Survey of Primary Schools Across Australia: An Examination of Key Water Safety Issues

Abstract

Water safety education in Australia (including learn-to-swim) is mainly taught at the primary school level. There is increasing concern that water safety education is decreasing. This study aimed to gain a greater understanding of the barriers to provid-ing water safety education in Australia. We surveyed a random sample of primary schools stratified by location, region, and school type. This qualitative survey col-lected information on activities, qualifications, safety issues and measures, and demo-graphics. The four key issues that impacted on the provision and safety of school based water safety education were access to qualified staff, facility access, use of alternative aquatic environments, and the need for a best practice risk management approach. Improving the provision of targeted water safety information and increas-ing the number of people with aquatic qualifications both have the potential to increase the provision and safety of aquatic activity. Children 6–12 years in Australia have traditionally received their water safety education (including as part of learn-to-swim programs) while at primary school (Morgan, 2005). Water safety education, in addition to being a drowning preven-tion measure, also potentially provides health benefits and physical fitness (Ntou-manis, 2001). Water safety advocacy groups in Australia are increasingly con-cerned that access to aquatic activity and water safety education is becoming restricted due to legal liability concerns, time, and cost constraints, increasing workloads, staff/student ratios, difficulties coping with varied skill levels, and a lack of adequately qualified staff (Australian Water Safety Council, 2008a; Cross, 1996; Whipp & Taggart, 2003). Primary schooling in Australia is generally 6 or 7 years in duration (Pink, 2002). There are three categories of schools in Australia: public (run by the gov-ernment), Catholic (run by the Catholic Church and administered by the Catholic Education Board), and independent (run as separate entities, often under a reli-gious authority). There are eight key learning areas for primary school children in Australia: The Arts, English, Health and Physical Education (HAPE), Languages other than English, Mathematics, Science, Studies of Society and Environment, and Technology. The curricula for these areas are based on national guidelines, implemented by State and Territory Departments of Education (Curriculum Cor-poration, 1995). Water safety is located within the HAPE curricula. HAPE has