chapter 9 – education activities

Safe Routes to School education activitiesplay a key role in creating walkable and bikeableschool communities. Education activities aredesigned to:• provide background information on why

walking and bicycling are important;• provide skills for walking and bicycling

safely;• provide information on ways community

members can support safe walking andbicycling in their communities.

Education strategies can take many forms.They may include structured trainings, suchas bicycle or pedestrian safety classes, or

activities integrated into school curricula.They can also include less formal educationmethods, such as message campaigns or writteninformation. Activities can be conductedwithin the school setting, in classrooms, in PEor health classes, at assemblies, throughschool-wide art, etc. They can also be conducted beyond the school, through afterschool programs or special events, throughestablished community programs, or throughthe media. Some education activities requiretrained or certified instructors, somerequire finding the right resource (such aswritten curricula or available media). Otherssimply require creativity and organizationalenergy.

Education activities often include both children AND adults. Walking and bicyclinghave not traditionally been school “subjects”in the US, and therefore most adults todayknow little about them. Efforts to educateadults can happen in tandem with children’seducational activities, or they can be separate and targeted specifically to adultaudiences.

In Safe Routes to School programs,Education activities are intricately intercon-nected with Engineering, Enforcement, andEncouragement strategies. Educationefforts often accompany engineering treat-ments so that pedestrians or bicyclists knowhow to properly use a new facility. Children,

Georgia Safe Routes to School Guidebook 9-1

Chapter 9 – Education Activities

When choosing an educational strategy,consider:

• What is your main education message(s)?

• Who is your audience?

- Are you targeting adults, children,or both?

- If children, what age levels?

- If children, is it appropriate toinclude all students in the school or is the information more applicable to a particular group?

• What format is the most effective toreach your target audience?

• What resources do you have available?

• How can the target message(s) berepeated and reinforced?

• How will you know whether your strategy is successful?

Tips for Choosing Education Strategies

for example, may need to be taught how toproperly lock a bike to a bike rack.

Children, adults, and motorists may all needsome information on how to safely make aturn at an intersection with a new bike lane.In certain instances, Education efforts caneven alleviate the immediate need for majorengineering treatments. (See Education andthe Other E’s box).

Enforcement activities can help to supporteducational messages through remindersabout laws and policies and, if need be,through consequences for not adhering tothem. For example, once parent car-driversare educated on a “no left turn” policy formorning traffic flow at a school, they mayneed to be assured that the policies areactually going to be enforced.

Encouragement activities, such as Walk andRoll to School Days, Bike Trains, and WalkingSchool Buses, can support education effortsby providing opportunities for pedestriansand bicyclists to practice safety skills thatthey have learned. For this reason, it is

strongly recommended that at least introductory Education efforts precedemajor Encouragement activities.

It is important to remember that educationis an on-going process – just because you con-ducted pedestrian safety trainings for allstudents in September doesn’t necessarilymean that 100% of them will exhibit perfect pedestrian behavior in May. In addition, the following school year you willhave a new student population that will likelyneed training. Therefore you will need to findways to repeat the messages in a variety ofways, following up to creatively reinforce


At Flat Shoals Elementary in DeKalbCounty, the Engineering and EnforcementTask Force identified informal mid-blockcrossings as a serious issue. Students werecircumventing the established crosswalkand crossing near a curve in the road. Thegroup considered a number of major engineering treatments, but decided torecommend as a first step a strong educa-tion campaign to guide pedestrians tocross at an existing crosswalk. The campaign consisted of signs, posters,newsletter articles, and announcementsabout the proper place for crossing FlatShoals Road. In addition, the school administration agreed to follow-up

enforcement, providing periodic staffobservation of the dangerous crossingpoint.

To bring more attention to the issue andadd a little fun (encouragement), the TaskForce also recommended a minor “engineering” treatment: a painted side-walk trail of bulldog prints (the schoolmascot) for students to follow toward theappropriate crossing. Parents and studentsenthusiastically came out to paint thebright red paw prints, which served to bean educational and encouragement activityin itself!

Education and the Other E’s

Students atF l a t S h o a l sE l e m e n t a r y create a pawprint trail. Thet r a i l g u i d e s children to crossat the crosswalkinstead of atmid-block.

concepts and provide practice opportunities.

The following is a “toolkit” of educationalstrategies that have been successfully usedin SRTS programs in Georgia and across thecountry.


Pedestrian Safety Training

DescriptionPedestrian safety training provides “on-foot”practice of pedestrian skills. Pedestriansafety curricula generally cover: walking onsidewalks, walking where there is no sidewalk, being visible, stopping at every roadedge, where to cross streets, and how tocross streets at both signalized and unsignalizedintersections.

Purpose and BenefitsMany children learn pedestrian behaviors literally “on the streets” – by observingadults around them. Many adults, unfortu-nately, unaware of their role as pedestrian“teachers,” are not good models of safe andlegal pedestrian behavior. Even parents whoseek to teach their children appropriatebehaviors may not know how to convey theskills needed in a way that their children canunderstand. Pedestrian safety trainings aredesigned to present standard safety concepts to children, breaking down the skillsin ways that correspond with their perceptualand cognitive development. Trainings alsoprovide students guided opportunities topractice skills in safe settings.

How To’s• Obtain a curriculum with activities suited

to the children’s developmental levels.

• Find a teacher who is comfortable conductingpedestrian safety training. This will typically be a PE or health teacher.

• Locate an open area (gym, basketball court,parking lot) where simulated streets can belaid out.

• Obtain course materials, such as safetycones, chalk, stop signs, cardboard carimages, etc.

• Obtain videos and/or visual materials to

reinforce pedestrian safety concepts. (SeePedestrian Safety Information, page 9-6.)

If including an “on-street” practice, addition-al adults are needed to accompany smallgroups of children. You may also need tosecure parental permission for a “walkingfield trip” in order to leave the school site.

Details to ConsiderIn teaching pedestrian safety skills, it isimportant to take into account children’sphysical and cognitive development; forexample, young children do not have fullydeveloped peripheral vision and often havedifficulty gauging speeds at a distance.Pedestrian safety skill training is widely considered appropriate for students in second or third grade. However, simple skillscan be introduced at younger levels and builton as children advance through the grades ofelementary school.

Pedestrian safety training can easily beincorporated into a physical education orhealth curriculum. Many physical education/health teachers indicate that they feel


Second graders at Clairemont Elementarypractice stopping at the road edge and looking left, right, left again.

comfortable teaching these skills withoutoutside assistance but appreciate a writtencurriculum and resource materials. Skill practice can be done in a simulated setting,such as a gymnasium or a parking lot, butactual “on-street” practice greatly enhancesthe learning opportunities.

Challenges• Most pedestrian safety materials are

geared toward younger children so keepingthe attention of older students can be difficult.

