, state-specific regulations may impose additional requirements on schools. For instance, some states mandate regular inspections and audits of chemical storage and usage areas, which a CHO would oversee. Compliance with these regulations not only ensures the safety of the school environment but also minimizes the risk of legal liabilities.
---
### [Developing and Implementing a Chemical Hygiene Plan (CHP)](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/topic/developing-and-implementing-a-chemical-hygiene-plan-chp/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating a robust Chemical Hygiene Plan (CHP) is essential for ensuring the safety of students, staff, and the overall school community. A well-developed CHP not only meets legal requirements but also fosters a culture of safety and responsibility. Below are key steps to consider:
### 1. Assess Chemical Hazards
Begin by conducting a comprehensive assessment of all chemical hazards present in the school. This includes inventorying chemicals in science labs, art rooms, maintenance areas, and any other locations where hazardous substances are used or stored.
### 2. Designate a Chemical Hygiene Officer (CHO)
Appoint a qualified individual to serve as the Chemical Hygiene Officer. This person will be responsible for overseeing the implementation and maintenance of the CHP, ensuring compliance with OSHA standards, and providing training and resources to staff and students.
### 3. Develop Written Procedures
Document detailed procedures for the safe handling, storage, and disposal of chemicals. This should include emergency response protocols, proper use of personal protective equipment (PPE), and guidelines for minimizing exposure to hazardous substances.
### 4. Provide Training and Resources
Ensure that all staff and students who may come into contact with hazardous chemicals receive appropriate training. This training should cover the contents of the CHP, proper safety practices, and emergency procedures. Additionally, provide accessible resources such as safety data sheets (SDS) and instructional materials.
### 5. Regularly Review and Update the CHP
Conduct periodic reviews of the CHP to ensure it remains current and effective. Update the plan as necessary to reflect changes in chemical inventory, new safety regulations, or feedback from staff and students.
By following these steps, schools can create a safer environment and demonstrate a commitment to the well-being of their community. Implementing a comprehensive CHP is not just a regulatory obligation but a proactive measure to protect everyone involved.
---
### [Annual Safety Training for Staff and Administrators](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/topic/annual-safety-training-for-staff-and-administrators/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring the safety of students and staff in schools is a paramount responsibility. A critical component of this responsibility is the implementation of **Annual Safety Training** for all staff and administrators. This training is not only a best practice but also a legal requirement under OSHA standards.
Annual safety training should encompass a comprehensive overview of the school’s Chemical Hygiene Plan (CHP). This includes familiarizing staff with the identification, handling, storage, and disposal of hazardous chemicals. Additionally, it should cover emergency procedures, such as spill response and evacuation protocols, to ensure everyone knows how to act swiftly and safely in the event of an incident.
Key topics to be included in the training are:
- **Hazard Communication:** Understanding labels, Safety Data Sheets (SDS), and the Globally Harmonized System (GHS).
- **Personal Protective Equipment (PPE):** Proper use, maintenance, and limitations of PPE.
- **Exposure Control:** Methods to minimize exposure to hazardous chemicals.
- **First Aid Procedures:** Basic first aid measures for chemical exposure incidents.
- **Reporting and Documentation:** Procedures for reporting hazards and incidents, and maintaining accurate records.
It is essential that this training is not a one-time event but an ongoing process. Regular updates and refreshers ensure that all staff members are aware of any changes in regulations or school policies. Furthermore, new staff should receive this training as part of their onboarding process.
By prioritizing annual safety training, schools can create a safer environment for both students and staff, reduce the risk of chemical incidents, and ensure compliance with OSHA standards.
---
### [Compliance and Recordkeeping for OSHA Standards](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/topic/compliance-and-recordkeeping-for-osha-standards/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring compliance with OSHA standards is a critical aspect of maintaining a safe educational environment. Schools must not only develop and implement a Chemical Hygiene Plan (CHP) but also maintain meticulous records to demonstrate adherence to OSHA regulations. Proper recordkeeping is essential for both legal compliance and the safety of students and staff.
### Key Recordkeeping Requirements
Schools are required to maintain various records related to chemical hygiene and safety. These include:
- **Safety Data Sheets (SDS):** Schools must keep an up-to-date file of Safety Data Sheets for all hazardous chemicals used on-site. These documents provide essential information on the properties, handling, and emergency measures related to each chemical.
- **Training Records:** Documentation of all safety training sessions conducted for staff and administrators must be maintained. This includes records of attendance, training materials used, and the qualifications of the trainers.
- **Incident Reports:** Detailed reports of any incidents involving hazardous chemicals must be recorded. These reports should include the nature of the incident, the response actions taken, and any follow-up measures implemented.
- **Inspection Logs:** Regular inspections of chemical storage areas, laboratories, and other relevant sites must be documented. Inspection logs should note any issues identified and the corrective actions taken.
### Benefits of Effective Recordkeeping
Maintaining comprehensive records not only ensures compliance with OSHA standards but also enhances the overall safety culture within the school. Well-documented procedures and incident reports can be invaluable in training new staff, identifying recurring issues, and improving existing safety protocols. Additionally, in the event of an OSHA inspection, having thorough records readily available can facilitate a smooth and efficient review process.
By prioritizing compliance and diligent recordkeeping, schools can create a safer environment for students and staff while meeting all legal requirements set forth by OSHA.
---
### [Risk Management and Hazard Communication](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/topic/risk-management-and-hazard-communication/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Effective risk management and hazard communication are critical components of maintaining a safe school environment. Schools must proactively identify, evaluate, and control chemical hazards to protect students, staff, and visitors. This process begins with a comprehensive risk assessment to identify all potential chemical hazards within the school, including those in science labs, art rooms, maintenance areas, and other spaces where hazardous materials are used or stored.
Once hazards are identified, schools must implement control measures to mitigate risks. These measures can include engineering controls, such as proper ventilation systems, administrative controls like standard operating procedures, and personal protective equipment (PPE) for staff and students. It is essential to regularly review and update these controls to ensure their effectiveness.
Hazard communication is equally important. Under the OSHA Hazard Communication Standard (HCS), schools are required to inform and train employees about the chemical hazards they may encounter. This includes maintaining Safety Data Sheets (SDS) for all hazardous chemicals, ensuring proper labeling of chemical containers, and providing access to relevant safety information.
Training is a key component of hazard communication. Schools must conduct annual safety training for all staff and administrators, covering topics such as chemical hazard identification, safe handling practices, emergency response procedures, and the proper use of PPE. This training should be documented and records maintained to demonstrate compliance with OSHA standards.
By integrating risk management and hazard communication into their safety programs, schools can create a safer learning environment. A dedicated Chemical Hygiene Officer (CHO) plays a vital role in overseeing these efforts, ensuring that all legal requirements are met and that the school community is well-informed and prepared to handle chemical hazards.
---
### [Emergency Response and Incident Reporting Procedures](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/topic/emergency-response-and-incident-reporting-procedures/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring the safety of students and staff in schools requires a well-defined emergency response and incident reporting procedure. This is a critical component of compliance with OSHA standards and legal requirements for Chemical Hygiene Officers (CHOs). Proper emergency response and incident reporting can significantly mitigate the risks associated with chemical hazards in educational settings.
**Emergency Response Procedures**
Every school must have a comprehensive emergency response plan that addresses potential chemical spills, exposures, and other hazardous incidents. This plan should include:
- Immediate actions to take in the event of a chemical spill or exposure, including evacuation procedures and first aid measures.
- Clear communication protocols to notify all building occupants and emergency responders.
- Designation of roles and responsibilities for staff members, including the CHO, during an emergency.
- Regular drills and training sessions to ensure all staff and students are familiar with the emergency procedures.
**Incident Reporting Procedures**
Accurate and prompt incident reporting is essential for maintaining a safe school environment and ensuring compliance with OSHA standards. Schools should implement the following steps:
- Develop a standardized incident reporting form that captures all necessary details, including the nature of the incident, individuals involved, and the response actions taken.
- Ensure that all staff members know how to complete and submit an incident report.
- Establish a process for reviewing and investigating reported incidents to identify root causes and implement corrective actions.
- Maintain thorough records of all incidents and the corresponding reports for compliance and future reference.
By integrating robust emergency response and incident reporting procedures into their chemical hygiene plans, schools can better protect their communities and fulfill their legal obligations. Regular training and clear communication are key to the effectiveness of these procedures.
---
### [Developing and Implementing a Chemical Hygiene Plan](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/topic/developing-and-implementing-a-chemical-hygiene-plan/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating a comprehensive Chemical Hygiene Plan (CHP) is essential for ensuring the safety and well-being of students, staff, and faculty in educational institutions. A well-structured CHP not only facilitates compliance with OSHA regulations but also fosters a culture of safety within the school environment.
### Key Components of a Chemical Hygiene Plan
- **Responsibilities:** Clearly define the roles and responsibilities of the Chemical Hygiene Officer (CHO) and other personnel involved in handling hazardous chemicals.
- **Standard Operating Procedures (SOPs):** Develop detailed SOPs for the safe use, storage, and disposal of chemicals. Ensure these procedures are easily accessible and regularly updated.
- **Risk Assessment:** Conduct thorough risk assessments to identify potential hazards and implement appropriate control measures to mitigate risks.
- **Training and Education:** Provide regular training sessions for staff and students on chemical safety practices, emergency procedures, and proper use of personal protective equipment (PPE).
- **Emergency Response:** Establish clear protocols for responding to chemical spills, exposures, and other emergencies. Ensure that emergency contact information and procedures are prominently displayed.
- **Inspections and Audits:** Schedule regular inspections and audits to ensure compliance with the CHP and identify areas for improvement.
### Implementing the Chemical Hygiene Plan
Successful implementation of a CHP requires commitment and collaboration from all levels of the school community. Administrators should allocate necessary resources and support the CHO in their efforts. Regular communication and feedback loops will help in continuously improving the plan and addressing any emerging safety concerns.
By prioritizing chemical hygiene and safety, schools can create a safer learning environment and demonstrate their commitment to the health and well-being of their community.
---
### [The Importance of Chemical Safety in Schools](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/topic/the-importance-of-chemical-safety-in-schools/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring chemical safety in schools is critical for protecting the health and well-being of students, staff, and the broader school community. Schools often house various chemicals in science labs, art rooms, maintenance areas, and even in technology and engineering departments. These chemicals, if not managed properly, can pose significant risks, including exposure to toxic substances, chemical burns, and even fires or explosions.
Having a dedicated Chemical Hygiene Officer (CHO) on-site can significantly mitigate these risks. A CHO is trained to identify potential hazards, implement safety protocols, and respond to emergencies effectively. This proactive approach not only ensures compliance with OSHA regulations but also fosters a culture of safety within the school environment.
For educational organizations, districts, and school administrators, investing in chemical safety is not just about regulatory compliance; it is about creating a safe and conducive learning environment. Superintendents and principals can play a pivotal role by advocating for the presence of a CHO in their schools. Educators, too, benefit from the expertise of a CHO, as they can focus on their primary role of teaching, knowing that safety concerns are being professionally managed.
Moreover, the presence of a CHO can enhance the school’s reputation, demonstrating a commitment to safety and responsibility. This can be particularly appealing to parents and guardians who prioritize their children’s safety. In summary, the importance of chemical safety in schools cannot be overstated, and the role of a CHO is indispensable in achieving this goal.
---
### [Chemical Handling, Storage, and Waste Management](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/topic/chemical-handling-storage-and-waste-management/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Proper chemical handling, storage, and waste management are crucial components of maintaining a safe educational environment. As schools increasingly incorporate various subjects that involve the use of chemicals—such as science, art, and technology education—understanding these practices becomes imperative for all staff members.
### Handling Chemicals Safely
When handling chemicals, it is essential to follow established protocols to prevent accidents and injuries. This includes wearing appropriate personal protective equipment (PPE) such as gloves, goggles, and lab coats. Additionally, staff should be trained to understand the properties of the chemicals they are working with, including potential hazards and first-aid measures.
### Proper Storage of Chemicals
Storing chemicals correctly helps to minimize the risk of spills, leaks, and reactions. Chemicals should be stored in clearly labeled, compatible containers and kept in designated storage areas that are well-ventilated and secure. Incompatible chemicals must be stored separately to prevent dangerous reactions. Regular inventory checks and updates are also necessary to ensure that all chemicals are accounted for and stored safely.
### Waste Management
Effective waste management practices are essential for disposing of hazardous materials safely. Schools must have a clear protocol for the collection, labeling, and disposal of chemical waste. This includes using appropriate containers for waste materials and ensuring that they are disposed of according to local, state, and federal regulations. Regular training sessions should be conducted to keep staff informed about the latest waste management procedures and compliance requirements.
By adhering to these guidelines, schools can create a safer learning environment and ensure compliance with OSHA regulations. The role of a Chemical Hygiene Officer is vital in overseeing these practices and providing the necessary training and resources to staff members.
---
### [Training and Resources for Chemical Hygiene Officers](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/topic/training-and-resources-for-chemical-hygiene-officers/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring that Chemical Hygiene Officers (CHOs) are well-trained and equipped with the necessary resources is crucial for maintaining a safe educational environment. Comprehensive training programs are available that cover essential aspects of chemical safety, regulatory compliance, and emergency response. These programs are designed to cater to the specific needs of educational institutions, providing practical knowledge and skills that CHOs can apply directly in their roles.
**Training Programs:**
- **Certified Chemical Hygiene Officer Training:** This program offers in-depth training on chemical safety, OSHA regulations, and the development and implementation of Chemical Hygiene Plans (CHPs). It is ideal for CHOs, Environmental Health & Safety professionals, and lab managers.
- **Hazard Communication Standard Training:** Focused on the OSHA Hazard Communication Standard, this training helps CHOs understand labeling requirements, Safety Data Sheets (SDS), and effective communication of chemical hazards to staff and students.
- **Emergency Response Training:** This training pprepares CHOs to handle chemical spills, exposures, and other emergencies, ensuring a swift and effective response to minimize risks.
**Resources:**
- **OSHA Guidelines and Publications:** Access to OSHA’s extensive library of guidelines, standards, and publications helps CHOs stay informed about the latest regulatory requirements and best practices.
- **Safety Data Sheets (SDS):** Maintaining an up-to-date collection of SDS for all chemicals used in the school is essential for quick reference and compliance.
- **Personal Protective Equipment (PPE):** Providing CHOs and staff with the appropriate PPE ensures their safety while handling hazardous chemicals.
- **Consultation Services:** Engaging with external experts or consultants can provide additional support and guidance in developing and maintaining effective chemical hygiene practices.
By investing in the proper training and resources for CHOs, educational institutions can create a safer environment for students, staff, and the broader school community.
Take a look at the Science Safety CHO certification program
---
### [Case Studies: Successful Chemical Hygiene Programs in Schools](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/topic/case-studies-successful-chemical-hygiene-programs-in-schools/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Implementing a robust chemical hygiene program in schools is not just about compliance; it’s about creating a safe and conducive learning environment. Here, we explore some exemplary case studies that highlight the benefits and practical applications of having a Certified Chemical Hygiene Officer (CHO) on-site.
### Case Study 1: Green Valley High School
Green Valley High School faced numerous challenges with chemical safety in its science labs. After appointing a dedicated CHO, the school saw a significant reduction in chemical accidents and incidents. The CHO implemented a comprehensive Chemical Hygiene Plan (CHP), conducted regular training sessions for staff and students, and ensured proper chemical storage and disposal. This proactive approach not only enhanced safety but also fostered a culture of responsibility and awareness among students and staff.
### Case Study 2: Lincoln Middle School
Lincoln Middle School integrated a CHO into their existing safety team, focusing on areas under the OSHA Hazard Communication Standard. The CHO worked closely with art, technology education, and agri-science departments to address specific chemical hazards. By providing tailored training and resources, the CHO helped these departments achieve compliance and improve safety practices. The school reported fewer chemical-related incidents and improved overall safety culture.
### Case Study 3: Riverside Elementary School
At Riverside Elementary, the CHO played a crucial role in educating young students about chemical safety. The CHO developed age-appropriate training materials and interactive sessions to engage students. Additionally, the CHO worked with maintenance and custodial staff to ensure safe handling and storage of cleaning chemicals. This comprehensive approach resulted in heightened awareness and reduced risks, making the school a safer place for both students and staff.
These case studies demonstrate the tangible benefits of having a site-based Certified Chemical Hygiene Officer. By prioritizing chemical safety, schools can create a safer learning environment and foster a culture of responsibility and awareness.
---
### [Further Reading](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/overview-the-case-for-chemical-hygiene-officers-in-every-school/topic/further-reading/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
We suggest you review the following links to extend your knowledge and skills in this course:
1. [2022-2023 FSPS District Student Handbook English 8 9 2022](https://www.fortsmithschools.org/cms/lib/AR02203514/Centricity/Domain/194/2022-2023%20FSPS%20District%20Student%20Handbook%20English%208%209%202022.pdf)
2. [Training Requirements in OSHA Standards](https://www.osha.gov/sites/default/files/publications/osha2254.pdf)
---
### [Evaluating and Improving Chemical Hygiene Practices: Continuous Improvement Models](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/topic/evaluating-and-improving-chemical-hygiene-practices-continuous-improvement-models/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Engaging Staff and Students in Chemical Safety: Strategies and Outcomes](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/topic/engaging-staff-and-students-in-chemical-safety-strategies-and-outcomes/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Incident Response and Management: Lessons Learned from Real-Life Scenarios](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/topic/incident-response-and-management-lessons-learned-from-real-life-scenarios/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Chemical Storage and Labeling: Compliance and Safety Protocols](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/topic/chemical-storage-and-labeling-compliance-and-safety-protocols/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Annual Safety Training: Case Studies from New York Schools](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/topic/annual-safety-training-case-studies-from-new-york-schools/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Implementing Chemical Hygiene Plans: Best Practices from California Schools](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/topic/implementing-chemical-hygiene-plans-best-practices-from-california-schools/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Introduction to Chemical Hygiene Officers: Roles and Responsibilities](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/case-studies-chemical-hygiene-practices-in-california-and-new-york-schools/topic/introduction-to-chemical-hygiene-officers-roles-and-responsibilities/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Regular Inspections and Maintenance of Chemical Storage Areas](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/topic/regular-inspections-and-maintenance-of-chemical-storage-areas/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Emergency Procedures for Chemical Spills](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/topic/emergency-procedures-for-chemical-spills/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Personal Protective Equipment (PPE) for Chemical Handling](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/topic/personal-protective-equipment-ppe-for-chemical-handling/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Labeling and Documentation for Chemical Safety](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/topic/labeling-and-documentation-for-chemical-safety/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Safe Disposal Methods for Chemical Waste](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/topic/safe-disposal-methods-for-chemical-waste/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Proper Chemical Storage Techniques](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/topic/proper-chemical-storage-techniques/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Introduction to Chemical Handling Best Practices](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/best-practices-for-chemical-handling-storage-and-waste-management/topic/introduction-to-chemical-handling-best-practices/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Example Chemical Accidents in Education](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/example-chemical-accidents-in-education/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Challenges in Emergency Response and Preparedness](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/challenges-in-emergency-response-and-preparedness/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Insurance and Liability Issues](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/insurance-and-liability-issues/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Reputational Damage to the School](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/reputational-damage-to-the-school/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Impact on Student and Staff Health](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/impact-on-student-and-staff-health/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Topic](https://sciencesafety.com/topic/topic-2/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Financial Implications of Chemical Incidents](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/financial-implications-of-chemical-incidents/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Increased Risk of Chemical Accidents](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/increased-risk-of-chemical-accidents/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Legal Consequences of Non-Compliance](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/risks-and-liabilities-of-not-appointing-a-cho/topic/legal-consequences-of-non-compliance/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Legal and Regulatory Benefits of Having a CHO](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/benefits-of-having-a-designated-chemical-hygiene-officer/topic/legal-and-regulatory-benefits-of-having-a-cho/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Cost Savings Through Effective Chemical Management](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/benefits-of-having-a-designated-chemical-hygiene-officer/topic/cost-savings-through-effective-chemical-management/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Promoting a Culture of Safety Among Students and Staff](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/benefits-of-having-a-designated-chemical-hygiene-officer/topic/promoting-a-culture-of-safety-among-students-and-staff/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Improving Emergency Preparedness and Response](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/benefits-of-having-a-designated-chemical-hygiene-officer/topic/improving-emergency-preparedness-and-response/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Reducing Risks Associated with Hazardous Chemicals](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/benefits-of-having-a-designated-chemical-hygiene-officer/topic/reducing-risks-associated-with-hazardous-chemicals/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Introduction to Chemical Hygiene Officers and Their Roles](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/benefits-of-having-a-designated-chemical-hygiene-officer/topic/introduction-to-chemical-hygiene-officers-and-their-roles/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Topic](https://sciencesafety.com/topic/topic/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Introduction to OSHA Standards for Schools](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/legal-requirements-and-osha-standards-for-schools/topic/introduction-to-osha-standards-for-schools/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [OSHA Regulations and Compliance for Educational Institutions](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/topic/osha-regulations-and-compliance-for-educational-institutions/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Understanding the Role of a Chemical Hygiene Officer](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/introduction-to-chemical-hygiene-officers-and-their-importance/topic/understanding-the-role-of-a-chemical-hygiene-officer/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Introduction to Chemical Hygiene Officers and Their Importance](https://sciencesafety.com/topic/introduction-to-chemical-hygiene-officers-and-their-importance/)
**Published:** September 12, 2024
**Author:** admin2025Open
---
### [Practical Applications](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/overview-the-case-for-chemical-hygiene-officers-in-every-school/topic/practical-applications/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Practical, real world examples from this course include:
## Chemical Hygiene Officer
Implementing a dedicated Chemical Hygiene Officer (CHO) in your school ensures that there is a knowledgeable individual responsible for the safe management of chemicals. This role involves conducting regular safety audits, maintaining chemical inventories, and providing training to staff and students on proper chemical handling procedures. By having a CHO, schools can significantly reduce the risk of chemical accidents and ensure compliance with safety regulations.
## School Safety
Developing comprehensive school safety plans that include protocols for chemical emergencies is crucial. This involves conducting regular drills, ensuring that safety equipment like eyewash stations and fire extinguishers are accessible and functional, and creating clear evacuation routes. By integrating chemical safety into the overall school safety plan, administrators can better protect students and staff from potential hazards.
## Chemical Management
Effective chemical management practices include proper labeling, storage, and disposal of hazardous materials. Schools should establish clear guidelines for the procurement and use of chemicals in classrooms and labs. Regular training sessions for teachers and lab personnel on chemical management can help prevent accidents and ensure that chemicals are handled responsibly.
## Educational Administration
Educational administrators play a key role in supporting chemical hygiene initiatives. This involves allocating resources for safety equipment, training programs, and the appointment of a Chemical Hygiene Officer. Administrators should also ensure that safety policies are up-to-date and in line with current regulations, fostering a culture of safety within the school community.
## OSHA Compliance
Compliance with OSHA standards is essential for maintaining a safe school environment. Schools must adhere to the OSHA Hazard Communication Standard, which includes proper labeling and documentation of hazardous chemicals, providing safety data sheets, and ensuring that staff are trained on chemical hazards. By meeting OSHA requirements, schools can avoid penalties and create a safer learning environment for everyone.
---
### [Learning Competencies](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/overview-the-case-for-chemical-hygiene-officers-in-every-school/topic/learning-competencies/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
The core competencies taught in this course include:
**Chemical Hygiene Officer**
Participants will gain the knowledge and skills necessary to become effective Chemical Hygiene Officers (CHOs). This includes understanding the roles and responsibilities of a CHO, developing and implementing chemical hygiene plans, and ensuring compliance with relevant safety standards and regulations. This skill is crucial for maintaining a safe educational environment where hazardous chemicals are used.
**School Safety**
This course emphasizes the importance of school safety, particularly in relation to chemical hazards. Participants will learn how to identify potential risks, implement safety protocols, and respond to emergencies involving hazardous materials. By prioritizing school safety, administrators and educators can protect students, staff, and the broader school community.
**Chemical Management**
Effective chemical management is a key focus of this course. Participants will learn best practices for the storage, handling, and disposal of chemicals used in educational settings. Proper chemical management reduces the risk of accidents and environmental contamination, ensuring a safer and more sustainable school environment.
**Educational Administration**
Administrators will gain insights into how chemical hygiene practices integrate with broader educational administration. This includes aligning chemical safety protocols with school policies, budgeting for safety equipment and training, and fostering a culture of safety within the school. Effective administration is essential for the successful implementation of chemical hygiene programs.
**OSHA Compliance**
Understanding and complying with OSHA (Occupational Safety and Health Administration) standards is a critical component of this course. Participants will learn about the specific OSHA regulations that apply to schools, particularly those related to hazardous chemicals. Compliance with these standards not only ensures legal adherence but also promotes a safer educational environment.
---
### [Learning Objectives](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/overview-the-case-for-chemical-hygiene-officers-in-every-school/topic/learning-objectives/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s educational environment, ensuring the safety and well-being of students and staff is paramount. One critical aspect of this responsibility is the proper management of hazardous chemicals within schools. This course, “The Case for Chemical Hygiene Officers in Every School,” is designed to equip educational organizations, districts, schools, superintendents, principals, administrators, and educators with the knowledge and skills needed to effectively implement and manage a Chemical Hygiene Officer (CHO) program. By understanding the legal requirements, roles, responsibilities, and benefits of having a CHO, participants will be better prepared to create a safer learning environment. The course also covers best practices for chemical handling, storage, and waste management, and provides real-world examples from schools in California and New York.
## 1. Understand the legal requirements for Chemical Hygiene Officers in educational institutions
Participants will learn about the various federal, state, and local regulations that mandate the appointment of a Chemical Hygiene Officer in educational settings. This includes understanding OSHA standards and other relevant legal frameworks that schools must comply with to ensure chemical safety.
## 2. Identify the roles and responsibilities of a Chemical Hygiene Officer
This section will outline the key duties of a CHO, including developing and implementing chemical hygiene plans, conducting regular safety audits, and providing training to staff and students on safe chemical practices.
## 3. Rrecognize the benefits of having a designated Chemical Hygiene Officer in schools
Participants will explore the numerous advantages of appointing a CHO, such as improved safety, reduced risk of chemical accidents, and enhanced compliance with legal requirements. The presence of a CHO can also foster a culture of safety within the school community.
## 4. Learn about the potential risks and liabilities of not appointing a CHO
This section will discuss the potential consequences of failing to designate a CHO, including increased risk of chemical incidents, legal liabilities, and potential harm to students and staff. Understanding these risks underscores the importance of having a dedicated CHO.
## 5. Explore best practices for chemical handling, storage, and waste management
Participants will be introduced to effective strategies for managing chemicals safely, including proper labeling, storage protocols, and waste disposal methods. These best practices are essential for minimizing the risk of chemical exposure and accidents.
## 6. Understand the role of superintendents and other administrators in chemical safety
This section will highlight the critical role that school leaders play in supporting chemical safety initiatives. Superintendents and administrators will learn how to provide the necessary resources and support to ensure the success of the CHO program.
## 7. Examine case studies and examples from schools in California and New York
Real-world case studies from schools in California and New York will be presented to illustrate the practical application of CHO programs. These examples will provide valuable insights into the challenges and successes.
---
### [Introduction](https://sciencesafety.com/courses/the-case-for-chemical-hygiene-officers-in-every-school/lessons/overview-the-case-for-chemical-hygiene-officers-in-every-school/topic/introduction/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s educational environments, ensuring the safety of students and staff is paramount. This comprehensive course, “The Case for Chemical Hygiene Officers in Every School,” is designed specifically for Education Organizations, Districts, Schools, Superintendents, Principals, Administrators, and Educators in the United States. The course aims to highlight the critical role of Chemical Hygiene Officers (CHOs) in maintaining a safe and compliant school environment, particularly in areas involving hazardous chemicals.
