Citation

Pate ML, Lawver RG, Sorensen TJ. J. Agric. Saf. Health 2016; 22(1): 61-74.

Copyright

(Copyright © 2016, American Society of Agricultural Engineers)

DOI

unavailable

PMID

27024993

Abstract

This research study sought to gather evidence of school-based agriculture teachers' hazard perceptions, safety practices, training experiences, and awareness of student injuries related to supervised agricultural experience (SAE) programs. Teachers agreed that students should follow safety guidelines developed by the National Children's Center for Rural and Agricultural Safety and Health during SAE work. Approximately 66% (f = 153) of teachers reported having general training in first aid, CPR, and AED. Twenty participants (8.6%) indicated having no safety certifications or training. Abrasions, lacerations, bites/stings, and burns accounted for a majority of the student SAE-related injuries that were reported. There were 82 participants (35.5%) who stated that no injuries had been reported or they were not aware of any injuries that occurred. The majority of teachers (66%) had received some form offirst aid or first response training, but fewer teachers had received safety training for ATVs (f = 25, 10.8%), tractors (f = 48, 20.7%), and livestock (f = 39, 16.8%).

RESULTS indicated a disparity between required safe work habits and the types of hazardous tasks students should be allowed to complete alone while participating in SAE activities. It appears most responding teachers in this study agreed to allow students to operate equipment and machinery alone. Recommendations for teachers include attending professional development training specific to SAE safety and keeping records of any risk assessments conducted during SAE supervision. Further development of best practices for SAE supervision and safety are needed to assist agricultural education professionals in protecting and shaping our future leaders in agriculture.

Language: en