Personal Protective Equipment

Personal protective equipment includes garments and equipment designed to reduce exposure to biological, chemical, and physical hazards in science and science, technology, engineering, and mathematics learning environments. Examples include safety goggles, gloves, lab aprons or coats, protective footwear, and hearing protection, as appropriate to the activity. All individuals present during hands-on investigations or demonstrations, including students, educators, staff, and visitors, should wear PPE identified through a hazard analysis and risk assessment. The type of PPE required should be determined by the materials, equipment, procedures, and potential hazards associated with the activity.

Eye Protection

Eye protection should be selected based on the specific hazards identified through the activity’s hazard analysis and risk assessment. Potential hazards may include chemical splashes, vapors, dust, biological contamination, impact, projectiles, lasers, welding, or the transfer of contaminants from hands to eyes. When available, the Safety Data Sheet (SDS) should be consulted to identify required eye and face protection.

Appropriate eye protection must be worn for the full duration of the activity, including setup, instruction, investigation, demonstration, cleanup, and takedown. PPE should remain in place until the risk of exposure or contamination has been eliminated, and students and adults should wash their hands after completing the activity and removing PPE.

Educators have a duty of care to ensure that safety goggles or glasses are appropriate for the hazard, fit properly, and are worn correctly. Eye protection should cover the eyes as intended and should not be worn around the neck, placed on the forehead, or removed during the activity. Shared goggles and glasses should be cleaned and disinfected after use according to manufacturer guidance and local procedures.

Additional eye protection is addressed in National Science Teachering Association's (NSTA's) Eye Protection and Safer Practices FAQ (PDF), located on NSTA's safety portal .

Ear Protection

Noise can present a safety hazard in kindergarten through grade twelve (K–12) science and STEM learning environments, particularly during activities involving machinery, tools, demonstrations, alarms, or other sound-producing equipment. The need for hearing protection should be determined through a hazard analysis and risk assessment that considers both sound level and duration of exposure; in general, the louder the sound, the shorter the exposure time before hearing protection or other controls may be needed.

When hazardous noise cannot be adequately reduced through quieter equipment, distance, barriers, scheduling, or other controls, appropriate hearing protection, such as earplugs or earmuffs, should be provided and worn correctly. The effectiveness of hearing protection depends on its attenuation rating and proper fit.

Feet and Leg Protection

Appropriate footwear and leg coverings should be selected based on the hazards identified through the activity’s hazard analysis and risk assessment. Closed-toe shoes or boots and long pants can help protect against chemical spills, dropped objects, punctures, sharp debris, uneven terrain, and field hazards such as rocks, plants, or animals. Activities involving hot substances, corrosive materials, toxic materials, or other hazardous agents may require PPE that covers exposed skin, including the legs and feet.

Sandals, flip-flops, open-toe shoes, and other footwear that leaves the foot exposed should not be worn during laboratory, field, or STEM activities where chemical, biological, electrical, thermal, or physical hazards are present.

Gloves

Gloves should be selected based on the hazards identified through the activity’s hazard analysis and risk assessment. Appropriate gloves can help protect against chemical exposure, heat, ultraviolet or solar exposure, biological materials, and physical hazards such as cuts, punctures, abrasions, or lacerations. The type of glove must match the hazard, the materials being handled, and the anticipated conditions and duration of use.

Common examples include disposable chemical-resistant gloves, cut-resistant gloves, and heat-resistant gloves. When chemicals are used, the SDS should be consulted to determine the appropriate glove material and level of protection. Because some individuals are allergic or sensitive to latex, non-latex gloves should be used whenever feasible.

Laboratory Coats or Aprons

Protective laboratory coats or aprons should be selected based on the hazards identified through the activity’s hazard analysis and risk assessment. Appropriate body protection can help reduce exposure from chemical splashes, spills, biological materials, microbial work, and other laboratory hazards.

The material and design of the coat or apron should match the type and level of hazard present. For example, chemical-resistant aprons may be needed when working with corrosive or irritating substances, while other activities may require disposable or washable protective garments. When chemicals are used, the SDS should be consulted to determine the appropriate protective clothing. Non-latex aprons or protective garments should be used whenever feasible to reduce allergy or sensitivity concerns.