Throughout this course, you will gain a deep understanding of the importance of chemical safety in schools and the essential functions of a CHO. We will cover a wide range of topics, including:
- **Introduction to Chemical Hygiene Officers and Their Importance:** Understand the role of CHOs, the significance of chemical safety, and the compliance requirements set by OSHA.
- **Legal Requirements and OSHA Standards for Schools:** Learn about the legal mandates and standards that schools must adhere to, including the development and implementation of a Chemical Hygiene Plan (CHP).
- **Roles and Responsibilities of a Chemical Hygiene Officer:** Explore the critical tasks and responsibilities of CHOs, from conducting risk assessments to managing chemical inventories.
- **Benefits of Having a Designated Chemical Hygiene Officer:** Discover the numerous advantages of appointing a CHO, including enhanced safety, compliance, and cost savings.
- **Risks and Liabilities of Not Appointing a CHO:** Understand the potential legal, financial, and reputational risks associated with the absence of a CHO.
- **Best Practices for Chemical Handling, Storage, and Waste Management:** Learn effective strategies for managing chemicals safely and efficiently.
- **Case Studies: Chemical Hygiene Practices in California and New York Schools:** Gain insights from real-life examples of successful chemical hygiene programs in schools.
By the end of this course, you will be equipped with the knowledge and tools necessary to advocate for and implement a robust chemical hygiene program in your school, ensuring a safer and more compliant educational environment for all.
---
### [Mobile Learning and Microlearning for On-the-Go Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/future-trends-in-online-safety-training/topic/mobile-learning-and-microlearning-for-on-the-go-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s fast-paced world, the demand for flexible and accessible training solutions has never been higher. Mobile learning and microlearning are emerging as powerful tools to deliver safety training that fits seamlessly into the busy schedules of educators, administrators, and staff members in schools and organizations.
## Mobile Learning
Mobile learning leverages the ubiquity of smartphones and tablets to provide training content that can be accessed anytime, anywhere. This approach ensures that safety training is not confined to a specific location or time, making it easier for employees to engage with the material during their commute, breaks, or any free moment.
For schools and organizations, mobile learning offers the advantage of real-time updates and notifications. Administrators can quickly disseminate critical safety information, such as emergency procedures or new safety protocols, ensuring that all staff members are informed promptly.
## Microlearning
Microlearning breaks down complex safety topics into bite-sized, easily digestible modules. These short, focused lessons are designed to be completed in just a few minutes, making them ideal for on-the-go learning. By delivering content in small chunks, microlearning helps to reinforce key safety concepts and improve retention.
For example, a principal could assign a 5-minute microlearning module on fire safety procedures, which staff members can complete during a brief break. This approach not only minimizes disruption to daily activities but also ensures continuous reinforcement of safety practices.
## Benefits and Implementation
Implementing mobile learning and microlearning in your safety training programs can lead to higher engagement and better compliance. These methods cater to diverse learning styles and provide flexibility, making it easier for all staff members to participate actively in safety training.
To get started, consider partnering with a provider that specializes in mobile-friendly and microlearning content. By integrating these innovative approaches into your training strategy, you can build a robust culture of safety that adapts to the needs of your school or organization.
---
### [Data Analytics and Predictive Modeling for Safety Insights](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/future-trends-in-online-safety-training/topic/data-analytics-and-predictive-modeling-for-safety-insights/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the rapidly evolving landscape of online safety training, data analytics and predictive modeling are emerging as powerful tools to enhance safety insights and outcomes. By leveraging these technologies, schools and organizations can gain a deeper understanding of safety trends, identify potential risks, and implement proactive measures to mitigate them.
Data analytics involves collecting and analyzing vast amounts of data generated from safety training modules. This data can include completion rates, assessment scores, user engagement metrics, and feedback. By systematically analyzing this information, administrators, superintendents, principals, educators, and lab managers can identify patterns and trends that may indicate areas of concern or opportunities for improvement.
Implementing data analytics and predictive modeling in safety training requires a robust data infrastructure and a commitment to continuous improvement. Schools and organizations should invest in data management systems that can securely store and process large datasets. Additionally, training staff on how to interpret and act on data insights is crucial for maximizing the benefits of these technologies.
By integrating data analytics and predictive modeling into their safety training programs, educational institutions and organizations can move from a reactive to a proactive approach in managing safety. This not only enhances the overall safety culture but also ensures that every individual feels valued and protected.
---
### [Virtual Reality (VR) and Augmented Reality (AR) for Safety Simulations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/future-trends-in-online-safety-training/topic/virtual-reality-vr-and-augmented-reality-ar-for-safety-simulations-2/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
As we look towards the future of online safety training, Virtual Reality (VR) and Augmented Reality (AR) are emerging as groundbreaking tools that can revolutionize how safety protocols are taught and practiced. These technologies offer immersive and interactive experiences that can significantly enhance the learning process, making safety training more effective and engaging for employees and students alike.
**Virtual Reality (VR)** creates a simulated environment where learners can practice safety procedures in a controlled, risk-free setting. For instance, in a school laboratory, VR can simulate chemical spills, allowing lab managers and students to practice emergency responses without real-world consequences. This hands-on approach helps in retaining crucial safety information and builds confidence in handling actual emergencies.
**Augmented Reality (AR)** overlays digital information onto the real world, providing real-time guidance and feedback. For example, educators can use AR to highlight potential hazards in a classroom or workshop, offering immediate, context-specific safety instructions. This real-time interaction ensures that safety practices are not just theoretical but are applied practically in everyday scenarios.
Administrators, superintendents, principals, and lab managers can leverage these technologies to create a proactive safety culture within their institutions. By integrating VR and AR into safety training programs, they can provide a more engaging and effective learning experience that goes beyond traditional methods. These tools also allow for continuous assessment and improvement, as they can track user performance and provide instant feedback.
In conclusion, VR and AR represent the next frontier in safety training, offering immersive and interactive methods to instill a culture of safety in schools and organizations. Embracing these technologies can lead to a safer, more prepared environment for all.
---
### [Adaptive Learning Technologies for Personalized Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/future-trends-in-online-safety-training/topic/adaptive-learning-technologies-for-personalized-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
As we look towards the future of online safety training, adaptive learning technologies are emerging as a powerful tool for personalized safety training. These technologies leverage data analytics and machine learning algorithms to tailor training content to the individual needs of each learner, ensuring that every employee, student, or staff member receives the most relevant and effective training possible.
Adaptive learning systems continuously assess a learner’s performance and engagement, dynamically adjusting the difficulty, pace, and type of content presented. For example, if a lab manager consistently excels in chemical safety protocols but struggles with emergency response procedures, the adaptive system will provide additional resources and practice scenarios focused on emergency response. This personalized approach not only enhances learning outcomes but also keeps learners engaged by addressing their specific challenges and knowledge gaps.
For administrators, superintendents, and principals, implementing adaptive learning technologies can significantly improve the efficiency and effectiveness of safety training programs. These systems provide detailed analytics and insights into learner progress, allowing for data-driven decisions to enhance training strategies and address areas of concern promptly. Additionally, adaptive learning can reduce training time and costs by focusing efforts where they are needed most, rather than adopting a one-size-fits-all approach.
Educators and lab managers will find that adaptive learning technologies support a more interactive and engaging learning experience. By incorporating multimedia elements such as videos, quizzes, and simulations that adapt to the learner’s progress, these technologies make safety training more compelling and memorable. This leads to a deeper understanding and retention of safety protocols, ultimately fostering a safer and more compliant educational or organizational environment.
In conclusion, adaptive learning technologies represent a significant advancement in the realm of online safety training. By personalizing the learning experience, these systems ensure that safety training is not only effective but also engaging and relevant for every individual within a school or organization.
---
### [Gamification and Interactive Learning Modules](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/future-trends-in-online-safety-training/topic/gamification-and-interactive-learning-modules/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
As we look towards the future of online safety training, gamification and interactive learning modules stand out as transformative tools for enhancing engagement and retention. By incorporating game-like elements into training programs, schools and organizations can create a more dynamic and immersive learning experience that motivates participants to engage deeply with the content.
Gamification involves integrating elements such as points, badges, leaderboards, and challenges into safety training modules. These elements tap into the natural human affinity for competition and achievement, making learning more enjoyable and rewarding. For example, administrators can implement a points system where employees earn rewards for completing modules or demonstrating safety knowledge through quizzes and interactive scenarios.
Interactive learning modules, on the other hand, emphasize active participation. These modules can include simulations, role-playing exercises, and real-time decision-making tasks that mirror real-world safety challenges. For instance, lab managers can use interactive simulations to train staff on emergency procedures, allowing them to practice and refine their responses in a controlled, risk-free environment.
For educators and principals, the integration of gamification and interactive modules can significantly enhance the effectiveness of safety training programs. Students and staff are more likely to retain information and apply it in practical situations when they are actively involved in the learning process. Additionally, these tools can provide valuable data on individual and group performance, helping to identify areas that need further attention and improvement.
In conclusion, embracing gamification and interactive learning modules is a forward-thinking approach that can revolutionize safety training. By making learning engaging and interactive, schools and organizations can build a robust culture of safety that is both proactive and continuous.
---
### [Integration of Artificial Intelligence in Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/future-trends-in-online-safety-training/topic/integration-of-artificial-intelligence-in-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
As we look towards the future of online safety training, the integration of Artificial Intelligence (AI) stands out as a transformative trend. AI has the potential to revolutionize how safety training is delivered, personalized, and monitored, providing significant benefits for schools and organizations alike.
One of the key advantages of AI in safety training is its ability to personalize learning experiences. AI algorithms can analyze individual learning patterns and preferences, tailoring content to meet the specific needs of each learner. This ensures that all employees, educators, and students receive training that is not only relevant but also engaging.
AI can also enhance the assessment and feedback process. Through sophisticated data analysis, AI systems can provide real-time feedback on performance, identifying areas where learners may need additional support. This continuous monitoring helps in maintaining high safety standards by ensuring that knowledge gaps are promptly addressed.
Moreover, AI-driven tools can automate compliance verification, reducing the administrative burden on educators and administrators. By continuously monitoring compliance with safety protocols, AI systems can alert management to any deviations, enabling swift corrective actions. This proactive approach ensures that safety standards are consistently upheld across the organization.
Incorporating AI into safety training also opens up possibilities for advanced simulation-based learning. AI-powered simulations can create realistic scenarios that allow learners to practice and refine their safety skills in a controlled environment. This hands-on approach not only enhances learning outcomes but also builds confidence in handling real-world safety challenges.
As AI technology continues to evolve, its integration into safety training programs will become increasingly essential. By leveraging AI, schools and organizations can create a more effective, efficient, and engaging safety training experience, ultimately fostering a stronger culture of safety.
---
### [Mobile Applications for On-the-Go Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/topic/mobile-applications-for-on-the-go-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s fast-paced world, mobile applications have become indispensable tools for delivering on-the-go safety training. These apps offer unparalleled flexibility, allowing employees, educators, and students to access critical safety information anytime, anywhere. By leveraging mobile technology, schools and organizations can ensure that safety training is not only accessible but also engaging and effective.
One of the primary benefits of mobile safety training apps is their ability to provide **real-time updates** and notifications. Administrators, superintendents, principals, and lab managers can instantly disseminate new safety protocols, emergency procedures, or updates to existing training modules. This immediacy ensures that all stakeholders are always informed and prepared.
Moreover, mobile applications often feature *interactive elements* such as quizzes, videos, and simulations, which enhance learner engagement. These interactive components cater to various learning styles, making the training more inclusive and effective. For instance, a lab manager can use a mobile app to simulate a hazardous spill scenario, allowing staff to practice their response in a controlled, virtual environment.
Another significant advantage is the ability to track and monitor progress through built-in analytics. Educators and administrators can easily assess which modules have been completed, identify areas where learners may be struggling, and provide targeted support. This data-driven approach ensures continuous improvement and helps maintain high safety standards.
Additionally, mobile safety training apps support **offline access**, enabling users to download content and complete training even without an internet connection. This feature is particularly beneficial for remote or field-based staff who may not always have reliable internet access.
In conclusion, mobile applications for on-the-go safety training offer a versatile, effective solution for building and maintaining a robust safety culture in schools and organizations. By integrating these tools into their safety training programs, administrators and educators can ensure that safety remains a top priority, no matter where their staff or students are located.
---
### [Automated Compliance Verification Tools](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/topic/automated-compliance-verification-tools/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s fast-paced educational and organizational environments, ensuring compliance with safety training protocols is paramount. Automated compliance verification tools offer a streamlined solution to monitor and enforce adherence to safety standards effectively.
These tools leverage advanced technologies such as artificial intelligence (AI) and machine learning to continuously track training completion rates, assess the retention of safety knowledge, and identify gaps in compliance. For administrators, superintendents, principals, educators, and lab managers, this means less manual oversight and more reliable data to inform decision-making.
One of the key benefits of automated compliance verification tools is their ability to provide real-time updates and alerts. For instance, if a staff member has not completed a mandatory safety module, the system can automatically send reminders and escalate notifications to the relevant supervisors. This proactive approach ensures that no one falls through the cracks and that the institution maintains a high standard of safety readiness.
Moreover, these tools can generate comprehensive reports that detail compliance metrics, trends, and areas needing improvement. Such insights are invaluable for continuous improvement and can help in tailoring future training programs to address specific weaknesses. For example, if a report indicates that a particular safety procedure is frequently misunderstood, targeted training can be developed to address this issue.
Integration with existing Learning Management Systems (LMS) further enhances the utility of automated compliance verification tools. Seamless integration ensures that all training activities are captured and analyzed within a unified platform, simplifying the administrative burden and enhancing the overall efficiency of safety training programs.
In conclusion, automated compliance verification tools are essential for building and maintaining a robust culture of safety in schools and organizations. By leveraging these technologies, administrators and educators can ensure that safety training is not only completed but also effective and continuously improving.
---
### [Gamification in Online Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/topic/gamification-in-online-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Gamification has emerged as a powerful tool in online safety training, transforming traditional learning experiences into interactive and engaging activities. By incorporating game-like elements such as points, badges, leaderboards, and challenges, schools and organizations can significantly enhance learner engagement and retention.
For administrators, superintendents, principals, educators, and lab managers, gamification offers an innovative approach to instill safety protocols effectively. It creates a dynamic learning environment where participants are motivated to achieve higher levels of understanding and compliance. For instance, safety training modules can include quizzes and interactive scenarios that reward learners with points for correct answers and safe decision-making.
Moreover, leaderboards can foster a healthy competitive spirit among staff and students, encouraging them to complete training modules and improve
---
### [Data Analytics and Reporting Tools](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/topic/data-analytics-and-reporting-tools/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s data-driven world, leveraging data analytics and reporting tools is crucial for enhancing the effectiveness of online safety training programs. These tools provide valuable insights that help administrators, superintendents, principals, educators, and lab managers make informed decisions to foster a culture of safety within their institutions.
**Understanding Learner Progress**
Data analytics tools allow you to track and monitor learner progress in real-time. By analyzing metrics such as course completion rates, quiz scores, and time spent on modules, you can identify areas where learners may be struggling and need additional support. This information is invaluable for tailoring future training modules to better meet the needs of your staff and students.
**Identifying Trends and Patterns**
Reporting tools can help you identify trends and patterns in safety training engagement. For example, you can determine which modules are most effective and which ones may require revision. This continuous feedback loop ensures that your training programs remain relevant and impactful.
**Compliance and Accountability**
Maintaining compliance with safety regulations is a top priority for any educational institution or organization. Data analytics and reporting tools provide a clear record of training activities, making it easier to demonstrate compliance during audits or inspections. These tools also promote accountability by ensuring that all staff members complete required training on time.
**Customizable Reports**
Many data analytics platforms offer customizable reporting features, allowing you to generate reports that meet your specific needs. Whether you need a high-level overview for a board meeting or detailed insights for a departmental review, these tools can provide the information you need in a format that suits your audience.
By integrating data analytics and reporting tools into your online safety training programs, you can create a more effective, compliant, and proactive safety culture within your school or organization.
---
### [Virtual Reality (VR) and Augmented Reality (AR) for Safety Simulations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/topic/virtual-reality-vr-and-augmented-reality-ar-for-safety-simulations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Incorporating **Virtual Reality (VR)** and **Augmented Reality (AR)** into safety training modules offers immersive and interactive experiences that can significantly enhance learning outcomes. For *schools and organizations*, these technologies provide a safe and controlled environment where learners can practice and master safety protocols without real-world risks.
VR creates a fully immersive environment, allowing users to engage in realistic simulations of hazardous situations. For instance, *administrators and educators* can use VR to simulate fire drills, lab safety procedures, or emergency evacuations. This hands-on practice helps to reinforce theoretical knowledge and build muscle memory, ensuring that individuals are better prepared to respond to actual emergencies.
AR, on the other hand, overlays digital information onto the real world. *Principals and lab managers* can leverage AR to provide real-time guidance and instructions during safety drills or routine checks. For example, AR can highlight potential hazards in a lab setting or guide students through proper equipment usage, enhancing their understanding and adherence to safety protocols.
Both VR and AR offer unique advantages in terms of engagement and retention. These technologies make learning more engaging, which can lead to higher retention rates and better application of safety practices. Moreover, they allow for repeated practice in a risk-free setting, which is crucial for mastering complex safety procedures.
By integrating VR and AR into your safety training programs, you can create a proactive and continuous learning environment that not only meets regulatory requirements but also fosters a culture of safety. These tools are invaluable for ensuring that all members of your organization are well-prepared to handle emergencies effectively.
---
### [Interactive E-Learning Tools](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/topic/interactive-e-learning-tools/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the quest to build a culture of safety through proactive and continuous online learning, interactive e-learning tools are indispensable. These tools not only enhance engagement but also ensure that safety training is effective and memorable. Below are some key interactive e-learning tools that can transform safety training in schools and organizations:
### 1. Simulations and Virtual Reality (VR)
Simulations and VR provide immersive experiences that allow learners to practice safety protocols in a controlled, risk-free environment. For instance, a lab manager can use VR to simulate hazardous situations, enabling staff to practice emergency responses without real-world consequences.
### 2. Gamification
Incorporating game elements such as points, badges, and leaderboards can make safety training more engaging. Educators and administrators can use gamification to motivate learners and reinforce important safety concepts through interactive challenges and quizzes.
### 3. Interactive Videos
Interactive videos allow learners to engage with the content by making decisions and seeing the outcomes of their choices. This tool is particularly effective for demonstrating safety procedures and protocols, as it provides a visual and interactive way to learn.
### 4. Quizzes and Assessments
Regular quizzes and assessments help reinforce learning and ensure that learners retain critical safety information. These tools can be integrated into Learning Management Systems (LMS) to track progress and provide feedback.
### 5. Discussion Forums and Social Learning
Discussion forums and social learning platforms enable learners to share experiences, ask questions, and collaborate on safety-related topics. This fosters a community of practice where safety becomes a shared responsibility.
By leveraging these interactive e-learning tools, schools and organizations can create dynamic and engaging safety training programs that not only educate but also inspire a culture of safety. These tools ensure that safety training is not a one-time event but a continuous, evolving process that adapts to the needs of learners.
---
### [Learning Management Systems (LMS) for Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/tools-and-technologies-for-online-safety-training/topic/learning-management-systems-lms-for-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the quest to build a culture of safety, leveraging technology through Learning Management Systems (LMS) is essential. LMS platforms offer a centralized and efficient way to deliver, track, and manage safety training programs across schools and organizations.
## Benefits of Using an LMS
An LMS provides numerous benefits for administrators, superintendents, principals, educators, and lab managers:
- **Centralized Content Management:** Easily upload, organize, and update training materials, ensuring that all employees have access to the latest safety protocols.
- **Scalability:** LMS platforms can accommodate a growing number of users, making it ideal for large organizations and school districts.
- **Tracking and Reporting:** Monitor learner progress, completion rates, and assessment scores, helping to identify areas that need improvement.
- **Engagement Tools:** Utilize interactive elements such as quizzes, videos, and discussion forums to keep learners engaged and motivated.
## Key Features to Look for in an LMS
When selecting an LMS for safety training, consider the following features:
- **Customizable Learning Paths:** Tailor training modules to meet the specific needs of different roles within your organization.
- **Mobile Compatibility:** Ensure that the LMS is accessible on various devices, allowing learners to complete training anytime, anywhere.
- **Integration Capabilities:** Look for an LMS that can integrate with other systems, such as HR software, for seamless data management.
- **Analytics and Reporting:** Robust analytics tools are crucial for measuring the effectiveness of your training programs and making data-driven decisions.
## Implementing an LMS
Successful implementation of an LMS requires careful planning and stakeholder engagement. Involve key personnel in the selection process, provide comprehensive training on the platform, and continuously gather feedback to refine and improve the system.
By incorporating an LMS into your safety training strategy, you can create a more organized, efficient, and effective learning environment that supports a culture of safety.
---
### [Case Study 7: Scaling Safety Programs in a Multinational Organization](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/topic/case-study-7-scaling-safety-programs-in-a-multinational-organization/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Scaling safety programs in a multinational organization presents unique challenges and opportunities. This case study explores how a global corporation successfully expanded its safety training initiatives across multiple countries, ensuring consistency and cultural relevance.
Initially, the organization conducted a comprehensive needs assessment to identify specific safety concerns and regulatory requirements in each region. This data-driven approach allowed the company to tailor its training modules to address local issues while maintaining a unified safety standard.
To ensure engagement, the organization employed a mix of multimedia content, including videos, interactive quizzes, and real-life scenarios. These elements were designed to resonate with diverse learning styles and cultural backgrounds, making the training more relatable and impactful.
One of the key strategies was the implementation of a robust **certification and badging system**. Employees received digital badges upon completing various training modules, which served as both a motivational tool and a means of tracking progress. This system was integrated with the company’s HR platform, allowing for seamless monitoring and reporting.
Continuous monitoring and feedback were crucial for the program’s success. The organization established a feedback loop where employees could provide input on the training content and delivery. This feedback was used to make real-time adjustments, ensuring the training remained relevant and effective.
Additionally, the company invested in **train-the-trainer programs** to empower local safety champions. These individuals received advanced training and resources to facilitate sessions within their regions, fostering a culture of safety from the ground up.
By prioritizing cultural relevance, leveraging technology, and fostering local leadership, this multinational organization successfully scaled its safety programs, creating a safer and more cohesive work environment across its global operations.
---
### [Case Study 1: Implementing Safety Culture in a Large School District](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/topic/case-study-1-implementing-safety-culture-in-a-large-school-district/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In this case study, we explore how a large school district successfully implemented a culture of safety through proactive and continuous online learning safety modules. This district, comprising over 50 schools and serving more than 40,000 students, faced significant challenges in ensuring consistent safety standards across all its institutions.
The district’s leadership, including superintendents, principals, and lab managers, recognized the need for a unified approach to safety training. They partnered with an e-learning content provider to develop engaging and interactive safety training modules tailored to the unique needs of their schools. These modules covered various safety topics, including emergency preparedness, lab safety, and bullying prevention.
One of the key strategies employed was the integration of these modules into the district’s existing professional development programs. This ensured that all staff members, from educators to administrative personnel, received consistent and comprehensive safety training. The modules were designed to be accessible and engaging, featuring multimedia elements such as videos, quizzes, and interactive scenarios.
To assess the effectiveness of the training, the district implemented a robust feedback system. Staff members were encouraged to provide feedback on the training modules, which was then used to make continuous improvements. Additionally, the district utilized certification and badging systems to recognize staff members who completed the training, fostering a sense of accomplishment and encouraging ongoing participation.
The results were significant. The district saw a marked improvement in safety awareness and practices across all its schools. Incidents of safety violations decreased, and staff members reported feeling more confident and prepared to handle safety-related situations. This case study demonstrates the importance of a proactive and continuous approach to building a culture of safety in educational institutions.
---
### [Case Study 2: Successful Safety Training in a University Laboratory](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/topic/case-study-2-successful-safety-training-in-a-university-laboratory/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In this case study, we explore how a prominent university laboratory successfully implemented a comprehensive safety training program that significantly improved safety culture and reduced incidents. The laboratory, known for its cutting-edge research, faced challenges related to high-risk experiments and the need for stringent safety protocols.
## Background
The university laboratory had previously experienced several minor accidents, highlighting the need for a more robust safety training program. The administration recognized that fostering a culture of safety required more than just compliance with legal standards; it needed proactive and continuous learning.
## Implementation
The laboratory collaborated with an e-learning content provider to develop engaging and interactive online safety training modules. These modules were designed to cater to different learning styles, incorporating videos, quizzes, and simulations to enhance engagement. The training covered various topics, including chemical handling, emergency procedures, and equipment safety.
## Engagement and Feedback
To ensure the training was effective, the laboratory implemented a system for assessing learner engagement and collecting feedback. Participants were encouraged to provide input on the training content and delivery, allowing for continuous improvement. The feedback loop helped identify areas where additional training or resources were needed.
## Certification and Monitoring
Upon completion of the training modules, participants received certifications and digital badges, which were tracked to ensure compliance. The laboratory also established continuous monitoring mechanisms to evaluate the effectiveness of the training and identify any gaps in safety practices.
## Results
Since the implementation of the new safety training program, the university laboratory has seen a significant reduction in safety incidents. The proactive approach to safety training has not only improved compliance but also fostered a culture where safety is a shared responsibility among all staff and students.
This case study demonstrates the importance of engaging, continuous safety training in creating a culture of safety in high-risk environments. By leveraging online learning modules and a feedback-driven approach, the university laboratory successfully enhanced its safety culture, providing a model for other educational institutions and organizations to follow.
---
### [Case Study 3: Proactive Safety Measures in a Corporate Training Program](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/topic/case-study-3-proactive-safety-measures-in-a-corporate-training-program/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In this case study, we explore how a leading corporation successfully implemented proactive safety measures through a comprehensive online training program. This initiative not only enhanced workplace safety but also fostered a culture of continuous improvement and engagement among employees.
The corporation began by identifying key safety challenges within their operations. They collaborated with safety experts and e-learning developers to create engaging and interactive training modules tailored to their specific needs. These modules included multimedia elements such as videos, quizzes, and simulations to cater to different learning styles and keep employees engaged.
One of the standout features of this program was its focus on continuous learning. Rather than a one-time training session, the corporation implemented a series of modules released periodically. This approach ensured that safety training remained a constant priority and allowed for the integration of new safety protocols as they were developed.
To verify the effectiveness of the training, the corporation utilized a robust certification and badging system. Employees were required to complete assessments at the end of each module, earning badges that recognized their achievements and encouraged further participation. Additionally, continuous monitoring and feedback mechanisms were put in place to track progress and identify areas for improvement.
The results were significant. The corporation saw a marked reduction in workplace incidents and an increase in employee engagement with safety practices. Regular feedback loops allowed for the continuous refinement of the training content, ensuring it remained relevant and effective.
This case study demonstrates the importance of proactive and continuous safety training in building a strong safety culture. By leveraging engaging online modules and continuous improvement strategies, organizations can create safer, more productive environments for their employees.
---
### [Case Study 4: Continuous Improvement in Safety Training at a Community College](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/topic/case-study-4-continuous-improvement-in-safety-training-at-a-community-college/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In this case study, we explore how a community college successfully implemented a continuous improvement approach to their safety training programs. The college recognized that maintaining a high standard of safety required more than just initial training; it necessitated ongoing evaluation and enhancement of their training modules.
The college began by establishing a dedicated safety committee composed of administrators, educators, and lab managers. This committee was responsible for regularly reviewing safety protocols, gathering feedback from staff and students, and identifying areas for improvement. They adopted a proactive stance, ensuring that safety training was not a one-time event but a continuous process.