• It may be challenging to find enough adultvolunteers to provide low child/adult ratiosfor the “on-street” practice.

• Depending on the location of the school, itmight be challenging to finding a nearbywalking route that presents educational,but not intimidating, crossing practiceopportunities.

Resources• Maryland Pedestrian and Bicycle Safety

Education Program (http://www.rockville

md.gov/recreation/bicycling/education-program.htm with downloadable curriculum)

• Bicycle Transportation Alliance PedestrianSafety Education Classes with download-able curriculum(http://www.bta 4bikes.org/at_work/pedsafetyeducation.php)

• Georgia Department of TransportationSafe Routes to School website(http://www.dot.ga.gov/localgovernment/FundingPrograms/SRTS)

• Georgia Governors Office of HighwaySafety (http://www.gahighwaysafety.org)


Safety Street Georgia is a simulated urban environment forlearning pedestrian and motor vehicle safety skills. Locatedin Hapeville, south of Atlanta, in the Fulton County TeachingMuseum, the Safety Street facility provides a full-scale simulated streetscape and a computer laboratory for learn-ing and practicing safety skills. The curriculum is developedto be interactive, teaching children how to use their ownsafety tools, knowledge and skills to make decisions.

Safety Street Georgia is sponsored by the Governor’sOffice of Highway Safety and the Ford Motor Company. Itsprograms are free for elementary age youth from acrossGeorgia. Contact the Governor’s Office of Highway Safetyfor more information. Safety Street Georgia

includes simulated streets,crosswalks, traffic lights,and railroad crossings.

Safety Street Georgia

Pedestrian Safety Information

DescriptionInformation about pedestrian safety can bepresented to children and adults throughvideos, CDs, presentations, songs, stories,bulletin boards, posters, activity bookletsand pamphlets. Information typically coverswhere to walk, identifying the road edge,being visible, crossing at unsignalized intersections, and crossing at signalizedintersections.

Purpose and BenefitsPedestrian safety information can conveybasic safety messages to large numbers ofpeople. This information can help to broad-cast simple, succinct concepts to a variety ofaudiences. In this way, the same messagecan be repeated and reinforced to children ina variety of contexts – in the classroom,around the school building, at home, andthroughout the community. Pedestrian safetyinformation is best used as a supplement toactual pedestrian safety training. (SeePedestrian Safety Training, page 9-4.)

How To’s• Choose your target audience(s) – older

children, younger children, adults, or a

broad multi-age audience.

• Determine the specific pedestrian safetycontent information you wish to convey.

• If children are your audience, determinehow you will convey the information:through classroom activities, at assemblies,in computer labs, through displays, over themorning announcements, through songs,games, or activity booklets. Repeating thesame concepts in a variety of ways –through hearing and seeing – is often aneffective way for children to learn.

• If adults are your audience, determine howbest to reach them in your school setting.Safety information can be presented toadults through parent newsletters, flyersthat go home in “bookbag” mail, displays orvideos at PTA meetings, or displays atschool events.


Students at Dresden Elementary createbilingual pedestrian safety posters at anafter-school Pedestrian Safety Party.

• Walk on a sidewalk where there is one.

• Where there is no sidewalk, walk onthe left, facing traffic

• STOP, LOOK, and LISTEN at everyroad edge.

• Cross streets at corners.

• Look LEFT-RIGHT-LEFT again andOVER YOUR SHOULDER before youstep into the street.

• Keep looking left and right as youcross the street.

• Always WALK across the street –DON’T RUN!

Simple Steps for Walking Safely

Details to ConsiderThere is an abundance of pedestrian safetyinformation available for a range of age levels.In selecting pedestrian safety informationfor distribution, it is important to considerthe age of the audience and the purpose ofthe information. For younger children, lookfor materials that focus on a few simplystated concepts; for older children or adults,choose materials that present more detailedinformation but still state messages simplyand succinctly. Simple messages repeated(see “Simple Steps”, page 9-6) tend to havemore impact than complex, involved messagesfor any age audience.

It is very important that adults be educatedalong with children. Parents and adults whowalk with children are important teachers ofpedestrian safety, serving as role models.Yet many adults simply don’t know muchabout pedestrian safety rules or how to convey them to children. Again, simplerepeated “bite-sized” messages work well forconveying the basics of pedestrian safety.

Challenges• Many commercially developed materials

combine a variety of safety topics into oneproduct; they may try to cover pedestrian,bicycle, bus, car, and railroad safety all inone activity booklet or poster. This typicallyreduces the information on any one topic toa sentence or two. These products can beconsidered supplementary, but do not constitute true pedestrian education.

• Children learn a great deal through dailyobservation, and they will often mimic whatthey see. It can be challenging to guide toadults to see themselves as educators androle models who can reinforce – or contradict– the safety concepts taught by their ownbehavior.

Resources• See Appendix a-30 for “Simple Steps for


The development of a Spanish languagepedestrian safety video at DresdenElementary in Chamblee, Georgia,served as an education tool as well as astrategy for involving families in SafeRoutes to School. The video was createdby the Dresden Elementary Safe Routesto School Mothers Club to address aneed they saw for pedestrian educationfor Spanish-speaking parents at theirschool. The mothers outlined the concepts they wanted to convey, devel-oped the story line, and served as the"actresses" in the film. A young middleschool student did the filming and editing.The video made its debut before anappreciative audience after a Walk toSchool Day event.

The development of a video is an educa-tional strategy that can be used in anycommunity; it engages families in theirown educational process and in SafeRoutes to School issues as a whole. It'srelatively simple to do, very engagingbecause it's locally tailored, and in theend there is an educational product toshare with the rest of the community.

“Caminemos Seguros” Pedestrian Safety Video

A young cameraman films DresdenElementary mothers and their children asthey demonstrate how to cross a streetsafely during production of “CaminemosSeguros.”

Walking Safely ” bilingual hand-out.

