Guidelines for Assessing Road Safety Education for Young People

Students walking.

These guidelines provides schools with useful questions to interrogate the efficacy of road safety education initiatives, interventions or programmes being offered to their school and community.

Also on the left-hand menu are frequently asked questions (FAQs) which give schools further guidance when planning road safety education.

Guidelines

  1. How will this Road Safety Education initiative/intervention or programme contribute to the outcomes for learning in our school?

    Making checks against key documents

    Making checks against key documents

    Like any learning experience, a proposed initiative or intervention should support the student outcomes contained in your school's charter and key curriculum documents. For ease of reference, schools can make a straight-forward road safety education policy that pulls together how the school integrates road safety into curriculum delivery, the role of students, parents and teachers, and standard road safety procedures around the school. Check new initiatives against this.

    Example school road safety education policy

  2. How will our school and our students build on the learning offered from the proposed Road Safety Education initiative or intervention or programme?

    Useful strategies to build on learning

    Useful strategies to build on learning

    Printed below is Hattie's (2012 p 92-103) description of useful strategies when reducing the gap between where the learner starts and the learning goal.
    • Prior Knowledge: Identify prior knowledge, skills, competencies, attitudes and or behaviours relevant to goal
    • Link, Relate, Extend: Link prior knowledge with new ideas relevant to goal - relate these ideas in different ways and then extend these ideas to create new mental models
    • Think about thinking: Provide opportunities for thinking about your mental model about goal - what am I doing? Where am I going? How well is it going? and what are my next steps?
    • Multiple ways: Allow multiple ways of knowing ideas about learning goal, multiple ways of interacting with ideas around learning goal and multiple opportunities to practice skills and behaviours around learning goal.
    • Feedback: Allow feedback on the new learning
  3. Does the Road Safety Education initiative/intervention programme support our whole school approach towards road safety?
    Or
    Is the Road Safety Education initiative/intervention or programme underpinned by the Good Practice in Road Safety fact sheets?

    More about the Good Practice in Road Safety fact sheets

    Fact sheets

    These fact sheets describe research findings on effective practice in road safety initiatives for young people.

    There is now a reasonable body of evidence about what works and what doesn’t in road safety education, with detailed evaluations available from injury prevention initiatives internationally.

    The fact sheets include

    • a guide to road safety education in secondary schools
    • guide to community programmes for young road users
    • what doesn’t work for young road users and why.

    The fact sheets are available here:

    Good Practice in Road Safety

  4. Will the group/individual offering the Road Safety Education initiative/interventions or programme be credible and effective from the participant's perspective?

    Testing for effectiveness

    Testing for effectiveness

    Students of all ages need educators who relate to them well, show respect, and are open to challenges and questions. Ask providers about their educational experience and request a summary of participant evaluations. Work out what role the school's teachers will have in supporting student learning during and after any initiative.

    For more information on what effective road safety education looks like at the level of school, classroom, individual, family and whānau, see:

    Guide: Road safety education in secondary schools

  5. What monitoring and evaluation is planned that will contribute to our school's learning outcomes and to the students road safety education outcomes?

    Evaluation starting points

    Evaluation starting points

    A senior manager or a lead teacher may take responsibility for road safety education within the school, making an annual check that the school's road safety policy is relevant, up to date and in use across the school.
    This person can work with classroom teachers to use assessment data (including student self-assessment) to identify outcomes of road safety initiatives. Outcomes can be checked against the learning processes outlined in the Road Map.

    Road Map – Road safety resources for school communities (primary, secondary and te reo Māori versions for download)

    Checklists for evidence of effective road safety education are also found on these two pages:

    School-community partnerships

    School ethos and organisation

  6. Is the Road Safety Education initiative/intervention or programme designed to provide the participants with a positive learning experience that achieves an on-going learning outcome?

    Positive learning - the rationale

    Positive learning - the rationale

    Effective road safety education is founded on a pedagogy that makes student learning interesting, relevant, authentic and enjoyable. Learning experiences are age-appropriate, contain sufficient opportunities to learn, and influence lifelong choices and behaviours. For more detail on what students may learn and when, read the Road Map.

    Road Map – Road safety resources for school communities (primary, secondary and te reo Māori versions for download)