ICT EQUIPMENT
NUT HEALTH & SAFETY BRIEFING
This briefing gives guidance on health and safety precautions for teachers and pupils
working with information & communications technology (ICT) equipment, including
computers, keyboards, display screens or visual display units, laptops, notebooks,
tablets, mice and handheld devices such as ‘Blackberries’ and ‘iPhones’.
Many schools have dedicated ICT suites, while others locate all or some of their
computers in ordinary classrooms. Whatever a school’s ICT strategy, the equipment
should be safe and comfortable for both staff and pupils to use.
CONTENTS
1
2
3
4
5
6
7
What the law says
Teachers’ duties and responsibilities
Teachers and the DSE Regulations
Good workstation ergonomics for teachers and pupils
(i)
Keyboard
(ii)
Mouse
(iii)
Chair
(iv)
Display Screens
(v)
Document Holders
(vi)
Desk
Safety issues in the ICT suite
(i)
Lighting
(ii)
Reflection and glare
(iii)
Temperature and humidity
(iv)
Seating
(v)
Flooring
(vi)
Space requirements
(vii)
Noise
(viii) Cabling
(ix)
Fire exits
Users with disabilities
(i)
Siting of equipment
(ii)
Laptop computer charging trolleys
Health and safety hazards
(i)
Eyestrain
(ii)
Pregnancy and display screen work
(iii)
Repetitive strain injury (RSI)
(iv)
RSI due to mouse use
(v)
Electromagnetic emissions
(vi)
Epilepsy
(vii)
Skin rashes
(viii) Stress
(ix)
Risks due to use of laptop/notebook computers
(x)
“BlackBerries”, “iPhones” etc
(xi)
Electrical hazards
(xii)
Asbestos
(xiii) Wireless local area networks
(xiv) Data projectors
(xv)
‘Ultra-short throw’ projectors
Revised July 2012
NUT Health & Safety Briefing: IT Equipment
Page 2 of 20
8
9
10
11
12
1
Further information
Action points for Safety Reps
Appendix: ICT Equipment in Schools – NUT Safety Rep Checklist
Appendix 2: The Legal Framework
a
The Health and Safety at Work etc. Act 1974
b
The Management of Health and Safety at Work Regulations 1999
c
Workplace (Health, Safety and Welfare Regulations) 1992
d
Health and Safety (Display Screen Equipment) Regulations 1992
Employers’ Duties under the DSE and other Regulations
a
Conduct a risk assessment of workstations
b
Ensure workstations meet minimum standards
c
Summary of the points which the HSCs ACOP and Guidance notes advise
should be examined
Equipment
(i)
Display screen
(ii)
Keyboard
(iii)
Work chair
(iv)
Work desk/surface
Environment
(i)
Flooring
(ii)
Space requirements
(iii)
Lighting
(iv)
Reflections
(v)
Noise
(vi)
Radiation
Temperatures and humidity
(i)
Minimum temperatures
(ii)
Maximum temperatures
(iii)
Humidity
Software systems
Employees with disabilities
Plan work so there are breaks or changes of activity
On request arrange eye tests and provide spectacles if special ones are needed
Provide health and safety training.
What the law says
The law makes employers responsible for ensuring the health and safety of those affected by
their undertaking. In schools this means that teachers, non-teaching staff and pupils are all
entitled to see that proper precautions are taken to ensure their safety. The law also assists
school employees by giving their trade union safety representatives rights to information and
consultation.
General legal obligations on health and safety are set out in the Health and Safety at Work etc
Act 1974. Specific legal standards for computer safety are set out in the Health and Safety
(Display Screen Equipment) Regulations 1992, known as the “DSE Regulations”. These
standards apply automatically only to those employees who fall within the Regulations’ legal
definition of "users" (i.e. those who habitually use screens as a significant part of their normal
work).
2
Teachers’ Duties and Responsibilities
Teachers, like all employees, are required by law to take reasonable care for the health and
safety of themselves and others, including pupils, and to co-operate with the employer by
following the rules and procedures laid down for health and safety.
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Teachers supervising lessons using IT equipment must therefore follow safety guidelines for
correct use of equipment and also ensure that they are followed by pupils. It is extremely
unlikely that teachers could be held to be legally responsible for any injury arising from misuse
of ICT equipment provided that they had sought to ensure that proper procedures are
followed. In any event, even where a teacher has failed to fulfil the duty of care, it is the
employer who bears “vicarious liability”.
Where schools allow teachers to make use of school laptop computers at home, the NUT
regards it to be the school’s responsibility to ensure that this equipment is appropriately
insured. Teachers should not be expected to bear the cost of insurance or of loss or damage
to laptops used at home.
3
Teachers and the DSE Regulations
When the DSE Regulations were first issued, most teachers’ use of computers was fairly
minimal. The situation now, however, is radically different: teachers routinely use computers
as an integral part of their job, both throughout the school day and when working at home.
The guidance to the DSE Regulations defines as ‘user’ either as:


someone who makes "more or less continuous use" of computer equipment at work,
and then
where use is less frequent, a person is considered to be a user if most or all of the
following criteria apply:
a.
b.
c.
d.
the individual depends on display screen equipment to carry out the job
they have no discretion as to the use of display screen equipment
they need significant training and/or particular skills to do the job
they normally use display screen equipment for continuous spells of an hour or
more at a time
e. they use display screen equipment in this way more or less daily
f. there is a fast transfer of information between the user and the screen
g. a high level of concentration is required
It is probable that the vast majority of teachers would now routinely fulfil all of the above
criteria on a daily basis.
The NUT’s position, in any case, has always been that education employers should follow the
standards set out in the DSE Regulations at all times. There should be no arguments about
who is specifically covered by the Regulations and who may not be. All teachers, non-teaching
staff and pupils should be entitled to the level of protection afforded by the Regulations.
Detailed information on the legal framework governing ICT use – including the Display Screen
Equipment Regulations - is set out in the Appendix.
4
Good Workstation Ergonomics for Teachers and Pupils
Ergonomics relates to the study of workspace design and its effects on the worker.