• Safe Kids Worldwide (http://www.safekids.org/tips/tips_ped.htm)

• A Message For Parents of ElementarySchool Children - Myths and Facts aboutbeing a pedestrian (http://www.nhtsa.dot.gov/people/outreach/safesobr/15qp/web/sbprevent.html)

• National Highway Administration’s SafetyCity for Kids (http://www.nhtsa .dot.gov/portal/site/nhtsa/menuitem.9f8c7d6359e0e9bbbf30811060008a0c/)

• DVD - “Step to Safety with Asimo” appealsto younger and older elementary students,free in limited quantities (http://asimo.honda.com/SafetyVideo.aspx)

• Video – “Otto the Auto on PedestrianSafety”, AAA Foundation (http://www.aaapublicaffairs.com/Main/Default.asp?SectionID=&SubCategoryID=25&CategoryID=7&ContentID=72& )

• Videos,(http://www.ksde.org/Default.aspx? tabid=1782) has a list of pedestriansafety videos for a variety of ages

• “Pedestrian Safer Journey” interactive CD,Federal Highway Administration, designedfor older elementary school students,(http://safety.fhwa.dot.gov/ped_bike/ped/saferjourney.htm)

• Hedgehogs interactive website for children (http://www.hedgehogs.gov.uk/html/index.html)

• “Walk Smart” is an interactive CD designedfor grades K-3, Oregon Center for AppliedScience (http://www.hcimarketplace.com/products/category_list.html?index=12)

• Pedestrian Safety posters in Spanish,

Federal Highway Administration,(http://safety.fhwa.dot.gov/ped_bike/walk/order/index.htm)

• Georgia Department of Transportation,Safe Routes to School website(http://www.dot,ga.gov/localgovernment/FundingPrograms/SRTS)


Bicycle Safety Training forStudents

Description Bicycle safety training provides informationand on-bike practice on safe ways to operatea bicycle. Bicycle safety curricula typicallycover bicycle and helmet fit, basic mechanicalchecks, bike handling skills, and basic trafficrules of the road. In many training courses,students practice skills in a paved area protected from motorized traffic, such as aparking lot. At the end of the course theyhave an opportunity to put their knowledgeand skills gained into action in simulated oractual on-road settings. Most training curricula require 5 to 10 hours of class time,making it a more in-depth learning experience than a bicycle rodeo.

Purpose and BenefitsFor many families, learning to ride a bicyclemeans learning to balance and steer, and typically children are given very little further guidance about bicycling. Under thelaw, however, bicycles are considered vehicles, and bicycle-riders using the streets

are expected to follow the common rules ofthe road. On-bike training combines physicalskill practice with basic traffic rules thatchildren can comprehend. While young children may still need supervision when riding on the road, a more developed sense oftraffic awareness will give them a frameworkfor riding more safely. In addition, it is likelythat children who have an understanding oftraffic rules of the road and opportunities topractice from an early age will become saferdrivers of vehicles, no matter what type ofvehicle they ultimately drive.

How To’s• Choose a nationally recognized bicycle safety

curriculum. (See Resource section below.)

• Determine your audience. Bicycle safetytraining is most appropriate for students3rd grade and older; most curricula arewritten for 4th and 5th grade, but can beadapted to other age levels.

• Find an experienced, knowledgeableinstructor; some instructors are specificallycertified in bicycle education. (SeeResource section below.) Be sure theinstructor is comfortable and experiencedin working with kids.

• Locate an open paved space protected frommotorized vehicles and, if appropriate, aneighborhood street on which to take apractice ride.

• Publicize the class.

• Find parents or other volunteers willing toassist with the class.

• Hold the class; provide certificates orother acknowledgements to students whocomplete the class.

If the class is held through a PE program ina school:


Students at Glennwood School in Decaturpractice scanning over their shoulders whileriding a straight line as part of their “SafeBike Driver” training.

• Put together a fleet of bikes of a varietyof sizes (may be used, but in good workingorder).

• Obtain a set of helmets; if helmets are tobe shared, helmet liners are required forhygiene purposes (painters caps and foodservice caps work for this purpose).

• Find a place to store and secure the bikesbetween sessions.

• Obtain course materials, such as bright-colored safety cones, chalk, cardboard carimages, etc.

Details to Consider With a national trend in physical educationtoward practical, life-long skills, bicyclesafety training may be incorporated into thePE or health curriculum. (In Georgia, bicyclesafety skills are included in the state’sQuality Core Curriculum for health.)However, buy-in from the school administra-tion and the PE staff is essential, and it isimportant to coordinate schedules and adaptthe curriculum to fit the length of the PEsessions. Conducting bicycle training as partof PE or Health also requires that theHealth/PE teacher be trained in bicycle education or assisted by a local bicycle


“Safe Bike Driving”

At B.B. Harris Elementary in Duluth,Georgia, Safe Routes to School Projectstaff collaborated with the school’s PEteachers to train 450 3rd, 4th, and 5thgraders on bicycle safety over a month’stime. The Atlanta Bicycle Campaign provideda fleet of used bicycles; the Duluth policedepartment donated helmets, and WaffleHouse donated hairnets as helmet liners.The course was entitled, “Safe BikeDriving,” and the instructor (a “LeagueCertified Instructor”), began each classby telling the students that this waseffectively their very first driver’s edclass; whatever they grow up to drive –cars, trucks, motorcycles, or bikes, thesame rules of the road apply. Through thetraining, the children had opportunities tofit helmets and bikes, practice bicycle-handling skills, and learn four basic rulesof the road. On the final day, the studentswere introduced to “Harristown, ABicycle-Friendly City,” in the gym, withsimulated roads and destinations such as astore, a park, a library, and a school. Thestudents rode around the “city” to theHarristown destinations, some as bike-

drivers and some as car-drivers; a fewserved as police officers, giving out tickets tothose who violated a rule of the road. Thestudents then received a “Safe BicycleDrivers License” and an activity booklet bythe same name. One group of 5th graderswas so excited by the idea of getting theirlicenses that they all tossed their helmetliners in the air as if they were graduationgaps, and one student proudly carried hersin her pocket on the next Walk and Roll toSchool Day.

Students at BB Harris Elementary practice their bike driving skills in“Harristown”, a simulated city set upin the school gym.

education instructor. It also requires that multiple bicycles and helmets be provided sothat all students may participate. (All students may not own their own bike and/orhelmet, or they may not be able to transportthem to and from school.) Extra adult assis-tance is critical when fitting bikes and helmets, and additional adult help is veryhelpful throughout the training course tomaximize student participation and ensuresafety. In most school settings, road skillpractice is limited to simulated roads (due toliability issues), so it is important to makesure there is plenty of physical space to setup a practice course.

Bicycle safety training may also be offeredas an optional extracurricular activity; in thiscase, students may be asked to provide theirown bicycle and helmet, and parental permission may allow actual on-road practice.A training offered as an extracurricularactivity could also be tailored to youngerchildren and their parents.

Challenges• It can be challenging to find a knowledge-

able, experienced instructor who can workwith children.

• Acquiring, maintaining, and storing a fleetof bicycles as well as helmets and helmetliners can be time-consuming.

• Scheduling classes to fit the PE schedulecan be a challenge. Short PE class sessionsmean more time spent on transitioning andless on course material.

• For large groups, it can be a challenge for theinstructor to provide adequate feedback tostudents as they learn and practice skills.Keeping kids constantly engaged in on-bikeactivity rather than having them stand inlines waiting for their turn takes creativity,space, and extra adult supervision.

