A teacher stands in front of a class of students.

Risk assessments and epilepsy in schools

Every child deserves to be included 

It is understandable that schools may have concerns about the safety of a child or young person with epilepsy. Questions about seizures, medication, trips, sports, emergencies and supervision can feel daunting, particularly if staff have limited experience of supporting epilepsy. 

However, most children and young people with epilepsy can safely take part in the same activities as their peers. A risk assessment should help schools identify reasonable adjustments and support measures that enable participation, rather than prevent it. 

A good risk assessment: 

  • Focuses on the individual child and their epilepsy 
  • Considers both risks and opportunities 
  • Is developed alongside the child, family and healthcare professionals where appropriate 
  • Links to the child's Individual Healthcare Plan (IHP) 
  • Identifies practical measures to reduce risk 
  • Promotes independence and inclusion 
  • Supports staff to be confident in epilepsy management 

No two children with epilepsy are the same. The support needed will depend on factors such as seizure type, frequency, triggers, recovery needs, medication and the child's age and confidence. Pupils’ needs should be treated on an individual case-by-case basis.  They should not result in blanket policies that place restrictions on them or automatically assume that students with epilepsy are a greater risk.  

The Health and Safety Executive provide more information on supporting pupils with disabilities, special educational needs, and additional support needs. 

Jump straight to

Common concerns schools tell us about
Questions to ask before assessing risk
Example risk assessment content
Special considerations
Good practice examples
Key message

Common concerns schools tell us about 

Schools often worry about: 

  • A child being injured during a seizure 
  • Missing the signs of a seizure 
  • Delays in providing appropriate first aid 
  • Prolonged or emergency seizures 
  • Managing rescue medication 
  • Responsibility and liability if something goes wrong 
  • Staffing levels and supervision 
  • Educational visits and residential trips 
  • PE, swimming and practical lessons 
  • Emergency evacuations, invacuations and lockdowns 
  • Supporting independence whilst keeping a child safe 
  • Potential trauma to other pupils or staff of witnessing a seizure 

These concerns are understandable, but in most cases they can be addressed through planning, training and clear procedures. 

 

Questions to ask before assessing risk 

Before completing a risk assessment, use our IHP template to gather information about: 

  • What type of seizures do they have? 
  • How often do seizures occur? 
  • Are there known triggers or steps needed to minimize seizure risk? 
  • Are there warning signs before a seizure? 
  • What does a seizure usually look like? 
  • How long do seizures normally last? 
  • What support is needed afterwards?

  • What worries them? 
  • What support do they feel they need? 
  • What activities are important to them? 
  • What helps them feel included and confident? 

Example risk assessment content 

Generic epilepsy-related hazards and controls 

Hazard Potential harm Suggested controls 
Seizure resulting in fall or impaired awareness Injury from impact or actions Staff trained in seizure and general paediatric or emergency first aid; environment kept clear of unnecessary hazards; Individual Healthcare Plan available; recovery procedure understood 
Delayed response to seizure Prolonged seizure, distress Named trained staff; clear communication procedures; seizure action plan available 
Seizure lasting longer than usual Medical emergency Emergency protocol in place; rescue medication where prescribed; staff know when to call 999 
Lack of privacy following seizure Distress, embarrassment Provide dignity and privacy during recovery where appropriate; reassure peers respectfully 
Inadequate staff awareness Poor support or unnecessary restrictions Regular staff training; briefing for supply staff; accessible healthcare information 
No healthcare plan Inconsistent support Develop and review Individual Healthcare Plan with family and healthcare professionals 
Exclusion due to perceived risk Reduced participation and wellbeing Individual assessment based on actual risk; always aim to make adaptions before restrictions – excluding a pupil from an activity because they have epilepsy is likely to be disability discrimination 
Missed or incorrect medication Increased seizure risk Clear medication procedures; reminders where required; contingency arrangements 
Emergency evacuation during seizure Delayed evacuation or injury Personal Emergency Evacuation Plan (PEEP); designated staff; evacuation procedures practiced 
Medication side effects Fatigue, concentration difficulties Monitor impact; adjust support and expectations where required; emergency medication training when required 

 

Common activity-specific concerns, hazards and controls 

You may feel concerned about a pupil with epilepsy taking part in some of the activities below. We’ve suggested possible controls to support their safe and full inclusion below, but these examples do not replace discussions with the pupil or the need to agree measures tailored to their individual needs.

