An ISS Primer for Risk Management in Schools

Murphy’s Law………..if something can go wrong, it will.

Was ‘Murphy’ a pessimist or a realist?  Both, it would seem.  All human and organization endeavors are exposed to risk.  Some quite benign, getting drenched on a walk around the block on a cloudy day and not carrying my umbrella.  Others potentially deadly, getting caught in a thunderstorm on the crest of the Green Mountains of Vermont and dying from a lightning strike or hypothermia.  One may not be able to control the weather; however, individuals and organizations can manage risk and minimize the effects of both foreseen and unforeseen events through forethought and preparation.

The goals of risk management are primarily two-fold, 1) reduce the chances of bad things happening and 2) minimize the impact of bad things when they do happen.  The risks to schools can be broadly classified: health/safety, financial, and reputational.  The core principles of risk management apply to all three: identify, classify, eliminate, minimize, policy, practice, train, monitor, and insure.

The first step is to identify to the greatest extent possible, the bad things that could happen and the potential impact (again think health/safety, financial, and reputational) of such bad happenings. Remember to think both internally-what the school has control over and externally-natural disasters, the actions of government, the world economy, etc.  It often makes sense to evaluate internal risks by department or function within the school: facilities, finance, operations, teaching/learning, human resource, security, transportation, food service, etc.  External risks may be categorized as political- changes in government policy to civil unrest to outright war.  Natural-disaster causing events such as earthquakes, floods, hurricanes, and the like. And, Health-think Covid, bird flu, malaria, etc.

Most risks faced by schools, whether internal or external can be addressed and/or ameliorated.

8 Steps to Reduce Risk in Schools

Step 1 Identify risks in a comprehensive and methodical manner.  Compliment internal observations and analysis with expert outside help. We often don’t see risks inherent in what we see and do on a daily basis, as we become inured to them.

Step 2 Classify risks with respect to their likelihood of occurring and the severity of the damage they can cause to health and wellbeing, finances, and/or reputation.  A risk assessment matrix can help.

Step 3 Eliminate the root cause of the risk or replace it with something posing less risk and/or something less damaging whether it be material, an activity, or a practice: e.g. remove a spring board diving board altogether or replace it with a fixed diving platform; lower the height of playground equipment; restrict campus access; require payment for all receivables be made through a bank, minimize the use and holding of currency.

Step 4 Codify unacceptable levels of risk in written policy, e.g., The school playgrounds shall meet and maintain the standards established by the National Program for Playground Safety. Or, The schools financial assets shall be safeguarded at all times.

Step 5 Establish regulations, practices, and procedures to implement the risk management policies. They might look something like this for the two examples above.

Risk Policy Templates for Schools

Step 6 Identifying risks and creating policy isn’t enough. Risk reduction requires that employees and clients alike are aware of and trained in the implementation of established regulations, practices, and procedures. This goes way beyond first aid training or what to do when the fire alarm sounds.  When are school drivers trained in safe driving practices?  Are there routine inspection and maintenance systems for all facilities and equipment? Can all school employees, vendors, contractors, etc. fulfill child protection expectations and strategies?

Step 7 Maintaining a high-risk reduction profile requires systematic monitoring of implementation. Monitoring systems vary.  It may be fine to check the bus tire pressure weekly, but supervising student transportation is perpetual.  Successful monitoring required identification of:

• what is to be monitored
• the frequency of monitoring
• the standard to be met
• the monitor
• the monitor’s reporting method
• the monitor’s supervisor

Each school department should have risk reduction and monitoring systems built into their regulations, practices, and procedures.  Remember, this applies not only to overall school operations but also to academics and student performance. ‘Failure to educate’ is unethical and imposes serious reputational risk and potentially financial risk. Schools have even been sued for ‘failure to educate’.

STEP 8 Adequate insurance coverage can help mitigate the risks of financial loss but can’t make up for poor policies and practices. Examples to be considered:

• Commercial Property: buildings, contents, equipment, personal property of teachers and students, business interruption (lost fee income), extra expense (e.g. relocation, temporary classrooms), employee dishonesty, natural disaster (e.g. flood, hurricane, earthquake)
• General Liability
• Directors, Officers, School Board Liability
• Educators Professional Liability
• Abuse and Molestation Coverage
• Employment Practices Liability (wrongful termination, harassment, discrimination, etc.)
• Medical Payments
• Coverage for School Volunteers, PTAs, Booster Clubs, Alumni Associations, etc.
• Cyber Liability
• Medical, Dental, Vision
• Emergency Evacuation
• Salary Continuation

Although long, this list of insurance coverage options is not exhaustive.  Annual reviews of school and personal insurance coverage with licensed, international school experienced insurance professionals are highly recommended, as is Board/Owner formal approval of the insurance coverages selected.

Risks associated with operating a school are real, the major being those associated with health and safety, financial, and reputational. The risk of occurrence and risk of significant loss can be mitigated through a comprehensive and systematic approach to risk management.

About the author:  Stephen Plisinski began his international career in 1975. As a teacher, principal, and former head of 6 international schools, he has been a consumer of ISS services for over 40 years.  An ISS Senior Leadership Executive since 2017, Stephen and his ISS School Startup, Management, and Operations colleagues have been instrumental in the development of products and services to OPtimize school performance.  Learn more about ISS OPtimize here; Steve may be contacted directly at splisinski@iss.edu.