• It is important to obtain whatever liabilityinsurance coverage you may need for possibleinjuries related to bicycle riding.

• In a school setting, inclusion issues areimportant to address. Consider how toinclude children who don’t know how to ridea bicycle or are physically unable to.

Resources• League of American Bicyclists Bike Ed

Program (http://www.bikeleague.org/programs/education/), including a list ofnationally certified instructors.

• North Carolina Department ofTransportation Bicycle Program, “TheBasics of Bicycling” (http://www.ncdot.org/trans it/b i cyc le/safety/programs_initiatives/curriculum.html)

• Pedestrian and Bicycling InformationCenter, “Children and Teens” (http://www.bicyclinginfo.org/education/children.cfm)

• Maryland Pedestrian and Bicycle SafetyEducation Program (http://www. rockvillemd.gov/recreation/bicycling/educationprogram.htm)

• “Good Practices for Bicycle SafetyEducation Guide” (http://www.bicyclinginfo.org/education/resource/fhwa.html)

• Georgia Department of Transportation,Safe Routes to School website(http://www.dot.ga.gov/localgovernment/FundingPrograms/SRTS)


Bicycle Rodeo or Bicycle Safety Fair

DescriptionBicycle Rodeos or Bicycle Safety Fairs areone-time events that can expose children andtheir parents to some of the basics of safebicycling. Children rotate from station tostation to learn or practice a specific skillpresented by an adult. Typically, skillsinclude: basic mechanical checks; helmet fit;steering practice; and stopping for stopsigns. Sometimes a rodeo will include a fullbicycle inspection station or a simulatedstreet station.

Rodeos are often held on weekends as a community event; sometimes they are con-ducted by the police department or the firedepartment as part of their safety outreach.

Purpose and BenefitsBicycle rodeos or safety fairs are good waysto bring about awareness of bicycle safetyskills for children and their parents. However,since the children rotate from station to station in the course of a morning or after-noon, opportunities to practice and refine theskills learned are limited. A rodeo or fair cancompliment, but not replace, a full-fledgedbicycle safety training.

How To’s• Set your educational goals for the rodeo or

fair.

• Plan the rodeo course content. How manyand what kind of stations will you have?

• Plan the overall event. Where will peoplearrive? How will they be oriented? How willthe course flow? Will there be rewards atthe end? Will you provide refreshments?

• Find a location. You’ll need an open, flat,car-free area.

• Recruit instructors and volunteers. Eachstation should have at least one know-ledgeable instructor and one assisting volunteer, plus additional volunteers forcrowd control.

• Publicize the event.

• Obtain stickers, prizes, other rewards.

• Obtain/prepare written safety materialsfor parents.

• Hold the event. Evaluate how it went andwhether you have achieved your education-al purpose.

Details to ConsiderGenerally, students bring their own bikes andhelmets to the rodeo or fair. Some programscombine a rodeo or fair with a “Fix Your BikeDay.” (See Chapter 10, Encouragement). Thisallows participation of students whose familiesmay not be able to otherwise repair theirbicycles. Sometimes rodeos are combinedwith helmet give-aways as well.

You will need to decide who may participatein the rodeo or fair and how to prepare for


Children practice bike handling skills at the“Snail Race” station at Mason Elementary inDuluth.

contingencies. Is the event open to anyoneor just to your SRTS target audience? Mustchildren be accompanied by an adult? Willparents need to sign waivers? Can childrenparticipate if they don’t have a helmet or amechanically safe bicycle? Can students participate if they don’t know how to ride abike or if they are on training wheels?

Challenges• It can be challenging to find knowledgeable

instructors who work well with kids.

• Finding sufficient volunteers can some-times be a challenge.

• Finding a suitable location can also be challenging; liability issues may be a con-cern for some property owners.

• It can be time-consuming to figure out contingencies for children who arrive without a parent, or without a helmet, etc.

• The balance between educational safetycontent and pure bicycle fun can be a delicate one. It is important to make surethat participants are enjoying the eventyet still taking away a strong educationalmessage.

Resources“The Guide to Bicycle Rodeos,” John Williamsand Dan Burden, published by AdventureCycling (www.adventurecycling.org/store/index.cfm)

“An Organizer’s Guide to Bicycle Rodeos,”(http://www.bike.cornell.edu/pdfs/Bike_Rodeo_404.2.pdf)

Bicycling Life’s “Bicycle Rodeos”(http://www.bicyclinglife.com/SafetySkills/BicycleRodeo.htm)


Bicycle Safety Information

DescriptionBicycle safety materials provide basic information about bicycle equipment and therelationship of bicycles and cars. Typicallymaterials for children cover helmet fit,mechanical checks, being visible, and generalawareness of traffic. Information aboutbicycle safety can be conveyed to childrenthrough videos, presentations, songs, stories,bulletin boards, posters, activity booklets, orpamphlets. Often these materials supple-ment on-bike experiences, such as bicyclesafety training. (See page 9-9.) Bicycle safetyinformation can also be addressed to adults;these materials usually focus on how to makesure a child is riding a bicycle safely.

Purpose and BenefitsBicycle safety information can convey basicsafety messages to large numbers of people.However, for children, safety information isbest used as a supplement to actual on-bikepractice; while young children can be taughtthrough words and pictures, there is no substitute for learning through doing. Safetyvideos, CD’s, songs, etc. are excellent ways torepeat and reinforce bicycle safety conceptslearned through on-bike practice.

How To’s• Choose your target audience(s) – adults or

children? what age child?

• Determine the specific bicycle safety content information you wish to convey.

• If children are your audience, determinehow you will convey the information:through classroom activities, at assemblies,in computer labs, through displays, or overthe morning announcements are a few com-mon options in schools. Repeating the sameconcepts in a variety of ways – throughhearing and seeing - is often an effectiveway for children to learn.

• If adults are your audience, determine howbest to reach them in your school setting.Safety information can be presented toadults through parent newsletters, flyersthat go home in “bookbag” mail, displays orvideos at PTA meetings, or displays withsafety pamphlets at school events.

Details to ConsiderThere is a wide variety of bicycle safetyinformation available for a range of age levels;the information available also ranges in quality.It is important to consider the age of theaudience and the purpose of the information.Some sources focus almost exclusively on theimportance of helmets and helmet fit; otherslimit the information to very simple conceptsand do not contain information about ridingon the road; some sources appear to focusmore on the entertainment value of thematerial rather than the safety content.

Challenges• As with much of education, “information”

does not necessarily translate into“practice.” If you are seeking real behaviorchange, it is important to follow up, evaluate, and continue to provide bothinformation and practice opportunities.


At a Walk and Roll to School Day celebrationat Clairemont Elementary, a mother anddaughter look at bicycle safety pamphlets.

