Securing the first steps in the workplace » — Report from the magazine Work & Safety, no. 88

Source: 📒 Securing the first steps in the workplace » — Report from the magazine Work & Safety, no. 88

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 Number of pages: 16

1. Analytical summary

1.1. Context and issues: young workers under high exposure

The report starts from the observation of a marked over-accident rate among those under 25, with a frequency of workplace accidents approximately two and a half times higher than for all employees and several deaths of minors in 2025. It reminds us that training in health and safety at work (SST) undertaken during schooling halves the number of accidents, but remains very uneven depending on the sectors and institutions, from vocational qualifications to higher national diplomas, including engineering and management schools. The articles detail the pathways of young people in vocational high schools, apprenticeships, temporary work, as well as the regulatory specifics for minors (prohibited work or subject to exemption). They show that the first entry into technical platforms and companies is a moment of high vulnerability, particularly for high-risk sectors (construction, industry, food trades). Overall, this highlights the necessity of building a culture of prevention from initial training, reinforced by structured onboarding and close support in the workplace.

1.2. Operational contributions: tools and approaches to secure the first steps

The report describes very concrete approaches: prevention escape games, digital tiles in workshops, educational games, a mobile awareness truck, technical platforms for construction, internal training centres, and tailored support systems for apprentices and temporary workers. It presents TutoPrév’ Accueil as a key resource for diagnosing skills in occupational health and safety (OHS), identifying risky situations, and co-constructing an integration pathway with young people, including in small and medium-sized enterprises (SMEs) with limited resources. The authors emphasise the central role of the mentor (technical skills, pedagogical skills, dedicated time) and the importance of materials adapted for young people: short formats, visuals, interactive content, virtual reality, and risk hunts. Several examples illustrate the link between educational projects (DUERP with students, support for SMEs) and the concrete improvement of working conditions. The report thus provides a structured framework that prevention actors can transpose, adapt, and combine to secure the first steps in the workplace in various contexts.

2. Key points of the report

1. The over-accident rate among young people and the impact of initial training

   The frequency of workplace accidents is approximately 2.5 times higher among those under 25, while young people trained in OHS during their schooling have half as many accidents, which justifies an integrated approach between schools, vocational training centres, and businesses.

2. Immersive educational devices to anchor prevention

   Escape games, digital tiles in carpentry workshops, and hybrid games such as "Risk Hour" or "Affreux Jojo" are used in vocational high schools and engineering schools to develop the ability to identify hazards, analyse risks, and propose prevention measures.

3. Structured welcome and integration as a critical link

   The document describes the essential elements of a secure integration pathway: site visit, presentation of risk situations, safety instructions, practical training at the workstation, protective equipment, reinforcement for high-risk positions, regular monitoring of working conditions.

4. TutoPrév’ Welcome: a key tool for small and medium-sized enterprises and large companies

   TutoPrév’ Welcome, based on illustrated boards, allows for the verification of the knowledge of newcomers, identification of dangerous situations, and the development of tailored support pathways, being usable in both companies and vocational education.

5. The strategic role of tutors and territorial partnerships

   The choice of tutor, their skills in occupational health and safety and pedagogy, as well as partnerships with Carsat/Cramif/CGSS, SPST, local missions or engineering schools, are identified as major levers to support companies – particularly small and medium-sized enterprises – in securing the first steps of young people.

(The fine pages per article are not all visible in the HTML excerpt; the references "page:1" refer to the block of the document in the PDF TS880 where these elements are grouped.)

3. Action points for local stakeholders

1. Structuring a welcome pathway for "young people and newcomers"

   Based on the proposed framework (site visit, identification of risk situations, instructions, learning tools, PPE, practical training, monitoring), formalise a written welcome and integration procedure for those under 25, including the constraints related to minors (prohibited/dangerous work).

2. Integrate playful and immersive tools into health and safety training

   In partnership with vocational training centres, professional high schools or training organisations, deploy escape games, digital tiles or virtual reality modules presented in the file to address the specific risks of the sector (falls, lifting, MSDs, shift work).

3. Use TutoPrév’ Accueil to diagnose and adapt support

   Implement TutoPrév’ Accueil as a systematic tool upon the arrival of trainees, apprentices, and temporary workers, in order to assess their knowledge in health and safety, identify gaps, and schedule targeted complementary training sessions.

4. Mobilise territorial prevention partnerships

   Rely on Carsat/Cramif/CGSS, SPST, local missions and structures like Fastt (awareness truck) to co-organise 20–30 minute workshops on priority risks (addictions, road safety, MSDs, night work) in companies and training locations.

