Safe Starts: A Practical Guide to Young Workers, Work Experience and Summer Placements

Summer often brings new faces into the workplace.

Your business may be welcoming a school student for work experience, a young person taking their first summer job, a new apprentice or someone beginning a temporary placement.

These opportunities can be enormously valuable. They allow young people to develop confidence, understand working life and begin building skills for their future. They can also bring fresh ideas, energy and a different perspective into your team.

However, a person entering the workplace for the first time may not recognise the risks and expectations that experienced employees take for granted.

They might not know that a loose cable should be reported, that they should adjust their workstation before beginning work or that they must not enter a particular area without permission.

They may also be eager to impress, nervous about asking questions or reluctant to admit that they have not understood an instruction.

That is why a successful placement begins before the young person walks through the door.

Who is considered a young worker?

For health and safety purposes, a young person is someone under the age of 18.

This may include:

• work experience students;

• temporary summer workers;

• apprentices;

• part-time workers;

• school or college placement students;

• young people beginning permanent employment.

Employers have responsibility for the health, safety and welfare of young workers, just as they do for other members of staff.

However, employers must also consider factors that may make a young person more vulnerable, including their lack of workplace experience, awareness of risk, physical development and maturity.

This does not mean treating every young person as incapable.

It means looking at the individual, the work they will be doing and the support they will need to carry it out safely.

Do you need a separate young person risk assessment?

Not necessarily.

In many low risk environments, including offices, your existing workplace risk assessments may already cover the main hazards.

You should review your arrangements before the placement begins, particularly when:

• you are taking on a young worker for the first time;

• your business has not recently supported a young worker;

• the tasks or working environment are different;

• the young person has particular health, learning, communication or accessibility needs;

• your existing assessment does not consider the additional factors associated with young people.

The aim is not to create paperwork for the sake of it.

The important question is:

Do our current arrangements properly consider this young person, the tasks they will perform and the support they will need?

Where existing assessments are suitable, you may only need to record that they have been reviewed and explain the relevant controls to the young person and their supervisor.

Before the placement begins

A small amount of preparation can prevent confusion and give everyone greater confidence.

1. Decide what the young person will be doing

Prepare a simple outline of their likely tasks.

Consider:

• where they will work;

• what equipment they may use;

• whether they will handle or move anything;

• whether they will enter storage, workshop or restricted areas;

• whether they will meet customers, clients or visitors;

• whether they will work near vehicles or moving equipment;

• whether any part of the placement will be remote or off-site;

• which tasks would not be suitable.

Avoid giving a young person an unclear role and expecting them to find something useful to do.

A structured placement is normally safer and more rewarding.

2. Consider the individual

Young people of the same age can have very different levels of confidence, maturity and experience.

Speak to the placement organiser and, where appropriate, the young person and their parent or carer before the placement.

Find out whether there is anything you need to consider, such as:

• a health condition;

• a disability or mobility need;

• a learning difficulty;

• neurodiversity;

• communication needs;

• allergies;

• medication;

• anxiety about unfamiliar environments;

• religious or dietary requirements.

This is not about making assumptions. It is about providing the right support from the beginning.

Adapt the placement to the individual rather than expecting the individual to struggle through an unsuitable placement.

3. Choose the right supervisor or workplace buddy

The person responsible for supervising the young worker should:

• understand the tasks;

• know the workplace;

• communicate clearly;

• be patient and approachable;

• understand the young person’s limits;

• have enough time to provide proper support;

• know when to stop a task or ask for further advice.

Avoid selecting someone simply because they happen to be available.

A good supervisor can shape the young person’s entire experience of work.

Make sure there is also an alternative contact available when the main supervisor is in a meeting, on a break or away from the workplace.

4. Prepare the team

Tell relevant employees that a young worker will be joining the business.

Explain:

• when the placement begins;

• what the young person will be doing;

• who is responsible for supervision;

• where the young person is and is not permitted to work;

• how colleagues can support the placement;

• the importance of professional behaviour and appropriate boundaries.

Workplace culture matters.

Language or humour that experienced colleagues describe as harmless banter may make a young person feel uncomfortable, embarrassed or unable to speak up.