• Parents may not be aware of their impactas role models and educators. Their ownbicycling behaviors can either reinforcethe safety concepts taught to children oractively negate them.

Resources• See Appendix a-31 for “Safe Bike Driving

Tips for Parents and Kids”.

• The Bicycle Safety Education ResourceCenter maintains a database of resources ona wide range of bicycle education topics(http://www.bicyclinginfo.org/education/resource/fhwa.html)

• The National Highway Traffic SafetyAdministration (NHTSA) has brochures,videos, activities and other materials forchildren and adults (http://www.nhtsa.dot.gov/portal/site/nhtsa/menuitem.810acaee50c651189ca8e410dba046a0/)

• The Federal Highway Administration’s“Bicycle Safer Journey” interactive CD isdesigned for older elementary school stu-dents (http://safety.fhwa.dot.gov/ped_bike/ped/saferjourney.htm)

• “Bike Smart” is an interactive CD designedfor grades K-3, Oregon Center for AppliedScience, (http://www.hcimarketplace.com/products/category_list.html?index=12) A Teacher Resource Guide can be down-loaded at this website.

• “Let’s Learn More About Bike Driving”Information and Activities Book, ChanningL. Bete Company (http://www.channing-bete.com)

• Georgia Bike Sense: A Guide for Cyclistsand Motorists, GDOT (www.dot.ga.gov/travelingingeorgia/bikepedestrian) email:[email protected]


“Bicycling with Children”Training for Adults

Description“Bicycling with Children” training providesadults with background information on safecycling skills so that they can successfullyand confidently accompany children on bicycles.An adult training generally covers bicycleequipment, bike handling skills, road positioning,and tips on riding with children; some trainingsinclude actual on-bike practice. Informationon how to lead a Bike Train may also beincluded. (See Chapter 10, Encouragement.)

Purpose and BenefitsSafety education for adults is often overlooked, but can be a critical componentof a Safe Routes to School program.Although many adults know how to ride abicycle, most have never actually learned therules of the road for bicycling, and otherimportant bicycle skills. Unfortunately, theseadults can be negative role models for children (riding without a helmet, not stopping at stops signs, etc.) Some parentsmay be interested in riding with children toschool, but are fearful because of a lack ofknow-ledge of “how to.” Many parents aresurprised and delighted to learn skills theycan put to practical use with their children.Once informed, parents can be the mostimportant safety teachers a child can have.

How To’s• Determine interest; a group of 5 adults

willing to be trained can be sufficient toget started.

• Find a knowledgeable instructor withexperience working with both adults and

children. (See Resources, below.)

• Set a date.

• Find a location.


Decatur Moms Get “Bike-Educated”

In Decatur, Georgia, many parents enjoybiking with their children to school eachday. To enhance their knowledge and confidence in riding in morning traffic,the Safe Routes to School Projectoffered a discount for the AtlantaBicycle Campaign’s “Effective Cycling”classes. While there was much interest,many parents found they could notattend the regularly scheduled Saturdaymorning classes. So the Project offereda special weekday class. Eight parentsattended, learning and practicing skillson guided rides around town. Most of theparents went on to lead bike trains at thenext Walk and Roll to School Day events,and five of the mothers chose to take anadditional class for national certifica-tion.

Said one mom, “There are a lot of peoplewho do not know the rules of the roadand are not giving good information totheir children. The class gave me confidence to ride on the streets withmy child or by myself. Everyone shouldtake the course no matter how long youhave been riding.”

Mothers in Decatur get ready for a road rideto practice their “Effective Cycling” skills.

• Announce the class through the school’scommunication channels.

• Hold the training; take pictures.

• Report on the training in the schoolnewsletter or on the website to pique otheradult interest in the future.

Challenges• Many adults resist taking a bike class,

believing that if they know how to operatea bicycle, they know everything they needto know.

• Parents may find it hard to fit a traininginto their busy schedules. It is importantto be flexible in scheduling a training tomeet their needs.

Resources• League of American Bicyclists Bike Ed

Program (http://www.bikeleague.org/educenter/courses.htm, including a list ofnationally certified instructors )

• “Bicycling With Children: A Complete How-To Guide”, by Trudy Bell,Mountaineers Press, 1999

• For local Georgia resources, see theGeorgia Department of Transportation’sSafe Routes to School website(http://www.dot.ga.gov/localgovernment/FundingPrograms/SRTS)


Bicycle and Pedestrian SafetyMessage Campaigns

DescriptionSafety message campaigns are focused waysof conveying particular safety rules or slogans to children and parents. Typically,the message is condensed into a few short,catchy words, perhaps accompanied by agraphic. The message may be conveyed at thelocal school level through posters, banners, bulletin boards, newsletter blurbsdaily verbal sayings, songs, artwork, etc. Acommon Safe Routes to School message is“Be Safe, Be Seen,” emphasizing the importance of pedestrians and cyclists beinghighly visible to motorists (through brightclothing, reflective materials, and lighting.)In such a campaign, the same message, “BeSafe, Be Seen,” is repeated over and over inmany different settings for a specific periodof time. Some schools do monthly messagecampaigns, with a walking or bicycling safetyrule for each month.

Purpose and Benefits Repetition is an important strategy forlearning, so message campaigns often workwell with children. Repetition is also an important strategy for reaching – and teaching– adults; as advertising agencies have proventhrough advertising blitzes, message

campaigns can be very effective ways ofinfluencing adult behavior as well.

How To’s• Choose a safety concept that is particularly

relevant to your school community.

• Find a short, catchy way to express the concept.• Identify a variety of ways to convey the

message: posters; banners or murals; theschool marquee, printed message and visualon T-shirts, water bottles, pencils, wrist-


• Be Safe, Be Seen! • Stop, Look, Listen, Live! • Take the Time to Cross Safely• Stop, Look Left, Right, Left Again• Stop at Every Road Edge (ped)• Cross at Corners (ped)• Use Your Head – Wear a Helmet!

(bike)

Examples of Safety Messages for Campaigns

Brightly attired participants in MasonElementary’s “Be Safe, Be Seen” FashionContest.

“Be Safe, Be Seen” Campaign

At Mason Elementary in Duluth, “BeSafe, Be Seen” is a theme for theNovember Walk and Roll to School Daywhen winter is approaching and days getshorter. “Be Safe, Be Seen” posters andskits advertise the event. Students canparticipate in a “Be Safe, Be Seen”Fashion Contest, in which they sport thebrightest clothes they possibly can.Contest participants receive prizes offlashing lights with “Be Safe, Be Seen –Safe Routes to School” printed on them,reflective helmet stickers, or othersmall prizes that carry out the visibilitytheme.

bands, stickers or other give-away items;chants or songs at assemblies or on morning announcements; school newsletterarticles.