5. Train and recognise the role of tutors

   Formalise a tutor/apprenticeship master role with dedicated time, offer specific training (pedagogy, health and safety, conducting interviews) and organise exchange sessions with young people to gather their feedback and adjust prevention practices.

4. Additional references 

🔍➕ For more information, see the articles referenced by "Pratiques en Santé" on the theme of health and work ➡️🔗https://pratiquesensante.odoo.com/4-3-sante-et-travail

1. INRS – "The TutoPrév’ Approach – New Hires" (updated 2026)

   Detailed presentation of the approach, educational resources, tool sheets for welcoming and supporting young people and new arrivals.

   URL: https://www.inrs.fr/demarche/nouveaux-embauches/demarche-TutoPrev.html

5. Cross-sectional analysis — Values of Health Practices

• Literacy: The file highlights various supports (web series, infographics, illustrated boards, escape games, virtual reality) that facilitate the understanding of risks by young audiences at heterogeneous school levels.

• Empowerment: Young people are invited to observe their work situations, identify hazards, and propose preventive measures (TutoPrév’, DUERP projects), which strengthens their ability to act on their own safety.

• Participation: Several initiatives rely on the active participation of young people (risk hunts, company audits by students, feedback at the end of the course) rather than solely on top-down transmission.

• Community health: The collective dimension appears through team approaches (construction sites, workshops in vocational training centres, itinerant interventions) and partnerships between actors in the same territory to secure professional pathways.

• Ethics: The file addresses the vulnerability of young people, particularly minors and temporary workers, and emphasizes the obligation not to expose them to dangerous work without supervision or exemptions, articulating prevention, labour law, and employer responsibilities.

• Human rights: The described approaches aim to guarantee a safe working environment, respect age limitations, and ensure accessible information on risks, which aligns with the principles of equity and protection of young workers.

• Intersectorality: The document highlights collaborations between the National Education, Health Insurance, INRS, DREETS, local missions, SPST, and companies from various sectors (construction, industry, bakery, chemistry).

• Partnership: It formalises different models of collaboration, for example, the DUERP projects carried out by students for small and medium-sized enterprises, the national partnerships "Mission Jeunes", or the agreements between National Education – INRS – CNAM.

• Combating discrimination: The text does not directly address specific discriminations but emphasises the need for a structured, non-stigmatising welcome that gives a voice to young people and takes into account their difficulties (mobility, housing, fatigue, irregular hours).

6. Evaluation of the reliability of the resource

• Scientific relevance: The document is published by Travail & Sécurité, a journal of the INRS and Health Insurance – Occupational Risks, relying on INRS studies, accident data, national agreements, and feedback from institutional actors and companies; it is dated 2026, making it a recent and methodologically sound source for the prevention of occupational risks for young people.

• Operational relevance: The contents are immediately applicable on the ground (examples of welcome pathways, educational tools, description of TutoPrév’, tutoring arrangements, territorial partnerships), with a level of detail sufficient to inspire implementation in different sectors and sizes of companies.

7. MCQ — 5 questions

Part 1 — Questions (without answers)

Question 1 (p. welcome file/initial occupational health and safety):

Among those under 25, how is the frequency of workplace accidents characterised compared to other employees?

a) It is the same

b) It is two and a half times higher

c) It is half as low

d) It is three times higher

Question 2 (p. SST and initial training file):

What is the main effect of health and safety training received during schooling on accidents among young workers?

a) It completely eliminates workplace accidents

b) It doubles the frequency of accidents

c) It halves the number of accidents

d) It has no measurable impact

Question 3 (p. company onboarding file):

Among the following elements, which one is not part of the minimum components of a secure integration pathway according to the file?

a) Tour of the premises and presentation of risk situations

b) Provision and training on tools and PPE

c) Practical training at the position and regular follow-up

d) Systematic replacement of the mentor every month

Question 4 (p. TutoPrév’ Accueil file):

What is the main objective of the TutoPrév’ Accueil tool described in the file?

a) To evaluate only the productivity performance of the young person

b) To verify knowledge in health and safety and adapt support

c) To manage schedules and absences of apprentices

d) To measure customer satisfaction of the company

Question 5 (p. partnerships and schemes file) :

The truck "Your Health and Safety", presented as part of "Mission Youth", is mainly used to :

a) Transport young people between their homes and the company

b) Organise practical workshops to raise awareness of risks for young temporary workers

c) Check the compliance of mobile work equipment

d) Train only the tutors and local supervisors

Part 2 — Commented correction

Question 1 :

✅ Correct answer : b) It is two and a half times higher

📝 Explanation : The file indicates that the frequency of workplace accidents among those under 25 is about 2.5 times higher than for all employees, which justifies targeting this population with specific prevention measures. Source: p. file opening on the over-accidentalism of young people.

