Skating (roller, inline, skateboarding)


​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Guideline review date: 28 October 2021

​This guideline is provided to support schools in implementing the managing risks in school curriculum activities procedure.

The CARA planner must be used for the specific school context in conjunction with this guideline considering additional risks, hazards and controls and including environmental, facility, equipment and student considerations.​

For activities beyond the scope of this guideline, complete a CARA record using the CARA generic template.

Activity scope

This guideline relates to participation in skating ​as an activity to support curriculum delivery.

For activities conducted at a non-Department of Education venue, and/or when engaging external expertise, request written risk assessment advice and attach it to this CARA record.

For activities conducted off-site, schools must comply with the school excursions procedure.

Note: This activity does not include skating stunts/tricks, roller hockey, roller derby or other skating sports.

Medium risk
Skating activities involving roller skates, inline skates or skateboards​

Activity requirements

If any requirement cannot be met, the activity must not occur.

If any other safety recommendation cannot be met, modify the activity (or elements of it) and/or identify and use the hierarchy of controls to implement alternative control measures to meet or exceed the minimum safety standard.

All risk levels​

  • Prior consultation is required with local authority (e.g. local government) for local advice, emergency support mechanisms and additional supervision requirements to ensure participant and public safety, when participating in a public area.
  • The Queensland Government Rules for wheeled recreational devices​ must be followed if skating in or around public areas.


Principals make final supervision decisions for the activity. Sufficient adult supervision must be provided to manage the activity safely (including emergency situations).

For activities with students with a medical condition or disability that may impact on safety during the activity, consultation with parents is required prior to allocating supervision to determine the impact of students’ medical condition or disability on safety during the activity.

The number of adult supervisors required to fulfil emergency and supervision roles must consider the nature of the activity, students' ages, abilities and specialised learning, access and/or health needs.

Before the activity, all adult supervisors:

  • must be familiar with the contents of the CARA record
  • must assess weather conditions prior to undertaking the activity, inspecting the intended location in order to identify variable risks, hazards and potential dangers.

During the activity, all adult supervisors:

  • must be readily identifiable
  • must closely monitor students with health support needs
  • must comply with control measures from the CARA record and adapt as hazards arise
  • must suspend the activity if the conditions become unfavourable (e.g. deteriorating skate surface, overcrowding).

Supervisor qualifications

Principals make final decisions in determining supervisor capability (competence, relevance and currency) and are responsible for encouraging and enabling school-based activity supervisors to raise their qualifications to improve safety standards.

All adult supervisors must comply with the working with children authority—Blue Cards procedure and be able to identify, and respond to, risks or hazards that may emerge during the activity.

A registered teacher must be appointed to maintain overall responsibility for the activity.

For medium risk activities:

  • A registered teacher with competence (knowledge and skills) in teaching roller skating, inline skating or skateboarding or
  • An adult supervisor, working under the direct supervision of a registered teacher, with current Level 1 Coaching accreditation from Skate Australia.

Facilities and equipment

The qualified adult supervisor of the activity, in consultation with the principal, determines the requirements for facilities and equipment appropriate to the local context.

All risk levels

Location must be suitable for the activity being undertaken, including sufficient space, adequate lighting and ventilation to ensure safe participation and that safety rules and procedures can be followed.

Comply with local government requirements for venue use, if utilising public facilities.

Participants must wear personal protective equipment appropriate to the activity (e.g. protective clothing to prevent grazes, wrist guards).

Participants must wear properly fitted speed skating helmets during speed skating activities.

Participants must wear properly fitted helmet, wrist guards, elbow and knee pads and appropriate shoes during skateboarding activities.

Toy skates or toy skateboards with plastic trucks/wheels are not permitted.

Participants must not use skateboarding ramps until an appropriate skill level has been demonstrated on flat ground. Transition (curved ramps) should be used as the first step from flat ground riding.

 Common hazards and controls

Further to those listed, include any additional hazards and control measures considering the local context of the activity.

Environmental hazards Control measures

Biological hazards
Body fluids (e.g. blood, saliva, sweat)

Manage bodily substances (e.g. blood) and open wounds before, during and after the activity. Consult infection control guidelines and Queensland Health's exclusion periods for infectious conditions poster (PDF, 1.5MB) for hygienic practices and first aid.

Maintain hygiene if using shared equipment (e.g. clean with paper towels and antiseptic spray or antiseptic wipes)

Follow appropriate cleaning and hygiene management practices when using shared equipment (departmental staff search 'practical subjects cleaning equipment' in OnePortal).

Environmental conditions
Weather, sun, humidity

The school's sun safety strategy must be followed.

Assess weather (Bureau of Meteorology) and environmental conditions prior to participating outside.

Follow the managing excessive heat in schools guidelines when participating in very hot or extreme heat conditions.

Ensure drink breaks occur regularly. Make water available for individual participants between drink breaks.

Facilities and equipment hazards Control measures

Boundary clearance

Establish and implement exclusion zones to maintain a safe activity area for beginners.

At skateparks, spectators are to stand well back from the coping while riders are on the ramp.

Do not hang skateboards over the coping while waiting.

Faulty or dangerous equipment

Use markers made from non-injurious material (e.g. cardboard, foam).

Check skateboards before the activity to ensure they have urethane wheels and metal trucks.

Check skates before the activity to ensure boots fit snugly around the ankle and have toe or heel stops.

Lace boots very firmly across the instep.

Ensure laces do not hang below the ankle.

Check equipment (e.g. helmets, wrist guards if worn) for damage before and during the activity.

Playing surface

Conduct a field check to identify and manage surface hazards. Clear the playing surface from loose items, debris and/or water. Do not participate on a surface that is slippery, unduly rough or chopped up. Mark off hazardous areas to be avoided by all participants.

Cover/fill playing surface hazards (e.g. cracks, holes) to be level with the surrounds.

Student considerations Control measures

Physical contact



Consider additional protective equipment (elbow, knee, wrist guards and/or helmet) appropriate to participant age and ability.

Designate fast skating at specified times only for students with the appropriate skills.

Support participants to understand the ‘flow’ of skating paths to avoid collision.

Manage injuries according to established procedures. If in doubt, do not allow students to return to play after injury until medically cleared.

Manual handling
Lifting and carrying equipment

Use correct manual handling processes when lifting, lowering, pushing, pulling or carrying.

Physical exertion
Exhaustion and fatigue

Conduct warm-up/cool-down activities.

Continually monitor participants for signs of fatigue and exhaustion.

Student issues

Remove accessories (e.g. jewellery, lanyards) before participating.

Ensure fingernails, hair and clothing (e.g. pockets) do not interfere with the activity.

Warn students on the injury risk when their hands are on the floor surface.


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Last updated 06 September 2023