Unit 2: Identification

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2.4 Assessing risk; conducting a situational analysis.

We have covered a number of different factors that affect ‘risk’ and how it is perceived. Here we discuss the methodologies that can be used to effectively conduct a formal assessment of these risks.

A decorative image depicting a flat surface with a question mark printed on it. A magnifying glass is laid partially over the question mark.

Staying with the case study of ABC University, undertaking a ‘situational analysis’ can help to understand the context that the research team will be working in.

We already know that the external factors of drought and displacement have made all community members vulnerable. Using this as a backdrop, we then take a gendered approach to highlight specific vulnerabilities.

Activity 2.6 Situational analysis template

Allow 30 minutes

Complete the blank situational analysis template for the case study of ABC University. 

Here is a writable version of this situational analysis template shown below. You can type into this PDF form and then save it and/or print it.

A blank situational analysis template. The table has three columns and five rows. The first column header is persons in the community (by age and gender). The second column is List all vulnerability factors. The third column is list the safeguarding risks (do you consider them low, medium or high risk?). The five row headers under the first column are women, girls, boys, men, LGBTQI.

An example of a completed situational analysis is shown below for comparison. 

Situational analysis – context: A displaced community due to drought

A model situational analysis. The table has three columns and five rows. The first column header is persons in the community (by age and gender). The second column is List all vulnerability factors. The third column is list the safeguarding risks (do you consider them low, medium or high risk?). In the first row under the first column is women. Under the second column is Gender, ethnic minority, Illiterate, Low or no income, Survivors of domestic violence. Under the third column is the intersectionality of these criteria and factors means that women are: At risk of being physically, emotionally and sexually abused or neglected due to age, gender, race and lack of opportunities (H). At risk of abuse, harm and even death at home due to increased rate of domestic violence (H). At risk of continued discrimination due to race (M). At risk of losing their jobs if they are teachers (H). In the second row under the first column is girls. Under the second column is Gender, Age Ethnic minority, Illiterate or unschooled, Survivors of domestic violence. Under the third column is the intersectionality of these criteria and factors means that girls are: At risk of physical, emotional and sexual abuse, or neglected due to age, gender, race and/or lack of opportunities (H). At risk of being illiterate due to loss of education (H). At risk of being trafficked (H). At risk of early and forced marriage (H). At risk of continued discrimination because of race (M). At risk of being abused or neglected at home (H). In the third row under the first column is boys. Under the second column is Gender, Physically disabled, Ethnic minority, Survivors of domestic violence. Under the third column is the intersectionality of these criteria and factors means that boys are: At risk of being physically, emotionally, sexually abused or neglected due to disability (H). At risk of being trafficked (H). At risk of being economically exploited by traffickers and losing limbs in farm accidents (H). At risk of being abused at home (H). At risk of discrimination due to ethnic minority status (M). In the fourth row under the first column is men. Under the second column is Gender, Ethnic minority, Loss of income and job opportunity. Under the third column is the intersectionality of these criteria and factors means that men are: At risk of being physically, emotionally, and/or sexually abused or neglected due to disability (H). At risk of being exploited by traffickers (H). At risk of discrimination due to ethnic minority status (M). In the fifth row under the first column is LGBTQI. Under the second column is Gender, Ethnic minority, Survivors of domestic violence, Loss of income and job opportunity. Under the third column is the intersectionality of these criteria and factors means that LGBTQI are: At risk of being trafficked (H), At risk of being physically, emotionally and sexually harmed (H), At risk of increased harm because of poverty (H).

Here is a PDF version of this model situational analysis shown above.

You can learn more about undertaking a situational analysis by following the link below:

Risk Assessments

We should also develop a safeguarding risk assessment based on the situational analysis. You may remember that we learnt about such risk assessments in Course 1: Introduction to Safeguarding in the International Aid Sector.

Still using the example of the ABC University research case study, let’s go through three quiz questions so that you can try and recall how to undertake a safeguarding risk assessment exercise.

Activity 2.7 Identifying risks (Quiz)

Quiz rules

Quizzes within the learning content do not count towards achieving your Digital Badge/Statement of Participation. Only the quiz at the end of each unit counts towards achieving your Statement of Participation. 

You may take as many attempts as you wish to answer the quiz. You can skip questions and come back to them later if you wish.

Enter quiz

How to undertake a risk assessment

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As a reminder on how to undertake a safeguarding risk assessment watch the video above.

Developing a risk assessment

An illustration of three cubes stacked on top of each other. the bottom cube is red and has a sad emoticon face printed on it. The second cube is yellow and has a neutral face on it. The top cube is green and has a smiley face printed on it.
© Panuwat Dangsungnoen / iStock / Getty Images Plus

When undertaking a risk assessment for the research project being conducted by ABC University, here are some key points to think about:

  • A risk assessment should be carried out with input from local collaborative partners and community members so that external risks and vulnerabilities are also taken into consideration.
  • A risk assessment must identify and record all risks of intended or unintended harm. It should not only consider risks to research participants, but also risks to researchers.
  • Mitigation safeguarding measures should be proposed and put in place.
  • A risk analysis must differentiate between short-term risks (for example, immediate dangers that could arise during the fieldwork) and long-term risks (for example, participants’ future eligibility to access benefits when a programme is implemented).
  • A risk analysis should include considerations on how to ensure participants’ confidentiality for safety or legal reasons and put in place a protocol for this.
  • The names and contact details of both the research team and the safeguarding focal points should be clearly stated in the risk analysis.
  • The risk analysis should be signed off by team leaders and the Safeguarding Lead.

A risk assessment should be continuously updated throughout the course of a research project. If it emerges that the research carries a higher risk for any one group or person than was initially thought, then it should be redesigned to address and reduce those risks. If this is not possible, the research cannot go ahead.

Activity 2.8 Developing mitigating safeguarding measures

Return to the case study of ABC University and reflect on the following:

  • Having identified the safeguarding risks to research participants in the situational analysis, what are some of the mitigating safeguarding measures you would advise the research team to undertake?
  • Identify any safeguarding risks to the research team members. What measures might reduce these risks?

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If you want to learn more about risk assessment have a look at the following links:

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