• Find ways to explain the message clearly tostudents, such as mini-lessons in class-rooms or PE class, or dramatizations atassemblies or morning announcements.With young children, catchy phrases maybe just fun words to say until meaning isgiven to them through examples or illustra-tions. The “Be Safe, Be Seen” slogan, then,needs to be accompanied with informationon how to “be seen” and why it is important.

• A poster contest or other type of illustrationor demonstration of the message by children can provide feedback as to howwell the students understand the message.

Challenges• A campaign is typically time-limited, but

most safety messages need to be reinforced all year long. It’s important tofind ways to repeat the messages, but keepthem fresh and interesting. The impact ofhelmet message campaigns are particularlyknown for being short-lived; students whoare not used to wearing helmets need on-going reinforcement until helmet-wearingbecomes a habit.

• Finding ways to accurately evaluate theimpact of your campaign can be a challenge.See Chapter 11, Evaluating Your Program.

Resources• Be Safe, Be Seen information

(http://www.birmingham.gov.uk/GenerateContent?CONTENT_ITEM_ID=16030&CONTENT_ITEM_TYPE=0&MENU_ID=12058)

• Be Safe, Be Seen at Night information(http://www.thinkroadsafety.gov.uk/arrivealive/walkingnight.htm)

• Pedestrian Safety Campaign, FederalHighway Administration (http://safety.fhwa.dot.gov/local_program/pedcampaign/index.htm)

• Helmet Safety Campaigns (http://www.helmets .org/manual.htm)

• Helmet Safety Campaign for 5th Graders(http://www.euro.who.int/childhealthenv/studies/20060504_6)

• Pedestrian Safety posters in Spanish,Federa l H ighway Admin i strat ion ,(http://safety.fhwa.dot.gov/ped_bike/walk/order/index.htm)


Traffic Safety Days

DescriptionTraffic Safety Days are events focused onreminding motorists of the existing laws,policies, or procedures regarding pedestriansand bicyclists. On the designated day, volun-teers distribute written information tomotorists with a specific message. The message can be a general one, such as“School’s In, Drive With Care,” remindingmotorists to be vigilant on walking or bikingroutes to school. Or, the message can betargeted at a particular issue, such as “SlowDown in the School Zone” or “Don’t Park inthe School Crosswalk.” Often the targetaudiences for Traffic Safety Days are parents who drive their children to school;volunteers approach each driver in the drop-off or pick-up line, remind each driver of thesafety message, and give the parent driversome written information.

Traffic Safety Day efforts can also beextended to address the neighborhoodaround the school by providing written information to neighbors house by house, orthrough neighborhood communication channels.The effort can be extended even morebroadly by providing the same message tothe media, via news articles and radio PublicService Announcements, on the same topic, ifappropriate.

Purpose and BenefitsTraffic Safety Days are often one of theeducational strategies employed to addressissues prior to using enforcement techniques.Often, Traffic Safety Days highlight andreinforce, as a “friendly reminder,” basicinformation that motorists should alreadyknow, though sometimes they serve to educatemotorists on new policies or procedures.While this information can be conveyedthrough written literature, the face-to-facecontact makes the message more personal andpoignant. If the issue persists, then actual

enforcement strategies can be employed.

How To’s• Using your data, identify a targeted

message for motorists and a desiredmotorist behavior change.

• Develop a short, catchy slogan to deliverthe message.

• Develop a flyer or brochure with information that supports the message;this may include a local history of the problem or local or national statistics. SeeResources Section below.

• Recruit volunteers and provide them withguidelines about approaching and talking tomotorists.

• Invite the media to cover the event and/ororganize an effort to get your message outto the broader community.

• Carry out the Traffic Safety Day.

• Express appreciation to the volunteers.

• Evaluate the effort by observing changesin motorist behaviors and determine


A parent volunteer reminds a fellow parentabout the school’s procedures for morningdrop-offs on Traffic Safety Day.

whether follow-up enforcement effortsare needed.

Details to ConsiderIn developing the message, be sure toremember that it should target a motoristbehavior that affects children who walk orbicycle to and from school. The accompanyinginformation should illustrate to the motoristhow that behavior can have serious consequences for children on foot or bicycle.Including children as volunteers may makethe message even more poignant, but it isimportant that children be supervised byadults as they approach cars and talk tomotorists they may not know

If broadening the Traffic Safety Day effortto include the public at large is too big a task,you might consider inviting the media tocover your event at the school level. Mediacoverage of volunteers sharing your safetymessage with parents in a carpool line notonly highlights your positive effort, but alsoserves to get the same message out to thepublic.

It is important to evaluate the TrafficSafety Day effort shortly after to see if ithas impacted the targeted motorist behavior.If it has not, it can be used as documentationfor follow-up enforcement efforts, such asadditional police surveillance or police “sting”operations. (See Chapter 8, Enforcement.)

Challenges• Finding volunteers who are comfortable

with approaching motorists could be a challenge.

• It may be difficult to evaluate the impactof a single day’s event; evaluation mayrequire ongoing monitoring of specificbehavior changes in motorists.

Resources• National Center for Safe Routes to School

On-line Guide (http://www.saferoutesinfo.org/guide/education/all_drivers_near_the_school.cfm)


Personal Safety Education

DescriptionPersonal Safety Education addresses non-trafficsafety issues. Education activities focus onteaching children and their families how toprotect themselves from potential dangerson the route to school. Topics mayinclude child abduction, sexual predators, drug dealing, or other criminal activity that parents might beconcerned about. It might also addressbullying, unleashed dogs, or other realor perceived non-traffic safety concernsin a community.

Purpose and BenefitsStatistically, child abductions aroundschools are extremely rare; however,whether the risk is real or perceived, concerns about abduction can be a powerfulbarrier for parents to consider walking orbicycling to school as an option. Concernsabout bullying, unleashed dogs, or other dangers along the school route can also bestrong barriers. If these concerns exist, it isimportant to address them with profession-alism and sensitivity: education activitiesshould prepare the learners, not scare them.Personal safety education activities coupledw i t h s u c c e s s f u l a d u l t - s u p e r v i s e dEncouragement activities such as WalkingSchool Buses or Bike Trains (See Chapter 10)may help to allay fears and constructivelyaddress personal safety concerns.

How To’s• If your initial parent survey or any other

part of your School Transportation Profileindicates that a personal safety issue is acommon concern, gather more informationto zero in closely on the particular issue.You may want to gather statistical incidentdata and/or conduct interviews with adultsregarding their concerns.

• Research and select activity resources

that best address the need (see Resourcessection below). Keep in mind that the goal isto “prepare, not scare” children or adults.

• Determine the age level for which thematerial is most appropriate.

• Determine whether the educational activitieswould be best implemented in a school setting,in an extracurricular setting, or by a parentor guardian at home.

