Inclusive Safety in STEM Classrooms

In this two-part Safer Ed series, we explore how to make science and STEM classrooms both safer and more inclusive for students with additional needs.

In Part 1, we focus on:

• Why safety for students with additional needs starts before the lab bench.

• The wide range of additional needs—physical, cognitive, social-emotional, and temporary—and why no two students are alike.

• The role of Individualized Education Plans (IEPs) in creating collaborative safety and learning strategies.

• The difference between accommodations (adjusting the path) and modifications (adjusting the destination).

• How flexible, hands-on STEM projects can be scaled to support every learner.

• Why inclusion and safety go hand in hand, and how outdated mindsets can be replaced with confidence and accessibility.

This episode emphasizes that the first layer of lab safety is access. When students with additional needs are excluded, they are not only left out of learning but also placed at higher risk. Inclusion ensures that safety becomes a shared responsibility in the classroom.

Stay tuned for Part 2, where we dive into universal design and hazard analysis—tools that help educators proactively build safety into every STEM environment.

Resources & Links:

• Explore the free Safer Ed module on Students with Additional Needs → https://sciencesafety.com/product/students-with-additional-needs-an-introduction/

• Learn more about school science safety →

  ⁠⁠https://sciencesafety.com⁠⁠

This episode was generated in part using AI tools. All content was reviewed and approved by our editorial team before publication