One of the key strategies employed was the integration of **feedback loops**. After each training session, participants were encouraged to provide detailed feedback on the content, delivery, and applicability of the training. This feedback was then analyzed to identify trends and areas needing enhancement. For example, when feedback indicated that certain modules were too theoretical, the committee revised the content to include more practical, hands-on examples relevant to the college environment.
Moreover, the college leveraged **technology** to monitor and evaluate the effectiveness of their training programs. They implemented an online platform that tracked completion rates, assessment scores, and learner engagement metrics. This data-driven approach allowed the safety committee to pinpoint specific modules that required updates or additional resources.
To ensure continuous improvement, the college also invested in **ongoing professional development** for their staff. Regular workshops and refresher courses were conducted to keep everyone up to date with the latest safety practices and regulations. This commitment to professional growth fostered a culture of safety awareness and accountability throughout the institution.
Through these efforts, the community college successfully cultivated a dynamic and responsive safety culture. Their continuous improvement model not only enhanced the effectiveness of their safety training but also ensured that safety remained a top priority across the campus.
---
### [Case Study 5: Engaging Online Safety Modules in a K-12 School System](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/topic/case-study-5-engaging-online-safety-modules-in-a-k-12-school-system/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In this case study, we explore the implementation of engaging online safety modules within a K-12 school system. The objective was to build a robust safety culture by integrating proactive and continuous online learning into the daily routines of students, educators, and staff.
The initiative began with a thorough assessment of the existing safety culture and identifying key areas for improvement. The school district collaborated with e-learning experts to design interactive safety training modules that catered to different learning styles. These modules included multimedia elements such as videos, quizzes, and simulations to enhance engagement and retention.
One of the critical success factors was the involvement of all stakeholders from the outset. Administrators, superintendents, principals, and educators participated in the development process, ensuring the content was relevant and practical. Regular feedback loops were established to continuously refine the modules based on user experiences and evolving safety standards.
To verify the effectiveness of the training, the school system implemented a certification and badging system. This not only motivated participants to complete the modules but also provided a tangible measure of their progress. Continuous monitoring and feedback mechanisms were put in place to track the impact of the training on safety behaviors and incident rates.
The results were remarkable. The school system reported a significant decrease in safety incidents and an increase in safety awareness among students and staff. The engaging nature of the online modules fostered a proactive approach to safety, with individuals taking ownership of their roles in maintaining a safe environment.
This case study demonstrates the power of engaging online safety training modules in building a culture of safety within a K-12 school system. By leveraging technology and involving all stakeholders, schools can create a safer and more supportive learning environment for everyone.
---
### [Case Study 6: Verification and Compliance in a Healthcare Training Environment](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/case-studies-successful-safety-cultures/topic/case-study-6-verification-and-compliance-in-a-healthcare-training-environment/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the healthcare sector, maintaining a culture of safety is paramount due to the high stakes involved in patient care. This case study explores how a large hospital network successfully implemented verification and compliance measures within their online safety training programs, ensuring that all staff members are proficient in safety protocols and procedures.
## Background
The hospital network faced challenges in standardizing safety training across multiple facilities. With diverse roles ranging from administrative staff to medical professionals, it was crucial to develop a comprehensive training program that addressed the unique needs of each group while maintaining a consistent standard of safety.
## Implementation
The hospital network partnered with an e-learning provider to create engaging and interactive online safety modules. These modules were tailored to different roles within the organization, ensuring relevance and engagement. To verify completion and comprehension, the program incorporated:
- **Certification and Badging Systems:** Employees received digital badges and certificates upon completing each module, which were tracked in a centralized learning management system (LMS).
- **Continuous Monitoring:** The LMS provided real-time analytics on training progress and completion rates, allowing administrators to identify gaps and address them promptly.
- **Feedback Mechanisms:** Post-training surveys and quizzes were used to gather feedback and assess the effectiveness of the training content.
## Outcomes
The implementation of these verification and compliance measures led to significant improvements in safety culture within the hospital network. Key outcomes included:
- **Increased Compliance:** The certification system ensured that all staff members completed the required training, leading to higher compliance rates.
- **Enhanced Safety Awareness:** Continuous monitoring and feedback helped maintain a high level of safety awareness among employees.
- **Improved Patient Care:** As staff became more proficient in safety protocols, the overall quality of patient care improved, reducing the incidence of safety-related incidents.
This case study demonstrates the importance of verification and compliance in building a robust safety culture within healthcare environments. By leveraging technology and continuous feedback, organizations can ensure that safety training is effective and impactful.
---
### [Creating a Feedback Loop for Continuous Improvement](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/topic/creating-a-feedback-loop-for-continuous-improvement/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
To foster a proactive safety culture, it is essential to establish a robust feedback loop that ensures continuous improvement in safety training programs. This process involves collecting, analyzing, and acting on feedback from various stakeholders, including administrators, superintendents, principals, educators, and lab managers.
**1. Collecting Feedback**
Implement multiple channels for gathering feedback, such as surveys, focus groups, and direct observations. Encourage all stakeholders to share their insights and experiences with the safety training modules. Utilize digital tools like online surveys and feedback forms to streamline the process and ensure anonymity, which can lead to more honest and constructive feedback.
**2. Analyzing Feedback**
Once feedback is collected, analyze it to identify common themes and areas for improvement. Use data analytics tools to process large volumes of feedback efficiently. Pay attention to recurring issues and suggestions that can help refine the training content and delivery methods.
**3. Acting on Feedback**
Develop an action plan based on the analyzed feedback. Prioritize changes that will have the most significant impact on improving safety training effectiveness. Involve key stakeholders in the decision-making process to ensure that the proposed changes are practical and feasible.
**4. Communicating Changes**
Communicate the planned improvements to all stakeholders. Transparency is crucial; explain how their feedback has contributed to the changes and what they can expect moving forward. This not only builds trust but also encourages ongoing participation in the feedback process.
**5. Monitoring and Re-evaluating**
After implementing changes, continue to monitor the effectiveness of the safety training programs. Establish regular intervals for re-evaluating the training content and methods, ensuring that the feedback loop remains.
---
### [Implementing Preventative Measures](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/topic/implementing-preventative-measures/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the journey towards fostering a proactive safety culture, implementing preventative measures is crucial for both schools and organizations. These measures are designed to identify potential hazards before they manifest into incidents, thus safeguarding the well-being of all stakeholders.
**1. Risk Assessments and Audits:** Conduct regular risk assessments and safety audits to identify potential hazards in your environment. This involves evaluating physical spaces, equipment, and processes to ensure they meet safety standards. Regular audits help in maintaining a high level of vigilance and preparedness.
**2. Safety Protocols and Procedures:** Develop and implement comprehensive safety protocols and procedures. These should be clearly documented and easily accessible to all employees and students. Regularly update these protocols to address new risks and incorporate feedback from previous incidents.
**3. Training and Drills:** Ensure that all staff and students are well-versed in safety procedures through regular training sessions and drills. These should cover emergency response, evacuation plans, and the use of safety equipment. Frequent drills help in reinforcing the importance of safety and ensuring everyone knows their role in an emergency.
**4. Safety Committees and Reporting Systems:** Establish safety committees that include representatives from various departments. These committees should meet regularly to discuss safety concerns and review incident reports. Implement a robust reporting system that allows employees and students to report hazards anonymously and without fear of retribution.
**5. Continuous Improvement:** Foster a culture of continuous improvement by encouraging feedback and suggestions for enhancing safety measures. Regularly review and analyze incident reports to identify trends and areas for improvement. Implement changes promptly and communicate them effectively to all stakeholders.
By integrating these preventative measures into your safety training programs, you can create a safer environment that proactively addresses potential risks and fosters a culture of safety awareness and responsibilities.
---
### [Training and Educating Staff on Proactive Safety Practices](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/topic/training-and-educating-staff-on-proactive-safety-practices/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating a proactive safety culture within schools and organizations begins with comprehensive training and education for all staff members. Administrators, superintendents, principals, educators, and lab managers play a crucial role in this endeavor. Here are some key strategies to effectively train and educate staff on proactive safety practices:
**1. Tailored Training Programs:** Develop training modules that are specifically designed to address the unique safety challenges faced by your institution. Customizing content ensures that it is relevant and directly applicable to the daily operations of your staff.
**2. Interactive Learning:** Utilize interactive elements such as quizzes, simulations, and role-playing scenarios within your training modules. These methods not only make the learning process more engaging but also help in better retention of safety protocols.
**3. Continuous Learning:** Safety training should not be a one-time event. Implement a continuous learning approach where staff regularly participate in refresher courses and updated training sessions. This keeps safety practices fresh in their minds and adapts to any new safety regulations or emerging threats.
**4. Collaborative Training Sessions:** Encourage collaboration among staff members through group training sessions. This fosters a team-oriented approach to safety and allows for the sharing of best practices and experiences.
**5. Leveraging Technology:** Incorporate technology such as e-learning platforms and mobile applications to deliver training content. These tools provide flexibility, allowing staff to complete training at their own pace and convenience.
**6. Feedback and Improvement:** Establish a feedback loop where staff can provide input on the training programs. Use this feedback to continuously improve the training content and delivery methods, ensuring they remain effective and relevant.
By implementing these strategies, schools and organizations can build a robust culture of proactive safety, ensuring that all staff members are well-equipped to create and maintain a safe environment for everyone.
---
### [Utilizing Technology for Proactive Safety](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/topic/utilizing-technology-for-proactive-safety/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s digital age, leveraging technology is essential for promoting proactive safety within schools and organizations. By integrating advanced technological tools, administrators, superintendents, principals, educators, and lab managers can create a safer and more responsive environment.
### 1. Real-Time Monitoring Systems
Implementing real-time monitoring systems, such as IoT (Internet of Things) devices, can significantly enhance safety measures. These systems provide continuous surveillance and instant alerts, allowing for immediate response to potential hazards. For example, smart sensors in labs can detect chemical spills or equipment malfunctions, ensuring swift action to prevent accidents.
### 2. E-Learning Platforms
Utilizing e-learning platforms for safety training modules ensures that all staff and students receive consistent, up-to-date information. These platforms can host interactive and engaging content, such as videos, quizzes, and simulations, making learning more effective. Additionally, they offer the flexibility for learners to complete training at their own pace, accommodating different schedules and learning styles.
### 3. Mobile Safety Apps
Mobile safety apps can empower individuals by providing them with immediate access to safety resources and emergency contacts. These apps can include features like incident reporting, safety checklists, and real-time updates on safety protocols. For instance, a school safety app can notify all staff and students about lockdown drills or emergency evacuations in real time.
### 4. Data Analytics
Data analytics tools can help administrators and safety officers identify trends and patterns in safety incidents. By analyzing this data, schools and organizations can proactively address recurring issues and implement targeted interventions. For example, if data shows a high frequency of lab accidents, additional training or equipment upgrades can be prioritized.
By embracing these technological advancements, schools and organizations can foster a proactive safety culture that not only meets regulatory requirements but also ensures the well-being of all members of the community.
---
### [Engaging Stakeholders in Safety Initiatives](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/topic/engaging-stakeholders-in-safety-initiatives/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
To build a proactive safety culture, it is essential to engage all stakeholders in safety initiatives. This includes administrators, superintendents, principals, educators, and lab managers. Their involvement is crucial for fostering a comprehensive and sustainable safety culture.
**Administrators and Superintendents:** As leaders, your commitment to safety sets the tone for the entire organization. By prioritizing safety in your strategic plans and allocating resources for continuous training, you demonstrate its importance. Regularly communicate safety goals and progress to keep everyone informed and motivated.
**Principals and Educators:** Your role in implementing safety protocols and training is vital. Engage students and staff by integrating safety topics into the curriculum and daily routines. Encourage open discussions about safety concerns and solutions, fostering a collaborative environment where everyone feels responsible for maintaining a safe space.
**Lab Managers:** In environments with specific hazards, your expertise is indispensable. Conduct regular safety drills and ensure that all safety equipment is up-to-date and accessible. Provide hands-on training and create clear, easy-to-follow safety guidelines tailored to your specific setting.
Effective stakeholder engagement requires clear communication, ongoing education, and a shared commitment to safety. Utilize various channels such as meetings, newsletters, and online platforms to keep safety at the forefront of everyone’s mind. By working together, you can create a proactive safety culture that not only meets legal requirements but also enhances the well-being of all members of the school or organization.
---
### [Developing a Safety-First Mindset](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/topic/developing-a-safety-first-mindset/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating a culture of safety within schools and organizations begins with fostering a safety-first mindset among all members of the community. This mindset prioritizes safety in every action and decision, ensuring that it becomes an integral part of the organizational ethos. For administrators, superintendents, principals, educators, and lab managers, this involves leading by example and embedding safety principles into daily routines and long-term planning.
**Leadership Commitment:** A safety-first mindset starts at the top. Leaders must demonstrate a genuine commitment to safety, making it clear that it is a core value. This can be achieved through regular safety briefings, visible participation in safety training, and transparent communication about safety policies and incidents.
**Empowering Staff and Students:** Empowering staff and students to take ownership of their safety is crucial. This can be accomplished by providing comprehensive training, encouraging open communication about safety concerns, and recognizing and rewarding proactive safety behaviors. When individuals feel responsible for their safety and that of others, they are more likely to adhere to safety protocols and contribute to a safer environment.
**Integrating Safety into Curriculum and Operations:** Safety should be woven into the fabric of the educational and operational processes. For educators, this means incorporating safety topics into the curriculum and teaching students to identify and mitigate risks. For lab managers and other operational staff, it involves maintaining rigorous safety standards and continuously assessing and improving safety practices.
**Continuous Improvement:** A safety-first mindset is not static; it requires ongoing effort and vigilance. Regularly reviewing and updating safety protocols, staying informed about new safety developments, and fostering a culture of continuous improvement are essential. By committing to these practices, schools and organizations can ensure that safety remains a top priority.
---
### [Understanding the Proactive Approach to Safety](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/promoting-proactive-safety-training-approaches/topic/understanding-the-proactive-approach-to-safety/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s dynamic educational and organizational environments, a proactive approach to safety is essential. Unlike reactive strategies that address issues after they occur, proactive safety measures aim to prevent incidents before they happen. This forward-thinking mindset is crucial for administrators, superintendents, principals, educators, and lab managers who are dedicated to creating and maintaining a safe learning and working environment.
Proactive safety involves anticipating potential hazards and implementing measures to mitigate risks. This can be achieved through regular risk assessments, continuous monitoring, and fostering a culture of vigilance among all stakeholders. For example, schools and organizations can conduct routine safety drills, provide ongoing safety training, and encourage open communication about safety concerns.
One of the key elements of a proactive safety approach is the integration of continuous online learning safety modules. These modules are designed to keep safety knowledge current and relevant, ensuring that all staff members are well-informed about the latest safety protocols and best practices. By leveraging engaging and interactive online training, educators and administrators can ensure that safety training is not only effective but also accessible and convenient for everyone.
Moreover, proactive safety training should be tailored to address the specific needs and challenges of different environments. For instance, lab managers may require specialized training on handling hazardous materials, while school principals might focus on emergency preparedness and student safety. By customizing training content, organizations can ensure that all staff members receive the most relevant and impactful safety education.
Ultimately, adopting a proactive approach to safety helps build a resilient and responsive safety culture. It empowers staff to take ownership of their safety responsibilities and fosters a collaborative effort towards maintaining a secure environment for everyone.
---
### [Strategies for Continuous Improvement in Scaled Training Programs](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/topic/strategies-for-continuous-improvement-in-scaled-training-programs/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring the ongoing effectiveness of scaled safety training programs requires a commitment to continuous improvement. Here are key strategies to help schools and organizations maintain and enhance their training initiatives:
### 1. Regularly Review Training Content
Frequent reviews of training modules are essential. Engage subject matter experts to update content, ensuring it remains relevant and aligned with current safety standards and regulations. This practice helps address emerging risks and incorporates the latest best practices.
### 2. Gather and Analyze Feedback
Implement mechanisms for collecting feedback from participants, such as surveys and focus groups. Analyze this data to identify areas for improvement. Pay attention to recurring themes and specific suggestions to refine training materials and delivery methods.
### 3. Leverage Data Analytics
Utilize data analytics to monitor training performance metrics, such as completion rates, assessment scores, and engagement levels. This information can highlight trends and pinpoint areas needing attention, enabling data-driven decision-making.
### 4. Foster a Culture of Continuous Learning
Promote a culture that values ongoing education and improvement. Encourage employees to share their experiences and insights about the training programs. Rrecognize and reward those who contribute to enhancing safety practices.
### 5. Incorporate Adaptive Learning Technologies
Adopt adaptive learning technologies that personalize the training experience based on individual learner needs. These technologies can adjust content difficulty and provide targeted support, ensuring all participants achieve the desired learning outcomes.
### 6. Conduct Regular Audits and Assessments
Perform periodic audits and assessments to evaluate the effectiveness of the training programs. Use these evaluations to identify gaps and areas for enhancement, ensuring continuous alignment with organizational safety goals.
By implementing these strategies, schools and organizations can ensure their safety training programs not only scale effectively but also continuously evolve to meet the dynamic needs of their environments.
---
### [Monitoring and Evaluating Training Effectiveness at Scale](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/topic/monitoring-and-evaluating-training-effectiveness-at-scale/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring the effectiveness of safety training programs at scale is crucial for maintaining a robust safety culture across schools and organizations. Effective monitoring and evaluation involve continuous assessment, feedback loops, and data-driven decision-making. Here are key strategies to consider:
### 1. Implementing Data Analytics
Utilize data analytics tools to track participation rates, completion times, and quiz scores. This data helps identify trends and areas where learners may struggle, enabling targeted interventions. For example, if a significant number of participants fail a particular module, it may indicate a need for content revision or additional support.
### 2. Gathering Feedback
Regularly collect feedback from participants through surveys and focus groups. Questions should address the clarity of content, engagement levels, and perceived relevance. This qualitative data provides insights into the learner experience and highlights areas for improvement.
### 3. Conducting Observational Assessments
In addition to online metrics, conduct observational assessments in the workplace or school environment. Observe whether employees and students are applying the safety practices taught in the training modules. This real-world application is a strong indicator of training effectiveness.
### 4. Utilizing Performance Metrics
Monitor key performance indicators (KPIs) such as the reduction in incident rates, compliance levels, and the frequency of safety violations. These metrics provide a quantitative measure of the training program’s impact on overall safety culture.
### 5. Continuous Improvement
Adopt a continuous improvement approach by regularly reviewing and updating training content based on feedback and performance data. This ensures the training remains relevant and effective as organizational needs and safety standards evolve.
By employing these strategies, administrators, superintendents, principals, educators, and lab managers can effectively monitor and evaluate the impact of their safety training programs, ensuring a safer environment for all.
---
### [Ensuring Consistency and Quality Across Multiple Locations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/topic/ensuring-consistency-and-quality-across-multiple-locations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
As schools and organizations expand their safety training programs across various locations, maintaining consistency and quality becomes paramount. The challenge lies not only in delivering uniform content but also in ensuring that the training is equally effective and engaging everywhere.
### Standardizing Training Materials
To achieve consistency, start by standardizing your training materials. Develop a core curriculum that includes essential safety protocols and procedures applicable to all locations. This core content should be complemented by location-specific modules that address unique risks and requirements.
### Centralized Training Management
Utilize a centralized Learning Management System (LMS) to manage and distribute training content. A centralized LMS allows for uniform updates, tracking of learner progress, and consistent delivery of training materials. It also facilitates the collection of feedback and assessment data, which is crucial for continuous improvement.
### Quality Assurance Processes
Implement quality assurance processes to regularly review and update training modules. This can include peer reviews, expert evaluations, and pilot testing in select locations before full-scale deployment. Regular audits and feedback loops ensure that the training remains relevant and effective.
### Training Facilitators and Champions
Identify and train local facilitators or safety champions who can help reinforce the training content and address location-specific questions. These individuals can serve as a bridge between the centralized training team and local employees, ensuring that the training is effectively implemented and adhered to.
### Continuous Improvement
Finally, foster a culture of continuous improvement by encouraging feedback from all locations. Use this feedback to make iterative changes to the training modules, ensuring they stay current and effective. Regularly scheduled refresher courses and updates based on new safety regulations or incidents can help maintain high standards across all locations.
By focusing on these strategies, schools and organizations can ensure that their safety training programs are consistent, high-quality, and effective, regardless of location.
---
### [Developing a Scalable Safety Training Framework](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/topic/developing-a-scalable-safety-training-framework/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating a scalable safety training framework is essential for schools and organizations aiming to foster a robust culture of safety. A scalable framework ensures that safety training can be efficiently expanded or adapted to meet the evolving needs of your institution, regardless of size or complexity. Here are key components to consider:
### 1. Needs Assessment
Begin by conducting a thorough needs assessment. This involves identifying the specific safety challenges and requirements unique to your environment. Engage with various stakeholders, including administrators, educators, and lab managers, to gather comprehensive insights.
### 2. Modular Content Design
Develop training modules that are flexible and can be easily updated. Modular content allows for customization based on different roles and responsibilities within the organization. Ensure that each module is engaging and interactive to maximize learner retention.
### 3. Technology Integration
Leverage technology to deliver training efficiently. Utilize Learning Management Systems (LMS) to host and track training modules. Ensure that the platform supports mobile access, enabling learners to complete training at their convenience.
### 4. Continuous Improvement
Implement a feedback mechanism to continuously improve the training content. Regularly update the modules based on learner feedback and emerging safety trends. This ensures that the training remains relevant and effective.
### 5. Resource Allocation
Allocate resources effectively to support the scalability of the training program. This includes budgeting for technology, content development, and personnel dedicated to managing the training framework.
### 6. Monitoring and Evaluation
Establish metrics to monitor the effectiveness of the training program. Use data analytics to evaluate learner engagement, completion rates, and the impact on overall safety culture. Regularly review these metrics to make informed decisions about scaling and improving the program.
By following these steps, schools and organizations can develop a scalable safety training framework that not only meets current needs but also adapts to future challenges, ensuring a sustained culture of safety.
---
### [Assessing Organizational Needs for Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/topic/assessing-organizational-needs-for-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Understanding the unique safety training needs of your organization is the first step in building an effective and scalable safety training program. This assessment process involves a thorough evaluation of current safety practices, potential hazards, and the specific requirements of your institution, whether it’s a school, corporate office, or laboratory.
**Identify Key Safety Concerns:** Begin by identifying the primary safety concerns within your organization. Conduct surveys, focus groups, and interviews with staff members, including administrators, educators, and lab managers, to gather insights on existing safety issues and areas for improvement.
**Evaluate Current Training Programs:** Review the effectiveness of any existing safety training programs. Analyze participation rates, feedback from participants, and incident reports to determine the strengths and weaknesses of current training efforts. This evaluation will help you understand what is working and what needs to be enhanced or replaced.
**Assess Compliance Requirements:** Ensure that your safety training programs meet all relevant legal and regulatory requirements. Different organizations may have varying compliance standards, so it’s crucial to stay informed about the specific regulations that apply to your institution.
**Determine Resource Availability:** Assess the resources available for safety training, including budget, personnel, and technology. Understanding your resource constraints will help you design a realistic and sustainable training program that can be scaled as needed.
**Set Clear Objectives:** Define clear, measurable objectives for your safety training program. These objectives should align with your organization’s overall safety goals and provide a roadmap for the development and implementation of training modules.
By thoroughly assessing your organization’s needs, you can create a tailored safety training program that addresses specific challenges, complies with regulations, and fosters a culture of safety that protects all members of your community.
---
### [Creating Modular and Adaptable Training Content](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/topic/creating-modular-and-adaptable-training-content/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
As schools and organizations scale their safety training programs, the need for modular and adaptable content becomes paramount. Modular training content allows for flexibility, enabling administrators, superintendents, principals, educators, and lab managers to customize training to meet specific needs and contexts. This approach ensures that safety training remains relevant, engaging, and effective across diverse environments.
**Why Modular Content?**
Modular content breaks down training into smaller, manageable units or modules. Each module focuses on a specific aspect of safety, making it easier to update and adapt as regulations or organizational needs change. This structure also allows learners to progress at their own pace, ensuring a more personalized learning experience.
**Adapting to Different Learning Styles**
Adaptable training content caters to various learning styles, whether visual, auditory, or kinesthetic. By incorporating multimedia elements such as videos, infographics, and interactive quizzes, training modules can engage all types of learners. This adaptability not only enhances understanding but also retention of crucial safety information.
**Implementation Strategies**
- **Needs Assessment:** Conduct a thorough assessment to identify the specific safety training needs of your organization or school.
- **Content Development:** Develop modular content that can be easily updated and adapted. Ensure each module has clear objectives and outcomes.
- **Feedback Mechanisms:** Implement continuous feedback loops to gather insights from learners and make necessary adjustments to the training modules.
- **Technology Utilization:** Leverage learning management systems (LMS) to deliver and track modular training content efficiently.
By creating modular and adaptable training content, schools and organizations can ensure that their safety training programs are not only scalable but also effective in fostering a culture of safety. This approach empowers educators and administrators to provide ongoing, relevant, and engaging safety education that meets the evolving needs of their environments.
---
### [Utilizing Technology for Large-Scale Training Deployment](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/scaling-safety-training-programs/topic/utilizing-technology-for-large-scale-training-deployment/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In today’s digital age, leveraging technology is essential for the large-scale deployment of safety training programs. For schools and organizations, administrators, superintendents, principals, educators, and lab managers, integrating technological solutions can streamline the delivery, tracking, and effectiveness of safety training modules.
**1. Learning Management Systems (LMS):** An LMS is a robust platform that can host and manage safety training content. It allows for the distribution of training materials, tracking of learner progress, and assessment of training outcomes. By utilizing an LMS, institutions can ensure that all staff members have access to the latest safety protocols and training resources.
**2. Cloud-Based Solutions:** Cloud technology offers scalability and flexibility, making it ideal for large-scale training deployments. With cloud-based solutions, training modules can be accessed anytime, anywhere, ensuring that all employees, regardless of their location, can participate in the training. This is particularly beneficial for organizations with multiple campuses or remote staff.
**3. Mobile Learning:** Mobile learning platforms enable learners to access training modules on their smartphones or tablets. This convenience increases engagement and completion rates, as staff can complete training at their own pace and on their own schedule. Mobile learning also supports multimedia content, such as videos and interactive quizzes, which can enhance the learning experience.
**4. Data Analytics:** Utilizing data analytics tools can provide valuable insights into the effectiveness of safety training programs. Administrators can monitor participation rates, completion times, and assessment scores to identify areas for improvement. Data-driven decisions can help in refining training content and delivery methods, ensuring continuous improvement in safety training initiatives.
**5. Virtual Reality (VR) and Augmented Reality (AR):** VR and AR technologies offer immersive training experiences that can simulate real-life scenarios. These technologies can be particularly effective in safety training, allowing learners to practice responses to hazardous situations in a controlled, virtual environment. This hands-on approach can significantly enhance retention and application of safety protocols.
By embracing these technological advancements, schools and organizations can effectively scale their safety training programs, ensuring a safer environment for all.
---
### [Introduction to Verification Methods](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/topic/introduction-to-verification-methods/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the pursuit of building a culture of safety through proactive and continuous online learning, it is crucial to ensure that the training modules are not only engaging but also effective. Verification methods play a pivotal role in this process by providing a means to measure and confirm the impact of safety training on learners. This section will introduce you to various verification methods that can be employed to assess the efficacy of your online safety training modules.
Verification methods are essential for administrators, superintendents, principals, educators, and lab managers who are responsible for maintaining safety standards within their institutions. These methods help in identifying gaps in knowledge, understanding the retention of safety protocols, and ensuring compliance with safety regulations.
One of the primary verification methods is the use of **quizzes and assessments**. These tools can be integrated into the training modules to test learners’ understanding of the material. Quizzes can be designed to cover key safety concepts and procedures, providing immediate feedback to learners and allowing trainers to identify areas that may need further reinforcement.
