Improving Staff Safety and Reducing Risk
In the fields of education, disability support, and residential care, safeguarding both the people we support and the staff delivering that support is a complex, ongoing responsibility. While compliance requirements and policies can provide structure, genuine safety emerges from consistent, person-centred practice.
So, what practical strategies can we implement to reduce risk and improve staff safety across our sectors?
This blog is based on our recent discussion webinar with guests, Natasha James, Manager of Student Behaviour Support, MACS, Keely Haynes, Assistant Principal, Patricia Avenue School and Lauren Reuss, Director of Risk & Safeguard Management & Training, Safeguard Family Services Pty Ltd. The discussion was hosted by Cale Begley, Learning and Development Lead for Team Teach Australia and New Zealand.
From compliance to purpose
When it comes to addressing risk reduction and staff safety, it can sometimes be easy to get caught up in procedures, paperwork, and acronyms, so it’s vital we continually remind ourselves why risk assessments exist in the first place.
At the heart of every policy is a person. This could be an individual who struggles to regulate their emotions, or a staff member whose responsibility it is to support them.
When we view risk through the lens of care, the focus shifts from control to prevention, and from management to support. Our goal isn’t just to meet statutory regulations, but to create environments where both staff and the individuals we support feel safe, understood, and respected.
Effective risk assessment starts with the basics
Understanding what constitutes a hazard is a foundational skill that we all need to master. Often, using relatable, everyday scenarios, such as assessing the risks involved in helping someone bathe or transition to a new environment, can help deepen our understanding.
We can ask ourselves questions like, ‘What could go wrong in this situation?’ or ‘What resources do I need before beginning this task?’.
“It’s about taking that pause before you step into a situation, to assess what’s happening.”
Keely Haynes, Assistant Principal, Patricia Avenue School
Once we have identified potential risks in these everyday scenarios, we can consider our next steps: Can we eliminate the hazard? And if not, can we isolate or reduce it through better design, process changes, or training?
We can also engage in dynamic risk assessments, especially in environments like classrooms, group homes, or during journeys. This means scanning situations in real time, pausing before reacting, and asking simple but powerful questions: What’s the risk here? Who is best placed to respond? How can I offer support safely?
Relationships as the foundation of safety
No matter how robust our policies or training are, they cannot replace the power of relationships. When we know those we support well, understanding their triggers, what helps them calm down, and what can lead to escalation, we can be proactive rather than reactive. Strong relationships also enable effective co-regulation, where our calm presence can positively influence individuals’ emotional state.
“The most effective tool you’ve got is yourself and your relationship with an individual.”
Natasha James, Manager of Student Behaviour Support, MACS
However, we also need to recognise that the relationships we build with individuals in our care can sometimes come with emotional demands. Because we are caring, committed professionals, we often give a lot of ourselves in these roles, which can increase our vulnerability to emotional fatigue. This can particularly be the case where an individual is heavily reliant on a certain staff member.
A more sustainable approach, and one that protects our own and others’ wellbeing, is to build a wider network of support. When there are a number of safe, trusted adults available to support an individual, this can alleviate any feelings of pressure and mitigate the likelihood of overwhelm.
De-escalation: tools, timing, and teamwork
Some of the most effective de-escalation strategies are the simple ones: time, space, and silence. When an individual is in distress, they may not know how to exit an escalating situation. By creating physical and emotional space, remaining calm ourselves, and offering non-verbal cues that signal we are still present and supportive, we can provide that safe, dignified exit. We do, however, always need to prioritise safety, and intervene promptly when necessary, to protect ourselves and others from harm.
Whatever approaches we implement, they should be used consistently across whole staff teams. If different staff use different language, strategies, or expectations, this can lead to confusion as well as heightened risk. Unified approaches, known strategies, and shared scripts can go a long way in calming tense situations.
“We want to demonstrate that we want this to be ok; that we are in this together.”
