Ensuring taught fieldwork is a positive, generative, collective, and valuable experience for all participants requires considerations beyond course content. To guarantee safety and belonging, participants’ identities (backgrounds and protected characteristics) must be considered as a part of fieldwork planning and implementation. Furthermore, getting fieldwork right is an important step in disrupting the ongoing cycle of exclusion of participants from marginalised demographics. This document aims to provide those involved in field teaching in Geography, Earth, and Environmental Sciences (GEES) disciplines with a brief overview about how identity affects experiences of taught fieldwork, as well as some general tips and a practical checklist for creating a safe learning environment for all staff, demonstrators, and students in the field.

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Many institutions do not have guidelines surrounding toilet stops on field trips, and the topic is rarely discussed. This document is intended to educate staff and students about toilet stops and menstruation in the field. This document also contains a set of recommendations for field work and field trips with the aim of minimising stress and anxiety for all parties.

Unlike private sector employers, public school districts generally offer more than one type of supplemental retirement savings plan and allow multiple vendors to offer products. Using individual-level payroll data from over half of the public school districts in North Carolina coupled with data from an employer survey, this study examines the impact of inter-district differences in supplemental plan administration on participation in these savings vehicles. We find wide variation in total participation rates and in 403(b) plan participation rates in particular, even among this population of public-sector workers with the same defined benefit pension plan, health plan, and retiree health coverage. Individual and district characteristics explain some, but not all, of the variation observed.