Understanding remote supervision on DofE expeditions

Remote supervision involves monitoring participants from a distance, allowing them to navigate and make decisions independently while still under the supervisors’ observation.

This approach is designed to foster a sense of adventure and self-sufficiency among young people on their expedition, as they must travel along their routes, manage their time, and solve problems without immediate adult intervention.

Remote supervision still means supervision though – staff must be positioned so that they can monitor participants appropriately and provide assistance quickly.

While independence is crucial, safety remains the top priority. Remote supervision ensures that participants are never truly alone – supervisors are strategically positioned to provide assistance if needed and maintain regular check-ins to monitor progress and wellbeing.

Safety always comes first. For some young people, and at some points along a route (e.g. identified hazards), remote supervision may not be an effective way of managing risk, and other alternatives, such as direct and close supervision might be a better solution.

See Chapter 2 of our DofE Expedition Guide for more guidance on the different types of supervision and how they are used.

Expedition Supervisors are responsible for ensuring that participants are appropriately trained to undertake a remotely supervised journey for their planned expedition. Additional practice expeditions and training may be required to ensure this.

Facing unexpected challenges is a natural part of any expedition. Remote supervision encourages young people to think critically and creatively to overcome obstacles, fostering resilience and adaptability.

Participants learn to trust their abilities and judgement, while supervisors trust the participants to act responsibly. This mutual trust is fundamental to the success of the expedition.

Effective remote supervision requires careful planning and clear communication. Here are some key reminders (read more on these in our DofE Expedition Guide):

• Pre-expedition training: Participants should undergo thorough training as outlined in the Expedition Training Framework, and a practice expedition at Silver/Gold level before the qualifying expedition. This includes navigation skills, first aid, and emergency procedures. It is crucial they understand the principles of remote supervision and the expectations placed upon them.
• Clear communication: Establishing clear communication channels is essential. Participants should know how to reach supervisors in an emergency, and regular check-ins should be scheduled along the route.
• Strategic positioning: Supervisors should be strategically positioned along the route to provide support without intruding on participants’ sense of independence. This might involve setting up checkpoints or shadowing the group from a distance.
• Emergency planning/procedures: Having robust emergency protocols in place is vital. Participants should be briefed on what to do in various emergency scenarios, and supervisors should be prepared to respond quickly and effectively. Appropriate risk assessments, preventative actions, emergency procedures and reviews must be completed for all expeditions to ensure the safety of the young people involved.
• Use of technology: GPS devices and other tracking tools can help Supervisors monitor the group’s progress without being physically present. However, these should only be used as an additional tool and not as a sole means of remote supervision. More information on the use of technology can be found in Chapter 4 of the DofE Expedition Guide.
• Good knowledge of the route and surrounding area: The assessment of a route for remote supervision involves evaluating factors such as meeting points, critical decisions, navigation challenges, hazards, weather conditions, visibility, parking, and the suitability of the route for safe and effective monitoring. Mountain Training have produced some excellent tips for safe assessment of a route for effective remote supervision.

All DofE expeditions should have an accredited Expedition Assessor and Expedition Supervisor, and it is the Licensed Organisation or Approved Activity Provider’s organisational policies which dictate what experience and technical qualifications the Assessor must have to perform the role.

More information on the DofE Assessor and Supervisor Pathway can be found on our Learning Platform.

Remote supervision on DofE expeditions strikes a delicate balance between fostering independence and ensuring safety.

By allowing young people to navigate and make decisions independently, they develop crucial life skills that will serve them well beyond the expedition.

At the same time, the presence of remote supervision provides a safety net, ensuring that help is available when needed. This approach not only enhances the overall experience, but also prepares young people for the challenges and opportunities of the future.

Your Licensed Organisation’s policies should include information about the technical skills and experiences that are required to supervise an expedition. If you are concerned about your ability to supervise remotely, please contact your organisation’s source of technical advice.

You can read more about the different roles and responsibilities involved in planning for and supporting expeditions in our DofE Expedition Guide.