Many aspects of good ergonomic practice are referred to elsewhere in NUT documents – in
particular the briefings on Classroom Ergonomics, Lifting and Handling, Health and Safety
When Using Computers at Home, Women’s Health and Safety and guidance on Tackling
Teacher Stress.
All of these briefings are available on the NUT website at
www.teachers.org.uk.
One of the most critical factors affecting the health of computer users is the design and layout
of the workstation. A badly arranged workstation can lead to the adoption of a bad working
posture with consequent back pains, neck pains as well as the risk of serious repetition injuries
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such as tenosynovitis and carpal tunnel syndrome or visual poblems. Ergonomics is about
ensuring a good ‘fit’ between people and the equipment they use. Clearly the likelihood of
pupils or staff suffering health problems linked to computer use is related to the amount of
time spent using them.
The most important factor in workstation design is adjustabilty. This is particularly important
in schools because a wide range of users of different sizes and shapes will be using the
equipment. Choosing equipment on the basis of price alone will almost always be a false
economy.
As well as the equipment being adjustable, users must know how to make the necessary
adjustments. The adjustments should be easy to make and it should be possible to make the
most common adjustments from the working position.
Particular problems are likely to arise in infant schools where pupil desk heights and chair
sizes will not be adaptable to suit adults. Teachers should always ensure that, as a minimum
they sit on a chair designed for an adult when working with a very young child.
Set out below is advice on the features of workstations which require particular attention in
schools.
(i) Keyboard
A comfortable keying position must be achieved for all users who must not be either hunched
over the keyboard or having to stretch out to reach it. It may be necessary to push the display
screen further back to create more room for the keyboard, hands and wrists. It is important to
keep wrists straight when keying, and not overstretch the fingers.
(ii) Mouse
Most devices are best placed right beside the keyboard. Users should be encouraged to relax
their arm and keep their wrist straight. Smaller pupils should not have to stretch their arm
across the desk to reach the mouse. Very young pupils may need a mouse designed to fit a
child’s hand. Left-handed users are likely to find a left-handed mouse more comfortable to
use so these should be made available on request.
(iii) Chair
It is important that the chair is adjustable to accommodate a wide range of heights. To have
forearms in the correct keying position, a short user will have to raise the chair height. The
seat back should have a height and tilt adjustment, a seat height adjustment, a swivel
mechanism and castors or gliders. Teachers and pupils must be made aware of how to carry
out the adjustments necessary. The user should have a straight back, supported by the chair
with relaxed shoulders. Feet should rest flat on the floor. If they don’t, a foot rest will be
needed. Chairs with arms can cause problems since they can prevent the user getting close
enough to the equipment comfortably.
(iv) Display Screens
Users need to be able to swivel and tilt the screen into a comfortable position. Whatever
position is chosen by the user, the screen needs to be free from glare and reflections. This can
be achieved by moving the screen, or even the desk and/or shielding the screen from the
source of reflection through use of blinds.
(v) Document Holders
The document holder should be positioned to minimise neck movement for users.
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(vi) Desk
It is desirable to use desks which are adjustable in height, preferably with a separate keyboard
area which is also height-adjustable. This will enable each operator to achieve an optimal
combination of screen and keyboard. If there is no alternative to a fixed height desk, the
adjustability of the other workstation elements, particularly the chair, is of even greater
importance.
(vii) Pupils with special educational needs (SEN)
It is important to ensure that computer workstations are designed to meet the needs of all
pupils, including those with special educational needs. Advice from a SENCO or local authority
advisory teacher should be sought when installing any computer equipment.
5
Safety Issues in the ICT Suite
Although the following advice would apply to all computer use in schools, given the amount of
computer equipment in an ICT suite and the length of time that staff and pupils will spend
there, it is particularly applicable to ICT suites.
(i) Lighting
Levels of lighting should be slightly lower than lighting recommendations for standard
classrooms so that there is appropriate contrast between screen and background environment.
‘Category 2’ lighting is the standard recommendation for ICT suites.
(ii) Reflection and Glare
Pupils and staff should be able to see displays adequately. If there is too much reflected light
on monitor screens, blinds may be necessary. Semi-translucent blinds stop glare from the sun
but let in some light. Vertical shades are best for reducing low-angle sunshine, particularly in
east and west-facing rooms and they can be easier than horizontal blinds for gaining access to
open and shut windows.
(iii) Temperature and Humidity
Ideally the temperature of an ICT suite should be 18-24 degrees centigrade, with the humidity
between 40 per cent and 60 per cent. It is important that the temperature remains
comfortable, even with the computers running for prolonged periods. Fresh air needs to
circulate; installing a fan simply moves the warm, stale air without renewing it.
(iv) Flooring
Flooring or carpet should be non-slip and anti-static. Ease of cleaning and noise reduction are
other important factors to consider.
(v) Space requirements
The former British Educational Communications and Technology Agency (BECTA) 1
recommended that there should be a minimum of 1 metre between workstations at which one
pupil is working, but 1.5 metres enables two pupils to work comfortably together. There
should be at least 850mm of clear space in front of the computer table for a chair and
circulation space. If tables are arranged back to back there should be 1.2 metres of space
between them. This will allow wheelchair users to pass. Pupils’ bags must not be allowed to
block the gangways, thus creating a tripping hazard.
There should be sufficient clearance for postural changes, i.e. thighs, knees, lower legs and
feet and should allow a comfortable position for the arms and wrists. Stray leads and flexes
1
BECTA closed in 2011 – see ‘Further Information’ at the end of this document
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should be re-routed, secured and covered.
(vi) Noise
Problems with noise can be minimised if there is a facility whereby teachers can switch off
computers centrally.
(vii) Cabling
All cabling should be inaccessible to children and boxed off.
(viii) Fire Exits
Fire exits must be kept clear at all times. They must not be blocked by computer equipment
or pupils’ bags.
(ix) Software systems
Software must be suitable for the task, easy to use and adaptable to the level of the user’s
knowlede. Training should be provided for teachers and pupils when new software is
introduced.
