Why Didn’t the Diver Speak Up?
This weekend I overheard another scuba instructor saying of his student "I don't know why he didn't tell me beforehand...". It really got me thinking about why a beginning diving student might hesitate to speak up during a course, especially when it comes to safety. From a Human Organizational Performance (HOP), it's rarely about someone being intentionally difficult or negligent.
Think about it: a new student is entering a completely unfamiliar environment, often feeling vulnerable underwater. They're bombarded with new information, skills to master, and the inherent pressure of performing correctly. The instructor, while hopefully supportive, is also in a position of authority and evaluation.
Several factors can contribute to a student's silence:
Fear of judgment or appearing incompetent: No one wants to look foolish, especially in front of peers or the person grading their abilities. They might worry about slowing down the group or being seen as a "problem student."
Instructor's unintentional cues: Even subtle body language, tone of voice, or past reactions to questions can inadvertently discourage students from speaking up. If a student perceives impatience or frustration, they're less likely to voice concerns.
Normalization of risk or discomfort: Sometimes, minor discomforts or anxieties can be normalized by the student as "part of the process," leading them to believe it's not worth mentioning. They might not yet have the experience to differentiate between normal and potentially problematic situations.
Cognitive overload: Learning to dive is mentally taxing. Students might be so focused on the task at hand (buoyancy control, regulator skills, etc.) that they don't have the mental bandwidth to articulate a developing concern.
Belief that the instructor "knows best": There's an inherent trust placed in the instructor's expertise. A student might assume that if something were truly unsafe, the instructor would have addressed it.
Lack of technical skills and understanding: A beginning student might not yet possess the technical vocabulary or understanding of the equipment and procedures to accurately identify or articulate a problem they are experiencing. They might sense something isn't right but lack the knowledge to explain it effectively. This can be compounded when instructors focus solely on observable "mastery" of a skill (mimicry) without probing for true understanding of the underlying principles and potential failure modes.
From a Safety-II perspective, instead of focusing on why the student didn't speak up (a failure-based approach), we should focus on creating an environment where speaking up is the easy, natural, and encouraged response. This means:
Developing Empathy
Instructors actively soliciting feedback and concerns in a non-judgmental way.
Creating a culture of open communication where questions and concerns are seen as opportunities for learning and improvement
Clearly explaining the "intention" behind critical skills to foster understanding and encourage proactive reporting of deviations or discomfort.
Instructors actively seeking to differentiate between skill mimicry and true mastery by asking "why" questions and probing the student's understanding of the fundamental principles and intentions behind each skill. This encourages deeper learning and empowers students to identify and articulate potential issues based on understanding, not just imitation.
Ultimately, fostering a psychologically safe learning environment is paramount in diving education. When students feel comfortable and empowered to voice concerns, and when instructors focus on genuine understanding over mere performance, we create a more resilient and safer learning experience for everyone. #DivingSafety #ScubaEducation #HumanFactors #SafetyII #OpenCommunication