• If the activity is conducted in a school setting,let parents know about it; share with themthe content covered and how, if appropriate,they can reinforce the skills taught.

• Implement the activity and evaluate itsimpact.

Challenges• Working through very highly emotional

subjects and strong adult feelings aboutthem requires sensitivity, patience, andgood listening skills.

• It may take time to select curricula and/or


During a personalsafety training,students role playto learn appropri-ate responses tobullying.

materials that successfully “prepare, notscare” children or adults.

Resources• National Center for Missing and Exploited

Children, Know the Rules School SafetyTips (http://www.missingkids.com/miss-ingkids/servlet/ResourceServlet?LanguageCountry=en_US&PageId=889)

• US Department of Justice (http://ojjdp.ncjrs.org/publications/PubAbstract.asp?pubi=196166&ti=&si=&sei=&kw=&PreviousPage=PubResults&strSortby=&p=&strPubSearch=)

• Kidwise Institute (http://www.kidwiseinstitute.com)

• Kidpower Teenpower FullpowerInternational (http://www.kidpower.org)

• Stop Bullying Now (http://stopbullying-now. hrsa.gov/index.asp?area=main#)

• National Crime Prevention Council – McGruff’sBlog on stopping bullying (http://www.mcgruff.org)


Health and Physical Activity

DescriptionEducation on the relationship between healthand physical activity provides background forencouraging children and adults to walk andbicycle more. Lessons, activities, and generalmessages for kids often focus on the heartand the cardiovascular system, and how physicalactivity, such as walking and bicycling, canstrengthen that system. There are also lessons, activities, and prepared messagesavailable about diabetes prevention for children. Information for adults typicallyfocuses on the impacts of sedentarylifestyles on health, the rapidly rising ratesof heart disease, and obesity; walking andbiking on school journeys are shown as easilyaccessible positive steps to address theseissues.

Purpose and BenefitsHealth is a topic that touches everyone, sohighlighting the relationship between personalhealth and physical activity is an excellentstrategy for bringing the Safe Routes toSchool “walk and bike” message to the entireschool community. Given the rise in childhoodobesity, diabetes, and asthma, especially inGeorgia, you may find promoting the healthbenefits of SRTS is the easiest way to garnerschool and community support.The concepts ofphysical activity and cardiovascular health areeasily illustrated and lend themselves to fun andactive learning in and out of the classroom.

“Healthful lifestyles” is a theme to whichpeople can relate and can endorse within aschool setting. “Healthful lifestyle” conceptsare part of the Georgia state academic stan-dards for health education. (See Appendix a-24, Correlations with Statewide AcademicStandards.) In addition, the Child Nutritionand WIC Reauthorization Act of 2004, madeit mandatory for all local school districts partic-ipating in the Federal School Meal Programs tocreate a Local Wellness Policy. Many School

Wellness Policies include an emphasis on physicalactivity and health education.

How To’s: • Choose a focused message related to

health and physical activity.


Students at BB Harris Elementary watch a“Walking and Biking for Healthy Hearts” skit.A lethargic teacher (left) shows a “sadheart”, while the principal (right), having rid-den in on her bicycle, displays her “happyheart.”

Healthy Heart Month at BB HarrisElementaryWith an overall objective of promotinghealthy lifestyles through physical activity,BB Harris Elementary kicked off its SafeRoutes to School activities with a “Walkingand Biking for a Healthy Heart” assembly.Seeing their vibrant and active principal ridein to the assembly on a bike made a bigimpression on the students. This was followedwith a Valentines Day week of classroomHealthy Heart activities, a contest to seewhich class could log the most laps around thetrack, and weekly informational flyers senthome to parents about the relationshipbetween walking and bicycling and hearthealth. In addition, the school held a “LoveYour Heart” Walk and Roll to School Day withheart-shaped erasers as prizes.

• Determine how that message will be delivered to students. Work with schoolpersonnel to determine whether the activities will be integrated into the curriculum. Lessons about the cardiovascularsystem can be integrated into health, physicaleducation, or science classes.These lessonscan include a physically active component,such as calculating heart rate, walking lapsaround a track, or using pedometers tocount steps.

• Determine how the message can be broad-ened to reach the entire school community. Athemed “campaign”, such as “Walk and Bikefor a Healthy Heart,” targeted at childrenand adults can be effective. Messagesregarding the impact of physical activity onhealth can be communicated through skits,songs, bulletin boards, games, contests,pamphlets, flyers, articles, and a variety ofother school media.

Challenges: • It is important to address obesity, heart

disease, and lack of physical activity withsensitivity toward those who might alreadybe health-challenged.

• Some pre-written activities must be adaptedto include walking and bicycling as physicalactivities (many focus on jump-roping, running, or team sports).

Resources: • “Healthy Heart Week Classroom

Activities” developed by the Metro AtlantaSafe Routes to School Project are includedin the Appendix, a-33.

• The American Heart Association’s“HeartPower” website includes free, science-based lesson ideas and activities,( h t t p : / / w w w . a m e r i c a n h e a r t . o r g /presenter.jhtml?identifier=3003345)

• The National Diabetes Education Program

offers a school kit entitled “Move It! AndReduce Your Risk of Diabetes” (http://ndep.nih.gov/diabetes/pubs/moveit_school_kit.pdf)

• “Take 10!”® is a classroom-based physicalactivity program for kindergarten to fifthgrade (http://www.take10.net/)

• Action for Healthy Kids is a non-profitorganization working to address the epidemic of overweight, undernourishedand sedentary youth by focusing onchanges at school (http://www.actionforhealthykids.org/)

• Alliance for a Healthier Generation,Healthy Schools Program (http://www.healthiergeneration.org /schools)


Decatur’s Glennwood Academy HealthCommittee added a physical activity message to their yearly “Turn off the TVWeek.” To highlight physical activity asan alternative to watching TV,Committee members worked with theSafe Routes to School Team to obtainpedometers for all of the students. Thestudents tracked their walking and bikingmileage throughout the week, and kepttrack of their progress through a “Walkand Bike Across America” game (See“Walk and Bike Across America” inChapter 10.) The week kicked off with a“Walk and Roll to School Day”, and endedwith a celebration of the combinedschool’s success in walking and biking thedistance between Atlanta and LosAngeles, California.

Drop the Remote and Get Physically Active

Environment and TransportationChoice Activities

DescriptionAir quality and environmental activities guidechildren to explore the connection betweentransportation and the natural environment.Many of these activities focus on the impactof automobile use on air quality and global climate change. Some activities demonstratethe relationship between automobile use andwater quality, land use, resource distribution,global climate change, and impacts on ecosys-tems. Many of the curricula available leadstudents to evaluate the impact of their owntransportation choices on the environmentand guide them to take action steps towardimproving air quality and the environment intheir community.

