Recognise lab hazards, read GHS labels and Safety Data Sheets, choose PPE, and understand the training and records that keep labs safe.

Lab Safety Fundamentals

Decide whether this is an incident or a near miss (or both, for different parts). Write one sentence explaining why.

Write the facts section: date, time, location, people involved (use roles, not names), what happened in order. Stick to what was observed; no opinions or blame.

Write the immediate actions taken (spill response, checking for injury, who was told).

Ask "why?" at least three times (the 5 Whys method) to find contributing causes, for example: why was the floor wet, why was there no bottle carrier, why was the water bath overfilled.

Classify each cause as a person, equipment, procedure or environment factor.

Propose at least three corrective actions using the hierarchy of controls (for example an engineering fix, a procedure change, training), each with an owner role and a due date.

Find one real reporting form: search a university EHS site for "incident report" or "near miss report" and note one field it asks for that you left out.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

Serious lab accidents rarely come from nowhere. Investigations by the US **Chemical Safety and Hazard Investigation Board (CSB)** of university and research lab incidents keep finding the same pattern: earlier warning signs, small spills and close calls that were never reported or acted on. Every near miss is a free lesson: it shows a weakness before anyone is hurt. That is why labs ask you to report incidents *and* near misses, and why reporting is treated as part of the job, not an admission of failure.

## Definitions

- **Incident (accident):** an unplanned event that caused injury, illness, exposure, damage or a release. Examples: a cut from broken glass, a chemical splash on skin, a small fire, a needle-stick.
- **Near miss (close call):** an unplanned event that *could* have caused harm but did not. Examples: a bottle slips but does not break, a hot plate left on overnight, a hood alarm ignored, the wrong chemical almost added.
- **Unsafe condition:** something that could lead to an incident: a blocked eyewash, a frayed cord, an unlabelled bottle.

Safety pyramids (from Heinrich and later studies) illustrate that for every serious injury there are many minor ones and far more near misses. The exact ratios are debated, but the lesson holds: fix the base and you prevent the top.

## Responding to an incident

1. **Make the area safe** and protect yourself first.
2. **Care for people:** first aid, eyewash or safety shower for at least 15 minutes for chemical contact, call your emergency number for anything serious.
3. **Exposure to blood or other potentially infectious material** (needle-stick, splash): wash the area immediately and report right away; post-exposure evaluation is time-sensitive.
4. **Tell your supervisor** as soon as it is safe.
5. **Preserve the scene** for serious incidents, if safe, so it can be investigated.
6. **Report** using your institution's system, usually within a set time (often the same day or within 24 hours).

In the US, employers must record certain work-related injuries and illnesses for OSHA, and serious events have strict reporting deadlines. Your institution handles that; your part is to report promptly and accurately.

## What a good incident report contains

| Section | Content |
|---|---|
| Basics | date, time, location, people involved (roles), witnesses |
| Description | what happened, in order, factually |
| Injuries or exposures | who, what, first aid or medical care given |
| Immediate actions | what was done to make it safe |
| Causes | direct cause and contributing factors |
| Corrective actions | what will change, who owns it, by when |

Write it so that someone who was not there understands exactly what happened. Use facts, not judgements: "the bottle was carried without a bottle carrier" rather than "the tech was careless".

## Finding causes: the 5 Whys

Ask "why?" until you reach something you can fix:

1. Why did the bottle break? It hit the bench when the technician slipped.
2. Why did they slip? The floor was wet.
3. Why was the floor wet? The water bath was overfilled and splashed.
4. Why was it overfilled? There is no fill line and no one is assigned to maintain it.
5. Why was the bottle unprotected? There is no bottle carrier in the lab.

Notice the answers point at **systems** (equipment, procedures, layout), not just a person. Blaming an individual rarely prevents the next event; fixing the system does.

## Corrective actions and the hierarchy of controls

Strong fixes come from the top of the hierarchy of controls:

- **Engineering:** mark a fill line on the bath, add a drip tray, buy bottle carriers.
- **Administrative:** add "use a bottle carrier" to the SOP; assign bath maintenance.
- **Training:** brief the group on the near miss.

"Be more careful" is not a corrective action.

## Just culture

A **just culture** treats honest mistakes as learning opportunities while still holding people accountable for reckless choices (such as deliberately bypassing an interlock). Labs with a just culture get more near-miss reports and fewer injuries. If you ever feel unable to report something to your supervisor, institutions usually have an EHS office or anonymous reporting route.

