Embedded Files
Health & Safety Considerations for Faculty-Led Programs
1. Introduction: Duty of Care & Faculty Responsibility
The health, safety, and security of our student participants is the number one priority when running any Maryville College education
abroad program. Maryville College recognizes the importance of the Forum’s Standards of Good Practice, and Standard 8 that
specifically guides us to “prioritize the health, safety, and security of its students through policies, procedures, advising, orientation,
and training.” The Center for Global Engagement will monitor public health and travel advisory guidance from local public health
officials, the Centers for Disease Control and Prevention, the US Department of State, and other global health advisories. We are
fully committed to providing safe guidance and expertise for upcoming travel opportunities. Any program approval will be
dependent on the health and safety conditions in the host country aligning with national and global travel advisories and health
recommendations. We work to ensure that students can make informed and wise decisions regarding program selection as well as
their behavior abroad.
In Loco Parentis
When leading students abroad, faculty assume a heightened level of responsibility for student well-being. While students are legal adults, faculty leaders are considered to act in loco parentis—in the place of a parent—during emergency situations. This means they serve as the first point of contact and decision-maker when incidents arise, including medical emergencies, mental health crises, accidents, or safety concerns.
Faculty are not expected to replace professional emergency services, but they are expected to respond appropriately, maintain clear communication with institutional partners, and initiate support protocols until help arrives. Their role is essential in ensuring student safety, continuity of care, and coordination with campus and insurance resources.
Understanding this responsibility is vital to program planning and preparedness. Faculty should be familiar with institutional emergency protocols, local laws and resources, and the tools available to support student health and safety abroad.
2. Pre-Departure Planning and Risk Assessment
Conducting a Program Risk Assessment
As you choose a destination abroad, you should consider:
Political stability
Health infrastructure
Local laws and customs
Transportation safety
Accommodation safety
Emergency medical access
U.S. State Department and CDC travel advisories
Forum on Education Abroad: Best Practices for Health, Safety & Security
Location Vetting Resources
3. Faculty Leader Expectations & Training
Required completion of faculty leader training modules or workshops (offered 1 x month once program has been approved).
Participation in pre-departure orientation sessions with students.
Understanding FERPA, HIPAA, and Title IX obligations abroad.(part of pre-departure sessions)
4. Student Health and Insurance Requirements
All students must register with the designated international travel insurance provider. Your budget will include the required fee, and the Center for Global Engagement will enroll students and faculty.
Students are required to submit:
Health disclosure forms
Emergency contact information
Mental health considerations (as voluntarily disclosed)
Faculty should not collect or manage confidential medical records separately - only need-to-know accommodations communicated through appropriate offices.
5. Emergency Preparedness & Response
What to do in an emergency (illness, injury, arrest, assault, natural disaster, etc.) will be covered in a mandatory Health & Safety meeting for faculty leaders prior to departure. We will discuss:
Emergency contact card with in-country and campus numbers
Clear protocols: when to contact the host embassy, insurance, local authorities, and Maryville College 24/7 emergency line
Leaders will be expected to work with partners/providers to produce a program-specific crisis managememt & communication plan:
How to contact all group members quickly
Designated meeting points
Available medical, fire and law enforcement support
Local embassy information
Communication with campus authorities
6. Local Laws, Culture, and Risk Mitigation
Faculty leaders should be prepared to be informed and prepared with:
Cultural norms that may impact health, safety, or student behavior (e.g., LGBTQ+ rights, gender norms, alcohol laws)
Strategies for mitigating known risks (e.g., avoiding political demonstrations, managing food/water safety)
Setting group norms for safety and behavioral expectations
7. Student Conduct and Incident Reporting
Faculty leaders are required to:
Monitor student behavior
Document and report incidents using the MC incident reporting form
Student Code of Conduct and incident response guidelines will be available in the MS Team for program leaders.
8. Accessibility & Inclusive Program Design
Inclusive program design ensures that all students, including those with disabilities or health conditions, have equitable access to education abroad. Faculty leaders should work in partnership with the Office of Disability Services and the Center for Global Engagement early in the planning process to anticipate and address potential barriers.
Key considerations include accessible housing and transportation, flexible academic requirements, availability of medical or mental health services, and sensitivity to cultural perceptions of disability. Program materials and excursions should be reviewed for physical, sensory, and cognitive accessibility.
Faculty are not expected to assess or manage accommodations independently, but rather to foster a supportive environment and refer students to the appropriate campus resources. Designing with access in mind from the outset strengthens the program for all participants.
Sample questions you can ask partners:
1. Housing & Facilities
Are student accommodations accessible to individuals with mobility impairments (e.g., elevators, ramps, wheelchair-accessible bathrooms)?
Are there single rooms or private bathrooms available for students who require them for medical reasons? At what cost?
Are service animals permitted in housing, and what documentation is required?
2. Transportation
Are the program’s modes of transportation (airport transfers, field trips, daily commuting) accessible for students with mobility needs?
Are alternative transportation options available if public or group travel is not accessible?
3. Academic Accommodations
Is there access to assistive technology (e.g., screen readers, captioned video, recording devices) during lectures or site visits?
How are interpreters arranged if needed?
Recognizing Compounding Vulnerabilities
When designing and leading education abroad programs, it is important to recognize that students’ experiences are shaped not only by their individual identities but also by the intersection of those identities in unfamiliar cultural contexts. First-generation college students, BIPOC (Black, Indigenous, and People of Color), LGBTQ+ students, and others from historically marginalized groups may face additional challenges related to belonging, visibility, safety, and access to resources. These compounding vulnerabilities can impact their comfort, confidence, and overall well-being while abroad. Faculty leaders should approach program design and student support with cultural humility, ensuring that all students are prepared for potential identity-based dynamics and have access to inclusive resources. Creating space for dialogue, proactively addressing safety and local norms, and partnering with campus offices that support diverse student populations can help ensure a more equitable and empowering experience for all participants.
Contact Us
Center for Global Engagement | International House | kirsten.sheppard@maryvillecollege.edu
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