School trips, day visits and longer study journeys have become a fundamental part of modern education. They allow students to step beyond the boundaries of the classroom and experience history, culture, science and society in a hands-on way.

The role of a chaperone is far more complex than simply supervising a group. It involves educational responsibility, legal duty, emotional care and continuous decision-making. The accompanying teacher becomes a guide, a guardian and a constant point of reference for the students from the moment the journey begins until they return home. Their influence shapes not only the smooth running of the trip itself but also the long-term impact the experience will have on each student.

This article explores the complexity and importance of the accompanying teacher’s role, the safety and wellbeing they ensure, the educational value they help unlock and the collaborative relationships they maintain with families, colleagues and the wider school community.

A multifaceted role: teacher, organiser and guide

When a school trip begins, the accompanying teacher steps into a role that extends far beyond the classroom. They become the person responsible for guiding the group through unfamiliar places, supporting pupils through new experiences and managing the practicalities of travel. The task requires a balance of organisational skill, educational insight and human understanding.

A large part of their responsibility is logistical. They coordinate movements between sites, supervise meals and accommodation, check timings, confirm bookings and adapt the schedule if problems arise. At the same time, they must ensure that students follow the rules agreed before departure and behave respectfully in public spaces and cultural locations.

Yet the role is also profoundly educational. The teacher acts as an interpreter of the world students encounter, helping them make links between what they have studied and what they see. A visit to a museum, for example, becomes an opportunity to reinforce classroom learning, while a guided walk through a historic city offers a living context for subjects such as literature, geography or citizenship.

These dual responsibilities require clarity of judgement, a calm approach and the ability to remain flexible. When a student feels unwell, when a train is delayed, or when a small conflict arises within the group, the accompanying teacher must find solutions that protect everyone’s wellbeing and allow the trip to continue positively.

Safety as a central principle of being a chaperone

Safety is the most important aspect of any trip, and the teacher has the legal and moral duty to ensure that every student is protected throughout. This responsibility begins long before departure. The teacher must confirm that the transport, accommodation and planned activities meet safety requirements and that the group’s needs have been fully assessed. This can include checking risk assessments, reviewing environmental conditions and ensuring the itinerary is suitable for the age group.

The teacher must also gather essential information from families, such as medical conditions, allergies or special educational needs. Knowing that a pupil requires regular medication or needs extra assistance in crowds, for example, allows the teacher to plan in a way that prevents problems rather than reacting to them.

Once the journey begins, safety becomes an ongoing task. The teacher must maintain clear communication with students, hold regular head counts, supervise movements between locations and stay alert to potential risks. They must also be prepared to respond to emergencies, whether that involves contacting local services, supporting an anxious student or dealing with a sudden change in circumstances.

However, the article makes an important point: safety is not limited to physical protection. Emotional safety is equally significant. A student far from home may feel nervous, overwhelmed or homesick. The teacher must recognise these signs and provide reassurance, listening carefully to concerns and helping the pupil manage their feelings. This gentle presence can make a transformative difference to a young traveller’s confidence.

The educational value of travel

School trips are often remembered long after lessons have faded from memory. They turn abstract knowledge into experience and help young people understand the world in richer, more nuanced ways. The accompanying teacher plays a vital part in unlocking this value.

Travel allows students to observe history, art and culture directly. Walking through a city they have studied brings a sense of connection and immediacy that textbooks alone cannot provide. Similarly, science museums, archaeological sites or environmental spaces allow students to interact with knowledge through discovery rather than passive observation.

The teacher’s job is to help students reflect on what they encounter. This might mean encouraging them to think critically about historical events, to consider how cultural differences shape identity, or to develop awareness of their surroundings in an urban environment. Even everyday experiences, such as navigating public transport or ordering food in a different language, become lessons in independence and social interaction.