(x) Siting of equipment
Equipment should be situated where it will not cause a hazard with trailing cables and away
from water supplies.
When using laptops, they need to be located on firm desks or tables. Procedures should be
established to ensure that when laptops are moved, they are moved safely.
(xi) Laptop computer charging trolleys
Some general classrooms make use of laptop charging trolleys as a means of providing more
mobile ICT facilities. A 2009 HSE investigation into an electric shock incident involving a
laptop charging trolley found that when a 3-pin plug supplying the trolley was removed from
the supply socket there was sufficient stored electrical charge on the pins of the plug to give
the user an electric shock. In addition some trolleys were identified which had two supply
cables contrary to good electrical engineering practice, inadequate plug and cable storage
facilities and unsuitable earth terminations.
HSE guidance on assessing and controlling risks which may be posed by such equipment can
be found at http://www.hse.gov.uk/services/education/safety121009.htm.
6
Disabled users
It is important to ensure that workstations are desiged to meet the needs of all pupils and
staff, including those with disabilities. Local authority advisory staff, physiotherapists and
specialist teachers may be able to provide advice during the planning and designing stage.
Wheelchair users may have special requirements for chairs and work surfaces (for example
with regard to height).
In practice some wheelchair users may need a purpose-built
workstation but others may prefer to use existing work surfaces. The HSE’s guidance states
that the needs of individual employees should have priority over minimum compliance with the
standards set out in the Regulations. The Equality Act 2010 also applies, requiring reasonable
adjustments to cater for the needs of disabled employees.
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7
Health and Safety Hazards
The following sections give NUT advice on a variety of health and safety issues ranging from
physical hazards such as eye strain, headaches and repetitive strain injury (RSI) to safety
considerations when using particular kinds of equipment such as laptop computers and
wireless area networks.
(i) Eyestrain
Eyestrain is the most common health problem reported by workers using display screens. As
well as making sure that display screen equipment meets the standards described above,
“users” have a legal right to eye tests on request, paid for by the employer, when they
commence screen work, at regular intervals thereafter, and if they experience visual
difficulties. If the test shows that the worker needs corrective spectacles 2, then the employer
should meet reasonable costs. The NUT believes that any teaching or non-teaching employee
who is required to work with a display screen, whether a “user” or a more occasional operator,
should be entitled to a regular eye test paid for by the employer.
(ii) Pregnancy and Display Screen Work
Past safety concerns about computer use for pregnant women have been overtaken by more
recent research indicating that there is no association between computer use and
miscarriage/birth defects. Although it is impossible to prove that using a computer is 100%
safe in pregnancy, there is a wealth of research which has failed to find evidence of harm.
Pregnant women should, however, pay particular heed to their general health and comfort
when working on computers. This involves taking regular breaks of 10 minutes every hour
(more frequently if necessary) and ensuring good posture (which may require adaptation of
workplace equipment). Contact lens wearers sometimes find that they need to wear glasses
for on-screen work as water retention in pregnancy can affect the shape of the eye ball. If
this is a problem, an optician should be consulted. Those who are anxious about VDU work –
or indeed any aspect of work - during pregnancy should talk to their doctor.
(iii) Repetitive Strain Injury (RSI)
One of the major problems arising from ICT work is RSI, which describes a range of conditions
characterised by pain, numbness or discomfort in the muscles, tendons, nerves and joints of
the hand, wrist, forearm, elbow and upper arm, and sometimes the shoulders and neck.
The HSE’s guidance to the Display Safety Equipment Regulations (see Further Information)
includes a range of advice which seeks to minimise the risk of RSI. This includes guidance on
the layout of workstations (furniture and equipment) and on work processes. The HSE advises
taking breaks from keyboard work of between five and ten minutes every 50-60 minutes,
while the RSI Association recommends a break of five minutes in each half hour. The HSE
also emphasises the importance of being relaxed, since RSI can be caused by tension and
working under stress which tenses the muscles and restricts circulation.
Other steps to prevent RSI can include providing adjustable keyboards and wrist rests and
ensuring users know how to use them properly, and providing copy/document holders and
adequate space around the workstation as well.
2
The type of spectacles should be determined by the optometrist, but could include single lens prescriptions, or in some cases bifocals
or varifocals depending on the circumstances.
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(iv) RSI due to Mouse Use
Using a mouse may give rise to greater risks than using a keyboard because use of a mouse
concentrates activity on one hand and on one or two fingers, which makes aches and pains in
the fingers, hands, wrists, arms or shoulders more likely. It is worth considering the use of
ergonomic mice such as trackballs, touchpads and verticals, which many find to be an
improvement on conventional apparatus.
(v) Electromagnetic Emissions
Concerns have been expressed from some quarters about health risks arising from
electromagnetic emissions from computer equipment. The levels of electromagnetic radiation
emitted from VDUs, however, are well below the safe levels set out in international
recommendations. So it is not necessary to “spot check" electromagnetic radiation emission
levels from computers, and special devices such as spectacles, screens or aprons are likewise
redundant.
(vi) Epilepsy
Display screen use cannot cause epilepsy and is unlikely to cause problems to those with most
forms of epilepsy. Photosensitive epilepsy, however, is a rare form of epilepsy in which the
risk of experiencing an attack through display screen work is increased. It is unlikely that this
form of epilepsy would become apparent for the first time through working with display
screens but, as a precaution, enquiries should be made of parents where children are known
to have epilepsy or are in an epilepsy risk category.
(vii) Skin Rashes
Skin rashes are sometimes reported amongst display screen workers.
In many cases
environmental factors contribute to this problem but static-electric fields building up around
screens, low level X-ray emissions and ultraviolet radiation given off by screens may be linked
to skin rashes. Again, further research is needed into this association.
(viii) Stress
Stress has been identified as a problem amongst ICT workers. Again, factors contributing to
this have included hot and noisy environments, poor workplace design, machine failures and
social isolation. The best means of combating stress is by observing the need for regular
breaks from continuous screen work.
