Reporting and investigating incidents

When something goes wrong at work, what happens next matters almost as much as what happened. Prompt reporting gets injured staff the care and compensation they are entitled to, meets the legal deadlines, and gives the school the information it needs to prevent the next incident. Good investigation turns a bad day into a lesson that protects others. Poor reporting and blame-focused investigations do the opposite: people hide incidents, the same hazards cause the same injuries, and trust breaks down. This lesson explains what to report, to whom and by when, and how to investigate an incident in a way that finds real causes and real fixes.

What to report

At Riverbend District School Board, staff report all of the following, using the board's incident report form, which is available online and in paper form at each school office:

• Injuries of any kind, however minor, including those that need only first aid.
• Illnesses that may be caused by work, such as dermatitis from a cleaning product or a respiratory problem after a chemical spill.
• Near misses: events that could have caused an injury but did not, such as a ceiling tile falling in an empty classroom.
• Workplace violence incidents and threats, including those that did not cause injury.
• Workplace harassment, reported through the harassment procedure described in Lesson 10.
• Exposures to chemicals or bodily fluids, including needle-sticks and bites.
• Hazards, through the hazard report process described in Lesson 3.

Reporting is a duty, not a choice, but it works best when people see the point. The question Marion asks her staff is: would you want to know if this had happened to someone in your department? If the answer is yes, it should be reported.

Legal reporting duties

Some incidents trigger legal reporting duties with tight deadlines. Principals and the health and safety officer handle most of these, but every staff member should know the basics, so that nothing is delayed.

In Ontario, a critical injury has a specific meaning under the OHSA. It includes injuries that place life in jeopardy, cause unconsciousness, substantial loss of blood, a fracture of a leg or arm (but not a finger or toe), amputation of a leg, arm, hand or foot (but not a finger or toe), burns to a major portion of the body, or loss of sight in an eye. A broken arm from a fall down the stairs, or a concussion with loss of consciousness during a behaviour incident, would both be critical injuries and would need immediate notice to the Ministry.

The first hour after an incident

When a staff member is injured, the first priorities are care and safety, not paperwork:

• Make the area safe so no one else is hurt, and look after any students.
• Give first aid, or get a trained first aider, and call 911 for anything serious.
• Tell the principal or the person in charge.
• Preserve the scene for serious incidents, so that it can be examined.
• Write down what happened while it is fresh: time, place, who was there, what was happening, and what each witness saw.
• Fill in the incident report the same day, even if the injury seems minor. Some injuries, especially back strains and concussions, are worse the next day.

Every school needs enough trained first aiders, spread across shifts and wings, with their names posted near the first aid stations, and first aid kits that are checked and restocked on a schedule. At Pinecrest Secondary School, the office keeps a list of first aiders for the day shift, the evening custodial shift and weekend events, and each kit has a checklist taped inside the lid. First aid given is recorded every time, because a cut that needed only a bandage today may turn out to be part of a pattern, such as a box cutter that keeps slipping in the cafeteria storeroom.

Investigating to learn

An investigation asks what happened, why, and what will stop it happening again. It should not be a search for someone to blame. Most incidents have several causes, and the person closest to the event is usually the last link in a chain that includes equipment, the building, procedures, training, staffing and decisions made far from the scene.

One simple method for getting beyond the first, obvious cause is to ask 'why?' several times. Each answer leads to the next question, until you reach something that the school or board can change. Another is to look at five areas in turn: the people involved, the equipment and materials, the environment, the procedures, and the organization, meaning staffing, scheduling, supervision and budgets.

Investigations are usually led by the principal or supervisor, with a worker member of the JHSC taking part where the law or the board's procedure calls for it, and the health and safety officer helping with serious incidents. People involved should be interviewed separately, soon, and in a way that makes them comfortable telling the whole story, including their own mistakes. Statements like 'she should have been more careful' are a sign that the investigation has stopped too early.

Measuring performance

Over time, incident reports also tell the board how well its safety program is working. One common measure is the injury rate: the number of injuries for every 100 full-time workers per year. Rates allow comparison between schools of different sizes and from year to year. The program below works out the rates for three of the board's schools from the number of recordable injuries and the hours worked.

# Injury rate per 100 full-time workers per year:
# rate = injuries x 200,000 / hours worked   (200,000 = 100 workers x 40 h x 50 weeks)
schools = [
    ("Pinecrest (secondary)", 14, 196_000),
    ("Willow Park (elementary)", 11, 88_000),
    ("Oak Hill (elementary)", 3, 79_000),
]
for name, injuries, hours in schools:
    rate = injuries * 200_000 / hours
    ftes = hours / 2_000
    print(f"{name:26} {injuries:2} injuries, about {ftes:4.0f} FTEs, rate {rate:4.1f} per 100 workers")

Pinecrest (secondary)      14 injuries, about   98 FTEs, rate 14.3 per 100 workers
Willow Park (elementary)   11 injuries, about   44 FTEs, rate 25.0 per 100 workers
Oak Hill (elementary)       3 injuries, about   40 FTEs, rate  7.6 per 100 workers

Willow Park has fewer injuries than Pinecrest but a much higher rate, because it is a smaller school. Most of its injuries came from behaviour incidents in the resource room, which is why so much of the attention in Lesson 9 went there. Rates have limits: a low rate can mean a safe school, or a school where people do not report. That is why boards also track leading indicators, such as inspections completed, hazards fixed on time, training completed and near misses reported, which show whether the safety work is being done before injuries happen.

Workers' compensation

Most Ontario school boards are covered by the WSIB, and their injured staff are entitled to benefits for lost earnings and health care costs for work-related injuries and illnesses, regardless of fault. The worker should report the injury to the employer right away, get medical care and tell the health professional that the injury happened at work, and may need to file their own report with the WSIB. Boards must not discourage workers from claiming, and they must cooperate in the worker's early and safe return to work, covered in Lesson 12.

Supporting the people involved

An incident affects more than the injured person. Witnesses may be shaken, especially after a violent incident or a serious fall, and colleagues may feel guilty that they did not see it coming or could not help. The injured worker may worry about their job, their income and what others think. Principals can make a large difference by checking in with the injured worker within a day or two, making sure they know how to claim compensation, keeping in touch during any absence, and talking to witnesses about how they are doing as well as what they saw. The employee assistance program is available to everyone involved, not only the injured person.

Sharing what was learned

An investigation is only finished when the lesson reaches the people who need it. Within the school, that means telling staff what happened and what is being changed, without naming or blaming anyone. Across the board, Daniel sends a short safety alert after serious incidents and near misses, describing what happened, why, and what other schools should check. After the stage fall described below, three other secondary schools found similar steps without handrails and fixed them before anyone was hurt. The JHSC at each school reviews these alerts at its next meeting, so that one school's bad day becomes every school's warning.