Health and safety: Teaching law, educating for prevention

Purpose: Teaching health and safety law to non-lawyers can involve an unreceptive audience. The author works with prospective rural practice surveyors involved with the two highest risk working environments in the UK: construction and agriculture. Unlike construction, the agricultural industry has failed to reduce annual fatalities in the past quarter century and continues to account for around 20 percent of workplace deaths, whilst employing under two percent of the workforce. The purpose of this paper is to evaluate the effectiveness of teaching methods on both substantive learning and student attitudes. Design/methodology/approach: The methodology used is an iterative process of action research. The paper is introductory, reporting teaching approach and outline findings. Further data will be collected over forthcoming academic periods. The paper explores the use of court cases, as an introduction to studies, to pique student interest, enhance legal skills and, importantly, to attempt to influence behaviour. The paper sets out teaching issues and experiences and outlines judgments used in 2011/12. Findings: The paper reviews the responses to preliminary research (self-evaluation, peer review teaching observation, student questionnaires) ascertaining student attitudes and understanding of the area before and after teaching, and student engagement with pre-class preparation. Research limitations/implications: Limitations of the paper include length of study to date and measurable outcomes. Practical implications: Practical implications include informing the attitudes of those with significant responsibilities in a vital area. A discrete academic/CPD programme for health and safety education is being developed as a result with far reaching impact. Originality/value: The effectiveness of different teaching methods in health and safety law and practice in this area has not previously been evaluated.