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Primary grade teachers' perceptions and practices regarding pedestrian safety education
Grace K Lartey1, James H Price, Susan K Telljohann
1Department of Public Health, Western Kentucky University, Bowling Green, KY 42101, USA. grace.lartey@wku.edu
The Journal of School Health
|April 14, 2007
Summary
Primary grade teachers recognize the importance of pedestrian safety education, yet many have not formally integrated it into their curriculum. Increased focus on this vital topic is crucial for preventing child pedestrian injuries and fatalities.
Area of Science:
- Public Health
- Education
- Child Safety
Background:
- Pedestrian injuries are a leading cause of death for children aged 1-14.
- Effective pedestrian safety education is crucial for preventing childhood injuries.
Purpose of the Study:
- To investigate primary grade teachers' perceptions of their role in pedestrian safety education.
- To identify current practices and confidence levels in teaching pedestrian safety to young children.
Main Methods:
- A national random sample of 630 primary school teachers received surveys.
- A response rate of 54% provided data on teachers' views and practices.
Main Results:
- 85% of teachers believe pedestrian safety education is important.
- While 40% have taught it for over a year, 33% have never considered it.
- Teachers are highly confident in instructing safe street crossing (88%) and walking (83%).
- Classroom discussion is the primary teaching method (39%), focusing on when (46%), how (45%), and where (43%) to cross streets safely.
Conclusions:
- Only 16% of teachers report pedestrian safety education as a required part of their curriculum.
- Despite high perceived importance, formal integration is low.
- Schools and teachers must prioritize pedestrian safety education to reduce child pedestrian deaths.
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