(ix) Risks due to use of Laptop/Notebook Computers
Many schools offer laptop computers to pupils and staff for use within and outside school.
Their portability is their main advantage. Some children, or even staff, may, however, still
find them too heavy. Staff and pupils should also recognise that carrying a laptop/notebook
computer in a designated bag may constitute a security risk. Using an ordinary bag may help
to disguise what it being carried and so deter thieves.
Laptop/notebook computers have to be compact enough to be easy to carry, resulting in
design compromises like smaller keyboards and screens. Laptop work is therefore less
comfortable than work at standard sized equipment during prolonged use.
Careful
consideration needs to be given to where and how laptops are used in schools. It is worth
noting that it is possible to purchase regular-sized keyboards to attach to these computers.
Teachers who spend a lot of time at home working on their own laptop computer may wish to
consider this, although there teachers should not feel that there is an expectation on them to
spend excessive amounts of time in this way. For teachers who do use computers for workrelated purposes at home, see also the NUT health and safety briefing ‘Health and Safety
When Using Computers at Home’ at http://www.teachers.org.uk/node/12504, and the
document ‘Teachers’ Working Time and Duties’ at http://www.teachers.org.uk/workload.
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Specific training and information should be given for laptop users on minimising risks,
including sitting comfortably, angling the screen to minimise reflections and, wherever
possible, placing the laptop on a firm surface at the right height for keying.
The HSE has suggested that the following ergonomic factors be taken into account when
choosing portable computers:



choose a lighter weight model of 3kg or less, with a large and clear screen (14
inch diagonal or more;
select one with the longest battery life possible;
choose a lightweight carry case with handle and shoulder straps.
See also the note on laptop computer charging trolleys above.
(x) ‘BlackBerries’, ‘iPhones’ etc
The recent surge in the use of portable handheld communications devices such as
‘BlackBerries’ and ‘iPhones’ has led to questions as to their safety. The main hazards inherent
in such equipment are:




repetitive strain injury (RSI). The small size of the keyboards on such devices can lead
to RSI problems such as ‘Blackberry thumb’ (see below);
musculo-skeletal disorders arising from the posture adopted when using such mobile
devices;
eye strain and visual fatigue caused by squinting to view the small screen; and
stress - arising from the fact that the device is always on, so the user feels that he or
she is always at work.
Other hazards stem from the locations in which such portable devices are used. Back pain and
general musculo-skeletal disorders can arise from their use in unsuitable places such as trains
and cafes. Fears of theft of the equipment lead to stress and anxiety about personal safety,
whilst for those who literally use such technology ‘on the move’ there is the very real risk of
injuries arising as a result of slips, trips and falls.’
Small communications devices are of course subject to the Display Screen Equipment
Regulations 1992, if they are in use for prolonged periods as part of someone’s work. The
HSE is aware of anecdotal reports of wrist and thumb pain arising from the heavy use of
thumbs in typing words onto such handheld devices, and advises that any such risks should be
managed in the normal way, i.e. the employer should carry out a risk assessment as they
would for a laptop computer. The HSE also recommends that users of such devices should
avoid heavy useage of the equipment in poor working environments, such as where the
conditions are cramped or there is inadequate lighting.
When away from traditional DSE equipment and using mobile equipment such as BlackBerries,
users are advised to take more frequent breaks to compensate for the ergonomic
disadvantages inherent in the technology. Meanwhile, on return to the office or staff work
room, where full-sized DSE equipment is available, there is no need to continue to use such
devices.
Many teachers now make use of tablet computers such as ‘iPads’. These devices offer
convenience and flexibility but can pose their own health and safety problems. For example,
there is a tendency when using a tablet device to adopt an awkward posture which can lead to
discomfort with prolonged use. Researchers from Harvard University have found that tablet
users keep their heads in more flexed positions when using tablets than positions used by
typical computer users. Working for long periods with the head slumped forward and the neck
flexed can cause pain. It is recommended that users change posture every 15 minutes and
use a case that doubles as a tablet stand.
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The HSE states that people who habitually use portable DSE equipment should be trained in
how to minimise risks, for example by sitting comfortably, angling the screen so it is easy to
read and taking frequent breaks. Wherever possible, portable DSE devices should be placed on
a firm surface at a comfortable height. Where portable equipment such as tablets are in
prolonged use at the user’s main place of work, additional steps can be taken to reduce risks,
e.g. by using a docking station.
(xi) Electrical Hazards
The Electricity at Work Regulations 1989 require all electrical systems and equipment to be
constructed and maintained in a safe condition. When planning a new computer installation, it
is common for schools to discover they need some rewiring, especially as, until recently, few
classrooms were built with adequate consideration of future requirements.
Power cables must be carried in trunking that separates them from voice and data cables.
Any cabling within ‘hand’s reach’ should be secured within trunking. Sufficient space in main
trunking routes should be designed to accommodate future needs. Power cables should be
secured and covered and should not trail. All electrical work should be undertaken by suitably
qualified staff.
Other issues to look out for are stray leads, trailing flexes, frayed leads, damaged plugs and
coiled cables. See the NUT health and safety briefing, ‘Electrical Safety in Schools’ at
www.teachers.org.uk for full guidance on safety precautions.
(xii) Asbestos
The installation of ICT cabling and other associated building work may disturb asbestos which
may be present in ceiling tiles, insulation board and other materials. Removal of asbestoscontaining materials must be carried out by licensed contractors. For further information, see
the NUT’s ‘Asbestos in Schools’ briefing at www.teachers.org.uk.
(xiii) Wireless Local Area Networks
Many schools now use wireless networks in an attempt to increase access to ICT.
particularly beneficial for schools with no space for a computer suite.
It is
Wireless Fidelity (Wi-Fi) networks allow two or more computers to join together using radio
frequency (RF) transmissions. People using Wi-Fi, or in proximity to Wi-Fi equipment, are
exposed to the radio waves emitted from it and some of the transmitted energy penetrates
into the body and is absorbed in the tissues. Exposure to the signals depends on how the
transmitting antennas are located with respect to the body, and the duration and power level
of any transmissions.
