Every parent entrusts their child’s safety to the school system, believing that within those walls lies a sanctuary where their children can learn, grow and play without fear. However, for parents of children with special needs, this trust comes with heightened anxiety. Recent incidents have highlighted a troubling gap in the safety measures and supervision provided in our schools, particularly for children with developmental delays and other special needs.

In Bermuda, as elsewhere, schools serve as the primary environment for children to interact, learn and develop essential life skills. For children with special needs, the school environment plays an even more critical role in their social and cognitive development. These children often require tailored support and heightened supervision to navigate their daily activities safely. Unfortunately, the present standards in many schools fall short of providing these necessary accommodations, exposing our most vulnerable children to undue risks.

Consider the case of playground safety — a fundamental aspect of school life where the potential for accidents is high. All too often, playgrounds are equipped with hard surfaces and outdated equipment that do not meet modern safety standards. The lack of adequate supervision exacerbates the dangers, especially for children who may not fully grasp the risks or who have difficulty communicating their needs.

Children with autism and other developmental delays, for example, may have unique sensory and behavioural needs that necessitate constant, attentive supervision. Without it, these children are at a higher risk of accidents that can have long-lasting physical and emotional consequences. Furthermore, these incidents can be deeply traumatic, not only for the child but also for their families, who must cope with the aftermath.

A recent incident in Bermuda brought this issue to the forefront. Despite initial claims of adequate supervision, it was revealed that a school’s playground environment was dangerously inadequate, and children were left unsupervised for significant periods. This incident, followed by a belated attempt to improve the playground’s safety standards, underscores a systemic issue that requires urgent attention and action.

The importance of supervision

Supervision is not just a procedural requirement but a critical aspect of ensuring a child’s safety and wellbeing. Effective supervision involves active engagement, where staff are not merely present but are attentively observing, interacting and anticipating potential risks. For children with special needs, this level of supervision is even more crucial. These children may not understand danger the way their peers do and may have difficulty following safety instructions without guidance.

Supervision is also about creating an environment where children feel safe and supported. When children with special needs are properly supervised, they are more likely to engage positively with their peers and their surroundings, leading to better social integration and emotional wellbeing.

The role of safe environments

The physical environment of a school plays a significant role in ensuring children’s safety. Playgrounds should be designed with safety in mind, using soft-flooring materials to cushion falls and equipment that is appropriate for children of all abilities. Regular maintenance and safety audits are essential to ensure that these environments remain safe over time.

In the case mentioned, the playground’s hard flooring was only replaced after an accident occurred. This reactive approach to safety is unacceptable. Schools must be proactive, anticipating potential hazards and addressing them before they result in injury.

Moreover, inclusive playground design should be a standard practice, ensuring that all children, regardless of their physical or developmental abilities, can play safely. This includes providing accessible play structures and considering sensory-friendly equipment for children with autism. Inclusive playgrounds not only ensure physical safety but also promote social inclusion, allowing children with different abilities to play together and learn from one another.

Individualised support plans

Each child with special needs is unique and requires a tailored approach to their care and supervision. Individualised support plans should be developed for these children, outlining specific needs, potential risks and strategies for ensuring their safety. These plans should be created in collaboration with parents, teachers and specialists, and reviewed regularly to adapt to the child’s evolving needs.

ISPs can include specific supervision strategies, communication methods and emergency procedures tailored to the child’s needs. For example, a child with autism who is prone to wandering might need a buddy system or additional physical barriers to prevent them from leaving safe areas. ISPs also ensure that all caregivers are aware of and equipped to handle the child’s unique challenges, fostering a consistent and supportive environment both in school and at home.

The need for training and education

School staff must be adequately trained to understand and meet the needs of children with special needs. This includes training in special education, behaviour management, emergency response and effective supervision techniques. Continuous professional development should be mandated to keep staff updated on best practices and emerging research.

Training should also encompass building an inclusive and supportive school culture. Educators and staff should be aware of the unique challenges faced by children with special needs and be equipped with the skills to foster an environment of understanding and acceptance. Sensitivity training can help staff to better empathise with the struggles these children face and to develop strategies to support them more effectively.

Moreover, training should be extended to all school personnel, including administrative staff, custodians and bus drivers, ensuring that everyone who interacts with the children is prepared to contribute to a safe and supportive environment.

Community and parental involvement

Schools should actively engage with parents and the community to create a supportive network for children with special needs. Parental input is invaluable in understanding a child’s specific needs and ensuring that these needs are met effectively. Schools should establish open lines of communication with parents, involving them in the development and review of ISPs and safety policies.

Community involvement can extend beyond parents to include local organisations, businesses and volunteers who can contribute resources and expertise to improve school safety and inclusivity. Collaborative efforts can lead to more comprehensive safety strategies and foster a community-wide commitment to protecting our most vulnerable children. Local businesses could sponsor safety audits or donate equipment for inclusive playgrounds, while volunteers could help supervise during recess or assist with extracurricular activities.

Creating a network of support that includes schools, parents and the community can ensure that children with special needs receive consistent care and supervision, both inside and outside the classroom.

Conclusion

The safety and inclusivity of our schools are of paramount importance. By addressing the issues of supervision, playground safety, individualised support plans, staff training and community involvement, we can create a safer and more supportive environment for all children. I urge parents, educators, policymakers and the community to collaborate and take action to implement these essential measures.

We must recognise that the responsibility of protecting our children does not rest solely on the shoulders of educators but is a collective effort that requires the involvement of all stakeholders. By working together, we can ensure that every child in Bermuda has the opportunity to learn and grow in a safe and inclusive environment.

Thank you to The Royal Gazette for providing a platform to raise awareness on this crucial topic. Together, we can drive the changes needed to protect and support our most vulnerable children.

• Amir Mizrachy is an attorney and board member of Tomorrow’s Voices, Bermuda Autism Early Intervention Centre