EdCircuit Staff 
Table of Contents
When we picture science safety, we often imagine goggles and gloves, but the real foundation of safety starts with something less visible: making sure every student is welcomed, supported, and able to learn.
In the latest Safer Ed podcast, Inclusive Safety in STEM Classrooms (Part 1), we explore how educators can design learning environments that support students with additional needs. The conversation makes clear that safety and inclusion are not competing priorities—they work hand in hand to create better outcomes for all learners.
Meeting Students Where They Are
“Additional needs” is a broad category that spans physical disabilities, cognitive differences, social-emotional needs, and even temporary conditions like recovery from injury. No two students are alike, which means a single safety checklist can’t capture every situation. Instead, effective safety planning requires flexibility, communication, and teamwork.
One of the most powerful tools available to educators is the Individualized Education Plan (IEP). More than a document, an IEP represents a collaboration between families, teachers, specialists, and administrators to ensure that each student has the supports they need to thrive. Importantly, IEPs may include both accommodations and modifications—two approaches that help create safer, more inclusive classrooms.
-
Accommodations adjust the pathway to learning while keeping the goals the same. For example, using assistive technology or adapting lab workspaces for accessibility.
-
Modifications adjust the learning goals themselves to match the student’s needs, such as scaling down a complex STEM project to focus on core principles.
The Power of Inclusive STEM
STEM is inherently flexible. Hands-on projects can be scaled up or down to meet different learners where they are, without sacrificing educational value. With thoughtful planning, teachers can ensure that every student participates in meaningful work that builds confidence.
The podcast also challenges outdated assumptions that students with additional needs “cannot” or “should not” participate in Safer STEM. In fact, when made accessible, STEM activities can be some of the most engaging and rewarding experiences in a student’s academic journey.
Safety and Inclusion Go Hand in Hand
The first layer of lab safety is access. Students who are left on the sidelines are not only excluded from learning—they are also at greater risk of unsafe behaviors. When inclusion is prioritized, students are engaged, supported, and better able to share responsibility for classroom safety.
As Safer Ed emphasizes, creating an environment where success looks different for each student—but is equally valued—is the essence of both inclusion and safety.
What’s Next
This episode is the first in a two-part series. Part 2 will take a deeper look at universal design and hazard analysis, exploring how educators can proactively embed safety into every STEM environment.
Key Takeaways
-
Safety in STEM starts with access—students must be included before they can be protected.
-
IEPs are collaborative tools that balance learning objectives with safety needs.
-
Accommodations adjust the pathway; modifications adjust the destination.
-
STEM’s flexibility makes it ideal for scaling projects to meet diverse needs.
-
Inclusion is not just a teaching strategy—it is a safety practice.
Listen Now
You can listen to Inclusive Safety in STEM Classrooms (Part 1) on the Safer Ed podcast at edcircuit.com or on your favorite podcast platform.
Keep Learning
Want to go deeper? Take the free online module from Science Safety: Students with Additional Needs: An Introduction – this introductory training explores strategies, tools, and practices for supporting students with additional needs in safe and effective science classrooms.
Subscribe to edCircuit to stay up to date on all of our shows, podcasts, news, and thought leadership articles.