Hazard 

Seizure in water. 

Possible controls 

  • Risk assessment based on individual seizure history 
  • Lifeguards aware of epilepsy 
  • Appropriate supervision levels 
  • Staff aware of rescue procedures 
  • Child included wherever reasonably possible 
  • Alternative arrangements considered only where risk remains high after controls 

Good practice: Many children with epilepsy swim safely and benefit greatly from participating. 

Hazards 

  • Falls during activity 
  • Seizure during exercise 

Controls 

  • Understand individual triggers 
  • Have seizure first aid support available 
  • Adjust activities where necessary 
  • Avoid blanket exclusion from sport 
  • Include child in discussions about adaptations

Hazards 

  • Hot surfaces 
  • Sharp tools 
  • Chemicals 

Controls 

  • Individual assessment 
  • Additional supervision where needed 
  • Safe workstation layout 
  • Consider seating position and equipment adaptations 
  • Maintain participation wherever possible 

Hazards 

  • Seizures away from usual environment 
  • Medication management 
  • Staff confidence 

Controls 

  • Review Individual Healthcare Plan before trip 
  • Ensure trained staff attend 
  • Carry medication and emergency information 
  • Confirm access to healthcare if required 
  • Plan reasonable adjustments 

Important: Epilepsy alone should not prevent attendance on a trip.

Hazards 

  • Seizure while travelling 
  • Difficulty obtaining help 

Controls 

  • Consider seizure type and frequency 
  • Travel training where appropriate 
  • Emergency contact information 
  • Mobile phone if suitable 
  • Gradual increase in independence 

Hazards 

  • Stress triggering seizures 
  • Recovery following seizure during exam 

Controls 

  • Access arrangements considered 
  • Rest breaks where appropriate 
  • Staff understand seizure procedures 
  • Contingency arrangements if a seizure occurs 

Special considerations 

Here are a few additional things we hear from families and professionals that are worth specific attention: 

Consider: 

  • Whether the child may need access to a toilet that can be opened from outside in an emergency 
  • Privacy and dignity 
  • Procedures if a child does not emerge after a concerning period

Ensure: 

  • Medication is in a safe place 
  • If locked away, a key code could be used over a key 
  • Adequate numbers of staff are trained to administer 

Where relevant: 

  • Review use of flashing lights 
  • Consider discos, flash photography, performances and productions 
  • Check videos, films and digital resources 
  • Offer suitable alternatives only where necessary 

Schools should recognise that: 

  • Tiredness can increase seizure risk 
  • Medication can cause fatigue 
  • Young people may need flexibility after nocturnal seizures 
  • Attendance and concentration difficulties may relate to epilepsy rather than motivation

Good practice examples

Good practice examples

Example 1: Swimming success

A Year 5 pupil with epilepsy was initially excluded from swimming lessons because staff were worried about what might happen if they had a seizure in the pool. Following discussion with the family and review of their healthcare plan, the school introduced staff briefing, lifeguard awareness and agreed supervision arrangements. The pupil was able to participate fully alongside their peers and developed confidence in the water.

Good practice examples

Example 2: Residential trip

A secondary school student wanted to attend a week-long residential visit. Staff were concerned about managing medication and overnight seizures. The school worked with parents and healthcare professionals to develop a clear plan covering medication, sleeping arrangements, emergency procedures and staff responsibilities. The student attended successfully and described the trip as one of the highlights of their school experience.

Good practice examples

Example 3: School production

A young person with photosensitive epilepsy wanted to participate in a school production that used stage lighting effects. The school assessed the specific lighting being used, consulted the family and adjusted a small number of scenes. The student remained fully involved in rehearsals and performances.

Key message

Remember 

✅ Most children and young people with epilepsy can safely participate in school activities. 

✅ Risk assessments should be personalised and proportionate. 

✅ The aim is to identify support and reasonable adjustments. 

✅ Epilepsy should not be used as a reason to automatically exclude a child from learning opportunities, trips, sports or wider school life. 

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