Another effective verification method is the implementation of **practical evaluations**. These evaluations involve observing learners as they apply safety protocols in real or simulated environments. Practical evaluations help in assessing the learners’ ability to translate theoretical knowledge into practical actions, ensuring that they are prepared to handle safety-related situations effectively.
Additionally, **surveys and feedback forms** can be utilized to gather insights from learners about the training modules. This feedback can be invaluable in understanding the learners’ perspectives, identifying any challenges they faced, and making necessary adjustments to improve the training experience.
By employing these verification methods, schools and organizations can create a robust framework for evaluating the effectiveness of their online safety training modules, thereby fostering a culture of safety that is both proactive and continuous.
---
### [Quizzes and Assessments](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/topic/quizzes-and-assessments/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Quizzes and assessments are fundamental components in verifying the effectiveness of online safety training modules. They serve as critical tools to measure comprehension, retention, and the practical application of safety knowledge among learners. For administrators, superintendents, principals, educators, and lab managers, implementing well-structured quizzes and assessments can significantly enhance the learning experience and ensure that safety protocols are thoroughly understood and adhered to.
**Types of Quizzes:**
- **Multiple-Choice Questions (MCQs):** These are effective for assessing knowledge on specific safety procedures and protocols. MCQs can cover a wide range of topics and provide immediate feedback to learners.
- **True/False Questions:** These questions are useful for quickly gauging basic understanding and can be employed to reinforce key safety principles.
- **Scenario-Based Questions:** Presenting real-life scenarios helps learners apply their knowledge to practical situations, enhancing their problem-solving skills in a safe environment.
**Assessment Strategies:**
- **Formative Assessments:** These ongoing assessments provide continuous feedback and allow for adjustments in teaching strategies to address any learning gaps.
- **Summative Assessments:** Conducted at the end of a training module, these assessments evaluate overall comprehension and the ability to apply knowledge in real-world settings.
- **Peer Assessments:** Encouraging peer reviews can foster a collaborative learning environment and provide diverse perspectives on safety practices.
Incorporating a mix of these quizzes and assessments ensures a comprehensive evaluation of each learner’s understanding and readiness to implement safety measures. By leveraging these tools, schools and organizations can build a robust culture of safety, ensuring that all members are well-equipped to maintain a secure and healthy environment.
---
### [Interactive Simulations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/topic/interactive-simulations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Interactive simulations are a powerful tool in verifying the effectiveness of online safety training modules. By immersing learners in realistic scenarios, these simulations allow them to apply their knowledge and skills in a controlled, risk-free environment. This hands-on approach not only reinforces learning but also provides invaluable insights into how well employees, students, and staff can respond to potential safety threats.
For **administrators, superintendents, and principals**, implementing interactive simulations can significantly enhance the safety culture within schools and organizations. These simulations can be tailored to address specific safety concerns relevant to your environment, such as emergency evacuation procedures, handling hazardous materials, or responding to bullying incidents. By observing how participants navigate these scenarios, you can identify areas where further training may be needed and adjust your safety protocols accordingly.
**Educators and lab managers** will find that interactive simulations offer a dynamic and engaging way to teach safety principles. Instead of passively absorbing information, learners actively participate in scenarios that mimic real-life situations. This active participation helps to solidify their understanding and retention of safety procedures. Additionally, the immediate feedback provided by simulations allows learners to see the consequences of their actions and make corrections in real-time.
Moreover, interactive simulations can be integrated with quizzes and assessments to create a comprehensive verification method. By combining these tools, you can ensure that your safety training is both thorough and effective. Learners can demonstrate their proficiency not only through traditional assessments but also by successfully navigating complex, simulated environments.
In conclusion, incorporating interactive simulations into your safety training program is an effective strategy for verifying and enhancing the safety culture within your school or organization. This method not only engages learners but also provides a practical and impactful way to assess their readiness to handle safety challenges.
---
### [Automated Tracking and Reporting](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/topic/automated-tracking-and-reporting/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the realm of online safety training, automated tracking and reporting are indispensable tools for ensuring compliance and measuring the effectiveness of training programs. These systems provide administrators, superintendents, principals, educators, and lab managers with real-time insights into learner progress and engagement, allowing for timely interventions and continuous improvement.
Automated tracking systems monitor various metrics such as course completion rates, quiz scores, and time spent on each module. By leveraging these metrics, educational institutions and organizations can identify trends and pinpoint areas where additional support or resources may be needed. For instance, if a significant number of employees or students are struggling with a particular module, administrators can quickly address the issue by providing supplementary materials or adjusting the content.
Reporting capabilities are equally crucial. Detailed reports can be generated to showcase individual and group performance, highlight areas of excellence, and identify gaps in knowledge. These reports can be customized to meet the specific needs of different stakeholders, from detailed analytics for lab managers to high-level summaries for school boards and organizational leaders.
Moreover, automated tracking and reporting facilitate compliance with regulatory requirements. Many safety standards mandate regular training and documentation of compliance. With automated systems, schools and organizations can easily produce the necessary records to demonstrate adherence to these standards during audits or inspections.
In conclusion, integrating automated tracking and reporting into your online safety training modules not only enhances the learning experience but also ensures that your institution or organization remains compliant and continuously improves its safety culture.
---
### [Peer Reviews and Group Discussions](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/topic/peer-reviews-and-group-discussions/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Incorporating **peer reviews** and **group discussions** into your online safety training modules can significantly enhance the learning experience and ensure that safety protocols are thoroughly understood and implemented. These interactive methods not only provide a platform for learners to engage with the material but also foster a collaborative learning environment where participants can share insights and practical applications of safety principles.
*Peer reviews* allow learners to evaluate each other’s understanding and application of safety concepts. This process encourages critical thinking and provides an opportunity for constructive feedback. By reviewing peers’ work, learners can identify gaps in their own knowledge and gain new perspectives on safety practices. For administrators and educators, peer reviews can serve as an additional layer of verification, ensuring that the training content is being comprehensively understood and applied.
*Group discussions* further enhance the learning process by enabling participants to discuss and debate safety topics in a collaborative setting. These discussions can be facilitated through online forums, video conferencing, or in-person meetings, depending on the format of your training program. Group discussions help in reinforcing key safety messages and allow learners to explore different scenarios and solutions collectively. For superintendents, principals, and lab managers, facilitating these discussions can provide valuable insights into the effectiveness of the training modules and highlight areas that may require additional focus.
By integrating peer reviews and group discussions into your verification methods, you create a dynamic and interactive learning environment that not only verifies comprehension but also promotes continuous improvement and engagement with safety protocols. This approach ensures that safety training is not just a one-time event but an ongoing process of learning and development.
---
### [Certification and Badging Systems](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/topic/certification-and-badging-systems/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the realm of online safety training, **certification and badging systems** play a pivotal role in motivating learners and validating their acquired knowledge and skills. These systems not only recognize individual achievements but also contribute to a culture of continuous improvement and accountability within schools and organizations.
Certification programs typically culminate in a formal assessment, which, upon successful completion, awards learners with a certificate. This certificate serves as a tangible acknowledgment of their proficiency in specific safety protocols and procedures. For administrators, superintendents, principals, educators, and lab managers, these certifications provide a reliable measure of an individual’s readiness to handle safety-related tasks and responsibilities.
Badging systems, on the other hand, offer a more granular approach to recognition. Digital badges can be awarded for mastering specific modules or skills within the broader training program. These badges can be displayed on professional profiles, shared on social media, or included in personal portfolios, thus enhancing the visibility of the learner’s accomplishments. For organizations, this creates a transparent framework for tracking progress and identifying areas where additional training may be needed.
Implementing certification and badging systems also fosters a sense of achievement and progression among learners. When employees or students see their efforts recognized through certificates and badges, they are more likely to stay engaged and motivated. This, in turn, reinforces the importance of safety training and encourages a proactive approach to maintaining a safe environment.
Moreover, these systems can be integrated with automated tracking and reporting tools, allowing administrators to monitor completion rates, identify high performers, and ensure compliance with safety standards. By leveraging certification and badging systems, schools and organizations can build a robust framework for continuous learning and safety excellence.
---
### [Continuous Monitoring and Feedback](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/verification-methods-for-online-safety-training/topic/continuous-monitoring-and-feedback/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the realm of online safety training, continuous monitoring and feedback are crucial components that ensure the effectiveness and relevance of the training modules. For schools and organizations, this means implementing systems that not only track progress but also provide real-time feedback to learners and administrators alike.
Continuous monitoring involves the use of automated tracking systems that record learners’ interactions with the training modules. This data can include time spent on each module, completion rates, and quiz scores. By analyzing this data, administrators can identify trends and patterns indicating areas where learners struggle or excel. For example, if a significant number of learners score low on a particular quiz, it may suggest that the content needs to be reviewed or presented differently.
Feedback mechanisms are equally important. These can take the form of automated notifications that alert learners to their progress and areas needing improvement. Additionally, incorporating peer reviews and group discussions can provide valuable insights and foster a collaborative learning environment. Educators and lab managers can facilitate these discussions, encouraging learners to share their experiences and solutions to common challenges.
Furthermore, regular feedback from learners can help refine and improve the training modules. Surveys and feedback forms allow learners to express their opinions on the content’s clarity, relevance, and engagement level. This feedback can be instrumental in making iterative improvements to the training program.
By integrating continuous monitoring and feedback into your online safety training, you create a dynamic and responsive learning environment. This approach not only enhances the learning experience but also ensures that the training remains effective and aligned with the evolving needs of your organization or school.
---
### [Creating Real-World Scenarios and Simulations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/topic/creating-real-world-scenarios-and-simulations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Incorporating real-world scenarios and simulations into your safety training modules can significantly enhance the learning experience for your staff and students. By simulating real-life situations, learners can practice their responses in a controlled, risk-free environment, thereby improving their readiness for actual emergencies.
## Why Use Real-World Scenarios?
Real-world scenarios make safety training more relatable and memorable. When learners see the direct application of their training, they are more likely to retain the information and apply it effectively. This approach also helps in bridging the gap between theoretical knowledge and practical application.
## Designing Effective Scenarios
To design effective scenarios, start by identifying common safety challenges specific to your school or organization. For instance, a lab manager might focus on chemical spill responses, while a school principal might emphasize lockdown procedures. Ensure that each scenario is detailed and realistic, providing clear steps for learners to follow.
## Interactive Simulations
Interactive simulations allow learners to engage with the material actively. Use multimedia elements such as videos, audio clips, and interactive diagrams to create immersive simulations. For example, a fire evacuation simulation could include a virtual tour of the building, highlighting exit routes and safety equipment locations.
## Assessment and Feedback
Incorporate assessment tools within your simulations to gauge learner understanding and readiness. Quizzes, decision-making tasks, and scenario-based questions can provide valuable insights into their preparedness. Additionally, provide immediate feedback to help learners understand their mistakes and improve their responses.
By integrating real-world scenarios and simulations into your safety training modules, you can create a more engaging and effective learning experience. This proactive approach not only enhances safety awareness but also builds a culture of preparedness and resilience within your school or organization.
---
### [Gamification Techniques in Safety Training](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/topic/gamification-techniques-in-safety-training/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Incorporating **gamification techniques** into safety training modules can significantly enhance engagement and retention among learners. By transforming traditional training methods into interactive and enjoyable experiences, schools and organizations can foster a deeper understanding and commitment to safety practices.
One effective approach is the use of *point systems* and *leaderboards*. These elements introduce a competitive aspect, encouraging participants to actively engage with the material to earn points and see their names climb the leaderboard. This not only motivates learners but also fosters a sense of accomplishment and recognition.
*Badges* and *certificates* serve as tangible rewards for completing specific modules or achieving high scores. These rewards can be displayed on learners’ profiles, providing a sense of achievement and encouraging continuous participation. For instance, a badge for mastering fire safety protocols can be a visual reminder of the learner’s expertise.
Another powerful technique is the integration of **scenario-based games**. These games place learners in simulated environments where they must make decisions based on safety protocols. This hands-on approach allows learners to apply their knowledge in real-world contexts, reinforcing their learning through practice and immediate feedback.
Additionally, incorporating *quizzes* and *challenges* within the modules can keep learners engaged and provide instant feedback on their progress. For example, a quiz on laboratory safety procedures can help lab managers identify areas where their team might need further training.
By leveraging these gamification techniques, administrators, superintendents, principals, educators, and lab managers can create a dynamic and engaging learning environment that promotes a robust culture of safety. The key is to ensure that these elements are thoughtfully integrated to complement the educational content, rather than distract from it.
---
### [Adapting Content for Different Learning Styles](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/topic/adapting-content-for-different-learning-styles/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Understanding and adapting to diverse learning styles is crucial in creating effective safety training modules. Schools and organizations are composed of individuals with unique ways of processing information, and recognizing these differences can significantly enhance engagement and retention of safety protocols.
**1. Visual Learners:** Visual learners benefit from content that includes diagrams, infographics, and videos. Incorporating visual aids can help these learners better understand and remember safety procedures. For instance, *animated videos* demonstrating emergency responses or *infographics* outlining safety guidelines can be particularly effective.
**2. Auditory Learners:** Auditory learners prefer listening to information. Integrating *audio narrations*, *podcasts*, and *interactive discussions* into your modules can cater to this group. Consider including *voice-over explanations* in your training videos or creating *audio summaries* of key points.
**3. Kinesthetic Learners:** Kinesthetic learners thrive on hands-on activities and real-world simulations. Designing *interactive simulations* and *virtual reality (VR)* experiences where learners can practice safety procedures in a controlled environment can be highly beneficial. Additionally, incorporating *drag-and-drop activities* and *interactive quizzes* can help these learners stay engaged.
**4. Reading/Writing Learners:** These learners prefer engaging with text-based content. Providing *comprehensive written materials*, *step-by-step guides*, and *interactive e-books* can cater to their needs. Ensure that your written content is clear, concise, and well-organized to facilitate easy comprehension and retention.
By tailoring your safety training modules to accommodate these different learning styles, you can create a more inclusive and effective learning environment. This approach not only enhances individual engagement but also fosters a culture of safety that is deeply ingrained in the fabric of your school or organization.
---
### [Assessing Learner Engagement and Feedback](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/topic/assessing-learner-engagement-and-feedback/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Ensuring that your online safety training modules are effective requires continuous assessment of learner engagement and feedback. This process is crucial for schools and organizations aiming to build a proactive safety culture. By understanding how learners interact with the training content, administrators, superintendents, principals, educators, and lab managers can make informed decisions to enhance the training experience.
### Tracking Engagement Metrics
Utilize Learning Management Systems (LMS) to monitor key engagement metrics such as:
- **Completion Rates:** Measure the percentage of learners who complete the modules.
- **Time Spent:** Analyze the average time learners spend on each module to gauge interest and difficulty levels.
- **Participation in Interactive Elements:** Track how often learners engage with quizzes, simulations, and other interactive components.
### Gathering Learner Feedback
Collecting direct feedback from learners is essential for continuous improvement. Consider the following methods:
- **Surveys and Questionnaires:** Distribute post-training surveys to gather insights on the training’s effectiveness and areas for improvement.
- **Focus Groups:** Conduct focus group discussions with a diverse group of learners to obtain detailed feedback.
- **Anonymous Feedback:** Provide options for anonymous feedback to ensure honest and candid responses.
### Analyzing Feedback and Making Improvements
Once feedback is collected, analyze the data to identify trends and common issues. Use this information to:
- **Refine Content:** Adjust the training content to address any gaps or areas of confusion.
- **Enhance Interactivity:** Incorporate more interactive elements based on learner preferences and engagement levels.
- **Update Scenarios:** Modify real-world scenarios and simulations to better reflect current safety challenges.
By systematically assessing learner engagement and feedback, schools and organizations can ensure their safety training modules remain relevant, effective, and engaging, ultimately fostering a stronger culture of safety.
---
### [Utilizing Multimedia for Enhanced Engagement](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/topic/utilizing-multimedia-for-enhanced-engagement/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the realm of online safety training, multimedia elements such as videos, animations, infographics, and audio clips can significantly enhance learner engagement and retention. By incorporating these elements, schools and organizations can create a more dynamic and interactive learning experience that resonates with diverse learner preferences and needs.
**Videos:** Videos are a powerful tool for demonstrating safety procedures and protocols. They can bring real-life scenarios into the virtual classroom, allowing learners to visualize and understand complex concepts more effectively. Administrators and educators can use videos to simulate emergency situations, showcase proper safety equipment usage, and highlight best practices in maintaining a safe environment.
**Animations:** Animations can simplify intricate processes and make abstract concepts more accessible. For example, animated sequences can illustrate the steps of a fire evacuation plan or the workings of a lab safety protocol. This visual representation helps learners grasp the material more quickly and retain the information longer.
**Infographics:** Infographics combine text and visuals to present information succinctly and clearly. They are particularly useful for summarizing key points, displaying statistical data, and outlining procedures. Educators and lab managers can use infographics to create quick-reference guides that reinforce safety protocols and standards.
**Audio Clips:** Audio clips can be used to provide verbal instructions, narrate scenarios, or offer expert insights. By incorporating audio, training modules can cater to auditory learners and add another layer of engagement. Superintendents and principals can leverage audio clips to deliver important safety messages or provide commentary on training content.
By thoughtfully integrating these multimedia elements, schools and organizations can create a more engaging and effective safety training program. This approach not only enhances the learning experience but also helps build a robust culture of safety that is proactive and continuous.
---
### [Incorporating Interactive Elements](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/topic/incorporating-interactive-elements/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Interactive elements are crucial in making online safety training modules engaging and effective. By incorporating these elements, administrators, superintendents, principals, educators, and lab managers can ensure that safety training is not only informative but also captivating for learners.
**Quizzes and Assessments:** Integrate quizzes at the end of each module to reinforce key concepts and assess understanding. These can range from multiple-choice questions to scenario-based assessments that require critical thinking.
**Simulations and Scenarios:** Use simulations to replicate real-life situations where learners can practice their responses to emergencies or safety breaches. This hands-on approach helps in retaining knowledge and applying it effectively in real-world settings.
**Interactive Videos:** Embed interactive videos where learners can make choices that affect the outcome of the scenario. This not only keeps the learners engaged but also allows them to see the consequences of their decisions in a controlled environment.
**Discussion Forums:** Create discussion forums where learners can share experiences, ask questions, and provide feedback. This community-based approach fosters a collaborative learning environment and encourages the sharing of best practices.
**Gamification:** Incorporate elements of gamification such as badges, leaderboards, and rewards to motivate learners. This adds a competitive edge and makes the learning process enjoyable.
**Interactive Infographics:** Use interactive infographics to present complex information in a visually appealing and easily digestible format. This can help in breaking down intricate safety protocols into manageable and understandable segments.
By integrating these interactive elements, you can create a dynamic and engaging learning experience that not only educates but also empowers your staff and students to prioritize safety in their daily activities.
---
### [Understanding Learner Needs and Preferences](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/designing-engaging-online-safety-training-modules/topic/understanding-learner-needs-and-preferences/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
To effectively build a culture of safety through proactive and continuous online learning, it is essential to understand the unique needs and preferences of your learners. Whether you are an administrator, superintendent, principal, educator, or lab manager, recognizing what motivates and engages your audience can significantly enhance the impact of your safety training modules.
**1. Identify Learner Demographics:** Start by gathering data on the demographics of your learners. This includes age, educational background, job roles, and prior knowledge of safety protocols. Understanding these factors will help tailor the content to be relevant and accessible.
**2. Assess Learning Styles:** People absorb information differently. Some may prefer visual aids like videos and infographics, while others might benefit more from interactive quizzes and hands-on activities. Incorporating a mix of multimedia elements can cater to diverse learning styles and keep the content engaging.
**3. Consider Accessibility:** Ensure that your training modules are accessible to all learners, including those with disabilities. Use clear language, provide subtitles for videos, and ensure that all interactive elements are navigable via keyboard and screen readers.
**4. Gather Feedback:** Regularly solicit feedback from your learners to understand what works and what doesn’t. Use surveys, focus groups, and direct conversations to gather insights. This feedback is invaluable for continuously improving the training modules.
**5. Foster a Community:** Encourage collaboration and discussion among learners. Create forums or discussion boards where they can share experiences, ask questions, and support each other. This sense of community can enhance engagement and reinforce the learning objectives.
By understanding and addressing the needs and preferences of your learners, you can design safety training modules that are not only informative but also engaging and impactful, thereby fostering a robust culture of safety within your organization or school.
---
### [Case Studies of Successful Safety Cultures in Education and Organizations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/topic/case-studies-of-successful-safety-cultures-in-education-and-organizations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Understanding the theoretical aspects of safety culture is essential, but seeing these principles in action can be even more enlightening. Below are some case studies that highlight how different schools and organizations have successfully built and sustained a strong safety culture.
### Case Study 1: Greenfield Elementary School
Greenfield Elementary implemented a comprehensive safety program that included regular safety drills, a robust reporting system, and continuous training for both staff and students. The principal and administrators played a crucial role by actively participating in safety committees and ensuring that safety protocols were followed. As a result, the school saw a significant reduction in accidents and incidents, fostering a safer learning environment.
### Case Study 2: Tech Innovators Inc.
At Tech Innovators Inc., the leadership team prioritized safety by integrating it into the company’s core values. They introduced engaging online safety training modules that were mandatory for all employees. Regular safety audits and feedback loops helped in identifying potential hazards and addressing them promptly. This proactive approach not only minimized workplace injuries but also boosted employee morale and productivity.
### Case Study 3: Riverside High School
Riverside High School focused on creating a culture of safety by involving students in the process. They established a student-led safety committee that worked alongside teachers and administrators. This initiative empowered students to take ownership of their safety and that of their peers. The collaborative effort led to a noticeable improvement in the school’s overall safety climate.
These case studies demonstrate that building a culture of safety requires commitment, continuous effort, and the involvement of all stakeholders. By learning from these examples, schools and organizations can develop effective strategies to enhance their own safety cultures.
---
### [Strategies for Building and Sustaining a Safety Culture](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/topic/strategies-for-building-and-sustaining-a-safety-culture/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating and maintaining a robust safety culture in schools and organizations requires a strategic approach that involves all stakeholders. Here are some key strategies to consider:
### 1. Leadership Commitment
Administrators, superintendents, principals, and lab managers must demonstrate a strong commitment to safety. This includes allocating resources, setting clear safety goals, and leading by example. Visible leadership commitment reinforces the importance of safety to all staff and students.
### 2. Continuous Training and Education
Regular and ongoing safety training is crucial. Utilize online learning modules to provide accessible, up-to-date training for all staff and students. These modules should cover a range of topics, from basic safety procedures to emergency response protocols, and be tailored to the specific needs of your institution.
### 3. Open Communication Channels
Encourage open communication about safety concerns and suggestions. Establishing a system for reporting hazards and near-misses without fear of reprisal helps in identifying and addressing potential issues before they lead to accidents.
### 4. Regular Safety Audits and Assessments
Conduct regular safety audits and assessments to identify areas for improvement. Use these assessments to develop action plans and track progress over time. Involving staff in these processes can provide valuable insights and foster a sense of ownership.
### 5. Recognition and Incentives
Rrecognize and reward individuals and teams who contribute to improving safety culture. Incentives can motivate staff to prioritize safety and participate actively in safety initiatives.
### 6. Integrating Safety into Daily Activities
Make safety a part of everyday activities. This can be achieved by incorporating safety discussions into regular meetings, embedding safety checks into daily routines, and ensuring that safety is a consideration in all decision-making processes.
By implementing these strategies, schools and organizations can build and sustain a culture of safety that protects everyone and promotes a positive, productive environment.
---
### [Assessing Current Safety Culture in Schools and Organizations](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/topic/assessing-current-safety-culture-in-schools-and-organizations/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Before embarking on the journey to build a robust safety culture, it is crucial to assess the current state of safety within your school or organization. This assessment provides a baseline understanding of existing practices, attitudes, and areas needing improvement. Here are some key steps to effectively evaluate your current safety culture:
### 1. Conduct Surveys and Interviews
Gather insights from staff, students, and other stakeholders through surveys and interviews. Ask questions about their perceptions of safety, any incidents they have experienced, and suggestions for improvement. This feedback is invaluable in identifying gaps and areas of concern.
### 2. Review Incident Reports and Safety Records
Analyze past incident reports and safety records to identify patterns and recurring issues. Understanding the types and frequencies of incidents can help pinpoint specific areas that require immediate attention and preventive measures.
### 3. Observe Daily Practices
Spend time observing daily activities and routines within the organization. Pay attention to how safety protocols are followed, the use of safety equipment, and the overall awareness of safety procedures among staff and students. Observations can reveal discrepancies between written policies and actual practices.
### 4. Evaluate Training Programs
Review the current safety training programs in place. Assess their effectiveness, frequency, and relevance to the specific needs of your organization. Determine if the training is comprehensive enough and if it is being regularly updated to reflect new safety standards and practices.
### 5. Assess Leadership Commitment
Examine the commitment of leadership towards promoting a safety culture. Leaders play a pivotal role in setting the tone for safety practices. Evaluate whether safety is prioritized in decision-making processes and if leaders actively promote and participate in safety initiatives.
By thoroughly assessing the current safety culture, schools and organizations can identify strengths to build upon and weaknesses to address. This foundational step is essential for developing a targeted and effective strategy to enhance safety culture, ultimately creating a safer and more supportive environment for everyone involved.
---
### [Roles and Responsibilities in Promoting Safety Culture](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/topic/roles-and-responsibilities-in-promoting-safety-culture/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Creating a robust safety culture within schools and organizations requires the active participation and commitment of all stakeholders. Each role, from administrators to lab managers, plays a crucial part in fostering an environment where safety is prioritized and valued.
### Administrators and Superintendents
Administrators and superintendents set the tone for safety culture by establishing clear policies and procedures. They are responsible for allocating resources for safety training and ensuring compliance with safety regulations. Their leadership and commitment to safety can inspire a top-down approach that permeates the entire organization.
### Principals
Principals act as the bridge between administration and staff. They are tasked with implementing safety policies at the school level and ensuring that all staff members are adequately trained. Principals also play a key role in creating a safe and supportive environment for students, addressing safety concerns promptly, and fostering open communication about safety issues.
### Educators
Educators are on the front lines of promoting safety culture in the classroom. They must model safe behaviors, integrate safety practices into their teaching, and remain vigilant about potential hazards. Educators also have the responsibility to educate students about safety protocols and encourage them to take an active role in maintaining a safe learning environment.
### Lab Managers
Lab managers have a unique responsibility to ensure that all laboratory activities are conducted safely. This includes maintaining equipment, enforcing safety protocols, and providing specialized training for staff and students. Their expertise in handling hazardous materials and emergency situations is vital to preventing accidents and ensuring a safe laboratory environment.
By understanding and embracing their roles and responsibilities, each stakeholder can contribute to building and sustaining a culture of safety within their school or organization. Continuous collaboration and proactive engagement are key to achieving this goal.
---
### [The Importance of Safety Culture in Educational Settings](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/topic/the-importance-of-safety-culture-in-educational-settings/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Establishing a robust safety culture in educational settings is crucial for the well-being of students and staff. A proactive approach to safety not only ensures compliance with legal standards but also fosters an environment where everyone feels secure and valued. This, in turn, enhances the overall learning experience and promotes a positive school climate.
For administrators, superintendents, and principals, cultivating a safety culture means implementing policies and practices prioritizing safety at all levels. This includes regular safety training, clear communication of safety protocols, and the integration of safety into the institution’s daily routines. By doing so, leadership can set a strong example and encourage a collective commitment to safety.