## Common mistakes

- **Not reporting** a near miss because "nothing happened".
- **Delaying** an exposure report.
- **Writing blame instead of facts.**
- **Stopping at the first cause** ("they slipped") without asking why.
- **Closing a report** without a corrective action owner and date.

## Quick recap

- Report incidents and near misses; near misses are warnings you get for free.
- Care for people first, then make safe, tell your supervisor and report promptly.
- Write factual reports, find system causes with the 5 Whys, and fix them using the hierarchy of controls.

Official source: OSHA Laboratories, https://www.osha.gov/laboratories (Checked on 2026-10-23.)

## Try it

Open the **Do** tab and write an incident report for a fictional scenario.


Explain why near misses matter, respond to an incident, and write a clear, blame-free incident report.

Incidents and near misses

Experimenting with Danger

What Is a Near Miss?! | Near Miss Examples & Why It’s Important To Report All Incidents

Break the procedure into 4 to 6 steps (for example: collect chemical, weigh, dissolve, transfer, label, clean up).

Look up a sodium hydroxide SDS from any supplier and note its signal word, main hazards (section 2) and recommended PPE (section 8). Note that dissolving it releases heat.

For each step, list the hazards (for example corrosive dust, heat from dissolving, splashes, glass breakage).

Rate each hazard's likelihood (1 to 3) and severity (1 to 3) before controls, and multiply to get a risk score.

For each hazard scoring 4 or more, add controls in hierarchy order: substitution (could you buy a ready-made solution?), engineering, administrative, then PPE.

Re-rate the risk after controls. Is anything still high? If so, note who you would ask (instructor, supervisor, EHS).

Write the emergency response for the worst credible event (for example a splash to the eye) and the waste step.

Compare your table with a published template: search a university EHS site for "laboratory risk assessment template" and note one item you missed.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

Labs run on written procedures. A **standard operating procedure (SOP)** tells you exactly how to do a task safely and consistently. A **risk assessment** is the thinking that produced it: what could go wrong, how likely and how bad, and what controls bring the risk down. In the US, OSHA's Laboratory Standard (29 CFR 1910.1450) requires employers to have a written **Chemical Hygiene Plan** that includes SOPs for work with hazardous chemicals. Clinical and regulated labs (CLIA, GLP, GMP) also depend on SOPs for quality, not just safety. You will read SOPs from day one, and with experience you will help write and review them.

## What an SOP looks like

A typical lab SOP includes:

1. **Title, scope and purpose:** which procedure, which lab, which materials.
2. **Hazards:** chemicals, biological agents, equipment, energy (heat, pressure, electricity, lasers).
3. **Controls and PPE:** fume hood or BSC, PPE list.
4. **Prerequisites:** training required, approval needed, working alone rules.
5. **Step-by-step procedure.**
6. **Waste disposal.**
7. **Emergency procedures:** spills, exposures, fire.
8. **Revision history:** author, approval, date.

### How to follow an SOP

- **Read the whole SOP before you start**, not step by step as you go.
- **Have the materials, PPE and controls ready** before step 1.
- **Follow it as written.** If a step seems wrong, unsafe or impossible, stop and ask; do not improvise.
- **Check you have the current version.**
- **Report problems** so the SOP gets fixed.

## Risk assessment: the core idea

Risk combines **how likely** a harm is and **how severe** it would be. A common tool is a 3x3 (or 5x5) matrix:

| Likelihood \\ Severity | 1 minor | 2 moderate | 3 serious |
|---|---|---|---|
| 3 likely | 3 | 6 | 9 |
| 2 possible | 2 | 4 | 6 |
| 1 unlikely | 1 | 2 | 3 |

Scores of 6 to 9 are high and need strong controls or a different method; 3 to 4 are medium; 1 to 2 are low. Your institution's scale may differ.

The American Chemical Society teaches the **RAMP** framework, which is easy to remember:

- **R**ecognise the hazards.
- **A**ssess the risks.
- **M**inimise the risks (controls).
- **P**repare for emergencies.

