Risk Assessment and Reduction

2. Injury Prevention and Safety A. Safety for Home, School, and Communities
   • Grade K: Identify safe and unsafe practices and conditions at home, school, and in the community
   • Recognize warning labels that identify harmful items and substances (e.g., cleaning products, "Mr. Yuk" symbol, plastic bags)
   • Grade 1: Identify ways to stay safe in bad weather (e.g., tornado, electric storms)
   • Identify safety rules for being around strangers and using the internet
   • Identify potential hazards in and around the home (e.g., kitchen, bathroom, yard, evacuations plan)
   • Grade 2: Describe common safety rules and laws (e.g., playground, bicycle, pedestrian, vehicle)
   • List common emergencies and steps to take in each situation
   • Grade 3: Construct a plan of what to do when home alone (e.g., emergency phone list, not answering the door, not using the stove)
   • Grade 4: Assess personal environment and recognize the potential for dancer in everyday situations (e.g., not wearing seatbelt, too many plugs in one outlet, telling the caller parents are out)
   • Grade 5: Discuss problems in daily living that may contribute to self-destructive behaviors and strategies to cope with these behaviors
   • Grade 7: Assess home and school environments for potential unsafe situations and recommend corrective actions
   • Grade 8: Recognize problems in daily living that may contribute to self-destructive behaviors and apply strategies to reduce the risks of harm to self and others
   • Identify societal problems (assault, homocide, rape, robbery, gangs, personal safety risks)
   • Grade 9-12: Describe and analyze methods that can be effective in preventing societal problems affecting teens (e.g., rape, assault, homocide, and other personal safety risks, gangs)

B. First Aid Procedures

• Grade K: Tell what first aid is and give an example
• Explain how to make emergency phone calls
• Grade 1: Identify individuals who can properly assist with first aid procedures (e.g., school nurse, lifeguard, teacher, parent, babysitter)
• Grade 2: Recognize what to do for minor injuries under adult supervision (e.g., scrape, cut, nosebleed)
• Grade 3: Create a plan that recognizes an emergency or non-emergency situation and how to respond (should I call 911?)
• Grade 4: Demonstrate basic first aid procedures for handling weather-related emergencies (e.g., hypothermia, frostbite, and heat exhaustion)
• Grade 5: Explain how basic aid techniques can help to save lives (e.g., abdominal thrusts and rescue breathing)
• Grade 6: Recognize basic aid techniques that help save lives, reduce the severity of an injury and enhance recovery
• Grade 7: Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE
• Grade 8: Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care
• Analyze why the processes are used in sequential order (i.e., ABC of emergencies)
• Grade 9-12: Identify, from a given list, those situations that are life threatening and perform basic life saving maneuvers (e.g., CPR, abdominal thrust, bleeding control, shock, burns, asthma, bee stings, snake bites, poisoning)

C. Activity Related Injuries and Environmental Conditions

• Grade K: Recognize that safety equipment is necessary to protect the body during participation in sports and recreational activities (e.g., helmet, mouth peice, shin guards, eye protection)
• Grade 1: Match safety equipment to the activity or sport
• Grade 2: Explain the use and purpose of safety equipment
• Grade 4: Predict the outcome when safety equipment is used/not used in physical activity
• Grade 6: Apply concepts about weather safety (recognize and attend to changing conditions), exercise precautions during activities, and follow appropriate safety rules and use of equipment
• Grade 7: Make informed decisions to reduce the risk of injuries during exercise, sports and other activities
• Grade 9-12: Recognize activity-related conditions (e.g., bleeding, shock, asthma, low blood sugar, diabetes, dehydration) and perform appropriate first aid procedures and practices for each
• Recognize weather-related emergencies (e.g., dehydration, asthma, heat exhaustion, heat stroke, hypothermia, frostbite) and perform appropriate first aid procedures and practices

D. Water-Related Emergencies

• Grade K: Recognize the importance of safety rules in and around the water
• Identify specific safe practices in and around water (e.g., life jackets, buddy system, inclement weather)
• Grade 1: Demonstrate specific safe practices and procedures in and around water (e.g., life jackets, buddy system, inclement weather)
• Grade 3: Apply safe practices and procedures in and around water
• Grade 4: Explain the cause and effect of following water safety rules
• Grade 6: Investigate the community agencies that provide water safety courses
• Grade 9-12: List the common water-related emergencies and describe prevention and treatment techniques

(G) Health/Physical Education. In health/physical education, students in Missouri public schools will acquire a solid foundation which includes knowledge of-

• 1. Structures of, functions of, and relationships among human body systems;
• 2. Principles and practices of physical and mental health (such as personal health habits, nutrition, stress management);
• 3. Diseases and methods for prevention, treatment and control;
• 4. Principles of movement and physical fitness;
• 5. Methods used to assess health, reduce risk factors, and avoid high risk behaviors (such as violence, tobacco, alcohol and other drug use);
• 6. Consumer health issues (such as the effects of mass media and technology on safety and health); and
• 7. Responses to emergency situations.

Each school board in the state, if the school district does not presently have a program as described below, may develop and implement a program to train the students and employees of the district in the administration of cardiopulmonary resuscitation and other lifesaving methods, as they determine best, and may consult the department of public safety, the state fire marshal’s office, the local fire protection authorities, and others as the board sees fit. The board may make completion of the program a requirement for graduation.