Hazard Analysis and Risk Assessment

Throughout this guidance, hazard analysis and risk assessment are identified as essential planning practices for science investigations and engineering design challenges. A hazard analysis is a systematic process used to identify potential sources of harm before an activity begins. In instructional settings, this process should consider the relationship among the learner, the task, the materials and equipment being used, and the classroom, laboratory, field, or makerspace environment in which the activity occurs.

Risk assessment builds on the hazard analysis by evaluating the potential effects of identified hazards on human health, safety, and the environment. This process typically considers the likelihood of harm, the duration or frequency of possible exposure, and the severity of potential injury or damage. Together, the hazard analysis and risk assessment help determine whether engineering controls, administrative controls, personal protective equipment, substitutions, procedural modifications, or other safety actions are needed. In some cases, the process may determine that an activity should not be conducted because the risks cannot be adequately controlled.

Safety actions identified through this process should be documented before instruction begins. Educators should include required safety actions in lesson plans and follow local procedures for submitting hazard analysis and risk assessment documentation to supervisors or administrators before conducting new or substantially modified activities. Students should also be taught to identify and document safety actions in laboratory notebooks, engineering design records, or laboratory reports. These actions should address applicable engineering controls, administrative controls, personal protective equipment, and any additional procedures needed to support safe teaching and learning.

Some questions to ask as you plan an activity or lab are:

1. What are the hazards?
2. What is the worst thing that could happen?
3. What can be done to prevent this from happening?
4. What can be done to protect from these hazards?
5. What should be done if something goes wrong?

Planning for access is an essential part of planning for safety. Universal Design for Learning provides a framework for anticipating student variability by presenting procedures in written, visual, and verbal formats; offering structured options for participation; and allowing multiple ways for students to demonstrate understanding. These strategies support both instruction and prevention: when students clearly understand procedures, expectations, and safety requirements before an activity begins, educators are less likely to need reactive adjustments during moments when supervision, timing, and hazard exposure are critical.

Sample Hazard Analysis and Risk Assessment

The information below was posted by the National Science Teaching Association as a sample three-step process to conduct safer lab activities:

Hazard Analysis

The first step is to analyze the potential hazards. For example, there can be physical impact hazards (labware such as ring stand rod and meter sticks), chemical hazards (corrosives and toxins), and biological hazards (mold and bacteria). The hazard analysis is usually based on the teacher’s previous lab experiences, employer-required safety training, Safety Data Sheets and a Chemical Hygiene Plan from the Occupational Safety and Health Administration, and internet safety information. See further sections in this handbook for further information regarding Safety Data Sheets and Chemical Hygiene Plans.

Risk Assessment

Next, assess the risks of potential hazards determined through hazard analysis, using the Safety Data Sheets:

• Section 2. Hazards Identification
• Section 5. Fire-Fighting Measures
• Section 6. Accidental Release Measures
• Section 10. Stability and Reactivity
• Section 11. Toxicological Information

Action

Determine the appropriate action based on the types of hazards and risks. The top three actions to consider, based on the Occupational Safety and Health Administration's (OSHA’s) Hazard Prevention and Control (see Resources), include engineering controls, administrative controls, and personal protective equipment (PPE)). (For more information about these controls, see the General Laboratory Safety section.)

Section 8 of the Safety Data Sheet can help determine which PPE (safety glasses or goggles) and engineering controls work best. Also, read the labels on hazardous chemicals before working with them. In some cases where risks are too high, the demonstration or activity should be abandoned and replaced with a safer alternative.

See Appendix D––Risk Analysis Checklist Sample of this handbook for an example template to support conducting hazard analysis and risk assessment and planning safety actions.