## Worked example: heating a solvent

Task: heat 200 mL of ethanol to 60 °C on a hot plate to dissolve a sample.

| Hazard | Likelihood | Severity | Score | Controls | Residual |
|---|---|---|---|---|---|
| Ethanol vapour ignites | 2 | 3 | 6 | heat in a fume hood; use a water bath or heating mantle instead of an open hot-plate surface; keep ignition sources away; smallest volume needed | 1 x 3 = 3 |
| Splash to eyes | 2 | 2 | 4 | splash goggles; add sample slowly; do not overfill | 1 x 2 = 2 |
| Burn from hot surface | 2 | 2 | 4 | heat-resistant gloves; "hot" sign; let cool before moving | 1 x 2 = 2 |

**Prepare:** know where the fire extinguisher and safety shower are, and do not work alone. Notice that the strongest control for fire risk is changing the **method** (water bath, smaller volume), which sits above PPE in the hierarchy of controls.

## When to reassess

Repeat or update the risk assessment when:

- you **scale up** (more volume, higher temperature or pressure),
- you **change a chemical, concentration or piece of equipment**,
- something **went wrong** (an incident or near miss),
- or a new person will do the task.

Scaling up is a classic cause of lab accidents: a reaction that was harmless at 1 gram can run away at 100 grams.

## Who signs off

You can and should think through risks yourself, but approval belongs to your supervisor or principal investigator, the **Chemical Hygiene Officer**, and, for biological work, the biosafety officer and Institutional Biosafety Committee. Some hazards (particularly hazardous substances, high-powered lasers, radioactive materials) need specific prior approval.

## Common mistakes

- **Treating the SOP as optional** once you feel experienced.
- **Improvising** when a step does not fit, instead of stopping to ask.
- **Doing the risk assessment after the work.**
- **Relying only on PPE** when a method change would remove the hazard.
- **Not reassessing after scaling up.**

## Quick recap

- SOPs tell you how to do a task safely; read the whole thing first and follow it as written.
- Risk = likelihood x severity; use a matrix and the hierarchy of controls to bring it down.
- RAMP: Recognise, Assess, Minimise, Prepare.
- Reassess when anything changes, and get approval from the right people.

Official source: OSHA Laboratory Standard, https://www.osha.gov/laws-regs/regulations/standardnumber/1910/1910.1450 (Checked on 2026-10-23.)

## Try it

Open the **Do** tab and complete a risk assessment for a fictional procedure on paper.


Read a lab SOP, and complete a simple risk assessment using likelihood, severity and the hierarchy of controls.

Following SOPs and risk assessments

Assessing Risks in the Chemistry Laboratory | ACS College Safety Video #3

Fundamentals of Laboratory Safety: Risk Management Scenario

Pick a target role (for example biological technician, medical laboratory technologist, chemist, physicist, materials scientist or biochemist) and one real or hypothetical employer or program.

Find that institution's Environmental Health and Safety (EHS) training page (search "<institution> EHS lab safety training"). If you do not have one in mind, use any large university's public EHS site.

List the general courses it requires for new lab workers (for example general lab safety, chemical hygiene, hazardous waste, fire safety).

Add the specialised courses your role would need, from the lesson's table: bloodborne pathogens, biosafety, radiation, laser, cryogens or compressed gases, shipping of dangerous goods.

For each course, note whether it is online or hands-on, and how often it must be renewed (for example annually).

Add any professional requirements for your role, linking to the official body (for example ASCP Board of Certification for medical laboratory scientists) and writing "checked on" with today's date.

Put it all in a table: course, why needed, provider, format, renewal, status. Keep it to update when you start a program or job.

> **Awareness level only.** This lesson explains the ideas so you recognise them. It does not qualify you to do this work. Before you handle chemicals, biological materials or lab equipment for real, you need the training your employer or institution requires, and you must work under supervision until they sign you off.

## Why it matters

No online course, including this one, authorises you to work in a lab. Before you handle hazardous materials, your employer or institution must train you on the specific hazards, equipment and procedures of *their* lab, and a supervisor must confirm you can work safely. In the US this is a legal requirement for employers: the OSHA Laboratory Standard requires information and training for lab workers, and several other standards add their own training. This lesson maps that training so you know what to expect and can plan for it.

## Who is responsible

- **Employer or institution:** provides training, PPE, equipment, a Chemical Hygiene Plan and a safe workplace.
- **Principal investigator or lab manager:** lab-specific training and supervision, SOPs, sign-off that you are competent.
- **Environmental Health and Safety (EHS):** runs general courses, inspections, waste pick-up, and answers questions. Ask for the Chemical Hygiene Officer, biosafety officer, radiation safety officer or laser safety officer as needed.
- **You:** complete training before starting work, follow it, ask when unsure, and keep records of what you have completed.