A school trip also strengthens soft skills, which are increasingly recognised as essential for adulthood. Students learn to manage their belongings, organise their time, respect shared rules and contribute to group life. They practise patience, teamwork and adaptability. When minor challenges arise, such as a change of plan or a misunderstanding, they develop resilience and problem-solving skills.

Through all of this, the teacher remains an educational guide, helping students draw meaning from each moment and encouraging them to develop curiosity, responsibility and an open-minded attitude.

Opportunities for the accompanying teacher to build relationships

One of the most valuable aspects of a school trip is the opportunity for teachers and students to see one another in a different light. Outside the classroom, a new kind of relationship emerges, rooted in mutual respect and the shared experience of travel.

Students often feel more relaxed and more willing to communicate openly, and teachers have the chance to observe strengths, interests and behaviours that might not surface during lessons. A quiet student may thrive when exploring a museum; a pupil who struggles academically may show leadership skills when navigating directions or supporting a friend.

These interactions build trust and create a warmer, more collaborative atmosphere once everyone returns to school. Pupils frequently report that they feel more connected to their teachers after travelling with them, which can have a positive impact on motivation and classroom engagement.

Testimonials

Prof. Davide R., science teacher and long-time companion:

When you travel with students, you discover sides of them that don’t emerge at school.
You see the shy kid who takes initiative, or the lively one who takes care of his classmates.
These are moments that make you understand that education doesn’t happen only through books.
After each trip, I return to class a different person, too: more aware of my role and closer to the kids.
Accompanying them isn’t an obligation, but a privilege that enriches us teachers too.

The professor’s words highlight the transformative value of the trip, not only for students but also for teachers. The shared experience becomes a space for mutual growth.

Partnership with families

Trips run smoothly when communication with families is clear and transparent. The accompanying teacher is central to this relationship. Before departure, they explain the purpose of the trip, the itinerary, the rules students must follow and the measures in place to ensure safety. This clarity helps parents feel confident and reassured.

During the trip, the teacher may provide brief updates, such as confirmations of safe arrival or notes about the day’s activities. These updates are not constant or intrusive but serve to maintain trust and connection between school and home. Families appreciate knowing that teachers are attentive, organised and responsive.

This partnership strengthens the idea of the school as a community in which teachers and parents work together for the wellbeing and growth of each child.

Promoting active citizenship through real experience

Travelling also acts as a practical lesson in citizenship. Students learn how to behave respectfully in public places, how to queue, how to use public transport appropriately and how to navigate cultural norms. They also experience diverse environments and observe real examples of civic responsibility, from preserving heritage sites to following local regulations.

The teacher models this behaviour. By demonstrating politeness, punctuality and respect for shared spaces, they give students a clear example of how citizens should act. Even simple tasks, such as crossing the street responsibly or interacting courteously with staff at a site, become moments of civic learning.

In this sense, the accompanying teacher does more than supervise. They teach by example, helping students understand how their behaviour shapes community life.

Training and institutional support

The role of the accompanying teacher requires preparation, and many schools now offer training on topics such as first aid, emergency procedures, risk management and effective communication. These programmes help teachers feel more confident and more protected in their responsibilities.

The article argues that institutional recognition of this role should continue to grow. Being an accompanying teacher is not a casual extra responsibility but a meaningful educational task that deserves appropriate time, training and acknowledgement.

Final thoughts on the role of a chaperone on a study holiday

A school trip can be seen as a journey both literally and figuratively. Students explore new places and new knowledge, but they also explore their own abilities, fears, interests and relationships. The accompanying teacher is the figure who quietly supports each step of this journey. They provide safety, structure and reassurance, while also encouraging curiosity, responsibility and discovery.

Their role is much more than organisational. It is profoundly educational and deeply human. They are the steady guide who helps students navigate the unknown, the patient listener who supports emotional needs and the teacher who links experience with learning.

Through their presence, a trip becomes more than a simple excursion. It becomes a formative experience that students will carry into adulthood. The accompanying teacher is the compass at the centre of that experience, helping young people travel not only across distance but towards growth and understanding.