In 2007, the Health Protection Agency (HPA) began a research project to discover just how
much of the energy transmitted from Wi-Fi equipment people do absorb. One particular
concern the research team set out to investigate was the effect of Wi-Fi networks on children.
In order to do this, scientists set up 15 laptop computers commonly used in UK schools in a
laboratory and measured the strength of the radio waves around them.
They found that even when the laptops were left transmitting continuously the RF emissions
were well within the agreed Europe-wide limit. Researchers say the exposure would be lower
still with the intermittent transmissions that occur in normal use and that emissions from Wi-Fi
are likely to be lower than those from mobile phones and broadly the same as from other RF
applications such as FM radios and TVs.
Based on these findings and previous research, the HPA concluded in 2009 that:

the level of exposure to radio waves as a result of working on laptops using Wi-Fi falls
well within international safety guidelines;
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

there is no consistent evidence to date that exposure to radio waves from Wi-Fi or
other wireless networks adversely affects the health of the general population; and
there is, therefore, no reason why schools and others should not use Wi-Fi equipment.
Research is continuing, however, to investigate how the energy transmitted is affected by the
software and the work being done on the computers.
The US Federal Communications Commission advises users to remain at least two inches from
a wireless LAN PC card and eight inches from a base station. These distances should be
greater if some form of external antenna is used.
In May 2011 the Council of Europe’s Committee on the Environment, Agriculture and Local and
Regional Affairs published a report entitled ‘The Potential Dangers of Electromagnetic Fields
and their Effect on the Environment’. This report contradicted the HPA’s 2009 conclusions and
recommended that mobile phones and wireless networks should be banned from all schools.
A 2012 report, however, by the Health Protection Agency’s independent Advisory Group on
Non-ionising Radiation (AGNIR) concluded that there was still no convincing evidence that
mobile phone or Wi-Fi technologies caused adverse effects on the health of adults or children.
The report considered the scientific evidence on exposure to radiofrequency (RF)
electromagnetic fields, which are produced by mobile phone technologies and other wireless
devices, such as Wi-Fi, as well as television and radio transmitters. The report found that
although a substantial amount of research had been conducted, there was no convincing
evidence that RF field exposure below internationally agreed guideline levels (which are
applied in the UK) caused health effects in adults or children.
The NUT recognises that the advice of the experts is conflicting. Whilst appreciating genuine
concerns, however, removal of wireless networks would be hugely disruptive for schools, we
therefore await further recommendations from the HSE and/or Department of Health before
recommending that schools discontinue using Wi-Fi technology. It is worth noting also that, in
addition to the wireless networks in hotels, cafés, libraries and other public areas, many
homes use wireless networks not just for computers, but in cordless telephones, burglar
alarms and baby monitors. If there is a need to protect children, while they spend a lot of
time at school, they spend more time at home.
Where there is universal agreement, however, is on the need to restrict mobile phone use by
children. The Department of Health and the Health Protection Agency support this view3 and
the NUT agrees that it is sensible to restrict mobile phone use to essential situations,
particularly for young children.
Implementing a ban on mobile phones in schools would,
however, be hugely difficult. Such a policy would be time-consuming and disruptive to enforce
since it would involve searching pupils’ bags4.
It is, of course, important to have wireless networks installed by specialists in accordance with
the industry standards for network cabling.
(xiv) Data Projectors
Use of data projectors has been commonplace in schools for some time. Certain precautions
should be taken to avoid discomfort and possible damage to the eye. Training in the safe use
of the equipment is essential5.
The HSE advises that the projector beam can damage peripheral vision. Victims usually do
not realise they have been affected until it is too late. There is a possibility that a viewer’s
peripheral retina could be overexposed even when he or she is not actually staring at the
The HPA states that ‘excessive use of mobile phones by children should be discouraged’.
This issue is partly covered in a related NUT briefing, Mobile Phone Photography, available at
http://www.teachers.org.uk/node/16884.
5
The NUT has a stock of ‘Save Your Sight’ campaign stickers in the shape of glasses to remind teachers of the
potential dangers of data projectors.
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4
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projector’s apparent source. A person would not look away because there would be no
realisation that damage was being done and no ‘protective aversion response’. HSE considers
the following advice to be good practice in respect of the use of these projectors by
employers, particularly in the education sector.
Work procedures should be established to ensure that:



Staring directly into the projector beam is avoided at all times.
Standing in the beam, whilst facing the projector, is minimised. Users, especially pupils
and students, should try to keep their backs to the beam as much as possible. In this
regard, the use of a stick or laser pointer to avoid the need for the user to enter the
projector beam is recommended.
Pupils and students are adequately supervised when they are asked to point out
something on the screen.
When purchasing or using projectors where there is likely to be a person in front of the beam,
consideration should be given to the use of a method of brightness, such as a neutral density
filter or brightness adjustment facility.
Projectors should, wherever possible, be placed out of the reach of the pupils. A ceiling
mounted projector is the ideal solution as this avoids trailing wires and reduces the possibility
of projector beam dazzle. Projectors should be professionally fitted and adjusted, so that the
‘keystone correction’ provides a correct ‘rectangular’ image onto the screen. The cabling
should be professionally incorporated into any trunking. If there is a requirement for the
equipment to be mobile around the school, it is important to ensure that the unit is anchored
firmly when in use, and that trailing power cables are covered and secured.
In a bright room, rather than increasing the brightness of the projector, blinds should be used.
It is generally viewed that a maximum of 1500 ANSI lumens is adequate for projection
equipment in most classroom environments, except in the most extreme ambient lighting
conditions, where it is advised that window blinds are used rather than increasing the
brightness of the projector. Using a more powerful projector could lead to discomfort and
possible damage to the eye.
It is very important to follow the manufacturer’s instructions. Warning notices should be
displayed prominently on the equipment and pupils and teachers should be discouraged from
staring at the beam. Risk assessment should inform good practice within every school.
Training in the use of the equipment should include all health and safety issues.