Everyone involved should understand that the young person is entering an unfamiliar adult environment and may need time to settle in.

5. Plan the first day

Do not wait until the young person arrives to decide who will meet them or what they will do.

Prepare:

• their arrival instructions;

• the name of the person meeting them;

• their workstation or working area;

• any passes or identification they need;

• an induction checklist;

• emergency and first-aid information;

• planned tasks for the first day;

• suitable break arrangements;

• contact details for their supervisor.

A calm and organised welcome immediately communicates that the placement has been taken seriously.

What should the first-day induction cover?

A young person’s induction should be relevant to the work they will carry out.

Avoid overwhelming them with a long presentation full of policies and unfamiliar terminology. Provide information clearly, in manageable sections, and check that they understand it.

The induction should normally cover the following areas.

Fire and emergency arrangements

Explain:

• what the fire alarm sounds like;

• what they should do when it sounds;

• the nearest escape routes;

• where the assembly point is;

• who they should report to;

• what they must not do;

• how to report smoke, fire or another emergency.

Do not assume that someone entering a workplace for the first time will know how to respond.

First aid, accidents and illness

Show them:

• how to contact a first aider;

• who the first aiders are;

• where first-aid supplies are kept;

• how to report an accident, near miss or unsafe condition;

• who to contact if they feel unwell;

• who to contact if they cannot attend work.

Make it clear that reporting an accident or concern will not get them into trouble.

Welfare and breaks

Show them:

• the toilets and handwashing facilities;

• where drinking water is available;

• where they may eat and take breaks;

• where they can store their coat, bag and personal belongings;

• any kitchen or refreshment arrangements;

• any smoking or vaping rules.

Experienced employees often take these arrangements for granted. A young person may be unsure whether they are allowed to leave their desk, get a drink or ask to use the toilet.

Workplace boundaries

Explain:

• which areas they may enter;

• any restricted areas;

• whether they need permission to leave their work area;

• rules relating to visitors and members of the public;

• rules for the car park, loading area or workplace vehicles;

• who they should accompany when moving around the building.

Expected behaviour

Explain expectations around:

• professional language and behaviour;

• confidentiality;

• taking photographs;

• personal mobile phone use;

• accessing social media;

• sharing workplace information online;

• contact with customers and clients;

• use of personal contact details;

• appropriate workplace relationships and boundaries.

Clear expectations protect the young person, your employees, your customers and the reputation of the business.

Training: do not assume that “yes” means understood

Young workers should receive clear information, instruction and training that is proportionate to the risks and the tasks they will perform.

A common mistake is to explain something once and then ask:

“Do you understand?”

A young person who is nervous or eager to impress may say yes even when they are unsure.

A more effective approach is to ask:

• “Can you talk me through what you are going to do?”

• “What would you do if something went wrong?”

• “Who would you speak to if you were unsure?”

• “What should you check before beginning this task?”

• “Can you show me how you would do that safely?”

This allows the supervisor to check understanding without making the young person feel tested or embarrassed.

Training may need to be:

• provided in smaller sections;

• demonstrated practically;

• repeated;

• supported with written or visual instructions;

• checked again later in the placement.

Keep an appropriate record of the induction and any task specific training provided.

Supervision should match the person and the task

Young people are likely to require more supervision than experienced adult workers, particularly during the first days of a placement.

This does not mean standing over them constantly.

Good supervision means:

• remaining available;

• observing how they complete tasks;

• checking that instructions are being followed;

• correcting misunderstandings early;

• increasing independence gradually;

• providing opportunities to ask questions;

• reviewing how the placement is progressing.

Schedule regular check-ins rather than waiting for the young person to approach you.

For example:

• shortly after they begin;

• before and after a new task;

• before lunch;

• near the end of the day;

• at agreed points throughout the placement.

Do not leave a young person to carry out an unfamiliar or higher risk task alone until you are satisfied that the task is suitable and that they have received the necessary training and supervision.

Office-based placements still need consideration

An office may be considered a relatively low-risk environment, but it is not a risk-free environment.

Areas to consider include:

Display screen equipment

Where a young person will use a computer, make sure the workstation is suitable for them.