## The common training map

| Training | Who needs it | Basis (US examples) | Typical renewal |
|---|---|---|---|
| General lab safety and chemical hygiene | anyone working in a lab with hazardous chemicals | OSHA Laboratory Standard, 29 CFR 1910.1450 | at hire, then per institution (often annual or when hazards change) |
| Hazard communication (labels, SDSs) | anyone exposed to hazardous chemicals | OSHA HazCom, 29 CFR 1910.1200 | at hire and when new hazards are introduced |
| Hazardous waste | anyone generating chemical waste | EPA RCRA, institution rules | often annual |
| Bloodborne pathogens | anyone with occupational exposure to human blood or OPIM (clinical labs, human samples) | OSHA 29 CFR 1910.1030 | **annual** |
| Biosafety (BSL-2 and above) | work with biological agents or recombinant DNA | BMBL, NIH Guidelines, Institutional Biosafety Committee | per institution |
| Radiation safety | work with radioactive materials or X-ray equipment | NRC or state radiation programs | per licence conditions |
| Laser safety | work with Class 3B and Class 4 lasers (common in physics and materials labs) | ANSI Z136.1, institution laser safety program | per institution |
| Compressed gases and cryogens | handling cylinders, liquid nitrogen | institution program, supplier guidance | per institution |
| Shipping dangerous goods or specimens | anyone packing infectious substances or hazardous chemicals for transport | DOT and IATA regulations | about every 2 years (DOT requires at least every 3) |
| Fire safety and extinguisher use | most lab workers | institution and fire code | per institution |
| Respirator use | only if a respirator is required | OSHA 29 CFR 1910.134 | annual fit test and training |

These are examples from the US. Other countries have equivalent laws and agencies; your institution will tell you which apply.

## Training by career (beyond the platform)

- **Biological technicians and biochemists:** general lab and chemical safety, biosafety, often bloodborne pathogens and shipping; GMP training on the job in industry. An associate or bachelor's degree with supervised lab hours is required.
- **Medical laboratory technologists:** bloodborne pathogens, biosafety, chemical safety and CLIA quality rules, all within a NAACLS-accredited program with clinical rotations; ASCP Board of Certification (MLS) and a state licence where required.
- **Chemists and materials scientists:** chemical hygiene, waste, compressed gases, often lasers, X-ray or radiation for characterisation equipment.
- **Physicists:** laser, radiation, high voltage, cryogenics and magnetic fields, depending on the lab.

## What lab-specific training looks like

General online courses are only the start. Expect:

- a **lab orientation**: exits, eyewash, shower, spill kit, fire extinguisher, emergency numbers, where SDSs and SOPs live;
- **SOP walk-throughs** for each procedure you will do;
- **supervised practice**, then sign-off before working alone;
- **documented records** of every course, kept by you and your institution.

## Where to start now

You can start some free, reputable learning today:

- The CDC's free laboratory safety courses and videos (this lesson's videos come from that series).
- The American Chemical Society's safety resources and RAMP materials.
- Your target college's EHS website, which often publishes its training requirements publicly.

These help you prepare and show interest to employers, but they do not replace the training your employer or institution must give you.

## Common mistakes

- **Starting lab work before training is complete** "just to observe and help a little".
- **Assuming training from a previous lab transfers.** Each lab has its own hazards and SOPs.
- **Letting annual training lapse**, especially bloodborne pathogens.
- **Not keeping your own records** for job applications and audits.

## Quick recap

- Employers and institutions must train you before you work with hazards; supervision and sign-off come before working alone.
- Core training: lab safety and chemical hygiene, HazCom, waste; specialised: bloodborne pathogens, biosafety, radiation, lasers, shipping.
- Plan your training map early, start free reputable courses now, and keep records.

Official sources (Checked on 2026-10-23.): OSHA Laboratories, https://www.osha.gov/laboratories ; OSHA Bloodborne Pathogens, https://www.osha.gov/bloodborne-pathogens ; ACS Chemical Safety, https://www.acs.org/chemical-safety.html ; ASCP Board of Certification, https://www.ascp.org/ ; NAACLS (accredited lab science programs), https://www.naacls.org/

## Try it

Open the **Do** tab and build a training plan for the lab career you are aiming at.


Plan the safety training a lab job or program will require, from general lab safety to bloodborne pathogens, lasers and radiation.

Required training and where to get it

Fundamentals of Laboratory Safety: Introduction to Laboratory Safety

From Chemical Safety Rules to Risk Management | ACS College Safety Video #1

Report incidents and near misses, work from SOPs and risk assessments, and plan the training your institution requires.