(xv) ‘Ultra-short throw’ projectors
Up to date advice from the HSE states that:
‘Recent technological developments in projector and interactive whiteboard design have allowed
inherently safer "ultra-short throw" devices to be brought to market. These employ sophisticated optics
to enable the projector to be mounted above the display screen and so close to it that it becomes
impossible for a user to directly expose their eyes to the beam. Employers who use these designs
therefore do not need to follow the foregoing work procedure guidance because residual eye exposure
risks are wholly removed by this type of equipment's design and construction. Given that safe work
procedures may sometimes be disregarded by users, HSE considers that the improved inherent safety of
"ultra-short throw" devices is sufficient reason for employers and organisations to actively consider them
as an option when they purchase new or replacement equipment’.
It is also advisable to position whiteboards at a comfortable height for use by pupils. There will
often need to be a compromise between pupils being able to see the screen from across the
classroom and being able to interact with the screen. If the screen needs to be fitted at adult
height, then it might be necessary to provide a small, secure platform that younger pupils can
use in order to reach the screen.
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8
Further Information
Health and Safety Executive (HSE):
“Work With Display Screen Equipment: Guidance on the DSE Regulations” (L26) available from
http://www.hse.gov.uk/pubns/priced/l26.pdf.
“VDUs: An Easy Guide to the Regulations”
http://www.hse.gov.uk/pubns/priced/hsg90.pdf
(HSG90)
can
be
downloaded
from
“Working with VDUs” is available at http://www.hse.gov.uk/pubns/indg36.pdf.
BECTA (British Educational Communications and Technology Agency):
BECTA was the government agency leading the national drive to ensure the effective and
innovative use of technology throughout learning. BECTA provided a range of advice and
guidance on ICT issues – including health and safety issues - in schools. Regrettably, BECTA
closed in March 2011. Its website was archived on the National Archives site, and its health
and safety pages can now be found at:
http://webarchive.nationalarchives.gov.uk/20110130111510/http://schools.becta.org.uk/inde
x.php?section=lv&catcode=ss_lv_saf_hs_03
NUT Health and Safety Briefings:
‘Data Projectors – Save Your Sight’
‘E-Safety: NUT Guidance for Members’
‘E-Safety: NUT Guidance and Model Policy’
‘Health and Safety When Using Computers at Home’.
All the above briefings are available at www.teachers.org.uk.
9
Action Points for Safety Reps
Make sure that:

you secure your right to be involved in consultation on the introduction of ICT
equipment in individual schools; and

you use the guidance set out above and the attached NUT checklist to ensure that
proper consultation takes place and proper safety precautions are implemented and
maintained.
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10
Appendix: ICT Equipment in Schools – NUT Safety Rep Checklist
ICT Equipment in Schools:
Checklist for NUT Safety Representatives
The following checklist will be useful for NUT health and safety representatives when the
installation of IT equipment is planned.
Pre-installation
>
Has a risk assessment been carried out and have you been given a copy?
>
Where are the computers coming from?
 if donated, are they legitimate?
 if purchased, has the purchase been properly investigated?
 have they been electrically checked?
Has a siting plan been drawn up for layout?
 is any structural work required?
Where are the computers to be installed?
 has the power source been determined as adequate?
 will ventilation be adequate?
 will lighting be adequate?
 will the workstation be adequate?
Has installation plan been agreed?
 who will install?
 will any change/closure to work be needed?
Have plans for computer usage been drawn up?
 do we know what they will be used for?
 do we know who will use the computers?
 has relevant software been obtained?
What security precautions will be applied?
What fire precautions will be applied?
Has the school set an appropriate budget for maintaining its computers?
>
>
>
>
>
>
>
During use
>
>
>
>
>
>
>
>
Is the siting being monitored?
 lighting, ventilation, seating, workstation;
 are trailing cables being checked?
Is each computer being properly maintained?
 Who is maintaining it?
 Are ventilation, filters, ink, chemicals being checked?
Are chemicals etc stored properly?
Are the computers insured?
Have all users been trained?
 Has the training properly covered screen time, health and safety etc?
Are they observing safety precautions, screen time, rules for use?
Are they being offered eye tests etc?
Are proper fire precautions being observed?
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11
Appendix 2: The Legal Framework
This section sets out the legal duties and requirements for health and safety which employers
must follow regarding the use of ICT equipment; and sets out recommendations on good
practice which will ensure that these legal duties and requirements are met.
Some of the legal requirements on employers set out below do not apply automatically to all
categories of employees. The NUT, however, regards these requirements as “good practice”
for all ICT users and believes that the recommendations in this guidance should be followed
for and by all teachers, non-teaching staff, school pupils and college students, whether they
are using this equipment in schools or at home.
The duties of employers in relation to ICT equipment generally are laid out chiefly in the
following four key pieces of legislation:




the Health & Safety at Work etc Act 1974;
the Management of Health & Safety at Work Regulations 1999
(“Management Regulations”);
the Workplace (Health, Safety and Welfare) Regulations 1992
(“Workplace Regulations”); and
the Health and Safety (Display Screen Equipment) Regulations 1992
(“DSE Regulations”).
Full details of the generic requirements of the first three pieces of legislation are set out in
separate health and safety guidance documents available from the Union. The following
sections summarise those general requirements as they apply to use of ICT equipment.
a.
Health and Safety at Work etc Act 1974
The 1974 Act imposes duties of care on employers both towards employees (under section 2)
and towards non-employees including, in the case of schools, pupils (under section 3).
Employers must take steps to ensure the health, safety and welfare of employees and not to
expose non-employees, such as pupils in schools, to risks to their health and safety.
The 1974 Act also requires employers to prepare a health and safety policy statement which
includes, inter alia, the procedures for safeguarding health and safety with which it expects
employees to comply. Procedures for the safe use of ICT equipment should now be an
important element of the employer’s health and safety policy statement.
local authorities are bound by these requirements upon employers. Governing bodies of
foundation and voluntary aided schools are similarly bound as the employers of staff in those
schools. Governing bodies of other local authority-maintained schools are not employers but
they still have duties of care to school staff and pupils under s.4 of the 1974 Act due to their
“control of premises”.
