SAFEGUARDING IN THE OUTDOOR & ADVENTURE SPACE

Why Every Experiential Learning Organisation Needs a Safeguarding & Protection Policy

Outdoor and adventure-based learning creates incredible opportunities for people to learn, connect, take on challenges and grow. Experiential learning allows participants to step outside their comfort zones, develop confidence, build relationships and learn through real experiences. But with these opportunities comes responsibility. Whenever we work with people, particularly children, young people and vulnerable participants, we have a responsibility to ensure that their safety, dignity and wellbeing are protected.

This is where SAFEGUARDING becomes essential.

Safeguarding Is More Than Physical Safety

In the outdoor and adventure industry, safety is often strongly associated with equipment, risk assessments, first aid, emergency procedures and physical hazards. These are essential – yes! However, safety goes beyond whether someone is physically safe on a climbing wall, hiking trail, obstacle course or team challenge.

SAFEGUARDING CONSIDERS THE WHOLE PERSON.

It asks:

• Do participants feel respected and valued?

• Are appropriate professional boundaries maintained?

• Are children and vulnerable participants protected from abuse, harassment and exploitation?

• Are participants able to say "no" or step away from an activity?

• Are bullying, discrimination and inappropriate behaviour addressed?

• Do facilitators know what to do if someone discloses something concerning?

• Does everyone know how and where to report a safeguarding concern?

These questions are just as important as checking a harness or assessing an activity risk.

Why Does an Organisation Need a Safeguarding Policy?

A safeguarding and protection policy provides a clear framework for protecting participants and guiding staff and facilitators. It doesn’t just protect the children, it also protects you, the facilitator, the guide and the company. It establishes what acceptable behaviour looks like, what the organisation's responsibilities are and what happens when a concern is raised.

Without a clear policy, people may be unsure about: Who do I report to? What do I do if a participant tells me something? What happens if I have a concern about a colleague? What are my professional boundaries? When should a concern be escalated?

A policy removes uncertainty. It gives facilitators the confidence to act and gives participants confidence that their wellbeing is taken seriously.

Safeguarding Should Be Built into the Experience

Safeguarding should not be something that is pulled out of a filing cabinet when something goes wrong. It should be part of the organisation's culture. It should influence how programmes are designed, how facilitators are trained, how participants are welcomed, how activities are delivered and how concerns are managed.

This is particularly important in outdoor and adventure environments where participants may experience:

• Physical challenge and risk

• Close physical proximity or contact

• Emotional vulnerability

• Overnight programmes or camps

• Transport and travel

• Changing facilities

• One-to-one interactions

• Remote environments

• Strong group dynamics

• Activities designed to push people beyond their comfort zones

These environments can be incredibly powerful, but they require intentional safeguarding practices.

What Should a Good Policy Include?

A safeguarding and protection policy does not need to be complicated.

At its heart, it should clearly explain:

1. Who is responsible Identify the organisation's safeguarding lead/officer or responsible person.

2. What safeguarding means Clearly define the behaviour and situations the organisation is committed to preventing and addressing.

3. Expected behaviour Set clear professional boundaries for facilitators, staff, volunteers and participants.

4. Recognising concerns Help staff identify possible signs of abuse, neglect, bullying, harassment, discrimination or inappropriate behaviour.

5. Reporting procedures Clearly explain what a facilitator should do if they have a concern or receive a disclosure.

6. Escalation Identify when and how concerns are referred to organisational leadership, schools/organisations or relevant statutory authorities.

7. Responding to disclosures Give facilitators simple guidance on how to listen, support, record and report without attempting to investigate. Never record a disclosure – write down verbatim.

8. Confidentiality and information sharing Explain how sensitive safeguarding information should be handled.

9. Recruitment and training Ensure people working with participants understand their safeguarding responsibilities and are appropriately trained.

Safeguarding Builds Trust

Having a safeguarding policy is not simply about compliance. It tells parents, schools, organisations, funders, partners and participants: "We take your safety seriously."

For organisations working with schools, children, young people, corporate groups or vulnerable participants, safeguarding can also form an important part of professional credibility and organisational readiness. When a school or organisation asks, "What are your safeguarding procedures?", the answer should not be, "We have never had a problem." The answer should be: "We have a clear policy, our people understand it and we know what to do if a concern arises."

Safeguarding Creates Better Facilitators

A safeguarding policy also supports facilitators. When people understand boundaries, responsibilities and reporting procedures, they are better equipped to create professional and respectful learning environments. It gives facilitators permission to recognise when something falls outside their role and to seek appropriate support.

This is particularly important in experiential learning, where facilitators can develop strong relationships with participants and where activities can create emotional intensity and vulnerability.

GOOD FACILITATION REQUIRES TRUST. GOOD SAFEGUARDING PROTECTS THAT TRUST.

A Responsibility We Cannot Ignore

Outdoor and experiential learning has the power to change lives. That power comes with responsibility. We should be creating environments where people are encouraged to take appropriate risks, challenge themselves, make mistakes, explore uncertainty and learn from experience while knowing that their dignity, safety and wellbeing remain protected. Safeguarding is therefore not an additional piece of paperwork. It is part of professional practice.

Every organisation working in the outdoor, adventure and experiential learning space should ask itself: If something happened tomorrow, would our people know exactly what to do?

If the answer is no, it is time to start the conversation.

Safeguarding in the outdoor and adventure space isn't about expecting the worst... It's about being prepared to protect people when it matters most.

Need support developing your safeguarding framework?

Divergent Consulting works with organisations to develop practical safeguarding approaches that are relevant to their outdoor, adventure and experiential learning environments.

From policy development and reporting structures to facilitator awareness and practical implementation, safeguarding should be something your team understands, uses and lives, not simply a document sitting on a shelf.