Educators and lab managers are pivotal in maintaining and reinforcing this culture. They are on the front lines, directly interacting with students and ensuring safety procedures are followed. Continuous safety education, through engaging and interactive online learning modules, can equip them with the knowledge and skills needed to handle potential hazards effectively.
Moreover, a well-established safety culture can significantly reduce the risk of accidents and incidents, leading to fewer disruptions and a more stable educational environment. It also builds trust among parents, who can be confident that their children are learning in a safe and supportive setting.
Ultimately, the importance of safety culture in educational settings cannot be overstated. It is a collective responsibility that requires the active participation of all stakeholders to create a safe, nurturing, and conducive learning atmosphere.
---
### [Key Elements of a Strong Safety Culture](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/topic/key-elements-of-a-strong-safety-culture/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
Building a robust safety culture in schools and organizations requires a multifaceted approach. Here are the key elements that contribute to a strong safety culture:
### 1. Leadership Commitment
Influential safety culture begins at the top. Administrators, superintendents, principals, and lab managers must demonstrate a genuine commitment to safety. This involves setting clear safety policies and actively participating in safety training and consistently reinforcing the importance of safety in daily operations.
### 2. Employee Involvement
A strong safety culture engages all members of the organization. Educators and staff should be encouraged to participate in safety committees, provide feedback on safety practices, and report potential hazards without fear of retaliation. This collaborative approach ensures that safety is a shared responsibility.
### 3. Continuous Training and Education
Ongoing safety training is crucial. Regularly updated online learning safety modules can help inform everyone about the latest safety protocols and best practices. These modules should be tailored to address the specific needs and challenges of your educational or organizational environment.
### 4. Clear Communication
Effective communication is essential for a strong safety culture. Ensure safety information is easily accessible and communicated clearly to all staff members. Regular safety meetings, bulletins, and digital platforms can be used to disseminate important safety updates and reminders.
### 5. Accountability and Recognition
Establishing accountability for safety practices is vital. Implement systems to track safety performance and recognize individuals or teams contributing to a safer environment. Positive reinforcement can motivate staff to prioritize safety in their daily activities.
By focusing on these key elements, schools, and organizations can cultivate a proactive and resilient safety culture, ultimately creating a safer and more productive environment for everyone.
---
### [Understanding the Concept of Safety Culture](https://sciencesafety.com/courses/building-a-culture-of-safety-through-proactive-and-continuous-online-learning-safety-modules/lessons/introduction-to-safety-culture-in-schools-and-organizations/topic/understanding-the-concept-of-safety-culture/)
**Published:** September 12, 2024
**Author:** admin2025Open
**Content:**
In the context of schools and organizations, **safety culture** refers to the collective commitment of administrators, superintendents, principals, educators, and lab managers to prioritize safety in every aspect of their operations. This commitment is not just about adhering to regulations but about fostering an environment where safety is a core value shared by all members of the community.
A robust safety culture is characterized by:
- **Leadership Commitment:** Leaders at all levels must demonstrate a genuine commitment to safety, setting the tone for the entire organization.
- **Employee Involvement:** Everyone, from students to staff, should be encouraged to participate in safety initiatives and feel empowered to voice concerns.
- **Continuous Improvement:** Safety practices should be regularly reviewed and improved upon, ensuring they remain effective and relevant.
- **Open Communication:** Transparent and open communication channels should be established to report hazards, near-misses, and incidents without fear of retribution.
- **Education and Training:** Ongoing education and engaging training modules are essential to keep safety knowledge current and top-of-mind.
For schools and organizations, building a safety culture means integrating these principles into daily routines and decision-making processes. It involves creating a supportive environment where safety is seen as a shared responsibility and a fundamental part of the institution’s identity. By doing so, we can ensure a safer, more productive, and more positive environment for everyone involved.
---
### [Chemical Hygiene Plan and Accountability Module](https://sciencesafety.com/topic/chemical-hygiene-plan-and-accountability-module-2/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Chemical Hygiene Plan and Accountability Module](https://sciencesafety.com/topic/chemical-hygiene-plan-and-accountability-module/)
**Published:** May 16, 2024
**Author:** admin2025Open
---
### [Laboratory Risk Assessments (2:12)](https://sciencesafety.com/topic/risk-assessments/)
**Published:** July 1, 2021
**Author:** admin2025Open
**Content:**
Laboratory Chemical Risk Assessments are an important habit to develop in the research laboratory. This video outlines how they are done and some of the key reasons that they are important.
Source: American Chemical Society
---
### [Labs](https://sciencesafety.com/topic/labs/)
**Published:** July 21, 2021
**Author:** admin2025Open
---
## Quizzes
### [GHS Evaluation and Assessment Student Safety in the Science Lab](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/ghs-pictograms-student-safety-in-the-science-lab/quizzes/ghs-evaluation-and-assessment-student-safety-in-the-science-lab/)
**Published:** September 21, 2021
**Author:** admin2025Open
---
### [Solar Eclipses Quiz](https://sciencesafety.com/courses/watching-solar-eclipses/quizzes/solar-eclipses-quiz/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [PPE / Eye Protection / Gloves / Glassware](https://sciencesafety.com/courses/student-safety-in-the-science-lab/lessons/glassware-cleaning-duplicate/quizzes/microscope-dissection-specimens-ppe-eye-protection-gloves-glassware/)
**Published:** January 17, 2022
**Author:** admin2025Open
---
### [Ceramics](https://sciencesafety.com/courses/ceramic-safety/quizzes/ceramics/)
**Published:** June 1, 2023
**Author:** admin2025Open
---
### [Cybersecurity and Schools: Best Practices](https://sciencesafety.com/courses/cybersecurity-and-schools-best-practices/quizzes/cybersecurity-and-schools-best-practices/)
**Published:** March 26, 2026
**Author:** Sean Ryan
---
### [Cyberbullying](https://sciencesafety.com/courses/cyberbullying/quizzes/cyberbullying/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Public Wi-Fi](https://sciencesafety.com/courses/public-wi-fi/quizzes/public-wi-fi-2/)
**Published:** March 23, 2026
**Author:** Sean Ryan
---
### [Public Wi-Fi](https://sciencesafety.com/courses/public-wi-fi/quizzes/public-wi-fi/)
**Published:** March 23, 2026
**Author:** Sean Ryan
---
### [Chemical Hygiene Officer and Environmental Hygiene Officer Responsibilities Quiz](https://sciencesafety.com/courses/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities/quizzes/chemical-hygiene-officer-and-environmental-hygiene-officer-responsibilities-quiz/)
**Published:** August 26, 2025
**Author:** Sean Ryan
---
### [Chemical Spills](https://sciencesafety.com/courses/chemical-spills/quizzes/chemical-spills/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Quiz: Fire Safety](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/flammable-materials/quizzes/quiz-fire-safety/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Eye Protection Quiz](https://sciencesafety.com/courses/eye-protection/quizzes/eye-protection-quiz/)
**Published:** March 14, 2025
**Author:** admin2025Open
---
### [Rocket Quiz](https://sciencesafety.com/courses/rocket-safety/quizzes/rocket-quiz/)
**Published:** February 13, 2024
**Author:** admin2025Open
---
### [Rocks and Minerals Safety Quiz](https://sciencesafety.com/courses/rock-mineral-safety/quizzes/rocks-and-minerals-safety-quiz-2/)
**Published:** February 13, 2024
**Author:** admin2025Open
---
### [Rockets Quiz](https://sciencesafety.com/courses/aerospace/lessons/straw-rocket-data-log/quizzes/rockets-quiz/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Safety First](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/safety-infrastructure/quizzes/safety-first/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Responsibilities](https://sciencesafety.com/quizzes/responsibilities/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Chemical Hygiene Plan](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/right-to-understand-laws-and-chp/quizzes/chemical-hygiene-plan/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Student Safety](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/nyc-doe-safety-acknowledgement-form/quizzes/student-safety/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Experiments](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/after-an-experiment/quizzes/experiments/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [PPE](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/other-ppe-2/quizzes/ppe/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Student PPE Quiz](https://sciencesafety.com/courses/what-is-bbp/quizzes/student-ppe-quiz/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Laboratory Inspections](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/why-safety-inspections-matter/quizzes/laboratory-inspections/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Chemical Hazards](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/tips-for-the-safer-handling-of-alcohol/quizzes/chemical-hazards/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Labels](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/ghs-pictograms/quizzes/labels/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Quiz: Waste Disposal](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/recap-chemical-handling-and-waste-disposal/quizzes/quiz-waste-disposal/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [Quiz: Lab Accidents](https://sciencesafety.com/courses/chemistry-lab-safety/lessons/eye-safety/quizzes/quiz-lab-accidents/)
**Published:** June 30, 2021
**Author:** admin2025Open
---
### [BBP Quiz](https://sciencesafety.com/courses/what-is-bbp/lessons/bbp-glossary/quizzes/bbp-quiz/)
**Published:** July 6, 2021
**Author:** admin2025Open
---
### [Major Diseases](https://sciencesafety.com/courses/what-is-bbp/lessons/rates-of-transmission/quizzes/major-diseases/)
**Published:** July 8, 2021
**Author:** admin2025Open
---
### [Covid-19 and Schools](https://sciencesafety.com/courses/covid-19-and-schools/quizzes/covid-19-and-schools/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Safety Matters](https://sciencesafety.com/courses/lab-safety-awareness/quizzes/safety-matters/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Science Safety Grades K-8](https://sciencesafety.com/courses/k-8-classrooms/quizzes/science-safety-grades-k-8/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Paper Airplanes](https://sciencesafety.com/courses/paper-airplanes/quizzes/paper-airplanes/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Laser Quiz](https://sciencesafety.com/courses/lasers/quizzes/laser-quiz/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Flame Tests Quiz](https://sciencesafety.com/courses/flame-tests/quizzes/flame-tests-quiz/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Biology Teachers](https://sciencesafety.com/courses/biology-educators/quizzes/biology-teachers/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Broken Glass Quiz](https://sciencesafety.com/courses/glassware/quizzes/broken-glass-quiz/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Chemical Inventory](https://sciencesafety.com/courses/chemical-inventory-management-and-chemical-inventory-safety/quizzes/chemical-inventory/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Quiz: Chemical Storage](https://sciencesafety.com/courses/chemical-storage/quizzes/quiz-chemical-storage/)
**Published:** July 19, 2021
**Author:** admin2025Open
---
### [Evaluating Risk Quiz](https://sciencesafety.com/courses/evaluating-risk/quizzes/evaluating-risk-quiz/)
**Published:** July 21, 2021
**Author:** admin2025Open
---
### [First Aid](https://sciencesafety.com/courses/first-aid/lessons/first-aid-kits/quizzes/first-aid/)
**Published:** July 21, 2021
**Author:** admin2025Open
---
### [Ventilation](https://sciencesafety.com/courses/ventilation/quizzes/ventilation/)
**Published:** July 21, 2021
**Author:** admin2025Open
---
### [Animals](https://sciencesafety.com/courses/animals-in-schools/quizzes/animals/)
**Published:** July 21, 2021
**Author:** admin2025Open
---
### [Science Labs and Accessibility](https://sciencesafety.com/courses/universal-design-and-lab-safety/quizzes/science-labs-and-accessibility/)
**Published:** July 21, 2021
**Author:** admin2025Open
---
### [3D Printers](https://sciencesafety.com/courses/3d-printers/quizzes/3d-printers/)
**Published:** July 23, 2021
**Author:** admin2025Open
---
### [Cleaning Your Facility](https://sciencesafety.com/courses/cleaning-during-covid/quizzes/cleaning-your-facility/)
**Published:** August 4, 2021
**Author:** admin2025Open
---
### [Field Trips](https://sciencesafety.com/courses/field-trips/lessons/supporting-students-with-asd-on-field-trips/quizzes/field-trips/)
**Published:** August 4, 2021
**Author:** admin2025Open
---
### [School Bus Safety Quiz](https://sciencesafety.com/courses/school-bus-safety/quizzes/school-bus-safety-quiz/)
**Published:** August 4, 2021
**Author:** admin2025Open
---
### [WHMIS 2015](https://sciencesafety.com/courses/whmis-2015-training-for-workers/lessons/using-sds-in-the-workplace/quizzes/whmis-2015/)
**Published:** September 3, 2021
**Author:** admin2025Open
---
### [Class Size and Safety](https://sciencesafety.com/courses/class-size/quizzes/class-size-and-safety/)
**Published:** September 5, 2021
**Author:** admin2025Open
---
### [Classroom Management](https://sciencesafety.com/courses/classroom-management-best-practices/quizzes/classroom-management/)
**Published:** September 5, 2021
**Author:** admin2025Open
---
### [GHS Evaluation and Assessment](https://sciencesafety.com/courses/global-harmonized-system-training/quizzes/ghs-evaluation-and-assessment/)
**Published:** September 21, 2021
**Author:** admin2025Open
**Content:**
**You will need to get at least 8 / 10 correct to earn your GHS certification.**
---
### [D-14 and D-15 Certificate of Fitness](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/quizzes/d-14-and-d-15-certificate-of-fitness/)
**Published:** September 28, 2021
**Author:** admin2025Open
---
### [C-14 Certificate of Fitness](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/quizzes/c-14-certificate-of-fitness/)
**Published:** September 28, 2021
**Author:** admin2025Open
---
### [Suicide Prevention](https://sciencesafety.com/courses/suicide-prevention/quizzes/suicide-prevention/)
**Published:** November 7, 2021
**Author:** admin2025Open
---
### [Playground Safety](https://sciencesafety.com/courses/playground-safety/quizzes/playground-safety/)
**Published:** November 7, 2021
**Author:** admin2025Open
---
### [Ladder Safety](https://sciencesafety.com/courses/ladder-safety/quizzes/ladder-safety/)
**Published:** November 14, 2021
**Author:** admin2025Open
---
### [Anaphylaxis](https://sciencesafety.com/courses/anaphylaxis/quizzes/anaphylaxis/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Allergens](https://sciencesafety.com/courses/allergens-and-allergies-in-schools/quizzes/allergens/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Biological Waste](https://sciencesafety.com/courses/biological-waste/quizzes/biological-waste/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Biology Lab Equipment](https://sciencesafety.com/quizzes/biology-lab-equipment/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Biology Lab Protocols](https://sciencesafety.com/quizzes/biology-lab-protocols/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Bullying](https://sciencesafety.com/courses/bullying/quizzes/bullying-2/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Bunsen Burner and Hot Plate Safety](https://sciencesafety.com/courses/bunsen-burner-and-hot-plate-safety/quizzes/bunsen-burner-and-hot-plate-safety/)
**Published:** November 15, 2021
**Author:** admin2025Open
---
### [Dissection Safety](https://sciencesafety.com/courses/dissection-safety/quizzes/dissection-safety/)
**Published:** November 16, 2021
**Author:** admin2025Open
---
### [Quiz: Duty of Care](https://sciencesafety.com/courses/duty-of-care/quizzes/quiz-duty-of-care/)
**Published:** November 16, 2021
**Author:** admin2025Open
---
### [Earthquake Preparedness](https://sciencesafety.com/courses/earthquake-preparedness/quizzes/earthquake-preparedness/)
**Published:** November 16, 2021
**Author:** admin2025Open
---
### [AED Quiz](https://sciencesafety.com/courses/automated-external-defibrillators/quizzes/aed-quiz/)
**Published:** November 23, 2021
**Author:** admin2025Open
---
### [Quiz](https://sciencesafety.com/quizzes/quiz/)
**Published:** November 26, 2021
**Author:** admin2025Open
---
### [Methanol](https://sciencesafety.com/courses/methanol-safety/quizzes/methanol/)
**Published:** November 26, 2021
**Author:** admin2025Open
---
### [Quiz: Fire Safety and Fire Code](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/recap-fires-and-fire-extinguishers/quizzes/quiz-fire-safety-and-fire-code/)
**Published:** December 9, 2021
**Author:** admin2025Open
---
### [Quiz: FDNY Rules Pertaining to Labs](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/recap-specific-fdny-rules-pertaining-to-labs/quizzes/quiz-fdny-rules-pertaining-to-labs/)
**Published:** December 9, 2021
**Author:** admin2025Open
---
### [Quiz: Laboratory Unit Design and Equipment](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/recap-lab-unit-design-and-equipment/quizzes/quiz-laboratory-unit-design-and-equipment/)
**Published:** December 9, 2021
**Author:** admin2025Open
---
### [Quiz: Prohibitions](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/recap-prohibitions/quizzes/quiz-prohibitions/)
**Published:** December 9, 2021
**Author:** admin2025Open
---
### [Quiz: Certificates of Fitness](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/fdny-d14-definitions/quizzes/quiz-certificates-of-fitness/)
**Published:** December 9, 2021
**Author:** admin2025Open
---
### [Quiz: Lab Fire and Explosion Accidents](https://sciencesafety.com/courses/d-14-15-certificate-of-fitness/lessons/recap-lab-fire-and-explosion-accidents/quizzes/lab-fire-and-explosion-accidents/)
**Published:** December 13, 2021
**Author:** admin2025Open
---
### [Quiz: Pre-Planning Remote Activities](https://sciencesafety.com/courses/pre-planning-remote-activities/quizzes/pre-planning-remote-activities/)
**Published:** December 18, 2021
**Author:** admin2025Open
---
### [Quiz: Guides to Remote Instruction](https://sciencesafety.com/courses/remote-instruction-guides/quizzes/quiz-guides-to-remote-instruction/)
**Published:** December 18, 2021
**Author:** admin2025Open
---
### [ELL Assessment & Evaluation Questions](https://sciencesafety.com/courses/ell-students/quizzes/ell-assessment-evaluation-questions/)
**Published:** December 28, 2021
**Author:** admin2025Open
---
### [Students with Additional Needs Assessment & Evaluation Questions Part 1](https://sciencesafety.com/courses/engaging-students-with-additional-needs/lessons/recap-students-with-autism/quizzes/students-with-additional-needs-assessment-evaluation-questions-part-1/)
**Published:** December 28, 2021
**Author:** admin2025Open
---
### [Students with Additional Needs Final Assessment & Evaluation Questions](https://sciencesafety.com/courses/engaging-students-with-additional-needs/quizzes/students-with-additional-needs-final-assessment-evaluation-questions/)
**Published:** December 28, 2021
**Author:** admin2025Open
---
### [Quiz: Students With Autism Spectrum Disorder](https://sciencesafety.com/courses/autism/quizzes/quiz-students-with-autism-spectrum-disorder/)
**Published:** December 28, 2021
**Author:** admin2025Open
---
### [Quiz: Hot Glue Guns](https://sciencesafety.com/courses/hot-glue-guns/quizzes/quiz-hot-glue-guns/)
**Published:** January 5, 2022
**Author:** admin2025Open
---
### [Quiz: Hand Tools](https://sciencesafety.com/courses/tools/quizzes/quiz-hand-tools/)
**Published:** January 5, 2022
**Author:** admin2025Open
---
### [Quiz: Hazard Control](https://sciencesafety.com/courses/hazard-control-and-safety/quizzes/quiz-hazard-control/)
**Published:** January 5, 2022
**Author:** admin2025Open
---
### [Quiz: Hearing Protection](https://sciencesafety.com/courses/hearing-protection/quizzes/quiz-hearing-protection/)
**Published:** January 5, 2022
**Author:** admin2025Open
---
### [Quiz: Machine Guarding](https://sciencesafety.com/courses/machine-guarding/quizzes/quiz-machine-guarding/)
**Published:** January 5, 2022
**Author:** admin2025Open
---
### [Quiz: Metal Drilling Machines](https://sciencesafety.com/courses/metal-drilling-safety/quizzes/quiz-metal-drilling-machines/)
**Published:** January 5, 2022
**Author:** admin2025Open
---
### [Quiz: Plasma Cutting](https://sciencesafety.com/courses/plasma-cutting/quizzes/quiz-plasma-cutting/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: Portable Grinders](https://sciencesafety.com/courses/portable-grinders/quizzes/quiz-portable-grinders/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: Powered Hand Drills](https://sciencesafety.com/courses/hand-drills/quizzes/quiz-powered-hand-drills/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: Bandsaw and Table Saw](https://sciencesafety.com/courses/woodshop-safety/lessons/recap-saws-and-cutting-tools/quizzes/quiz-bandsaw-and-table-saw/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: Jointer/ Planer, Miter Saw, Push Sticks, Radial Arm Saws](https://sciencesafety.com/courses/woodshop-safety/lessons/radial-arm-saw-safety-433/quizzes/quiz-jointer-planer-miter-saw-push-sticks-radial-arm-saws/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: Miter Saws and Radial Arm Saws](https://sciencesafety.com/courses/woodshop-safety/quizzes/quiz-miter-saws-and-radial-arm-saws/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: Sanders, Shapers, Wood Lathes and Wood Dust](https://sciencesafety.com/courses/woodshop-safety/quizzes/quiz-sanders-shapers-wood-lathes-and-wood-dust/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: Welding / Welding Fumes / Welding PPE](https://sciencesafety.com/courses/welding/lessons/tips-when-using-protective-clothing/quizzes/quiz-welding-welding-fumes-welding-ppe/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: MIG Welding and Welding Ventilation](https://sciencesafety.com/courses/welding/quizzes/quiz-mig-welding-and-welding-ventilation/)
**Published:** January 6, 2022
**Author:** admin2025Open
---
### [Quiz: General Science Student Safety](https://sciencesafety.com/courses/student-safety-in-the-science-lab/quizzes/quiz-general-science-student-safety/)
**Published:** January 14, 2022
**Author:** admin2025Open
---
### [CHO and EHO Responsibilities](https://sciencesafety.com/courses/chemical-hygiene-plan/lessons/chemical-hygiene-plan-summary-and-cho-involvement-with-key-stakeholders/quizzes/cho-and-eho-responsibilities/)
**Published:** March 28, 2022
**Author:** admin2025Open
---
### [Science and Distance Education Quiz 1](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/tf-recap/quizzes/science-and-distance-education-quiz-1/)
**Published:** April 12, 2022
**Author:** admin2025Open
---
### [Science and Distance Education Quiz 2](https://sciencesafety.com/courses/distance-education-science-stem-safety/lessons/wtt-recap/quizzes/science-and-distance-education-quiz-2/)
**Published:** April 12, 2022
**Author:** admin2025Open
---
### [Science and Distance Education Quiz 3](https://sciencesafety.com/quizzes/science-and-distance-education-quiz-3/)
**Published:** April 12, 2022
**Author:** admin2025Open
---
### [Importance of Relationships: Getting Started](https://sciencesafety.com/quizzes/importance-of-relationships-getting-started/)
**Published:** April 13, 2022
**Author:** admin2025Open
---
### [IB Student Safety Assessment](https://sciencesafety.com/courses/ib-chemistry-for-students/quizzes/ib-student-safety-assessment/)
**Published:** August 29, 2022
**Author:** admin2025Open
---
### [Climate Change Quiz](https://sciencesafety.com/courses/temperature-rising/lessons/what-will-the-climate-be-like-in-the-future/quizzes/climate-change-quiz/)
**Published:** September 27, 2022
**Author:** admin2025Open
---
### [Concussion Safety](https://sciencesafety.com/courses/concussion-safety/quizzes/concussion-safety/)
**Published:** January 26, 2023
**Author:** admin2025Open
---
### [Risk Management](https://sciencesafety.com/courses/risk-management-for-steam-programs/quizzes/risk-management/)
**Published:** February 28, 2023
**Author:** admin2025Open
---
### [SSRMF Risk Management Quiz](https://sciencesafety.com/quizzes/ssrmf-risk-management-quiz/)
**Published:** March 1, 2023
**Author:** admin2025Open
---
### [SSRMF](https://sciencesafety.com/courses/science-safety-risk-management-framework/quizzes/ssrmf/)
**Published:** March 2, 2023
**Author:** admin2025Open
---
### [Plants in the Classroom](https://sciencesafety.com/courses/plants-in-the-classroom/quizzes/plants-in-the-classroom/)
**Published:** March 6, 2023
**Author:** admin2025Open
---
### [Right to Understand Laws](https://sciencesafety.com/courses/right-to-know-laws/quizzes/right-to-understand-laws/)
**Published:** March 6, 2023
**Author:** admin2025Open
---
### [Food Safety for School Gardens](https://sciencesafety.com/courses/stem-safety-labs/lessons/harvesting-storing-and-using-fresh-produce-from-the-garden/quizzes/food-safety-for-school-gardens/)
**Published:** August 28, 2023
**Author:** admin2025Open
---
## Certificates
### [NYCDOE Science Safety Cert](https://sciencesafety.com/certificates/nycdoe-science-safety-cert/)
**Published:** December 20, 2021
**Author:** admin2025Open
**Content:**
Certificate VALID for (2) two years from the date above. Cert#
In no event shall Science Safety Inc. and its officers and employees be liable for any liability, loss, injury or risk (including, without limitation, incidental and consequential damages, personal injury/wrongful death, lost profits or damages) which is incurred or suffered as a direct or indirect result of the use of any of the material, advice, guidance or services on this site, whether based on warranty, contract, tort, or any other legal theory and whether or not Science Safety Inc. or any of its trustees, officers or employees is advised of the possibility of such damages. Please refer to the full Terms and Conditions of the usage of the https://sciencesafety.com site.
---
### [Science Safety Certificate](https://sciencesafety.com/certificates/chemistry-lab-safety-certificate-old/)
**Published:** March 24, 2020
**Author:** admin2025Open
**Content:**
Certificate VALID for (2) two years from the date above. Cert#
In no event shall Science Safety Inc. and its officers and employees be liable for any liability, loss, injury or risk (including, without limitation, incidental and consequential damages, personal injury/wrongful death, lost profits or damages) which is incurred or suffered as a direct or indirect result of the use of any of the material, advice, guidance or services on this site, whether based on warranty, contract, tort, or any other legal theory and whether or not Science Safety Inc. or any of its trustees, officers or employees is advised of the possibility of such damages. Please refer to the full Terms and Conditions of the usage of the https://sciencesafety.com site.