As well as complying with the general duties and requirements placed on them by the 1974
Act, employers must comply with the more specific requirements of the Management,
Workplace and DSE Regulations.
b.
Management of Health and Safety at Work Regulations 1999
The Management Regulations complement the general duty upon employers under the 1974
Act to ensure the health, safety and welfare of employees by placing a legal requirement upon
employers to assess and reduce risks to health and safety in the workplace. Under the “risk
assessment” process, employers must:

identify hazards arising out of work equipment, work processes and activities
undertaken on the premises;
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
assess whether they are putting the health and safety of workers and others at risk and
to what extent; and

implement measures needed to prevent or control the risks identified.
Risk assessments must be revised regularly in order to keep them up-to-date. The presence
of computers in schools means that a further range of risks must be assessed and any
appropriate additional precautions taken. The risk assessments will need to be kept up to
date and revised whenever the level of use or types of use change or new equipment is
acquired.
c.
Workplace (Health, Safety and Welfare) Regulations 1992
The Workplace Regulations also expand upon the general duty of care under the 1974 Act.
The Regulations set general requirements in four broad areas: the working environment,
safety standards, welfare facilities and good housekeeping arrangements. Their requirements
are less specific to use of ICT equipment than those under the DSE Regulations.
d.
Health and Safety (Display Screen Equipment) Regulations 1992
The provisions of the DSE Regulations apply specifically to the design and use of ICT
equipment and workstations. The DSE Regulations are accompanied by the HSC’s ACoP and
Guidance Notes which give further details of the precautions needed to ensure that the
requirements of the Regulations are met. This document draws extensively on the provisions
of the DSE Regulations and the HSC’s ACoP and Guidance Notes.
The DSE Regulations apply automatically only to employees who fall within the Regulations’
legal definition of "users" i.e. who habitually use screens as a significant part of their normal
work. They do not apply to employees who work only occasionally on ICT equipment and are
not therefore legally defined as “users”; and they do not apply to pupils since they are not
employees. Employers are, however, still legally bound by their duties under other health and
safety at work legislation to take measures to protect occasional users. Such duties include
the general risk assessment requirements of the Management Regulations and the provisions
of the PUWER and PPE Regulations (see the separate NUT briefing on Work Equipment at
http://www.teachers.org.uk/node/12573).
In accordance with the points made on page 2 of this briefing, it is likely that most
teachers would be able to satsfy the criteria set out in the guidance to the
Regulations, and should therefore be regarded as ‘users’ as defined in the
Regulations.
In any case, the NUT’s advice is that education employers, in considering and
putting into place the health and safety precautions required to protect teachers and
pupils using ICT equipment, should follow the good practice set out in the DSE
Regulations at all times. There should be no arguments about who is specifically
covered by the Regulations and who may not be.
12
Employers' Duties under the DSE and other Regulations
As noted above, the general duty of care on employers means that all education employers
have to take certain steps to ensure the health and safety of employees and pupils, even
where they do not come within the specific requirements of the DSE Regulations.
Areas covered by the DSE Regulations include the ICT equipment itself, the working
environment, the organisation of work and the health and safety information and training
provided for employees. The DSE regulations place five key duties upon employers which are
outlined in the following sections together with the requirements which they must follow to
discharge these duties.
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a.
Conduct a Risk Assessment of Workstations
The DSE Regulations place a specific legal duty upon employers to carry out a risk assessment
of workstations for “users”. They must assess the risks to health presented by any display
screen work that such employees undertake.
Even if workers or others using ICT equipment are not classified as "users" under the DSE
Regulations, employers will still have to carry out an assessment of the risks to health
presented by such work under the general risk assessment obligations imposed by the
Management Regulations.
The HSE’s guidance document on the Display Screen Equipment Regulations (available at
http://www.hse.gov.uk/pubns/priced/l26.pdf) makes clear that safety representatives should
play a full part in the risk assessment process. They should be consulted by the employer and
the information provided by them and by the workers involved should be taken into account in
determining the safety precautions to be implemented.
Health and safety representatives may carry out informal assessments of risks involved in use
of ICT equipment during their safety inspections or otherwise under their rights as a safety
representative. These should not be confused with, and do not replace, the employer's risk
assessment.
The main risks to health associated with ICT work are RSI upper limb pain and discomfort; eye
and eyesight defects; fatigue and stress; epilepsy; facial dermatitis; electromagnetic
radiation; and effects on pregnant women. These health concerns are addressed in more
detail later in the guidance.
b.
Ensure workstations meet minimum requirements
The definition of “workstation” includes the furniture used in connection with the ICT
equipment as well as the equipment itself. It covers the keyboard and other input device such
as a mouse or trackball, software, disk drive, telephone, modem, printer, document holder,
work chair, work desk, work surface and so on. In addition, aspects of the immediate work
environment such as noise, light, temperature, humidity and space are included.
Workstation design and layout should be planned before any equipment (i.e. computer
trolleys, tables, chairs etc as well as hardware) is purchased. Schools will need to consider
issues such as the suitability of mobile or static workstations in terms of both access and
safety. The positioning of equipment is very important. Workstation design should enable
users to reach all necessary equipment without stretching and should be clear of obstruction.
Workstations should be designed to meet the specific needs of pupils with physical disabilities
and other special educational needs. It is sensible to consult local authority advisory staff,
specialist teachers and other professionals during the planning and design process.
c.
Summary of the points which the HSC’s ACoP and Guidance Notes advise
should be examined.
Equipment
(i)
Display Screen - Clearly-defined characters of adequate size; stable screen image
without flicker; easily adjustable brightness and contrast; easily tilting and swivelling
screen; separate base for the screen or an adjustable table; glare and reflection-free
screen.
(ii)
Keyboard - Tilting keyboard, separate from the screen; sufficient space in front of
keyboard to rest hands or arms; matt surface to avoid reflective glare; easy-to-use;
adequately contrasted and legible symbols on keys.
