Why Risk Management Matters for Student Learning
Hillary Pettegrew of United Educators speaks with Melissa Brown about the intersection between educational mission and risk management best practices.
For many schools, global and off-campus programs are among the most meaningful parts of a student’s educational experience. Whether through travel, exchange, outdoor education, service learning, or immersive domestic and international programs, these experiences invite students to encounter new perspectives, navigate unfamiliar environments, deepen their understanding of themselves and others, and engage more thoughtfully with the world around them. Meaningful programs require thoughtful preparation, clear communication, strong systems of support, and ongoing attentiveness to student well-being.
At the Institute for Global Learning, we believe strong programs are built with two elements at the center: clear learning objectives and risk management. We share this belief with United Educators, an IGL partner. Together, we share a commitment to supporting schools in sustaining mission-aligned and well-supported programs for students.
United Educators supports schools with a wide variety of insurance coverage, proactive risk management guidance, and risk management resources. To get a better overview of UE’s work and perspective, I spoke with Hillary Pettegrew, Senior Risk Management Counsel at United Educators. In this conversation, Hillary shared about what schools are experiencing right now, what patterns UE sees across claims involving student travel, and how schools can thoughtfully approach global and off-campus experiences.
Melissa Brown: For schools in our network who may be less familiar with United Educators, could you begin by sharing a little about UE and the work you do with schools?
Hillary Pettegrew:
United Educators supports educational institutions through liability insurance and risk management guidance designed specifically for K-12 schools, colleges, and universities. My work focuses largely on helping schools think proactively about areas of institutional risk, including student safety, policies and procedures, and off-campus programming.
One thing I always try to emphasize is that risk management is not separate from the educational mission. The strongest programs are usually those in which schools are thinking intentionally about both educational value and institutional responsibility simultaneously.
MB: Looking across the claims and cases UE has seen involving global and off-campus programs, what stands out most to you?
HP:
One thing has been consistent every time I’ve examined claims arising from study abroad experiences, both in K–12 and higher education: sexual misconduct allegations are the most common issue for our members.
I recently reviewed ten years of claims involving independent K–12 school members related to international travel and study abroad. More than two-thirds involved allegations of sexual misconduct, ranging from harassment and inappropriate propositions to sexual assault.
Among alleged perpetrators, members of host families appeared most often, followed closely by fellow student participants. Program leaders, including teachers, staff, and volunteers, were the third most common category.
That does not mean schools should avoid global programs or homestays. But it does mean schools should think very carefully about vetting practices, supervision structures, reporting expectations, and preparation for students and families.
We also saw claims involving student illness and fatalities, transportation-related injuries, student mental health crises, visa complications, and emergency evacuations during the pandemic. Many of these situations were not the result of one dramatic failure. Often, they reflected gaps in preparation, communication, or planning for situations schools assumed were unlikely.
MB: How should schools think about alignment between their on-campus expectations and their off-campus programs?
HP:
I think schools need to make very clear that their core policies and behavioral expectations apply regardless of location.
Students should understand that participating in a school-sponsored off-campus experience does not create a separate set of expectations. Conduct that would not be acceptable on campus, including harassment, bullying, or discriminatory behavior, should not be tolerated during travel either.
What matters most is clarity. Schools should communicate expectations early, repeatedly, verbally, and in writing. Families and students should understand not only the opportunities associated with a program, but also the responsibilities that come with participation.
I also strongly recommend that schools use carefully drafted waivers, releases, and assumption-of-risk forms that explicitly connect school policies and conduct expectations to off-campus experiences. Those conversations are most effective when framed not as adversarial legal protection, but as part of a shared commitment to student wellbeing and successful programs.
MB: You mentioned preparation and clarity. What role can legal counsel play in helping schools think proactively rather than reactively?
HP:
Ideally, legal counsel should be involved early, especially when schools are developing new international programs or considering unfamiliar destinations.
For example, counsel may be able to help schools research local laws and reporting requirements.
Legal counsel can also help schools think through practical scenarios in advance. What happens if a student is separated from a group during a border crossing? What if a participant loses medication overseas? What if a student’s visa documentation is incomplete?
Many of these situations are unlikely, but thoughtful preparation can help schools respond more calmly and effectively if challenges arise.
MB: What areas of risk do you think schools should be paying closer attention to right now?
HP:
Homestays remain an area that deserves careful attention. In our members’ claims experience, host family members appeared frequently in allegations involving sexual misconduct. Schools should think carefully about vetting practices, supervision, and how students report concerns if they feel unsafe.
Student mental health is another increasingly important area. We’ve seen situations where schools were unaware that a student had significant mental health needs before travel, leaving trip leaders unprepared during a crisis abroad. Medication management can also become a major issue, particularly because some medications may be difficult or impossible to replace in certain countries.
I also think schools should pay close attention to helping students navigate cultural differences thoughtfully and respectfully. Many students travel internationally for the first time with limited awareness of local customs, expectations, or norms. Preparation matters. Students benefit when adults help them understand differences in daily life, communication styles, school culture, family expectations, and social etiquette before they arrive.
MB: One of the things schools wrestle with is how to communicate honestly about risk without creating fear. What advice would you give?
HP:
I think schools should be upfront from the beginning about the fact that travel always involves some level of risk and uncertainty. Schools cannot guarantee student safety in every circumstance, and families should understand that honestly and clearly.
At the same time, these programs offer extraordinary educational opportunities. Students gain independence, cultural understanding, adaptability, and confidence through these experiences.
The key is transparency and partnership. Schools and families are far more successful when everyone shares a realistic understanding of both the opportunities and the responsibilities involved in travel.
That shared understanding builds trust. It also helps students recognize that they themselves are part of maintaining a safe, respectful, and successful program experience.