---
## Groups
### [Accelerate Learning Inc. Sales Enablement](https://sciencesafety.com/groups/ali/)
**Published:** August 1, 2023
**Author:** Unknown Member
---
### [West High School](https://sciencesafety.com/groups/west-high-school/)
**Published:** November 29, 2021
**Author:** Unknown Member
---
### [Timothy A Jones CABOCES](https://sciencesafety.com/groups/timothy-a-jones-caboces/)
**Published:** April 19, 2024
**Author:** Timothy Jones
---
### [WPCWHST1](https://sciencesafety.com/groups/wpcwhst1/)
**Published:** March 19, 2024
**Author:** admin2025Open
---
### [Port Charlotte High School Educators](https://sciencesafety.com/groups/port-charlotte/port-charlotte-high-school-educators/)
**Published:** May 30, 2023
**Author:** Unknown Member
---
### [Hillsborough County Public Schools Department Chairs](https://sciencesafety.com/groups/hillsborough-county-public-schools-department-chairs/)
**Published:** July 25, 2023
**Author:** Unknown Member
---
### [NYCDOE CoF](https://sciencesafety.com/groups/nycdoe-cof/)
**Published:** May 9, 2022
**Author:** Unknown Member
---
### [PUHSD Middle School STEM Safety](https://sciencesafety.com/groups/puhsd-middle-school-stem-safety/)
**Published:** October 11, 2023
**Author:** Unknown Member
---
### [Chemistry Teacher Safety PUHSD](https://sciencesafety.com/groups/chemistry-teacher-safety-puhsd/)
**Published:** October 11, 2023
**Author:** Unknown Member
---
### [General Science Safety for 9-10 Educators PUHSD](https://sciencesafety.com/groups/general-science-safety-for-9-10-educators-puhsd/)
**Published:** October 11, 2023
**Author:** admin2025Open
---
### [Biology Teacher Safety Pathway PUHSD](https://sciencesafety.com/groups/biology-teacher-safety-pathway-puhsd/)
**Published:** October 11, 2023
**Author:** Unknown Member
---
### [CTE Department Chair Safety Awareness PUHSD](https://sciencesafety.com/groups/cte-department-chair-safety-awareness-puhsd/)
**Published:** October 11, 2023
**Author:** Unknown Member
---
### [General Safety Protocols for High School Science Educators PUHSD](https://sciencesafety.com/groups/general-safety-protocols-for-high-school-science-educators-puhsd/)
**Published:** October 11, 2023
**Author:** Unknown Member
---
### [Chem: App Math S2](https://sciencesafety.com/groups/bc-lab-safety/chem-app-math-s1/)
**Published:** September 8, 2023
**Author:** Vincent Colicchio
---
### [Chem: App Math S1](https://sciencesafety.com/groups/bc-lab-safety/chem-app-math-s1-2/)
**Published:** September 8, 2023
**Author:** Vincent Colicchio
---
### [Berkeley Carroll Student Lab Safety](https://sciencesafety.com/groups/bc-lab-safety-23/)
**Published:** September 6, 2023
**Author:** Unknown Member
---
### [BC Lab Safety](https://sciencesafety.com/groups/bc-lab-safety/)
**Published:** September 1, 2023
**Author:** admin2025Open
---
### [CCSD Science Safety Pathway for Department Heads Pathway](https://sciencesafety.com/groups/cobb-county-school-district/)
**Published:** August 10, 2023
**Author:** Unknown Member
---
### [WPS General Safety for Middle and High School Educators](https://sciencesafety.com/groups/wps-general-safety-for-middle-and-high-school-educators/)
**Published:** August 11, 2023
**Author:** Unknown Member
**Content:**
---
### [Port Charlotte Middle School Educators](https://sciencesafety.com/groups/port-charlotte/port-charlotte-middle-school-educators/)
**Published:** May 30, 2023
**Author:** Unknown Member
---
### [Port Charlotte](https://sciencesafety.com/groups/port-charlotte/)
**Published:** May 30, 2023
**Author:** Unknown Member
---
### [Norwich Public Schools](https://sciencesafety.com/groups/norwich-public-schools/)
**Published:** May 19, 2023
**Author:** Unknown Member
---
### [Chem 101 section 1](https://sciencesafety.com/groups/american-chemical-society/class-one/)
**Published:** April 14, 2023
**Author:** Unknown Member
---
### [Chicago Public Schools](https://sciencesafety.com/groups/chicago-public-schools/)
**Published:** March 20, 2023
**Author:** Unknown Member
---
### [NGRESA](https://sciencesafety.com/groups/ngresa/)
**Published:** March 9, 2023
**Author:** Unknown Member
---
### [New London Iowa](https://sciencesafety.com/groups/new-london-iowa/)
**Published:** February 23, 2023
**Author:** Unknown Member
---
### [Dubuque Science Teachers](https://sciencesafety.com/groups/dubuque-community-school-district/dubuque-science-teachers/)
**Published:** February 1, 2023
**Author:** Unknown Member
---
### [Dubuque Community School District](https://sciencesafety.com/groups/dubuque-community-school-district/)
**Published:** January 6, 2023
**Author:** Unknown Member
---
### [Dubuque CTE Teachers](https://sciencesafety.com/groups/dubuque-community-school-district/dubuque-cte-teachers/)
**Published:** January 27, 2023
**Author:** Unknown Member
---
### [Berkeley Carroll Advanced Chemistry Student Safety](https://sciencesafety.com/groups/berkeley-carroll-advanced-chemistry-student-safety/)
**Published:** December 14, 2022
**Author:** Unknown Member
---
### [Berkeley Carroll Intro to Chemistry Student Safety](https://sciencesafety.com/groups/berkeley-carroll-student-safety/)
**Published:** December 7, 2022
**Author:** Unknown Member
---
### [BETA Labs Teacher Training](https://sciencesafety.com/groups/beta-labs-teacher-training/)
**Published:** November 16, 2022
**Author:** Unknown Member
---
### [Iowa Pilot 2023](https://sciencesafety.com/groups/iowa-pilot-2023/)
**Published:** December 29, 2022
**Author:** Unknown Member
---
### [Brooklyn Middle School](https://sciencesafety.com/groups/brooklyn-middle-school/)
**Published:** October 28, 2022
**Author:** Unknown Member
---
### [Science and STEM Safety Demo](https://sciencesafety.com/groups/science-teachers/)
**Published:** August 11, 2021
**Author:** Unknown Member
**Categories:** Pathways
---
### [K-12 Science and STEM Safety Demo](https://sciencesafety.com/groups/k-12-science-and-stem-safety-demo/)
**Published:** July 26, 2022
**Author:** Unknown Member
---
### [NSELA](https://sciencesafety.com/groups/nsela/)
**Published:** April 20, 2022
**Author:** Unknown Member
---
### [COSSS](https://sciencesafety.com/groups/cosss/)
**Published:** June 23, 2022
**Author:** Unknown Member
---
### [ASC](https://sciencesafety.com/groups/asc/)
**Published:** August 15, 2022
**Author:** Unknown Member
---
### [BOCES](https://sciencesafety.com/groups/boces/)
**Published:** April 20, 2022
**Author:** Unknown Member
**Categories:** Chemical Hygiene Plan
---
### [Science Safety Demo](https://sciencesafety.com/groups/science-safety-demo/)
**Published:** January 3, 2022
**Author:** Unknown Member
---
### [AACT](https://sciencesafety.com/groups/aact/)
**Published:** June 7, 2022
**Author:** Unknown Member
---
### [ITEEA](https://sciencesafety.com/groups/iteea/)
**Published:** June 21, 2022
**Author:** Unknown Member
---
### [Milken Educators](https://sciencesafety.com/groups/milken-educators/)
**Published:** June 14, 2022
**Author:** Unknown Member
---
### [Spring ISD](https://sciencesafety.com/groups/spring-isd/)
**Published:** January 3, 2022
**Author:** Unknown Member
---
### [American Chemical Society](https://sciencesafety.com/groups/american-chemical-society/)
**Published:** June 7, 2022
**Author:** Unknown Member
---
### [My Chem Group](https://sciencesafety.com/groups/my-chem-group/)
**Published:** May 25, 2022
**Author:** admin2025Open
---
### [Remote Science and STEM Safety](https://sciencesafety.com/groups/remote-science-and-stem-afety/)
**Published:** January 3, 2022
**Author:** Unknown Member
**Categories:** STEM, Remote Science
---
### [NYC DOE](https://sciencesafety.com/groups/nyc-doe/)
**Published:** December 6, 2021
**Author:** admin2025Open
**Content:**
For all NYC DOE participants.
---
### [FDNY - Fire Safety](https://sciencesafety.com/groups/nyc-doe/fdny-fire-safety/)
**Published:** December 6, 2021
**Author:** admin2025Open
---
### [NYC Science Educators](https://sciencesafety.com/groups/nyc-doe/nyc-science-educators/)
**Published:** December 6, 2021
**Author:** admin2025Open
---
### [Biology Educator Group Pathway](https://sciencesafety.com/groups/biology-educator-group-pathway/)
**Published:** October 26, 2021
**Author:** Unknown Member
**Content:**
\[gamipress\_progress\_map id=”11047″\]
---
### [Chemistry Teachers](https://sciencesafety.com/groups/science-hs-teachers/)
**Published:** July 27, 2021
**Author:** Unknown Member
---
### [Elementary Teachers](https://sciencesafety.com/groups/july-28-elementary-teachers/)
**Published:** July 28, 2021
**Author:** Unknown Member
---
### [Biology Teachers](https://sciencesafety.com/groups/biology-students/)
**Published:** August 10, 2021
**Author:** Unknown Member
---
## Thank You Page
### [Thank You](https://sciencesafety.com/order-received/thank-you/)
**Published:** November 7, 2022
**Author:** Unknown Member
---
## Notifications
### [Module Completion Notification](https://sciencesafety.com/blog/ld-notification/module-completion-notification/)
**Published:** September 11, 2024
**Author:** admin2025Open
**Content:**
has completed:
---
## Documents
### [Characterizing Highly Effective Technology and Engineering Educators](https://sciencesafety.com/blog/document/characterizing-highly-effective-technology-and-engineering-educators/)
**Published:** May 31, 2023
**Author:** admin2025Open
**Excerpt:** This article examines various the definitions and characteristics of effective educators as presented throughout the literature considered within the context of T&E education.
**Content:**
There have been numerous definitions and models proposed in attempts to better conceptualize effective educators; however, there is no consensus on a definition or model that characterizes effective educators in all contexts. Specific to technology and engineering (T&E) education, the Standards for Technology and Engineering Literacy (STEL) proposed three elements (core standards and benchmarks, T&E practices, and T&E contexts) for standardization of instruction to ensure more effective T&E educators. However, this requires educators to possess a broad spectrum of integrative knowledge and practices to guide authentic T&E teaching and learning experiences, something which the literature has shown is not always correlated with teaching experience. This article examines various the definitions and characteristics of effective educators as presented throughout the literature considered within the context of T&E education. The information presented in this article has implications for helping educators, educator preparation programs, and professional development providers identify and develop competencies that the literature suggests can result in more effective T&E educators.
**Document Categories:** High School, Middle School, Research, CTE
**Document Tags:** Best Practices
**File Types:** pdf
---
### [PE Injury in 1978 Raised Awareness of School Dangers](https://sciencesafety.com/blog/document/pe-injury-in-1978-raised-awareness-of-school-dangers/)
**Published:** August 10, 2023
**Author:** Unknown Member
**Content:**
Geoff Johnson July 30, 2023 4:50 AM
In the early 1990s, the school district in which I was working hired a safety officer. He was the retired sergeant of the local RCMP detachment, an affable but meticulous man who was already familiar with the Occupational Health and Safety Regulations and legal requirements that must be met by all workplaces under the jurisdiction of WorkSafeBC.
He also became familiar with tort law, which defines duty of care for students and employees, meaning a duty to act in a way that avoids causing harm to others when such harm might reasonably have been foreseen.
Our newly employed safety officer kept himself up to date on all incidents and informed district and school-based staff of their liabilities for inadequate supervision of both staff and students.
Let’s begin with supervision of students. Back in 1978, school districts had been made aware of the consequences of inadequate student supervision after a serious student injury that occurred in a gym class, the legal implications of which had reached up as far as the Supreme Court of Canada.
While the student was attempting a somersault, he sustained a serious injury to his neck, fracturing the fourth cervical vertebrae, causing total or partial paralysis to each of his four limbs.
The court found the accident occurred as a result of negligence by school authorities in Prince George, who failed to exercise due care during physical education classes. The trial judge assessed damages of $1.5 million.
There were at the time of the award, as you can imagine, numerous conferences and presentations that identified liability that could result from previously taken-for-granted student activities like unsupervised wheeling of a TV trolley from one classroom to the next.
Within a few months of joining the district, our district safety officer had identified a number of situations potentially hazardous to students and employees, including everything from inadequate shields on table saws to unsafe storage of chemicals in science-lab storage rooms.
He also spoke to the monthly meeting of the district’s school principals and quoted WorkSafeBC data showing injuries to teaching employees commonly occurred in teacher-versus-student lunchtime contests or when teachers, in the course of decorating their classrooms, used stepladders or even chairs that were unsafe to reach high areas.
What brought this all to mind is the report that, last summer, the Manitoba Department of Workplace Safety and Health added school divisions to its index of “high-risk industries” — a group with significantly higher-than-average employee injury rates.
Manitoba public schools were reprimanded for shoddy electrical work, missing first aid kits and allowing asbestos to become airborne, among unsafe conditions provincial investigators uncovered in 2022-23.
During that same period, provincial officers found more than 350 violations in dozens of facilities in 12 districts, according to a report obtained by the *Winnipeg Free Press* via freedom of information requests.
The most common infractions included insufficient personal protective equipment, an absence of tool and machine safeguards, and non-existent or incomplete workplace health and safety committees.
Here in B.C., a Ministry of Education policy statement entitled “Safe and Caring School Communities” includes the advice that all boards of education should have a district safe school co-ordinator who is responsible for district-wide safety initiatives, including overall monitoring of the online reporting site, etc. with the operative word being “should” not “must.”
The policy statement also advises that each board “should” (again not “must”) have a team in place that supports district-wide safety initiatives, and the district team should include at least one senior district official — superintendent, assistant superintendent, director of instruction or district principal and other district staff responsible for providing services and supports to students.
All a bit vague until we get to the penalties section of the Workers Compensation Act.
Administrative penalties are fines imposed on employers for health and safety violations of the Workers Compensation Act, the Occupational Health and Safety Regulation, and/or orders of WorkSafeBC, and for failure to take sufficient precautions to prevent workplace injuries or illnesses. Penalties are published as a deterrent and to highlight the importance of making workplaces safe.
All well and good, but many B.C. school districts still do not assign a specific and appropriately trained person to see that all this is in place and working in the best interests of staff and students.
**Document Categories:** Safety Officers
**Document Tags:** Injuries, Fines
**File Types:** www
---
### [Summer Science Safety Instructional Space & Related Areas Checklist](https://sciencesafety.com/blog/document/summer-science-safety-instructional-space-related-areas-checklist/)
**Published:** May 17, 2023
**Author:** Unknown Member
**Excerpt:** Review these safety criteria prior to the end of the school year to ensure that the potential
safety issues have been addressed properly. Required for EACH instructional space and related area.
**Content:**
Review these safety criteria prior to the end of the school year to ensure that the potential safety issues have been addressed properly. Required for EACH instructional space and related area.
**Document Categories:** Chemistry, High School
**Document Tags:** Checklist
**File Types:** pdf
---
### [NIH Chemical Segregation and Storage Table](https://sciencesafety.com/blog/document/nih-chemical-segregation-and-storage-table/)
**Published:** March 20, 2023
**Author:** Unknown Member
**Excerpt:** NIH Chemical Segregation and Storage Table, includes chemical segregation class of chemicals, common chemical examples, additional concerns, and storage recommendations.
**Content:**
NIH Chemical Segregation and Storage Table, includes chemical segregation class of chemicals, common chemical examples, additional concerns, and storage recommendations.
**Document Categories:** Chemistry, High School, Middle School
**Document Tags:** Chemical Storage, NIH
**File Types:** pdf
---
### [Merlot: Science Middle School Resources](https://sciencesafety.com/blog/document/merlot-science-middle-school-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Merlot Science Middle School Resources. All of these items have been contributed by the MERLOT member community.
**Content:**
[View Resource](https://www.merlot.org/merlot/materials.htm?hasAwards=false&hasComments=false&hasCourses=false&filterTypesOpen=false&keywords=science&dateRange=0&hasEtextReviews=false&hasPeerReviews=false&fromContentBuilderSawDialog=false&audience=2&isLeadershipLibrary=false&hasCollections=false&filterOtherOpen=false&modifiedDays=7&isContentBuilder=false&filterSubjectsOpen=true&hasAccessibilityForm=false&hasAssignments=false&filterPartnerAffiliationsOpen=true&hasRatings=true&hasSercActivitySheets=false&days=7&filterMobileOpen=false&sort.property=relevance&modifiedDateRange=0&hasEditorReviews=false&page=1)
Science Middle School Resources. The MERLOT collection consists of tens of thousands of discipline-specific learning materials, learning exercises, and Content Builder webpages, together with associated comments, and bookmark collections, all intended to enhance the teaching experience of using a learning material. All of these items have been contributed by the MERLOT member community, who have either authored the materials themselves, or who have discovered the materials, found them useful, and wished to share their enthusiasm for the materials with others in the teaching and learning community.
**Document Categories:** Middle School
**Document Tags:** Merlot
---
### [Texas & Study Edge: Chemistry Textbook and Supplement](https://sciencesafety.com/blog/document/texas-study-edge-chemistry-textbook-and-supplement/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Chemistry Textbook and Supplement video book by TEA and Study Edge. It may be used to teach an entire Chemistry course or to supplement traditional Chemistry textbooks.
**Content:**
[View Resource](https://www.texasgateway.org/book/study-edge-chemistry)
In Chemistry, students will conduct laboratory and field investigations and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives.
This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Chemistry course or to supplement traditional Chemistry textbooks. This open-education-resource instructional material by TEA is licensed under a [Creative Commons Attribution 4.0 International Public License](https://creativecommons.org/licenses/by/4.0/legalcode) in accordance with Chapter 31 of the Texas Education Code.
**Document Categories:** Chemistry, High School
**Document Tags:** OER, Texas
---
### [Physics Textbook and Supplement by TEA & Study Edge](https://sciencesafety.com/blog/document/texas-study-edge-physics-textbook-and-supplement/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Physics Textbook and Supplement video book by TEA and Study Edge. It may be used to teach an entire Physics course or to supplement traditional Physics textbooks.
**Content:**
[View Resource](https://www.texasgateway.org/book/study-edge-physics)
In Physics, students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills (TAC §112.39(b)(1)).
This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Physics course or to supplement traditional Physics textbooks.
This open-education-resource instructional material by TEA is licensed under a [Creative Commons Attribution 4.0 International Public License](https://creativecommons.org/licenses/by/4.0/legalcode) in accordance with Chapter 31 of the Texas Education Code.
**Document Categories:** High School, Physics
**Document Tags:** OER, Texas
---
### [AP Biology Textbook From Texas Education Agency](https://sciencesafety.com/blog/document/texas-education-agency-ap-biology-textbook/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** The Texas Education Agency AP Biology Textbook covers the scope and sequence requirements of a typical two-semester biology course for AP students.
**Document Categories:** High School, Biology
**Document Tags:** Texas, AP
---
### [ChemCollective: Chemistry HS Resources](https://sciencesafety.com/blog/document/chemcollective-chemistry-hs-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** The ChemCollective is a collection of virtual labs, scenario-based learning activities, tutorials, and concept tests.
**Content:**
[View Resource](http://www.chemcollective.org/)
The ChemCollective is a collection of virtual labs, scenario-based learning activities, tutorials, and concept tests.
Teachers can use our content for pre-labs, for alternatives to textbook homework, and for in-class activities for individuals or teams. Students can review and learn chemistry concepts using our virtual labs, simulations, and tutorials.
The ChemCollective is organized by a group of faculty and staff at Carnegie Mellon who are interested in using, assessing, and creating engaging online activities for chemistry education.
**Document Categories:** Chemistry, High School
**Document Tags:** Carnegie Mellon
---
### [STEM Resources From NASA](https://sciencesafety.com/blog/document/nasa-stem-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** The National Aeronautics and Space Administration is America’s civil space program and the global leader in space exploration.
**Content:**
[View Resource](https://www.nasa.gov/education/materials/)
The National Aeronautics and Space Administration is America’s civil space program and the global leader in space exploration. The agency has a diverse workforce of just under 18,000 civil servants, and works with many more U.S.. contractors, academia, and international and commercial partners to explore, discover, and expand knowledge for the benefit of humanity. With an annual budget of $23.2 billion in Fiscal Year 2021, which is less than 0.5% of the overall U.S.. federal budget, NASA supports more than 312,000 jobs across the United States, generating more than $64.3 billion in total economic output (Fiscal Year 2019).
At its 20 centers and facilities across the country – and the only National Laboratory in space – NASA studies Earth, including its climate, our Sun, and our solar system and beyond. We conduct research, testing, and development to advance aeronautics, including electric propulsion and supersonic flight. We develop and fund space technologies that will enable future exploration and benefit life on Earth.
**Document Categories:** Chemistry, High School, Elementary School, Middle School, Physics, Biology, STEM
**Document Authors:** NASA
---
### [Physics Courses From Open Learn](https://sciencesafety.com/blog/document/open-learn-physics-courses/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Physics courses from Open Learn. OpenLearn is a free learning platform, delivered by The Open University as part of its Royal Charter commitment to support the wellbeing of the community.
**Content:**
[View Resource](https://www.open.edu/openlearn/science-maths-technology/free-courses/?filter=date/grid/670/all/all/all/)
OpenLearn is a *free learning platform*, delivered by The Open University as part of its Royal Charter commitment to support the wellbeing of the community.
Since its launch in 2006, OpenLearn has become an integrated part of The Open University, with the site attracting over 100 million visitors. Many of these visitors go on to make an enquiry about **becoming a formal student**, strengthening the journey between informal and formal learning.
The OpenLearn team plan, commission and develop content that unites faculty and University priorities with areas of topical and general interest. As well as serving the public, this supports our own student population in their academic, skills and career and personal development (CPD) endeavours, delivering quality assets openly available for teaching and learning.
**Document Categories:** High School, Physics
**Document Tags:** Open Learn, Course
---
### [Biology Courses From Open Learn](https://sciencesafety.com/blog/document/open-learn-biology-courses/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Biology courses from Open Learn. OpenLearn is a free learning platform, delivered by The Open University as part of its Royal Charter commitment to support the wellbeing of the community.
**Content:**
[View Resource](https://www.open.edu/openlearn/science-maths-technology/free-courses/?filter=date/grid/676/all/all/all/)
OpenLearn is a *free learning platform*, delivered by The Open University as part of its Royal Charter commitment to support the wellbeing of the community.
Since its launch in 2006, OpenLearn has become an integrated part of The Open University, with the site attracting over 100 million visitors. Many of these visitors go on to make an enquiry about **becoming a formal student**, strengthening the journey between informal and formal learning.
The OpenLearn team plan, commission and develop content that unites faculty and University priorities with areas of topical and general interest. As well as serving the public, this supports our own student population in their academic, skills and career and personal development (CPD) endeavours, delivering quality assets openly available for teaching and learning.
**Document Categories:** High School, Biology
**Document Tags:** Open Learn, Course
---
### [Chemistry Courses From Open Learn](https://sciencesafety.com/blog/document/open-learn-chemistry-courses/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Chemistry courses from Open Learn. OpenLearn is a free learning platform, delivered by The Open University as part of its Royal Charter commitment to support the wellbeing of the community.
**Content:**
[View Resource](https://www.open.edu/openlearn/science-maths-technology/free-courses/?filter=date/grid/668/all/all/all/)
OpenLearn is a *free learning platform*, delivered by The Open University as part of its Royal Charter commitment to support the wellbeing of the community.
Since its launch in 2006, OpenLearn has become an integrated part of The Open University, with the site attracting over 100 million visitors. Many of these visitors go on to make an enquiry about **becoming a formal student**, strengthening the journey between informal and formal learning.
The OpenLearn team plan, commission and develop content that unites faculty and University priorities with areas of topical and general interest. As well as serving the public, this supports our own student population in their academic, skills and career and personal development (CPD) endeavours, delivering quality assets openly available for teaching and learning.
**Document Categories:** Chemistry, High School
**Document Tags:** Open Learn, Course
---
### [Physics Textbook From Texas Education Agency](https://sciencesafety.com/blog/document/texas-education-agency-physics-textbook/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** The Physics textbook from the Texas Education Agency covers the scope and sequence requirements of a typical one-year physics course.
**Content:**
[View Resource](https://www.texasgateway.org/book/tea-physics)
*Physics* covers the scope and sequence requirements of a typical one-year physics course. The text provides comprehensive coverage of physical concepts, quantitative examples and skills, and interesting applications.
*Physics* has been designed to meet and exceed the requirements of the relevant Texas Essential Knowledge and Skills (TEKS), while allowing significant flexibility for instructors.
**Document Categories:** High School, Physics
**Document Tags:** Texas
---
### [Science Resources Pre K-5 From Texas Gateway](https://sciencesafety.com/blog/document/science-resources-prek-5-texas-gateway/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Science resources from Texas Education Agency for Pre-K through Grade 5.
**Content:**
[View Resource](https://www.texasgateway.org/resource-index?f%5B0%5D=grade_range%3A1&f%5B1%5D=grade_range%3A2&f%5B2%5D=grade_range%3A3&f%5B3%5D=grade_range%3A4&f%5B4%5D=grade_range%3A5&f%5B5%5D=grade_range%3AKindergarten&f%5B6%5D=grade_range%3APreK&f%5B7%5D=subject%3AScience)
Resources from Texas Education Agency. Gain instant access to the content you seek, whether you are looking for “just-in-time” resources that you can leverage during a particular lesson, sequenced binders of instruction that you can assign to students, or self-directed PD training courses that you can take to earn CPE credit hours. This is the gateway to the content you need for your classroom and for yourself, even as these needs shift from day to day.
**Document Categories:** Elementary School
**Document Tags:** Texas
---
### [High School Physics Course From Khan Academy](https://sciencesafety.com/blog/document/khan-academy-high-school-physics/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Khan Academy High School Physics courses are designed to support the latest standards (that is, the Next Generation Science Standards, or most recent College Board Course and Exam Descriptions).
**Content:**
[View Resource](https://www.khanacademy.org/science/hs-physics)
Khan Academy High School Physics courses are designed to support the latest standards (that is, the Next Generation Science Standards, or most recent College Board Course and Exam Descriptions).
**Document Categories:** High School, Physics
**Document Tags:** Khan Academy
---
### [High School Biology Courses: Khan Academy](https://sciencesafety.com/blog/document/khan-academy-high-school-biology/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Khan Academy High School Biology courses are designed to support the latest standards (that is, the Next Generation Science Standards, or most recent College Board Course and Exam Descriptions).
**Content:**
[View Resource](https://www.khanacademy.org/science/hs-biology)
Khan Academy High School Biology courses are designed to support the latest standards (that is, the Next Generation Science Standards, or most recent College Board Course and Exam Descriptions).
**Document Categories:** High School, Biology
**Document Tags:** Khan Academy
---
### [Middle School Biology Simulations from UC-Boulder](https://sciencesafety.com/blog/document/phet-uc-boulder-biology-simulations-middle-school/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Middle School Biology Simulations from PhET, a project at the University of Colorado Boulder.
**Content:**
[View Resource](https://phet.colorado.edu/en/simulations/filter?subjects=biology&levels=middle-school&sort=alpha&view=grid)
Middle School Biology Simulations from PhET, a project at the University of Colorado Boulder, provides fun, free, interactive, research-based science and mathematics simulations. They extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms.
The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer. All simulations are open source (see our [source code](https://phet.colorado.edu/en/about/source-code)). Multiple [sponsors](https://phet.colorado.edu/en/about/sponsors) support the PhET project, enabling these resources to be free to all students and teachers.
**Document Categories:** Middle School, Biology
**Document Tags:** UC-Boulder
---
### [PhET UC-Boulder: Biology Simulations](https://sciencesafety.com/blog/document/phet-uc-boulder-biology-simulations/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Biology Simulations from PhET, a project at the University of Colorado Boulder.
**Content:**
[View Resource](https://phet.colorado.edu/en/simulations/filter?subjects=biology&levels=high-school&sort=alpha&view=grid)
Biology Simulations from PhET, a project at the University of Colorado Boulder, provides fun, free, interactive, research-based science and mathematics simulations. They extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms.
The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer. All simulations are open source (see our source code). Multiple sponsors support the PhET project, enabling these resources to be free to all students and teachers.
**Document Categories:** High School, Biology
**Document Tags:** UC-Boulder
---
### [High School Chemistry Simulations: PhET UC-Boulder](https://sciencesafety.com/blog/document/phet-uc-boulder-chemistry-simulations/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Chemistry Simulations from PhET, a project at the University of Colorado Boulder.
**Content:**
[View Resource](https://phet.colorado.edu/en/simulations/filter?subjects=chemistry&levels=high-school&sort=alpha&view=grid)
Chemistry Simulations from PhET, a project at the University of Colorado Boulder, provides fun, free, interactive, research-based science and mathematics simulations. They extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms.
The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer. All simulations are open source (see our source code). Multiple sponsors support the PhET project, enabling these resources to be free to all students and teachers.
