Risks to Access Care

Overview

In this lesson, students identify common risks and barriers people face when trying to access health services, and explore realistic strategies that can reduce harm and improve access. The focus is on practical decision-making, informed by rights, responsibilities, and public health considerations.

Learning intentions

Students will be able to:

• Explain how risks and barriers can prevent people from accessing health services.
• Identify factors at individual, community, and service level that influence access.
• Evaluate how communication, trust, cost, and availability affect care.
• Suggest feasible actions to reduce barriers and improve safety and wellbeing.

Success criteria

• I can name common barriers (for example, cost, transport, stigma, language, fear, lack of information, disability access).
• I can match each barrier to a likely impact on health outcomes.
• I can explain how different services could respond to reduce risks and improve access.
• I can propose at least two realistic improvements a person or service could make.

Curriculum links

• Personal wellbeing and relationships: understand factors that affect wellbeing and how to seek support.
• Healthy lifestyles and health choices: recognise how people access health services and why some may not.
• Safeguarding and support: understand risk, harm reduction, and routes to help.
• Managing risk: consider realistic solutions that reduce harm and protect wellbeing.

Lesson structure (60 minutes)

1. 0–5 — WALT launch + quick discussion Present the WALT: “We are learning to identify risks and barriers to care.” Students do a rapid “think–pair–share” on: “What stops people getting help when they need it?”

2. 5–15 — Barrier mapping (interactive) In groups of 3–4, students sort cards into categories: individual, social/community, and service/system. Teacher prompts: “Which barriers are most common? Which are hardest to solve? Why?”

3. 15–25 — Mini-input: risk and barrier examples Teacher gives age-appropriate examples (without personal stories): missed appointments due to cost or transport; anxiety about being judged; language barriers; digital exclusion; inaccessible buildings; waiting times. Students underline the barrier word and write the likely risk to health (delay, worsening conditions, increased crisis care).

4. 25–40 — Case scenarios: reduce barriers Students choose one short scenario (teacher provides 4–5 options; rotate so all groups discuss different cases). For their scenario, they complete a “Barrier → Risk → Response” table:

• Barrier(s) affecting access
• Risk/harm that could result
• Practical response by the person and by the service (e.g., advocacy, signposting, reasonable adjustments, outreach, flexible appointments, clear information).

5. 40–50 — Whole-class carousel: what works best Groups rotate to view other groups’ responses (or teacher displays them). Each group adds one “most effective action” and one “why it matters” statement. Teacher checks misconceptions and highlights that barriers can be overlapping.

6. 50–56 — Individual reflection + confidence check Students write a brief reflection: “Which barrier do I think is most overlooked, and what is one concrete action to tackle it?” Use a 1–5 confidence scale for: explaining barriers, applying risk thinking, proposing solutions.

7. 56–60 — Exit ticket Exit ticket prompt: “List three barriers and link each to one risk to health. Then give one realistic way to reduce one barrier.”

Resources

• Printed barrier cards (individual, social/community, service/system)
• Barrier and risk “Barrier → Risk → Response” table template
• 4–5 short, college-appropriate case scenarios (e.g., missed care due to transport, fear of stigma, communication barriers, accessibility needs, limited appointment availability)
• Marker pens and sticky notes
• Timer for carousel activity
• Slides or board headings (Barrier, Risk, Response)
• Dyslexia-friendly reading packs (short paragraphs, large font, clear headings) and an audio option (teacher reads scenarios or provides recorded audio)

Assessment

• Formative assessment through group barrier mapping and teacher questioning (“Which barrier is causing the risk here?”).
• Scenario task checks for correct barrier–risk links and realistic responses.
• Summative check via exit ticket focusing on three accurate barrier–risk links plus one feasible reduction strategy.

Differentiation

• Support: provide sentence starters for the table (“This barrier may lead to…” “A service response could be…”). Offer a partially completed example model before students begin.
• Support (reading): dyslexia-friendly scenarios in large font with simplified vocabulary; teacher reads aloud; allow partner support during the scenario task.
• Extension: ask advanced students to justify responses using “least restrictive, most practical” reasoning and prioritise actions by impact and feasibility; include a “trade-off” question (e.g., “What could worsen access even if the intention is good?”).
• EAL/SEN: allow visual supports (icons for cost/transport/stigma/info/accessibility). Provide bilingual word banks where possible and permit verbal responses recorded by a peer.

Assessment for diverse learners (embedded)

• During carousel, use “two stars and a question” (two strong points + one question) rather than correcting only with teacher feedback.
• Allow students to demonstrate understanding verbally if writing is a barrier, especially for the exit ticket (capture key points for later checking).