Natasha James, Manager of Student Behaviour Support, MACS
Knowing individual preferences can also help: some people need extended periods of quiet, while others may respond better to movement or sensory input. Building a ‘kete’, the Māori word for ‘basket’, or toolkit of strategies tailored to each individual empowers us to respond effectively and respectfully.
Supporting new, relief, and temporary staff
Staff turnover, relief shifts, and sick days are all realities of our workplaces. But temporary status shouldn’t mean temporary safety. New staff need more than just an orientation; they need the tools to step into challenging situations with confidence.
“When the person isn’t consistent, the plan is.”
Cale Begley, Learning and Development Lead for Team Teach Australia and New Zealand
One way of addressing this is through using simple but comprehensive handovers. For example, a one-page dashboard with recent behaviours, known triggers, safety alerts, and key support strategies can help new staff enter the environment with context and clarity. This then minimises the chance of unforeseen risk and maximises consistency across staff teams.
This isn’t just good for staff; it’s essential for those we support. Transitions and unfamiliar faces can sometimes lead to dysregulation, so clear preparation, consistent routines, and transparent communication are vital.
“Staff turnover can be reduced when they have the knowledge, skills, and confidence to support behaviour effectively.”
Lauren Reuss, Director of Risk & Safeguard Management & Training, Safeguard Family Services Pty Ltd
Emotional injury: the hidden cost of caring
We have to remember that injury isn’t always physical; given the nature of our roles, emotional wear and tear can accumulate, especially when we might experience repeated, low-level incidents that don’t quite meet the ‘reportable’ thresholds but that still take their toll. Over time, this can eventually lead to burnout, withdrawal, or exit from the profession.
To counter this, we can normalise a robust debriefing process, not just after major incidents, but as an everyday practice. A culture of regular check-ins, shared reflections, and peer support helps us process experiences before they become overwhelming. It also allows us as teams to identify patterns and implement preventative strategies.
“When someone is stretched, emotionally and physically, small changes can have a big impact.”
Keely Haynes, Assistant Principal, Patricia Avenue School
Throughout the post-incident process – and across our organisations more broadly – the language we use matters. Incident reports should not be used as tools to blame, shame or judge; instead, they are opportunities to learn, support, and adapt. With this in mind, we can ask questions like: ‘What would we do differently next time?’ and ‘What support do we need moving forward?’.
Professional tools for personal resilience
Training plays a key role in developing emotional resilience. Many of us have benefited from mental health first aid and emotional intelligence workshops. These help us understand our own triggers, recognise early signs of burnout, and develop strategies to stay grounded during crises.
When we understand both the behaviours of those we support as well as our own emotional responses, we are better equipped to manage complex interactions with empathy and professionalism.
At an organisational level, we can further support this by offering interventions such as Employee Assistance Programmes (EAPs), peer mentoring, and structured reflective practice. After all, a team culture that values emotional health as much as physical safety is a team that thrives.
Safety is everyone’s responsibility
We know that when one person is expected to ‘handle it all’, they can quickly become emotionally and physically vulnerable. Creating safe environments means sharing the load. Every person we support is part of the whole community, and so is every team member.
Asking for help is not a weakness; it’s a sign of professional strength. And as leaders and colleagues, offering help should be part of our regular practice. Whether someone is visibly struggling or simply carrying more than usual, stepping in and stepping up must be normalised, if we are to keep everyone safe.
Safety through compassionate collaboration and consistent practice
Risk reduction and staff safety aren’t isolated tasks—they are ongoing, collaborative processes. They rely on clarity, consistency, planning, and most importantly, compassion.
“By fostering a culture of care, we can keep everyone safe and supported in our environments.”
Cale Begley, Learning and Development Lead for Team Teach Australia and New Zealand
When we commit to practices that truly support one another, we can empower new and existing team members, build organisational and individual resilience, and uphold the dignity of those we support and care for.
Because when staff feel safe, informed, and supported, they are better equipped to create safe, supportive environments for everyone else.