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(iii)
Work Chair - Stable, allowing easy freedom of movement and comfortable position;
adjustable height (seat); adjustable height and tilt (seat back); a footrest should be
made available, if appropriate, needs to compelment the desk height. Pupils should
not be sitting on chairs that leave their legs dangling.
(iv)
Work Desk/Surface - Sufficiently large, with low-reflecting surface; allow a flexible
arrangement of screen, keyboard, documents and related equipment; document
holders, may be necessary and, if used, must be stable, adjustable and positioned so
as to minimise the need for uncomfortable head and eye movements; adequate space
for a comfortable working position. Depending on the size of the monitor, worksurface
needs to be between 800 and 1000 mm deep.
Environment
(i)
Flooring –Should be non-slip and anti-static. Cleaning and noise reduction factors are
also important when selecting a floor covering.
(ii)
Space Requirements - Sufficient clearance for postural changes i.e. thighs, knees,
lower legs and feet and should allow a comfortable position for the arms and wrist.
Stray leads and flexes should be re-routed, secured and covered. Room design should
allow freedom of movement around the room, allowing wheelchair users to pass.
(iii)
Lighting - Should be appropriate for all the tasks performed at the workstation;
prevention of glare through positioning of artificial lighting and positioning of
equipment at right angles to windows. Levels of lighting should be slightly lower than
for standard classrooms so that there is appropriate contrast between screen and
background. Recommended level is 300 - 500 lux, measured horizontally at work
surface height.
(iv)
Reflections - Positioning of workstations must prevent sources of light, such as
windows, or work surfaces from causing glare and reflections on the screen; windows
should be fitted with blinds or other means of preventing daylight shining on the
workstation.
(v)
Noise - Noise emitted by equipment should be kept to levels which do not distract
attention, impair concentration or prevent normal conversation.
(vi)
Radiation - All electromagnetic radiation emission (except visible light) should be
reduced to negligible levels.
Temperatures and humidity
(i)
Minimum temperatures - For workplaces generally, the Workplace (Health, Safety
and Welfare) Regulations specify a minimum of 16ºC. Ideally the temperature of an
ICT suite should be between 18 and 24 degrees centigrade.
(ii)
Maximum temperatures - Although there is no maximum temperature specified in
either set of regulations, all employers have a duty under the Workplace Regulations to
take all reasonable steps to achieve a reasonably comfortable temperature in the
workplace. In such cases, where windows or other openings do not provide sufficient
ventilation employers must provide supplementary ventilation systems such as
provision of fans or air conditioning.
(iii)
Humidity - Ventilation and humidity should be maintained at levels which prevent
discomfort and problems of sore eyes. The TUC recommends that humidity should be
maintained at a comfortable level of between 40% and 50%.
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Software Systems
Software must be suitable for the task, easy to use and adaptable to the level of user's
knowledge; no checking facility should be used without the knowledge of the worker.
Disabled employees
The HSE advises that wheelchair users may have special requirements for both their chair and
work surface (e.g. height). In practice some wheelchair users may need a purpose-built
workstation but others may prefer to use existing work surfaces. The HSC’s advice states
that, clearly, the needs of the individual here should have priority over rigid compliance with
the details given in the Schedule to the Regulations as regards seating and work surfaces.
The Equality Act 2010 requires reasonable adjustments to be made by employers to normal
arrangements to cater for the needs of disabled employees.
Plan work so there are breaks or changes of activity
Jobs should be designed well, both in terms of the physical work environment, eg the location
and siting of equipment, the sitting positions for the work, and the job content. Overwork in
poor ergonomic conditions leads to stress, tiredness, and can give rise to other health and
safety hazards such as eye strain and headaches and RSI. This can be prevented by good
working practice, including maintaining a regular flow of work, interrupted by regular breaks;
working with furniture and equipment that is comfortable and convenient; and being relaxed,
since RSI can be caused by tension and working under stress, which tenses the muscles and
restricts circulation.
The HSE advises that where work cannot be organised so as to contain natural breaks, then
deliberate breaks or pauses must be introduced. The HSE stresses that such breaks should be
included in working time. It advises taking short breaks of 5-10 minutes every 50-60 minutes
as opposed to longer but less frequent breaks. The RSI Association, however, recommends a
break of five minutes in each half hour from keyboard work. In schools, normal timetabling
will probably restrict the time at which pupils and teachers work on ICT equipment but these
limits should be observed for such work both during and out of school hours.
On request arrange eye tests, and provide spectacles if special ones are needed
Eyestrain is the most common health problem reported by workers using display screens. The
DSE Regulations set out minimum requirements as above for screens, including requirements
concerning the characters on the screen, image, brightness, contrast and freedom from
reflections and glare.
The DSE Regulations also give “users” the legal right to eye tests on request when they
commence screen work, at regular intervals thereafter, and if they experience visual
difficulties. These tests are to be paid for by the employer and provided by a registered
ophthalmic optician or a registered medical practitioner with suitable qualifications. Employers
may offer a "vision screening test" but must still pay for a full eye test if requested. If a test
shows that the worker needs corrective spectacles, then the employer should meet reasonable
costs. The NUT believes that any employee required to work with a display screen, whether a
“user” or a more occasional operator, should be entitled to a regular eye test paid for by the
employer.
Provide health and safety training and information
The health and safety risks of excessive ICT work, particularly keyboard use, are well known.
Given that pupils may also spend long periods on computers at home, schools must make sure
that they are trained in computer use and health and safety.
The NUT advises that clear health and safety guidance for both pupils and teachers should be
drawn up and preferably circulated as well as displayed. It should include advice on:
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



the risks of RSI from excessive keyboard use;
the length of time to be spent at a computer screen and the need for regular breaks;
the importance of proper posture and seating relative to the keyboard and screen; and
safety precautions when using the equipment, including adjusting the workstation and
furniture, switching machines on and off, not eating or drinking at workstations, and
not interfering with power connection or moving computer equipment without seeking
assistance.
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