**Document Categories:** Chemistry, High School
**Document Tags:** UC-Boulder
---
### [High School Physics Simulations: PhET UC-Boulder](https://sciencesafety.com/blog/document/phet-uc-boulder-physics-simulations/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Physics Simulations from PhET,a project at the University of Colorado Boulder, provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness.
**Content:**
[View Resource](https://phet.colorado.edu/en/simulations/filter?subjects=physics&levels=high-school&sort=alpha&view=grid)
Physics Simulations from PhET, a project at the University of Colorado Boulder, provides fun, free, interactive, research-based science and mathematics simulations. We extensively test and evaluate each simulation to ensure educational effectiveness. These tests include student interviews and observation of simulation use in classrooms.
The simulations are written in Java, Flash or HTML5, and can be run online or downloaded to your computer. All simulations are open source (see source code). Multiple sponsors support the PhET project, enabling these resources to be free to all students and teachers.
**Document Categories:** High School, Physics
**Document Tags:** UC-Boulder
---
### [Merlot: Biology Resources](https://sciencesafety.com/blog/document/merlot-biology-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Merlot Biology Resources. All of these items have been contributed by the MERLOT member community, who have either authored the materials themselves, or who have discovered the materials, found them useful, and wished to share their enthusiasm for the materials with others in the teaching and learning community.
**Content:**
[View Resource](https://www.merlot.org/merlot/materials.htm?hasAwards=false&hasComments=false&hasCourses=false&filterTypesOpen=false&dateRange=0&hasEtextReviews=false&hasPeerReviews=true&fromContentBuilderSawDialog=false&audience=3&isLeadershipLibrary=false&hasCollections=false&filterOtherOpen=false&modifiedDays=7&isContentBuilder=false&filterSubjectsOpen=true&hasAccessibilityForm=false&hasAssignments=false&filterPartnerAffiliationsOpen=true&hasRatings=false&hasSercActivitySheets=false&days=7&filterMobileOpen=false&category=2608&sort.property=overallRating&modifiedDateRange=0&hasEditorReviews=false&page=1)
Merlot Biology Resources. The MERLOT collection consists of tens of thousands of discipline-specific learning materials, learning exercises, and Content Builder webpages, together with associated comments, and bookmark collections, all intended to enhance the teaching experience of using a learning material. All of these items have been contributed by the MERLOT member community, who have either authored the materials themselves, or who have discovered the materials, found them useful, and wished to share their enthusiasm for the materials with others in the teaching and learning community.
**Document Categories:** High School, Middle School, Biology
**Document Tags:** Merlot
---
### [Merlot: Chemistry Resources](https://sciencesafety.com/blog/document/merlot-chemistry-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Merlot Chemistry Resources. The MERLOT collection consists of tens of thousands of discipline-specific learning materials, learning exercises, and Content Builder webpages, together with associated comments, and bookmark collections, all intended to enhance the teaching experience of using a learning material.
**Content:**
[View Resource](https://www.merlot.org/merlot/materials.htm?hasAwards=false&hasComments=false&hasCourses=false&filterTypesOpen=false&dateRange=0&hasEtextReviews=false&hasPeerReviews=false&fromContentBuilderSawDialog=false&audience=3&isLeadershipLibrary=false&hasCollections=false&filterOtherOpen=false&modifiedDays=7&isContentBuilder=false&filterSubjectsOpen=true&hasAccessibilityForm=false&hasAssignments=false&filterPartnerAffiliationsOpen=true&hasRatings=true&hasSercActivitySheets=false&days=7&filterMobileOpen=false&category=2623&sort.property=overallRating&modifiedDateRange=0&hasEditorReviews=false&page=1)
Merlot Chemistry Resources. The MERLOT collection consists of tens of thousands of discipline-specific learning materials, learning exercises, and Content Builder webpages, together with associated comments, and bookmark collections, all intended to enhance the teaching experience of using a learning material. All of these items have been contributed by the MERLOT member community, who have either authored the materials themselves, or who have discovered the materials, found them useful, and wished to share their enthusiasm for the materials with others in the teaching and learning community.
**Document Categories:** Chemistry, High School, Middle School
**Document Tags:** Merlot
---
### [Merlot: Physics Resources](https://sciencesafety.com/blog/document/merlot-physics-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Merlot Physics resources. The MERLOT collection consists of tens of thousands of discipline-specific learning materials, learning exercises, and Content Builder webpages, together with associated comments, and bookmark collections, all intended to enhance the teaching experience of using a learning material.
**Content:**
[View Resource](https://www.merlot.org/merlot/materials.htm?hasAwards=false&hasComments=false&hasCourses=false&filterTypesOpen=false&dateRange=0&hasEtextReviews=false&hasPeerReviews=true&fromContentBuilderSawDialog=false&isLeadershipLibrary=false&hasCollections=false&filterOtherOpen=false&modifiedDays=7&isContentBuilder=false&filterSubjectsOpen=true&hasAccessibilityForm=false&hasAssignments=false&filterPartnerAffiliationsOpen=true&hasRatings=false&hasSercActivitySheets=false&days=7&filterMobileOpen=false&category=2736&sort.property=overallRating&modifiedDateRange=0&hasEditorReviews=false&page=1)
Merlot Physics resources. The MERLOT collection consists of tens of thousands of discipline-specific learning materials, learning exercises, and Content Builder webpages, together with associated comments, and bookmark collections, all intended to enhance the teaching experience of using a learning material. All of these items have been contributed by the MERLOT member community, who have either authored the materials themselves, or who have discovered the materials, found them useful, and wished to share their enthusiasm for the materials with others in the teaching and learning community.
**Document Categories:** High School, Physics
**Document Tags:** Merlot
---
### [Howard Hughes Medical Institute: Biointeractives](https://sciencesafety.com/blog/document/howard-hughes-medical-institute-biointeractives/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Content:**
[View Resource](https://www.biointeractive.org/classroom-resources?keyword=biology&f%5B0%5D=grade_levels%3A98&f%5B1%5D=grade_levels%3A99)
Howard Hughes Medical Institute (HHMI) BioInteractive brings the power of real science stories into tens of thousands of high school and undergraduate life science classrooms.
Their stories anchor a variety of classroom resources based on peer-reviewed science. From data-rich activities and case studies to high-quality videos and interactive media, their resources are designed to connect students to big ideas in biology, promote engagement with science practices, and instill awe and wonder about the living world.
---
### [Life Science Pk-5 | PBS](https://sciencesafety.com/blog/document/life-science-pk-5-pbs/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Resources in Life Science gives you a wide range of topics, including the cell cycle, genetic disorders, and bioethics.
**Content:**
[View Resource](https://kcts9.pbslearningmedia.org/subjects/science/life-science/?selected_facet=grades:PreK-K,K-2,3-5)
From single-celled organisms to giant redwoods, Life Science from PBS explores all of Earth’s life forms. Use interactive, animated activities to identify the living and nonliving components of an ecosystem, design a Venn diagram to compare the migrations of monarch butterflies and red knot shorebirds, and take a virtual field trip to a solar farm. Resources in Life Science gives you a wide range of topics, including the cell cycle, genetic disorders, and bioethics.
**Document Categories:** Elementary School
**Document Tags:** PBS
---
### [PBS: Life Science Grades 6-8](https://sciencesafety.com/blog/document/pbs-life-science-grades-6-8/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** From single-celled organisms to giant redwoods, Life Science from PBS explores all of Earth's life forms.
**Content:**
[View Resource](https://kcts9.pbslearningmedia.org/subjects/science/life-science/?selected_facet=grades:6-8)
From single-celled organisms to giant redwoods, Life Science from PBS explores all of Earth’s life forms. Use interactive, animated activities to identify the living and nonliving components of an ecosystem, design a Venn diagram to compare the migrations of monarch butterflies and red knot shorebirds, and take a virtual field trip to a solar farm. Resources in Life Science gives you a wide range of topics, including the cell cycle, genetic disorders, and bioethics.
**Document Categories:** Middle School
**Document Tags:** PBS
---
### [PBS: Physical Science Grades 6-8](https://sciencesafety.com/blog/document/pbs-physical-science-grades-6-8/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Explore motion, energy, light, and more in Physical Science.
**Content:**
[View Resource](https://kcts9.pbslearningmedia.org/subjects/science/physical-science/?selected_facet=grades:6-8)
Explore motion, energy, light, and more in Physical Science. Engineering design can be introduced through a video on “Funny Boats,” potential and kinetic energy can be investigated with catapults and roller coasters, and sound waves can be experimented with using the resources in Physical Science. Additional topics include the periodic table, thunder and lightning, and the electromagnetic spectrum.
**Document Categories:** Middle School
**Document Tags:** PBS
---
### [PBS: High School Life Science](https://sciencesafety.com/blog/document/pbs-high-school-life-science/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Content:**
[View Resource](https://kcts9.pbslearningmedia.org/subjects/science/life-science/?selected_facet=grades:9-12)
From single-celled organisms to giant redwoods, Life Science from PBS explores all of Earth’s life forms. Use interactive, animated activities to identify the living and nonliving components of an ecosystem, design a Venn diagram to compare the migrations of monarch butterflies and red knot shorebirds, and take a virtual field trip to a solar farm. Resources in Life Science gives you a wide range of topics, including the cell cycle, genetic disorders, and bioethics.
**Document Categories:** High School, Biology
**Document Tags:** PBS
---
### [Kindergarten Science Textbook: Utah SEEd](https://sciencesafety.com/blog/document/kindergarten-science-textbook-utah-seed/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Kindergarten Science Textbook from Utah Education Network OER.
**Content:**
Kindergarten Science Textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Elementary School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [1st Grade Science Textbook: Utah SEEd](https://sciencesafety.com/blog/document/1st-grade-science-textbook-utah-seed/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** 1st Grade Science Textbook from Utah Education Network OER.
**Content:**
1st Grade Science Textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Elementary School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [3rd Grade Science Textbook: Utah SEEd](https://sciencesafety.com/blog/document/3rd-grade-science-textbook-utah-seed/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** 3rd Grade Science Textbook from Utah Education Network OER.
**Content:**
3rd Grade Science Textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Elementary School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [2nd Grade Science Textbook: Utah SEEd](https://sciencesafety.com/blog/document/2nd-grade-science-textbook-utah-seed/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** 2nd Grade Science Textbook from Utah Education Network OER.
**Content:**
2nd Grade Science Textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Elementary School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [4th Grade Science Textbook: Utah SEEd](https://sciencesafety.com/blog/document/4th-grade-science-textbook-utah-seed/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** 4th Grade Science Textbook from Utah Education Network OER.
**Content:**
4th Grade Science Textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Elementary School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [Chemistry Textbook: Utah SEEd Standards](https://sciencesafety.com/blog/document/utah-seed-standards-chemistry-textbook/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Chemistry textbook from Utah Education Network OER.
**Content:**
Chemistry textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Chemistry, High School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [6th Grade Science Textbook: Utah SEEd](https://sciencesafety.com/blog/document/6th-grade-science-textbook-utah-seed/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** 6th Grade Science Textbook from Utah Education Network OER.
**Content:**
6th Grade Science Textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Elementary School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [5th Grade Science Textbook: Utah SEEd](https://sciencesafety.com/blog/document/5th-grade-science-textbook-utah-seed/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** 5th Grade Science Textbook from Utah Education Network OER.
**Content:**
5th Grade Science Textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** Elementary School
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [Utah SEEd Standards: Biology Textbook](https://sciencesafety.com/blog/document/utah-seed-standards-biology-textbook/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Biology textbook from Utah Education Network OER.
**Content:**
Biology textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** High School, Biology
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [Physics Textbook from Utah SEEd Standards](https://sciencesafety.com/blog/document/utah-seed-standards-physics-textbook/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** Physics textbook from Utah Education Network OER.
**Content:**
Physics textbook from Utah Education Network OER. Utah’s Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including *A Framework for K–12 Science Education*[1](https://www.uen.org/core/core.do?courseNum=3521#foot1), the *Next Generation Science Standards*[2](https://www.uen.org/core/core.do?courseNum=3521#foot2), and related works to craft research-based standards for Utah.
Source: [Utah Education Network](https://www.uen.org/oer/)
**Document Categories:** High School, Physics
**Document Tags:** OER, Utah
**File Types:** pdf
---
### [MIT Blossoms Project: Biology Video Library](https://sciencesafety.com/blog/document/mit-blossoms-project-biology-video-library/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Content:**
[View Resource](https://blossoms.mit.edu/videos?field_topic_term_tid=66&term_node_tid_depth=All&sort_by=field_date_value&sort_order=DESC)
The BLOSSOMS project is sponsored at MIT by LINC (Learning International Networks Consortium), a global consortium of educators interested in using distance and e-learning technologies to increase access to quality education worldwide.
BLOSSOMS is an “Open Educational Resource,” a web-based collection of materials offered freely and openly for re-use in teaching, learning and research. OERs such as BLOSSOMS help make education a right rather than a privilege by providing schools around the world with access to quality educational tools.
**Document Categories:** High School, Biology
**Document Tags:** MIT, OER
---
### [MIT Blossoms Project: Chemistry Video Library](https://sciencesafety.com/blog/document/mit-blossoms-project-chemistry-video-library/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** A web-based collection of materials offered freely and openly for re-use in teaching, learning and research.
**Content:**
[View Resource](https://blossoms.mit.edu/videos?field_topic_term_tid=67&term_node_tid_depth=All&sort_by=field_date_value&sort_order=DESC)
The BLOSSOMS project is sponsored at MIT by LINC (Learning International Networks Consortium), a global consortium of educators interested in using distance and e-learning technologies to increase access to quality education worldwide.
BLOSSOMS is an “Open Educational Resource,” a web-based collection of materials offered freely and openly for re-use in teaching, learning and research. OERs such as BLOSSOMS help make education a right rather than a privilege by providing schools around the world with access to quality educational tools.
**Document Categories:** Chemistry, High School, Middle School
**Document Tags:** MIT, OER
---
### [Physical Science K-5 Resources](https://sciencesafety.com/blog/document/nsdl-physical-science-k-5-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** The NSDL collection contains structured descriptive information (metadata) about web-based educational resources held on other sites by their providers.
**Content:**
[View Resource](https://nsdl.oercommons.org/browse?batch_size=20&sort_by=title&view_mode=summary&f.sublevel=upper-primary&f.sublevel=lower-primary&f.grade=K&f.grade=1&f.grade=3&f.grade=2&f.grade=5&f.grade=4&f.member_activity=rated&f.general_subject=physical-science)
The National Science Digital Library provides high quality online educational resources for teaching and learning, with current emphasis on the sciences, technology, engineering, and mathematics (STEM) disciplines—both formal and informal, institutional and individual, in local, state, national, and international educational settings. The NSDL collection contains structured descriptive information (metadata) about web-based educational resources held on other sites by their providers. These providers have contribute this metadata to NSDL for organized search and open access to educational resources via this website and its services.
Most resources in the library adhere to principles of Open Educational Resource (OER) access, although some resources are restricted to provider site membership, or may have a cost associated with them (indicated in the full record of the resource).
**Document Categories:** Elementary School
**Document Tags:** OER, NSDL
---
### [Physical Science High School Resources](https://sciencesafety.com/blog/document/nsdl-physical-science-hs-resources/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** The National Science Digital Library provides high quality online educational resources for teaching and learning, with current emphasis on the sciences, technology, engineering, and mathematics (STEM) disciplines—both formal and informal, institutional and individual, in local, state, national, and international educational settings.
**Content:**
[View Resource](https://nsdl.oercommons.org/browse?batch_size=20&sort_by=title&view_mode=summary&f.member_activity=rated&f.general_subject=physical-science&f.sublevel=high-school)
The National Science Digital Library provides high quality online educational resources for teaching and learning, with current emphasis on the sciences, technology, engineering, and mathematics (STEM) disciplines—both formal and informal, institutional and individual, in local, state, national, and international educational settings. The NSDL collection contains structured descriptive information (metadata) about web-based educational resources held on other sites by their providers. These providers have contribute this metadata to NSDL for organized search and open access to educational resources via this website and its services.
Most resources in the library adhere to principles of Open Educational Resource (OER) access, although some resources are restricted to provider site membership, or may have a cost associated with them (indicated in the full record of the resource).
**Document Categories:** Chemistry, High School, Physics
**Document Tags:** OER, NSDL
---
### [MIT Blossoms Project: Physics Video Library](https://sciencesafety.com/blog/document/mit-blossoms-project-physics-video-library/)
**Published:** September 22, 2021
**Author:** Unknown Member
**Excerpt:** The BLOSSOMS project is sponsored at MIT by LINC (Learning International Networks Consortium), a global consortium of educators interested in using distance and e-learning technologies to increase access to quality education worldwide.
**Content:**
[View Resource](https://blossoms.mit.edu/videos?field_topic_term_tid=70&term_node_tid_depth=All&sort_by=field_date_value&sort_order=DESC)
The BLOSSOMS project is sponsored at MIT by LINC (Learning International Networks Consortium), a global consortium of educators interested in using distance and e-learning technologies to increase access to quality education worldwide.
BLOSSOMS is an “Open Educational Resource,” a web-based collection of materials offered freely and openly for re-use in teaching, learning and research. OERs such as BLOSSOMS help make education a right rather than a privilege by providing schools around the world with access to quality educational tools.
**Document Categories:** High School, Physics
**Document Tags:** MIT, OER
---
### [Procedures for the Safe Storage of Chemicals](https://sciencesafety.com/blog/document/procedures-for-the-safe-storage-of-chemicals/)
**Published:** March 16, 2023
**Author:** Unknown Member
**Excerpt:** Chemical storage guidelines created by Towson University.
**Content:**
Chemical storage guidelines created by Towson University. According to the authors, it is the Instructor/Principle Investigators (PI’s) responsibility to ensure that chemicals are stored properly in each laboratory and that there is a current written/electronic inventory of all stored chemicals. This inventory should be stored in a central location outside of the laboratory and be immediately accessible to emergency responders 24/7. The inventory should include, but not be limited to, the chemical name and on-hand quantity. Each chemical should be labeled properly and have a designated storage place and should be returned to that place after each use
**Document Categories:** Chemistry, High School, Middle School
**Document Tags:** Chemical Storage, Labeling
**File Types:** pdf
---
### [Minnesota CTE Safety Manual](https://sciencesafety.com/blog/document/minnesota-cte-safety-manual/)
**Published:** March 16, 2023
**Author:** Unknown Member
**Excerpt:** Minnesota Career and Technical Education (CTE) School Laboratory/Shop Safety Manual.
**Content:**
Minnesota Career and Technical Education (CTE) School Laboratory/Shop Safety Manual.
**Document Categories:** High School, Middle School, CTE
**Document Tags:** Lab Safety, Tool Safety, Minnesota, CTE Manual
**File Types:** pdf
---
### [Clark County School District K–12 Science Safety Manual](https://sciencesafety.com/blog/document/clark-county-school-district-k-12-science-safety-manual/)
**Published:** March 16, 2023
**Author:** Unknown Member
**Excerpt:** The purpose of the Clark County School District K–12 Science Safety Manual is to promote safety awareness and encourage safe work practices in all science classrooms.
**Content:**
The purpose of the Clark County School District K–12 Science Safety Manual is to promote safety awareness and encourage safe work practices in all science classrooms. This manual will provide guidelines to follow in promoting safe practices in science classrooms and laboratories. Although these guidelines are applicable to all research, teaching, and academic laboratories, the science classroom may require more specialized rules that apply to specific materials, equipment, and activities.
**Document Categories:** Chemistry, High School, Elementary School, Middle School, Physics, Biology
**Document Tags:** Lab Safety, Nevada, Science Safety Manual
**File Types:** pdf
---
### [New York City DOE Science Safety Manual](https://sciencesafety.com/blog/document/new-york-city-doe-science-safety-manual/)
**Published:** March 16, 2023
**Author:** Unknown Member
**Excerpt:** This manual is intended for use by secondary school administrators and other individuals who are responsible for implementing a laboratory program, a science research program, or other type of hands-on or place based science or STEM program in their school.
**Content:**
This manual is intended for use by secondary school administrators and other individuals who are responsible for implementing a laboratory program, a science research program, or other type of hands-on or place based science or STEM program in their school.
**Document Categories:** Chemistry, High School, Middle School, Physics, Biology, CTE, STEM
**Document Tags:** New York, Science Safety Manual
**File Types:** pdf
---
### [OSHA 3404 Laboratory Safety Guidance](https://sciencesafety.com/blog/document/osha-3404-laboratory-safety-guidance/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** This document is designed to make employers aware of the OSHA standards as well as OSHA guidance that is available to protect workers from the diverse hazards encountered in laboratories.
**Content:**
This document is designed to make employers aware of the OSHA standards as well as OSHA guidance that is available to protect workers from the diverse hazards encountered in laboratories. The extent of detail on specific hazards provided in this document is dependent on the nature of each hazard and its importance in a laboratory setting. In addition to information on OSHA standards and guidance that deal with laboratory hazards, appendices are provided with information on other governmental and non-governmental agencies that deal with various aspects of laboratory safety.
**Document Categories:** OSHA
**Document Tags:** Lab Safety, OSHA
**File Types:** pdf
---
### [NIOSH Chemical Lab Report](https://sciencesafety.com/blog/document/niosh-chemical-lab-report/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** This guide on safety in the chemistry laboratory was written to provide high school chemistry teachers with an easy-to-read reference to create a safe learning environment in the laboratory for their students.
**Content:**
This guide on safety in the chemistry laboratory waswritten by the National Institute for Occupational Safety and Health to provide high school chemistry teachers with an easy-to-read reference to create a safe learning environment in the laboratory for their students. The document attempts to provide teachers, and ultimately their students, with information so that they can take the appropriate precautionary actions in order to prevent or minimize hazards, harmful exposures, and injuries in the laboratory.
**Document Categories:** Chemistry, High School
**Document Tags:** Lab Safety, NIOSH
**File Types:** pdf
---
### [ACS Safety in the Elementary Classroom](https://sciencesafety.com/blog/document/acs-safety-in-the-elementary-classroom/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** The safety measures described in this booklet have been compiled by scientists whose area of expertise is chemical safety.
**Content:**
Science activities in the elementary classroom are safe provided that you and your students are aware of potential hazards and take all necessary and appropriate precautions. By modeling safe lab practices and instructing your students to do the same, they will not only avoid injury now but they will also be better prepared for lab experiences in their upper level science classes. The safety measures described in this booklet have been compiled by scientists whose area of expertise is chemical safety.
**Document Categories:** Elementary School
**Document Tags:** Lab Safety, ACS
**File Types:** pdf
---
### [EPA Chemical Management Resource Guide for School Administrators](https://sciencesafety.com/blog/document/epa-chemical-management-resource-guide-for-school-administrators/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** This document is intended to aid K-12 public school districts and school system policymakers in reducing dangerous chemical use and implementing responsible chemical management practices.
**Content:**
This document is intended to aid K-12 public school districts and private, religious, and independent schools and school system policymakers in reducing dangerous chemical use and implementing responsible chemical management practices. Institutionalizing such practices will help to minimize the incidence of chemical spills, exposures, and emergency scenarios in schools. This document focuses on broad policy considerations that EPA recommends school administrators consider implementing to properly manage and use all dangerous chemicals
**Document Categories:** Chemistry, High School, Elementary School, Middle School
**Document Tags:** Chemical Spills, EPA
**File Types:** pdf
---
### [ITEEA Safety Posters](https://sciencesafety.com/blog/document/iteea-safety-posters/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** ITEEA Safety Posters created by Dr. Ken Roy and Dr. Tyler Love.
**Content:**
ITEEA Safety Posters for 3D printers and other tools created by Dr. Ken Roy and Dr. Tyler Love.
**Document Categories:** CTE
**Document Tags:** Posters, ITEEA
**File Types:** pdf
---
### [NSTA’s Safety Acknowledgement Form For Elementary Schools](https://sciencesafety.com/blog/document/nstas-safety-acknowledgment-form-for-elementary-schools/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** This safety acknowledgment form is for your use in the elementary classroom and/or laboratory.
**Content:**
Safety is the most important part of a science lesson. This includes monitoring student behavior and taking care of lab materials and equipment. This safety acknowledgment form is for your use in the elementary classroom and/or laboratory. It should be given to students at the beginning of the school year—after safety training is completed—to help them understand their role in ensuring a safer and more productive science experience.
**Document Categories:** Elementary School
**Document Tags:** Acknowledgement Form, NSTA
**File Types:** pdf
---
### [Triple ‘AAA’ Approach to Safer Labs](https://sciencesafety.com/blog/document/triple-aaa-approach-to-safer-labs/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** The AAA method requires teachers to perform a hazard analysis before each lab demonstration, as mandated by Standard 45 of the National Fire Protection Agency, then conduct a risk assessment, and take the best possible safety action.
**Content:**
The AAA method requires teachers to perform a hazard analysis before each lab demonstration, as mandated by Standard 45 of the National Fire Protection Agency, then conduct a risk assessment, and take the best possible **safety** action.
**Document Categories:** High School, Elementary School, Middle School
**Document Tags:** Lab Safety
**File Types:** pdf
---
### [Lab Washers vs Traditional Dishwashers](https://sciencesafety.com/blog/document/lab-washers-vs-traditional-dishwashers/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** This document is designed to help you understand the pros and cons to the decision surrounding which type of dishwasher is ideal for your laboratory needs by using this simple decision tree to assist in making your choice.
**Content:**
Many secondary school science departments have a traditional dishwasher purchased at a local appliance store and installed in the prep area or chemical storeroom. Many schools use these stainless steel lined dishwashers for common glassware, and wide mouth vessels like beakers but may not clean narrow stemmed glassware such as a test tubes, volumetric flasks or other specialty glassware. Science Safety will help you understand the pros and cons to the decision surrounding which type of dishwasher is ideal for your laboratory needs by using this simple decision tree to assist in making your choice. Please note that there is no legislation that mandates what type of dishwasher to use in your science department but there are some preferences based on the types of chemicals being handled and the type of biological hazards being used.
**Document Categories:** Chemistry, High School
**Document Tags:** Dishwashers
**File Types:** pdf
---
### [Danger in the School Science Lab](https://sciencesafety.com/blog/document/danger-in-the-science-lab/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** The purpose of this paper is to examine science lab safety in South Dakota and support a strong recommendation (as OSHA has) that science teachers be trained and certified explicitly in safe science procedures before conducting science experiments with students.
**Content:**
The purpose of this paper is to examine science lab safety in South Dakota and support a strong recommendation (as OSHA has) that pre-service science teachers (as well as all science teachers already in classrooms) be trained and certified explicitly in safe science procedures before conducting science experiments with students.
**Document Categories:** Research
**Document Tags:** Lab Safety, Pre-Service Teachers
**File Types:** pdf
---
### [UGDSB Restricted and Banned Chemical List](https://sciencesafety.com/blog/document/ugdsb-restricted-and-banned-chemical-list/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** UGDSB Restricted and Banned Chemical List. Adapted from Science Teachers’ Association of Ontario document “Safer Use of Chemicals” ISBN 1-894592-25-2.
**Content:**
UGDSB Restricted and Banned Chemical List. Adapted from Science Teachers’ Association of Ontario document “Safer Use of Chemicals”.
**Document Categories:** Chemistry, High School
**Document Tags:** Chemical Inventory, Banned Chemicals
**Document Authors:** admin
**File Types:** pdf
---
### [Necessary Chemicals for 9-12 Science Programs](https://sciencesafety.com/blog/document/necessary-chemicals-for-9-12-science-programs/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** High school science education programs only need 70 chemicals to demonstrate chemical properties, reactions, and interactions.
