Safely to School: A Study of Safer Routes to School in the Classroom

  • Published: ODS Ltd and The SCRE Centre prepared for the The Scottish Government, 2003
  • Authors: K. Fyfe, K. Lowden, J. Hall, V. Wilson and T. Graham
  • Date Added: 15 Mar 2013
  • Last Update: 15 Mar 2013
  • Format: html

Objectives:

The aim of the study was to investigate:

  • Attitudes and experiences of local authorities and the activities they have undertaken to implement road safety for children and young people;

  • The practices in road safety at school level;

  • Attitudes of other stakeholders (such as children and young people, parents, community etc.); and

  • Potential for further development of the Cycling, Walking and Safer Streets Fund.

Methodology:

The research comprised a combination of quantitative and qualitative approaches, ranging from a postal survey of local authorities to in-depth interviews at school level. Information was collected in three phases:

  • Phase 1 – A review of previous research on implementation of road safety initiatives with children and young people.

  • Phase 2 – A survey of 32 local authorities in Scotland to identify the engineering and curriculum activities that had been undertaken as part of Safer Routes to School (SRTS).

  • Phase 3 – Exploration of good practice for SRTS in six schools representing a range of different sizes, local authorities and environments.

Key Findings:

  • Headteachers should ensure that SRTS targets feature in their school development plans.

  • Particular attention should be given to encouraging a proactive/ experiential learning and teaching style in order to engage pupils in SRTS.

  • Most informants recognised that children and young people should be involved in the development of SRTS initiatives and in the peer education of younger children.

  • Evidence should be collected to show which approaches are effective and, if possible, to assess their impact on local RTI statistics.

Themes:

Road safety, Interventions

Comments:

Robust, highlights good practice.

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