Wader or not to Wader-

Safety in the Field: The Risks You Don’t Always See

At Branch Out, we believe some of the best learning happens outdoors. Getting students into rivers, onto coastlines and into the landscapes they’re studying brings geography to life in a way that a classroom simply cannot replicate.

But behind every successful field trip is a great deal of preparation, planning and decision-making that students — and sometimes even teachers — may not see.

Outdoor environments are dynamic. Weather changes, water levels fluctuate, surfaces can be slippery and conditions that appear perfectly manageable can present unexpected challenges. Delivering fieldwork safely means understanding these environments, anticipating potential hazards and making informed decisions throughout the day.

Safety isn’t separate from outdoor education. It’s what makes outdoor education possible.

Understanding the risks around water

Water environments require particular care because hazards are not always obvious.

Rivers can have uneven beds, slippery stones, submerged obstacles and currents. Coastal environments bring their own challenges, including waves, tides, changing water depths, slippery rocks and cold water.

Even when the sea appears calm, conditions at the water’s edge can be unpredictable. A small wave, a change in footing or an unexpected drop in depth can be enough to cause someone to lose their balance.

This is why decisions about where students can work, how close they approach the water and whether they enter it at all are important parts of fieldwork planning.

Why we don’t permit waders in our river fieldwork

Students sometimes ask why they cannot wear waders when working in rivers or coastal environments. After all, they seem like a practical way to keep dry.

However, waders can introduce significant risks if someone falls or becomes submerged. Water can enter the waders, adding weight and restricting movement, making it more difficult to regain footing or recover safely. The consequences can be particularly serious with chest waders.

For our river fieldwork, we do not permit students to wear waders. We want students to participate in practical investigations while working within clearly defined safety boundaries.

Similarly, we restrict the height to which wellington boots may be worn in the water. Boots can fill with water, become heavy and make movement more difficult. Cold feet and reduced mobility are additional concerns when working in an outdoor environment.

These decisions are not about limiting students’ experiences. They are about recognising the hazards associated with the activity and choosing a safer approach.

Making sensible decisions at the coast

Coastal fieldwork does not need to involve entering the sea to be valuable.

Students can investigate coastal landforms, measure cliff profiles, observe erosion, record wave characteristics from a safe position and collect data that connects directly with their geography studies.

Where activities involve approaching or entering the water, the conditions, location, equipment, supervision and potential consequences need careful consideration.

A calm sea does not automatically mean a safe sea, and the size of the waves alone cannot determine whether an activity is appropriate.

Good fieldwork planning means understanding what the investigation requires and finding a safe, effective way to achieve its learning objectives.

The expertise you don’t always see

Delivering outdoor fieldwork involves much more than preparing a worksheet and bringing students to a location.

It involves site selection, risk assessment, equipment checks, group management, supervision, weather awareness, contingency planning and the ability to adapt activities when conditions change.

It also involves working with students who may have very different levels of confidence and experience outdoors, helping them engage with their surroundings while understanding the importance of boundaries.

Teachers bring invaluable curriculum knowledge and an understanding of their students. Experienced outdoor educators bring complementary practical skills in managing groups and delivering learning in dynamic environments.

Together, these skills can help create meaningful and well-managed fieldwork experiences.

We have enormous respect for teachers who organise and deliver their own field studies. We also recognise that outdoor delivery brings responsibilities and practical challenges that are not always visible from the outside.

Our aim is to make fieldwork engaging, accessible and educational while taking those responsibilities seriously.

Creating opportunities to learn safely

We want students to explore, investigate, ask questions, collect data and develop confidence in the natural world. We want them to experience the excitement of learning beyond the classroom and to build a lasting connection with the landscapes around them.

Achieving this means balancing opportunity with responsibility. Sometimes it means adapting an activity, choosing a different location or explaining why a particular piece of equipment or approach isn’t appropriate.

These decisions are an important part of delivering outdoor education well.

The best fieldwork experiences are those where students can learn through real-world exploration while the risks are carefully considered and managed.

At Branch Out, safety is at the heart of what we do. It allows us to create outdoor learning experiences that are engaging, practical and purposeful — giving students the opportunity to explore the world around them with confidence and care.

What is fieldwork safety?

Fieldwork safety involves identifying hazards, assessing risks and taking appropriate precautions before and during an outdoor investigation. It includes site selection, equipment checks, supervision, weather awareness and adapting activities when conditions change.

What are the main risks of river fieldwork?

River fieldwork can involve slippery stones, uneven riverbeds, submerged obstacles, currents, changing water levels and cold water. The risks depend on the location, weather, activity, water conditions and participants' experience.

Why can waders be dangerous during river fieldwork?

Waders can restrict movement and become heavy if water enters them, particularly if the wearer falls or becomes submerged. The risks depend on the wader design and conditions, which is why equipment choices should follow an appropriate, activity-specific risk assessment. Branch Out's policy, as described in this article, is not to permit students to wear waders during its river fieldwork.

How can teachers improve safety during coastal fieldwork?

Teachers should assess tides, waves, weather, access points, slippery surfaces, supervision requirements and the consequences of a fall. They should choose an appropriate location, establish clear boundaries and adapt or stop activities if conditions become unsuitable.

Why is risk assessment important for school field studies?

Risk assessment helps teachers and outdoor educators identify potential hazards, determine who could be harmed and establish appropriate control measures. It also supports informed decisions about equipment, supervision, site selection and whether an activity should proceed.