**Content:**
These chemicals represent the most used compounds for high school science education programs to demonstrate chemical properties, reactions, and interactions. These chemicals are used to illustrate many of these concepts and will allow your secondary school science program to offer a robust number of hands-on activities and demonstration experiences for your students. These will need to be stored appropriately in the chemical storeroom using safety cabinets and open shelving, and their wastes will need to be managed according to the local protocols covered in your Chemical Hygiene Plan. These are provided to you as a courtesy based on decades of responsible chemical use in high school programs. Refer to your local guidance on chemical procurement, handling and storage procedures in your school district.
**Document Categories:** Chemistry, High School
**Document Tags:** Chemical Inventory
**Document Authors:** admin
**File Types:** pdf
---
### [Incompatible Chemicals](https://sciencesafety.com/blog/document/incompatible-chemicals/)
**Published:** March 8, 2023
**Author:** Unknown Member
**Excerpt:** This table lists incompatible chemicals for usage in chemistry labs.
**Content:**
This table lists incompatible chemicals for usage in chemistry labs.
**Document Categories:** Chemistry, High School
**Document Tags:** Incompatible Chemicals, Lab Safety
**File Types:** pdf
---
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---
### [High School](https://sciencesafety.com/marketplace/grade/high-school/)
---
### [Middle School](https://sciencesafety.com/marketplace/grade/middle-school/)
---
### [Eye Safety](https://sciencesafety.com/marketplace/eye-safety/)
---
### [STEM](https://sciencesafety.com/marketplace/stem/)
---
### [All](https://sciencesafety.com/marketplace/all/)
---
### [Safety Awareness](https://sciencesafety.com/marketplace/safety-awareness/)
---
### [WHIMS](https://sciencesafety.com/marketplace/whims/)
---
### [Classroom Management](https://sciencesafety.com/marketplace/classroom-management/)
---
### [Long Covid](https://sciencesafety.com/marketplace/long-covid/)
---
### [List N](https://sciencesafety.com/marketplace/list-n/)
---
### [Plants](https://sciencesafety.com/marketplace/plants/)
---
### [Earthquake](https://sciencesafety.com/marketplace/earthquake/)
---
### [Sanitization](https://sciencesafety.com/marketplace/sanitization/)
---
### [Chemical Hazards](https://sciencesafety.com/marketplace/chemical-hazards/)
---
### [Ventilation](https://sciencesafety.com/marketplace/ventilation/)
---
### [Masks](https://sciencesafety.com/marketplace/masks/)
---
### [Mercury](https://sciencesafety.com/marketplace/mercury/)
---
### [Biological Waste](https://sciencesafety.com/marketplace/biological-waste/)
---
### [Waste Management](https://sciencesafety.com/marketplace/waste-management/)
---
### [Falls](https://sciencesafety.com/marketplace/falls/)
---
### [Duty of Care](https://sciencesafety.com/marketplace/duty-of-care/)
---
### [Remote Science](https://sciencesafety.com/marketplace/remote-science/)
---
### [Chemical Hygiene Plan](https://sciencesafety.com/marketplace/chemical-hygiene-plan/)
---
### [Lasers](https://sciencesafety.com/marketplace/lasers/)
---
### [3D Printing](https://sciencesafety.com/marketplace/3d-printing/)
---
### [Gloves](https://sciencesafety.com/marketplace/gloves/)
---
### [Lab Equipment](https://sciencesafety.com/marketplace/lab-equipment/)
---
### [Animals](https://sciencesafety.com/marketplace/animals/)
---
### [Makerspaces](https://sciencesafety.com/marketplace/makerspaces/)
---
### [Heat Safety](https://sciencesafety.com/marketplace/heat-safety/)
---
### [Field Trips](https://sciencesafety.com/marketplace/field-trips/)
---
### [Tools](https://sciencesafety.com/marketplace/tools/)
---
### [Lab Experiments](https://sciencesafety.com/marketplace/lab-experiments/)
---
### [Lab Safety](https://sciencesafety.com/marketplace/lab-safety/)
---
### [Safety Data Sheets](https://sciencesafety.com/marketplace/safety-data-sheets/)
---
### [Lab Inspections](https://sciencesafety.com/marketplace/lab-inspections/)
---
### [Robotics](https://sciencesafety.com/marketplace/robotics/)
---
### [Parents](https://sciencesafety.com/marketplace/parents/)
---
### [Instruction and Supervision](https://sciencesafety.com/marketplace/instruction-and-supervision/)
---
### [Cleaning](https://sciencesafety.com/marketplace/cleaning/)
---
### [Opening Schools](https://sciencesafety.com/marketplace/opening-schools/)
---
### [Science Projects](https://sciencesafety.com/marketplace/science-projects/)
---
### [GHS](https://sciencesafety.com/marketplace/ghs/)
---
### [Labelling](https://sciencesafety.com/marketplace/labelling/)
---
### [Paper Airplanes](https://sciencesafety.com/marketplace/paper-airplanes/)
---
### [Bus Safety](https://sciencesafety.com/marketplace/bus-safety/)
---
### [Students with Additional Needs](https://sciencesafety.com/marketplace/students-with-additional-needs/)
---
### [Autism](https://sciencesafety.com/marketplace/autism/)
---
### [Lab Renovations](https://sciencesafety.com/marketplace/lab-renovations/)
---
### [Right to Understand](https://sciencesafety.com/marketplace/right-to-understand/)
---
### [Library](https://sciencesafety.com/marketplace/library/)
---
### [Science Safety Manual](https://sciencesafety.com/marketplace/science-safety-manual/)
---
### [Safety Contracts](https://sciencesafety.com/marketplace/safety-contracts/)
---
### [OSHA](https://sciencesafety.com/marketplace/osha/)
---
### [NSTA](https://sciencesafety.com/marketplace/nsta/)
---
### [OERs](https://sciencesafety.com/marketplace/oers/)
---
### [Physics](https://sciencesafety.com/marketplace/physics/)
---
### [D-14](https://sciencesafety.com/marketplace/d-14/)
---
### [Natural Disasters](https://sciencesafety.com/marketplace/natural-disasters/)
---
### [Tornado Safety](https://sciencesafety.com/marketplace/tornado-safety/)
---
### [Pathways](https://sciencesafety.com/marketplace/pathways/)
---
### [Emergency Management](https://sciencesafety.com/marketplace/emergency-management/)
---
### [Universal Design](https://sciencesafety.com/marketplace/universal-design/)
---
### [ELL](https://sciencesafety.com/marketplace/ell/)
---
### [Power Hand Drill](https://sciencesafety.com/marketplace/power-hand-drill/)
---
### [General Science](https://sciencesafety.com/marketplace/general-science/)
---
### [CTE](https://sciencesafety.com/marketplace/cte/)
---
### [Woodshop](https://sciencesafety.com/marketplace/woodshop/)
---
### [Metalworking](https://sciencesafety.com/marketplace/metalworking/)
---
### [Visual Impairments](https://sciencesafety.com/marketplace/visual-impairments/)
---
### [Digital Citizenship](https://sciencesafety.com/marketplace/digital-citizenship/)
---
### [Art Safety](https://sciencesafety.com/marketplace/art-safety/)
---
### [Visual Arts](https://sciencesafety.com/marketplace/visual-arts/)
---
### [SEL](https://sciencesafety.com/marketplace/sel/)
---
### [Cybersecurity](https://sciencesafety.com/marketplace/cybersecurity/)
---
### [Social Media](https://sciencesafety.com/marketplace/social-media/)
---
### [International Baccalaureate](https://sciencesafety.com/marketplace/international-baccalaureate/)
---
### [Perimeter Institute](https://sciencesafety.com/marketplace/perimeter-institute/)
---
### [Health](https://sciencesafety.com/marketplace/health/)
---
### [Student Courses](https://sciencesafety.com/marketplace/student-courses/)
---
### [Grade](https://sciencesafety.com/marketplace/grade/)
---
### [Webinars](https://sciencesafety.com/marketplace/webinars/)
---
### [Lab Dissections](https://sciencesafety.com/marketplace/lab-dissections/)
---
### [STEM Safety Training](https://sciencesafety.com/marketplace/stem-safety-training/)
---
### [Methanol Safety](https://sciencesafety.com/marketplace/methanol-safety/)
---
### [Mental Health](https://sciencesafety.com/marketplace/mental-health/)
---
### [Chemical Hygiene Officer](https://sciencesafety.com/marketplace/chemical-hygiene-officer/)
---
### [State Safety Mandates](https://sciencesafety.com/marketplace/state-safety-mandates/)
---
### [New Jersey](https://sciencesafety.com/marketplace/state-safety-mandates/new-jersey/)
---
### [Annual Safety Training](https://sciencesafety.com/marketplace/annual-safety-training/)
---
## Tags
### [CTE](https://sciencesafety.com/blog/tag/cte/)
---
### [Pathway Progress](https://sciencesafety.com/blog/tag/pathway-progress/)
---
### [Methanol](https://sciencesafety.com/blog/tag/methanol/)
---
### [Duty of care](https://sciencesafety.com/blog/tag/duty-of-care/)
---
### [K12](https://sciencesafety.com/blog/tag/k12/)
---
### [STEM](https://sciencesafety.com/blog/tag/stem/)
---
### [STEAM](https://sciencesafety.com/blog/tag/steam/)
---
### [Chemical Hygiene Plans](https://sciencesafety.com/blog/tag/chemical-hygiene-plans/)
---
### [Chemicals](https://sciencesafety.com/blog/tag/chemicals/)
---
### [Pathway Certificate](https://sciencesafety.com/blog/tag/pathway-certificate/)
---
### [Certificate Pathway](https://sciencesafety.com/blog/tag/certificate-pathway/)
---
### [Promotions](https://sciencesafety.com/blog/tag/promotions/)
---
### [Free](https://sciencesafety.com/blog/tag/free/)
---
### [School Safety](https://sciencesafety.com/blog/tag/school-safety/)
---
### [Chemical Hygiene Officer](https://sciencesafety.com/blog/tag/chemical-hygiene-officer/)
---
### [Chemical Management](https://sciencesafety.com/blog/tag/chemical-management/)
---
### [OSHA Compliance](https://sciencesafety.com/blog/tag/osha-compliance/)
---
### [Educational Administration](https://sciencesafety.com/blog/tag/educational-administration/)
---
### [Chemical Hygiene Plan](https://sciencesafety.com/blog/tag/chemical-hygiene-plan/)
---
### [SOPs](https://sciencesafety.com/blog/tag/sops/)
---
### [CHO](https://sciencesafety.com/blog/tag/cho/)
---
### [Chemical Storage](https://sciencesafety.com/blog/tag/chemical-storage/)
---
### [PPE](https://sciencesafety.com/blog/tag/ppe/)
---
### [Employee Training](https://sciencesafety.com/blog/tag/employee-training/)
---
### [Emergency Response](https://sciencesafety.com/blog/tag/emergency-response/)
---
### [Waste Disposal](https://sciencesafety.com/blog/tag/waste-disposal/)
---
### [State Safety Mandates](https://sciencesafety.com/blog/tag/state-safety-mandates/)
---
### [New Jersey](https://sciencesafety.com/blog/tag/new-jersey/)
---
### [Safer Science](https://sciencesafety.com/blog/tag/safer-science/)
---
### [Cybersecurity](https://sciencesafety.com/blog/tag/cybersecurity/)
---
## Product categories
### [For Individuals](https://sciencesafety.com/product-category/for-individuals/)
---
### [For Schools](https://sciencesafety.com/product-category/for-schools/)
---
### [All Pathways](https://sciencesafety.com/product-category/pathway/)
---
### [All Modules](https://sciencesafety.com/product-category/module/)
---
### [Biology](https://sciencesafety.com/product-category/biology/)
---
### [Role: High School Educators](https://sciencesafety.com/product-category/high-school-educators/)
---
### [Chemistry](https://sciencesafety.com/product-category/chemistry/)
---
### [Earth Sciences](https://sciencesafety.com/product-category/earth-sciences/)
---
### [Role: Middle School Educators](https://sciencesafety.com/product-category/6-8-teachers/)
---
### [Science](https://sciencesafety.com/product-category/science/)
---
### [STEM Safety](https://sciencesafety.com/product-category/stem-safety/)
---
### [Role: Elementary School Educators](https://sciencesafety.com/product-category/elementary-school-educators/)
---
### [Administrators](https://sciencesafety.com/product-category/administrators/)
---
### [New Teachers](https://sciencesafety.com/product-category/new-teachers/)
---
### [Role: Students W/Add'l Needs](https://sciencesafety.com/product-category/students-with-additional-needs/)
---
### [CTE Safety](https://sciencesafety.com/product-category/cte-safety/)
---
### [Visual Arts](https://sciencesafety.com/product-category/visual-arts/)
---
### [Health](https://sciencesafety.com/product-category/health/)
---
### [Mandatory Training](https://sciencesafety.com/product-category/mandatory-training/)
---
### [Physics](https://sciencesafety.com/product-category/physics/)
---
### [Remote Teaching](https://sciencesafety.com/product-category/remote-teaching/)
---
### [Role: Elementary School Students](https://sciencesafety.com/product-category/elementary-school-students/)
---
### [Role: Middle School Students](https://sciencesafety.com/product-category/6-8-students/)
---
### [Role: High School Students](https://sciencesafety.com/product-category/high-school-students/)
---
### [Fire Safety](https://sciencesafety.com/product-category/fire-safety/)
---
### [All Safety Doc Services](https://sciencesafety.com/product-category/document-service/)
---
### [Makerspaces](https://sciencesafety.com/product-category/makerspaces/)
---
### [All Webinars and Workshops](https://sciencesafety.com/product-category/workshops/)
---
### [Role: CHO/EHO](https://sciencesafety.com/product-category/cho-eho-certification/)
---
### [All Special Offers](https://sciencesafety.com/product-category/science-safety-special-offers/)
---
### [All Free Items](https://sciencesafety.com/product-category/free-science-safety-modules/)
---
### [Role: Middle School Administrators](https://sciencesafety.com/product-category/by-role-middle-school-administrators/)
---
### [Role: High School Adminstrators](https://sciencesafety.com/product-category/by-role-high-school-administrators/)
---
### [Annual Safety Training](https://sciencesafety.com/product-category/annual-safety-training/)
---
### [Cybersecurity](https://sciencesafety.com/product-category/cybersecurity/)
---
### [Digital Citizenship](https://sciencesafety.com/product-category/digital-citizenship/)
---
### [Students](https://sciencesafety.com/product-category/students/)
---
### [Lab Safety](https://sciencesafety.com/product-category/lab-safety/)
---
### [Safety Awareness](https://sciencesafety.com/product-category/safety-awareness/)
---
### [Art Safety](https://sciencesafety.com/product-category/art-safety/)
---
### [International Baccalaureate](https://sciencesafety.com/product-category/international-baccalaureate/)
---
### [Remote Learning](https://sciencesafety.com/product-category/remote-learning/)
---
### [Chemical Hygiene Officer](https://sciencesafety.com/product-category/chemical-hygiene-officer/)
---
### [A - Flex Safety Programs](https://sciencesafety.com/product-category/a-flex-safety-programs/)
---
### [NYCDOE](https://sciencesafety.com/product-category/nycdoe/)
---
### [Custom](https://sciencesafety.com/product-category/custom/)
---
## Product tags
### [Safety Data Sheets](https://sciencesafety.com/product-tag/safety-data-sheets/)
---
### [Lab Safety](https://sciencesafety.com/product-tag/lab-safety/)
---
### [Rocks and Minerals](https://sciencesafety.com/product-tag/rocks-and-minerals/)
---
### [Safety Awareness](https://sciencesafety.com/product-tag/safety-awareness/)
---
### [Visual Arts](https://sciencesafety.com/product-tag/visual-arts/)
---
### [Physics](https://sciencesafety.com/product-tag/physics/)
---
### [Biology](https://sciencesafety.com/product-tag/biology/)
---
### [General Science](https://sciencesafety.com/product-tag/general-science/)
---
### [chemical hygiene officer](https://sciencesafety.com/product-tag/chemical-hygiene-officer/)
---
### [CHO](https://sciencesafety.com/product-tag/cho/)
---
### [NRCC](https://sciencesafety.com/product-tag/nrcc/)
---
### [Workshop](https://sciencesafety.com/product-tag/workshop/)
---
### [Document Service](https://sciencesafety.com/product-tag/document-service/)
---
### [Webinars](https://sciencesafety.com/product-tag/webinars/)
---
### [Pathway](https://sciencesafety.com/product-tag/pathway/)
---
### [Module](https://sciencesafety.com/product-tag/module/)
---
### [Certificate of Fitness D-15](https://sciencesafety.com/product-tag/certificate-of-fitness-d-15/)
---
### [Certificate of Fitness D-14](https://sciencesafety.com/product-tag/certificate-of-fitness-d-14/)
---
### [CTE](https://sciencesafety.com/product-tag/cte/)
---
### [Art Safety](https://sciencesafety.com/product-tag/art-safety/)
---
### [Health](https://sciencesafety.com/product-tag/health/)
---
### [Annual Safety Training](https://sciencesafety.com/product-tag/annual-safety-training/)
---
### [Digital Citizenship](https://sciencesafety.com/product-tag/digital-citizenship/)
---
### [Middle School](https://sciencesafety.com/product-tag/middle-school/)
---
### [Cybersecurity](https://sciencesafety.com/product-tag/cybersecurity/)
---
### [Chemistry](https://sciencesafety.com/product-tag/chemistry/)
---
### [GHS Labeling](https://sciencesafety.com/product-tag/ghs-labeling/)
---
### [High School](https://sciencesafety.com/product-tag/high-school/)
---
### [International Baccalaureate](https://sciencesafety.com/product-tag/international-baccalaureate/)
---
### [Student Courses](https://sciencesafety.com/product-tag/student-courses/)
---
### [Student Module](https://sciencesafety.com/product-tag/student-module/)
---
### [NO MODULES](https://sciencesafety.com/product-tag/no-modules/)
---
### [Students](https://sciencesafety.com/product-tag/students/)
---
### [9th Grade](https://sciencesafety.com/product-tag/9th-grade/)
---
### [custom](https://sciencesafety.com/product-tag/custom/)
---
## Document Categories
### [Chemistry](https://sciencesafety.com/blog/document-category/subject/chemistry/)
---
### [High School](https://sciencesafety.com/blog/document-category/grade/high-school/)
---
### [Elementary School](https://sciencesafety.com/blog/document-category/grade/elementary-school/)
---
### [Middle School](https://sciencesafety.com/blog/document-category/grade/middle-school/)
---
### [Physics](https://sciencesafety.com/blog/document-category/subject/physics/)
---
### [Biology](https://sciencesafety.com/blog/document-category/subject/biology/)
---
### [Grade](https://sciencesafety.com/blog/document-category/grade/)
---
### [Subject](https://sciencesafety.com/blog/document-category/subject/)
---
### [OSHA](https://sciencesafety.com/blog/document-category/osha/)
---
### [Research](https://sciencesafety.com/blog/document-category/research/)
---
### [CTE](https://sciencesafety.com/blog/document-category/subject/cte/)
---
### [STEM](https://sciencesafety.com/blog/document-category/subject/stem/)
---
### [Safety Officers](https://sciencesafety.com/blog/document-category/safety-officers/)
---
## Document Tags
### [Chemical Inventory](https://sciencesafety.com/blog/document-tag/chemical-inventory/)
---
### [Incompatible Chemicals](https://sciencesafety.com/blog/document-tag/incompatible-chemicals/)
---
### [Lab Safety](https://sciencesafety.com/blog/document-tag/lab-safety/)
---
### [Banned Chemicals](https://sciencesafety.com/blog/document-tag/banned-chemicals/)
---
### [Pre-Service Teachers](https://sciencesafety.com/blog/document-tag/pre-service-teachers/)
---
### [Chemical Spills](https://sciencesafety.com/blog/document-tag/chemical-spills/)
---
### [Acknowledgement Form](https://sciencesafety.com/blog/document-tag/acknowledgement-form/)
---
### [Posters](https://sciencesafety.com/blog/document-tag/posters/)
---
### [Dishwashers](https://sciencesafety.com/blog/document-tag/dishwashers/)
---
### [Tool Safety](https://sciencesafety.com/blog/document-tag/tool-safety/)
---
### [Nevada](https://sciencesafety.com/blog/document-tag/nevada/)
---
### [Minnesota](https://sciencesafety.com/blog/document-tag/minnesota/)
---
### [NSTA](https://sciencesafety.com/blog/document-tag/nsta/)
---
### [ITEEA](https://sciencesafety.com/blog/document-tag/iteea/)
---
### [EPA](https://sciencesafety.com/blog/document-tag/epa/)
---
### [ACS](https://sciencesafety.com/blog/document-tag/acs/)
---
### [NIOSH](https://sciencesafety.com/blog/document-tag/niosh/)
---
### [OSHA](https://sciencesafety.com/blog/document-tag/osha/)
---
### [New York](https://sciencesafety.com/blog/document-tag/new-york/)
---
### [Science Safety Manual](https://sciencesafety.com/blog/document-tag/science-safety-manual/)
---
### [CTE Manual](https://sciencesafety.com/blog/document-tag/cte-manual/)
---
### [Chemical Storage](https://sciencesafety.com/blog/document-tag/chemical-storage/)
---
### [Labeling](https://sciencesafety.com/blog/document-tag/labeling/)
---
### [MIT](https://sciencesafety.com/blog/document-tag/mit/)
---
### [OER](https://sciencesafety.com/blog/document-tag/oer/)
---
### [NSDL](https://sciencesafety.com/blog/document-tag/nsdl/)
---
### [Utah](https://sciencesafety.com/blog/document-tag/utah/)
---
### [PBS](https://sciencesafety.com/blog/document-tag/pbs/)
---
### [Merlot](https://sciencesafety.com/blog/document-tag/merlot/)
---
### [UC-Boulder](https://sciencesafety.com/blog/document-tag/uc-boulder/)
---
### [Khan Academy](https://sciencesafety.com/blog/document-tag/khan-academy/)
---
### [Texas](https://sciencesafety.com/blog/document-tag/texas/)
---
### [Open Learn](https://sciencesafety.com/blog/document-tag/open-learn/)
---
### [Course](https://sciencesafety.com/blog/document-tag/course/)
---
### [Carnegie Mellon](https://sciencesafety.com/blog/document-tag/carnegie-mellon/)
---
### [AP](https://sciencesafety.com/blog/document-tag/ap/)
---
### [NIH](https://sciencesafety.com/blog/document-tag/nih/)
---
### [Checklist](https://sciencesafety.com/blog/document-tag/checklist/)
---
### [Best Practices](https://sciencesafety.com/blog/document-tag/best-practices/)
---
### [Injuries](https://sciencesafety.com/blog/document-tag/injuries/)
---
### [Fines](https://sciencesafety.com/blog/document-tag/fines/)
---
## Document Authors
### [admin](https://sciencesafety.com/blog/document-author/admin/)
---
### [NASA](https://sciencesafety.com/blog/document-author/nasa/)
---
## File Types
### [pdf](https://sciencesafety.com/blog/file-type/pdf/)
---
### [www](https://sciencesafety.com/blog/file-type/www/)
---
## Document Download
### [document-download](https://sciencesafety.com/blog/document-download/document-download/)
---
## Module Categories
### [Biology](https://sciencesafety.com/blog/course-category/biology/)
---
### [Chemistry](https://sciencesafety.com/blog/course-category/chemistry/)
---
### [STEM](https://sciencesafety.com/blog/course-category/stem/)
---
### [Elementary School](https://sciencesafety.com/blog/course-category/elementary-school/)
---
### [Earth Science](https://sciencesafety.com/blog/course-category/earth-science/)
---
### [Astronomy](https://sciencesafety.com/blog/course-category/astronomy/)
---
### [Physics](https://sciencesafety.com/blog/course-category/physics/)
---
### [High School](https://sciencesafety.com/blog/course-category/high-school/)
---
### [Safety Awareness](https://sciencesafety.com/blog/course-category/safety-awareness/)
---
### [Covid](https://sciencesafety.com/blog/course-category/covid/)
---
### [Custodians](https://sciencesafety.com/blog/course-category/custodians/)
---
### [Middle School](https://sciencesafety.com/blog/course-category/middle-school/)
---
### [Responsibilities](https://sciencesafety.com/blog/course-category/responsibilities/)
---
### [Autism](https://sciencesafety.com/blog/course-category/autism/)
---
### [Fire Safety](https://sciencesafety.com/blog/course-category/fire-safety/)
---
### [Natural Disasters](https://sciencesafety.com/blog/course-category/natural-disasters/)
---
### [Tornado Safety](https://sciencesafety.com/blog/course-category/tornado-safety/)
---
### [Emergency Management](https://sciencesafety.com/blog/course-category/emergency-management/)
---
### [Lab Safety](https://sciencesafety.com/blog/course-category/lab-safety/)
---
### [Protocols](https://sciencesafety.com/blog/course-category/protocols/)
---
### [Classroom Management](https://sciencesafety.com/blog/course-category/classroom-management/)
---
### [ELL](https://sciencesafety.com/blog/course-category/ell/)
---
### [CTE](https://sciencesafety.com/blog/course-category/cte/)
---
### [Eye Protection](https://sciencesafety.com/blog/course-category/eye-protection/)
---
### [Lasers](https://sciencesafety.com/blog/course-category/lasers/)
---
### [Students With Additional Needs](https://sciencesafety.com/blog/course-category/students-with-additional-needs/)
---
### [Methanol](https://sciencesafety.com/blog/course-category/methanol/)
---
### [Remote Learning](https://sciencesafety.com/blog/course-category/remote-learning/)
---
### [Health](https://sciencesafety.com/blog/course-category/health/)
---
### [General Science](https://sciencesafety.com/blog/course-category/general-science/)
---
### [Students](https://sciencesafety.com/blog/course-category/students/)
---
### [Universal Design](https://sciencesafety.com/blog/course-category/universal-design/)
---
### [Electricity](https://sciencesafety.com/blog/course-category/electricity/)
---
### [Woodshop](https://sciencesafety.com/blog/course-category/woodshop/)
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### [Metalworking](https://sciencesafety.com/blog/course-category/metalworking/)
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### [Dyslexia](https://sciencesafety.com/blog/course-category/dyslexia/)
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### [Visual Impairment](https://sciencesafety.com/blog/course-category/visual-impairment/)
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### [Digital Citizenship](https://sciencesafety.com/blog/course-category/digital-citizenship/)
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### [Art Safety](https://sciencesafety.com/blog/course-category/art-safety/)
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### [Visual Arts](https://sciencesafety.com/blog/course-category/visual-arts/)
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### [SEL](https://sciencesafety.com/blog/course-category/sel/)
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### [Annual Safety Training](https://sciencesafety.com/blog/course-category/annual-safety-training/)
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### [Cybersecurity](https://sciencesafety.com/blog/course-category/cybersecurity/)
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### [Social Media](https://sciencesafety.com/blog/course-category/social-media/)
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### [International Baccalaureate](https://sciencesafety.com/blog/course-category/international-baccalaureate/)
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### [Perimeter Institute](https://sciencesafety.com/blog/course-category/perimeter-institute/)
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### [Student Courses](https://sciencesafety.com/blog/course-category/student-courses/)
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### [Mental Health](https://sciencesafety.com/blog/course-category/mental-health/)
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### [Administrators](https://sciencesafety.com/blog/course-category/administrators/)
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### [Pathway Cert](https://sciencesafety.com/blog/course-category/pathway-cert/)
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## Module Tags
### [Earth Science](https://sciencesafety.com/blog/course-tag/earth-science/)
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### [Elementary School](https://sciencesafety.com/blog/course-tag/elementary-school/)
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### [Module](https://sciencesafety.com/blog/course-tag/module/)
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### [Cybersecurity](https://sciencesafety.com/blog/course-tag/cybersecurity/)
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### [No Image](https://sciencesafety.com/blog/course-tag/no-image/)
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### [Pathway Certificate](https://sciencesafety.com/blog/course-tag/pathway-certificate/)
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