Managing school trips

In the UK, educational establishments organise on average 2.5 residentials annually, meaning that approximately 1.8 million children and young people participate in residentials a year (21% of the school pupil population).

Organising these trips can be incredibly stressful for teachers with the amount of paperwork associated with trips a real deterrence. In this blog we will outline some strategies for school staff to make the process smoother allowing more learners to access these opportunities. 

Why are school trips important?

An Ofsted report, based on visits to 27 schools, outlined that even some of the best secondary schools judged as ‘outstanding’ felt too constrained by the curriculum to take learning beyond the classroom.

Given time constraints and the need to “get through the syllabus”, school trips become less of a priority and are more often utilised as a ‘treat’ for the end of the academic year e.g., when students have sat their exams.

However, trips provide a real learning opportunity and should be considered more throughout the year. Below are just some of the ways trips can benefit students with opportunities throughout to match with lesson content.

• Confidence building
• Increasing learning
• Enriching experiences
• Building relationships
• Skill building
• Increasing independence
• Memory building

There is a real benefit in learning outside the classroom; not only does it add novelty and can reengage students, but it also ensures that those students who typically would not have access to such visits can do so. As reported by Ofsted “learning outside class is not some optional extra. It should excite young people, deepen their understanding of subjects and [is] vital – to make young people independent, confident and self-reliant”.

The results of a six-year study into the impact of residential school trips found that residential experiences have positive effects on student’s learning, achievement and wellbeing. Of their findings 84% of secondary school students said that their residential trips improved their relationships with peers in their class.

How can trips be achieved?

Now that we have outlined our why for organising school trips, let’s discuss the how.

Most schools will implement their own risk assessments and follow their own protocols and procedures around how to organise and execute a successful school trip. However, if you’re looking for a starting point, here are a few widely used tips:

• Research! – ask questions such as “what would my student cohort enjoy? What trips/ visits would be suitable for my students? How does it connect to what they are learning or skills they could expand on?”
• Plan an initial visit – Whilst you can ask for maps/ the venue’s risk assessments, remember that you are the expert on the students you support so ask to see the venue before finalising a date
• Take pictures – introduce the school trip or residential trip with pictures. Visuals are important for any transition. Perhaps even take videos to give your students a real idea of what to expect. You could even centre a lesson around it!
• Utilise tools and resources – school trips can be a source of anxiety for autistic children who struggle with manging change and routine. The following can be supportive to help them before and during any trip:
  • Social stories including maps
  • Radar keys
  • Disability lanyards
  • Community Cards

Specific considerations for autistic learners

School trips should be inclusive, and no student should be denied access to/ discriminated against because of their disability. Here are some additional considerations to keep in mind.

• Identifying venues that are accessible e.g., ramps for wheelchairs/lifts for those with mobility issues/ large open or quiet spaces for those seeking low arousal environments
• Identifying trips that are low ‘risk’ e.g., crowded areas where learners may become dysregulated and present with behaviours that challenge or venues that learners may struggle to leave e.g., swimming pools and trampoline parks
• Identifying trips that are local e.g., some trips may be far away/require public transport or shared transport e.g., coaches/taxis
• Identifying the correct ratios e.g., for school trips that do not use parent volunteers, your school may rely upon arranging agency staff for the day so ensuring the appropriate handovers are conducted in a timely manner

Trip alternatives

If schools are finding it difficult to organise school trips, the following may also provide students with additional opportunities outside the classroom

• Create an obstacle course or hire a climbing wall to expand on physical skills
• Perform at a local train station e.g., Song club during Christmas or attend a local choir/orchestra
• Manage animals within the school site e.g., a therapy dog or a butterfly sanctuary
• Visit nearby places of worship to increase understanding of other backgrounds, religions and cultures
• Develop a residential field trip that combines a variety of learning including active and physical activities as well as subjects like geography and science

Trips can provide learners with a sense of wonder, excitement and independence. Done well they can provide a new stimulating way to learn, aligning with topics already discussed in the classroom. There are many barriers to arranging these trips, but with advanced planning and using some of the tools mentioned above, they can be achieved in a manner that is inclusive for all. If you want to learn more about managing trips, take a look at the recording below of our recent Lunch and Learn webinar.