Question 2 :

✅ Correct answer : c) It halves the number of accidents

📝 Explanation : A study by INRS cited in the file shows that young people who received training in occupational health and safety during their schooling have half the workplace accidents compared to others, highlighting the importance of integrating prevention from initial training. Source: p. file initial training in occupational health and safety.

Question 3 :

✅ Correct answer : d) Systematic replacement of the tutor every month

📝 Explanation: The document, on the contrary, emphasises the stability and quality of the relationship with an identified, competent, and available mentor, while the visit to the premises, learning about tools/PPE, practical training at the position, and regular follow-up are described as minimal elements of a secure integration pathway. Source: p. welcome file and role of the mentor.

Question 4:

✅ Correct answer: b) Check the knowledge in health and safety and adapt the support

📝 Explanation: TutoPrév’ Accueil is presented as a tool based on illustrated boards that allow the mentor or teacher to assess the young person's knowledge in health and safety, identify gaps, and organise appropriate training actions. It does not aim for productivity or scheduling management. Source: p. TutoPrév’ Accueil in the file.

Question 5:

✅ Correct answer: b) Organise practical workshops to raise awareness of risks for young temporary workers

📝 Explanation: The truck "Your Health and Safety" from Fastt offers 25-minute workshops on various themes (addictions, road safety, MSDs, irregular hours) to raise awareness among young temporary workers about professional risks using fun and concrete tools. Source: p. file "On tour to raise awareness among young temporary workers."

8. Frequently Asked Questions (FAQ)

1. Which audiences is the document "Securing the First Steps in the Workplace" primarily aimed at?

   It mainly targets young people under 25 years old (vocational high school students, apprentices, trainees, temporary workers, new hires) as well as employers, mentors, teachers, and prevention officers who support them during their first professional experiences. Source: opening pages of the file.

2. What are the main risks identified for young people during their first steps in the workplace?

   The file mentions risks related to mobile and lifting work equipment, working at height, collisions, irregular hours, addictive practices, MSDs, as well as dangerous work that is prohibited or regulated for minors. Source: sections on the DGT campaign, construction sites, and the Fastt truck.

3. How can risk prevention be integrated into the initial training of young people?

   The file describes PSE teachings, the integration of occupational health and safety into vocational subjects, educational projects (escape games, digital slabs, accident simulation games), and partnerships between the National Education, INRS, Carsat/Cramif/CGSS to enhance the skills of students and teachers. Source: sections on vocational high school and ESCOM.

4. What are the key steps in a secure welcome process for a young person in the workplace?

   The identified minimum steps are: visiting the premises, presenting risk situations, explaining instructions and procedures, providing and learning about tools and PPE, practical training at the workstation, enhanced training for high-risk positions, and regular monitoring of working conditions. Source: section "Welcome and integration of young people in the workplace".

5. How is the TutoPrév’ Accueil tool useful for small and medium-sized enterprises?

   TutoPrév’ Accueil provides structured, visual, and easy-to-use support for assessing young people's knowledge, identifying risky situations, and organising appropriate support, which is particularly valuable for small organisations with limited internal resources. Source: section 'Resources tailored for small businesses to welcome young people'.

6. How can engineering students contribute to prevention in small businesses?

   The file describes projects where students assist small businesses in updating or creating their risk assessment document (DUERP), by conducting field audits, identifying risks, and proposing technical or organisational solutions along with cost estimates. Source: section 'Students serving small businesses'.

7. What is the role of local partners (Carsat, SPST, local missions, Fastt) in securing the first steps in a business?

   They provide technical support (training, tools, DUERP assistance), co-organise awareness-raising activities (mobile truck, short workshops), support businesses in organising welcome and prevention, and contribute to the connection between professional integration and occupational health. Source: sections on Mission Jeunes, ESCOM projects, regional schemes.

9. Rewriting in Easy-to-Read Language 

9.1. Easy-to-Read Summary

Context

• Many young people have accidents at work.

• Young people have more accidents than other employees.

• Some young people have learned about safety at school or at vocational training centres.

• These young people have half as many accidents at work.

• Not all young people receive the same training in safety.

• The first days in a company are a fragile time.

What the file proposes

• The file shows concrete examples in several professions.

• It explains how to properly welcome a young person into a company.

• It presents simple tools to discuss risks.

• It highlights the important role of the mentor who supports the young person.

• It discusses possible support for small businesses.

• It provides ideas for actions to improve safety.

9.2. Key points FALC

• Young people are at greater risk of workplace accidents.

• Learning about safety at school or in training is very helpful.

• A good welcome with a visit, instructions, and training is essential.

• The TutoPrév’ tool helps to better understand workplace dangers.

• The mentor must be trained and available for the young person.