Consider:

• chair height;

• screen position;

• keyboard and mouse placement;

• legroom;

• lighting and glare;

• breaks and changes of activity;

• whether they are using a laptop for long periods.

A workstation designed for a taller adult may not be comfortable for a smaller or still-developing young person.

Manual handling

Do not assume that a young person can safely lift or carry the same loads as an experienced adult.

Avoid asking them to move:

• heavy boxes;

• large deliveries;

• furniture;

• water containers;

• awkward equipment.

Where light handling is suitable, explain and demonstrate the task and provide supervision.

Slips, trips and access

Explain the importance of:

• keeping walkways clear;

• reporting spillages;

• not leaving bags or cables where people walk;

• using stairs safely;

• wearing suitable footwear;

• following any access or security arrangements.

Kitchens, printers and storage areas

Office equipment may be familiar, but workplace versions can be larger, hotter or more complex.

Explain safe use of equipment such as:

• hot-water boilers;

• coffee machines;

• shredders;

• guillotines;

• photocopiers;

• filing systems;

• step stools;

• storage racking.

Do not allow a young person to improvise when reaching high shelves or moving supplies.

Car parks and workplace transport

A quiet looking workplace car park can still contain reversing cars, delivery vehicles and blind spots.

Show the young person:

• the safest pedestrian route;

• designated crossings;

• areas to avoid;

• where deliveries take place;

• how to enter and leave the site safely.

Can young people use equipment or substances?

Being young does not automatically mean someone is prohibited from using every item of equipment or every workplace substance.

The decision should be based on:

• the specific risk;

• the young person’s capability and maturity;

• the work involved;

• legal restrictions applying to the activity;

• the training provided;

• the level of supervision;

• whether suitable control measures are in place.

Some activities may be unsuitable because they involve significant risk, specialist machinery, dangerous substances, maintenance work or tasks requiring a level of judgement and experience the young person has not yet developed.

The safest approach is not to make assumptions in either direction.

Do not automatically exclude a young person from meaningful work, but do not give them a task simply because an experienced employee considers it easy.

Check the risk assessment and seek competent advice when you are uncertain.

Make it easy to speak up

One of the most important controls is creating an environment where the young person feels able to say:

• “I don’t understand.”

• “I don’t feel comfortable doing that.”

• “Something does not look right.”

• “I have made a mistake.”

• “I feel unwell.”

• “Someone’s behaviour is making me uncomfortable.”

Tell them clearly who they can approach.

Provide more than one contact where possible, particularly if the concern involves their immediate supervisor.

Supervisors should respond calmly and positively when a concern is raised. A dismissive response may prevent the young person from speaking up again.

A simple employer checklist

Before the placement starts, check that:

• the young person’s proposed tasks have been identified;

• your risk arrangements have been reviewed;

• individual needs have been considered;

• a suitable supervisor or buddy has been appointed;

• the wider team has been informed;

• first-day arrangements are prepared;

• an induction checklist is ready;

• fire and emergency information will be explained;

• first-aid and accident reporting arrangements will be explained;

• welfare and break arrangements are clear;

• the workstation or work area is suitable;

• restricted areas and unsuitable tasks have been identified;

• task-specific training will be recorded;

• regular check-ins are planned;

• the young person knows how to raise a concern;

• relevant insurance arrangements have been checked.

A safe start creates a better experience for everyone

Work experience and summer placements should not be treated as a box ticking exercise.

Done well, they can help young people understand the world of work, discover their strengths and develop confidence that stays with them long after the placement ends.

For employers, the solution does not need to be complicated.

Prepare properly. Choose suitable tasks. Explain things clearly. Check understanding. Provide appropriate supervision. Make it safe to ask questions.

Those simple actions can turn a nervous first day into a positive and worthwhile introduction to working life.

Welcoming a young person into your business?

Your Company Works can help you review your existing arrangements, prepare a practical young worker induction and make sure supervisors understand what they need to do.

The support is proportionate, practical and designed to fit around the way your business actually works without creating unnecessary fuss or mountains of paperwork.

Contact Paula Santomauro for a friendly conversation about your placement arrangements.