Celebrating National Physical Therapy (PT) Month with some backpack safety tips from one of our very own UCP Central PA therapists, Erin Coyle:
Backpack Safety
Choose It Right
When it comes to school backpacks, it is not a case of one size fits all. School backpacks come in different sizes to meet the needs of students of varied ages. Choose a pack that is the correct size to fit your student and the supplies that need to be carried.
Fitting a Backpack
- The backpack should not be wider than the student’s torso.
- The top of the backpack should fall 1-2 inches below the level of the student’s shoulders.
- The bottom of the backpack should rest in the curve of the lower back. It should not sit more than
4 inches below the waistline.
Key Features to Look for When Selecting a Backpack
- Lightweight, durable material – The back itself should not add much weight to the load.
- Wide, padded shoulder straps – Wider straps are more comfortable because they better distribute pressure, created by the weight of the pack, over the shoulder area .
- Padded back – A padded back protects the student from sharp edges on objects inside the pack and increases comfort.
- Compartments – These allow organization and securing of materials.
- Chest and waist belts – These secure and distribute the weight of a heavy load more evenly.
- Reflective material – This increases the student’s visibility in darkened conditions.
Pack It Light
- A student’s backpack should weigh no more than 10-15% of his or her body weight. For elementary school students, it is advisable to limit weight to 10% of body weight.
- Place the heaviest items in the back of the pack (closest to the child’s back) and lightest items in the front of the pack.
- Arrange books and materials securely to avoid shifting of the load.
- Utilize different compartments and pockets to distribute weight more evenly.
- Carry only those items needed.
- Leave unnecessary books at home or school. Utilize online text books when available and folders with filler paper rather than copy books and binders when able.
- Have duplicates of supplies carried in pencil pouches available at home to eliminate the need for carrying the pencil pouch and its contents back and forth.
- Consider sending an empty water bottle, to be filled at school, to lighten the load.
- Assist/encourage your student to regularly sort through his or her backpack and remove unnecessary items.
- If the backpack is too heavy or tightly packed, encourage your student to hand carry some items.
Wear it Right
Encourage your student to:
- Wear both shoulder straps
- Adjust shoulder straps to ensure that the top of pack falls 1-2 inches below the student’s shoulders, the back of the pack rests snugly against the student’s back, and the bottom of the pack rests in the curve of the lower back (never more than 4 inches below the waistline)
- Use chest and waist belts, if available, to help distribute the pack’s weight more evenly
- Put the backpack on and take it off carefully (bend knees and lift with legs and avoid twisting)
- Wear the backpack only when needed
Signs That a Backpack May be Overloaded
- There is a change in the student’s posture or balance while wearing the pack. A properly fitted, loaded, and worn backpack should allow the student to stand with upright and symmetrical posture without compensations.
- The student leans forward while walking with the pack on.
- The student has difficulty putting the pack on or taking it off.
- Red marks are seen at the shoulder area after the pack is removed.
- The student holds his or her hands under the shoulder straps to relieve pressure.
- The student complains of neck, shoulder, or back pain.
- The student complains of tingling or numbness in the arm or hands.
Information included in this handout was compiled from resources published by the American Physical Therapy Association, the American Occupational Therapy Association, the American Academy of Pediatrics, and the American Academy of Orthopedic Surgeons.
Erin Coyle
EI Credentials: Erin Coyle is a licensed physical therapist who received her BS in physical therapy from Russell Sage College. She has been practicing pediatric physical therapy for over 30 years, and she has provided Early Intervention services for over 25 years. Erin is committed to continuing to develop her knowledge and skills and to keeping current on best practice through ongoing continuing education. She has obtained specialized training through completing the NDTA (Neurodevelopmental Treatment Association) 8-week Pediatric Certification course and the 2-week Advanced Baby course.
Specialty Areas: Erin is able to draw on her experiences working in a variety of practice settings (hospital, rehabilitation center, outpatient specialty clinic, school, childcare/preschool, and home), working with children from infancy through adolescence, and working with children presenting with a wide variety of diagnoses including, but not limited to, prematurity, torticollis, plagiocephaly, Down Syndrome, Spina Bifida, genetic disorders, cerebral palsy, traumatic brain injury, spinal cord injury, autism spectrum disorder, and neuromuscular disorders when supporting the families that she provides services to through Early Intervention. Erin has experience working with children with complex medical needs and with children who are recovering from cardiac and orthopedic surgical procedures. She has experience with adapting infant equipment to meet children’s positioning needs and with ordering specialized positioning and mobility equipment.
A Little About Me: Erin’s passion for working with babies and children began to develop early in life while growing up in a large family. It has continued to grow through her experiences working as a pediatric physical therapist, spending time with the many children in her large extended family, and raising her son who is now in college. Erin enjoys collaborating with families and other team members to promote children’s development in all areas and to provide supports needed to allow children to fully participate in family routines and activities at home and in the community.