Purpose and BenefitsAir quality and environmental activities provide background for understanding theimportance of walking and biking. While students learn about air pollution and someof the detrimental impacts of the automobileon the natural environment, they also learnthat walking and bicycling are “pollution solutions.” Importantly, these are not faraway solutions that only adults can imple-ment, but rather they are solutions that theythemselves can carry out. On their nextwalking or bicycling journey, they can feelthat they are “making a difference”; this canbe very empowering for children.

How To’s• Find activities or lesson plans that address air

quality issues. There is a wealth of “air pollution” curricula available on the Internet;however, it is important to evaluate the activities and be sure that they relate totransportation, and that they are appropriatefor the age level and the particular communitysetting. See Resources section below for suggested curricula.

• When introducing air quality and environ-mental activities to school personnel aspart of a Safe Routes to School program, itis very important to emphasize that theseactivities can be directly correlated to theacademic standards and content areas.(See Correlations to Georgia StatewideAcademic Standards in Appendix-24.)

• Work with school personnel to determinethe most appropriate age level and settingfor conducting the activities.

• Identify an instructor or activity leaderwho has experience working with childrenat that age level.

• Conduct the activities.

• Provide opportunities for children to sharewhat they have learned with others, suchas presentations to other classes or parentgatherings, written articles or informationalpamphlets that can be distributed to theschool community, visual art displayedthroughout the school, or involvement in


The SRTS Team at BB Harris in Duluth linkeda St. Patrick’s Day theme to the environment.Students learned about the “green” reasonsfor walking and biking to school and participatedin a “Think Green” Walk and Roll to SchoolDay.

Safe Routes to School encouragementactivities. (See Chapter 10.)

Details to ConsiderEnvironmental activities can be conducted inclassroom settings or in extracurricular settings, such as a club or after-schoolgroup. They can be done as a single lesson oractivity, but are best conducted as a completeunit of study. Most of the curricula availablecan be correlated to academic standards andcontent areas and can be adapted to differentgrade levels. It is important that theseactivities culminate in a positive way, pointingtoward solutions to environmental issues –such as walking and biking – rather thandwelling on the negative. For younger chil-dren, it is also beneficial to provide informa-tion to parents.

Challenges: • There is much emphasis in Georgia public

schools on the state standards and administrators are often reluctant to addadditional content areas to the school day.Although air quality and environmental edu-cation activities can be integrated into thecurriculum to address the academic standards, it is often a challenge to convince school administration/staff thatthis is so.

• Environmental education often addresseslifestyle choices, and these can be sensitive issues for children. It can be achallenge to present the activities in a non-political, non-controversial way. It isimportant to note, however, that qualityenvironmental education does not “preach”,but rather provides opportunities for children to draw their own conclusions.

• Children can become overwhelmed with“gloom and doom” about the environment.It can be challenging to present the reality of issues without scaring children.Providing students positive opportunities

(such as walking and bicycling) to impacttheir environment is an effective way ofbalancing the negative and the positive.

Resources: • “Autos and Air” is a lesson plan unit written

specifically for use with Safe Routes toSchool programs (http://www.glc.k12.ga.us/Bui lderV03/lptools/lpshared/displayunit.asp?unitId=1720) The curriculumwas developed for use with 4th and 5thgraders.

• The Air Quality Theme Page (http://www.cln.org/themes/air.html) lists a variety of resources for information andlessons.

• The US EPA’s Project A.I.R.E web page,(http://www.epa.gov/region01/students/teacher/aire.html) lists air quality-relatedactivities and reading materials.

•The Georgia Clean Air Campaign has developed air quality curriculum correlatedwith the state standards for 3rd through8th grade. Lesson plans can be found at(www.cleanaircampaign.com/for_schools).Information on the Clean Air Campaign’s“Better Air Schools” program can also befound at this website.

• “You Can Clear the Air” curriculum devel-oped by the Region of Waterloo, Ontario, isan excellent curriculum for 3rd graders,(http://www.tc.gc.ca/programs/environment/UTSP/youcancleartheair.htm#top)


Education Through Encouragement

DescriptionMany educational messages can be incorporated into encouragement efforts.(See Chapter 10, Encouragement.) MonthlyWalk and Roll to School Days with educationalthemes are a good example of this. Thethemes can be safety-related, or they canemphasize the benefits of walking and bicyclingto school. Promotions for the event – posters,banners, announcements, flyers – can all carrythe theme message, and the group walk or rideto school itself can emphasize or demonstratethe message concepts. As students arrive atschool they may receive more information on the concept theme, refreshments, or token rewardsthat also carry out the given theme.

Purpose and BenefitsEducational themes for Walk and Roll toSchool Days actively engage children;through the excitement of a fun event, students learn about skills and concepts andthen have a chance to practice them. Inpreparation for a Polar Bear walk or bikeride, for example, a young child might putsome thought into what he/she will wear for

walking or biking on a cold morning. Similarly,a group on a Walking School Bus can have funwhile practicing looking left, right, left againat every road edge. Or, by carrying a “OneLess Car” sign, a student can feel proud ofhis/her direct role in reducing traffic congestion and pollution around the school.

How To’s• Find a relevant educational theme for a

Walk and Roll to School Day event. Manyschools use holidays or other seasonalevents to guide their planning, such asHeart Month in February or Earth Day inApril. You may want to coordinate this witha broader educational campaign. (SeeSafety Message Campaigns, page 9-18)

• Develop promotional materials with acatchy message expressing the theme anddistribute.

• Explain the theme to students and parents ina more in-depth way: through skits on themorning announcements, quick classroomactivities, posters, newsletter articles.

• Find fun rewards related to your theme togive to event participants.


• Polar Bear (dress for the weather)• Be Smart About Your Heart• Get Active!• Think “Green” • One Less Car• Foot Power!• Turkey Walk (stretch your neck and

look left, right, left again)• Be Safe, Be Seen

Examples of Educational Themes forWalk and Roll to School Days

A principal walks with students dressed as aturkey on a November “Turkey Walk toSchool Day.” At every road edge, studentsstretched their necks like turkeys and looked“left, right, left again and over the shoulder.”

• Carry out the event. Be sure to take picturesand display them afterward.

Challenges• When mixing education and encouragement,

it is important to keep just the right mix ofeducational messaging and “just fun” for thechildren. (See Walk and Roll to School Daysin Chapter 10, Encouragement.)

• The true meaning of educational messagescan sometimes get lost in the fun and creativity of an activity; make sure thestudents understand the message.

Resources• See Appendices a-32 and a-42 for sample

monthly themes and activities.

• Teacher supply stores and websites havemany inexpensive tokens available in bulkwith seasonal themes. There are companieswith websites that specialize in tokensrelating to physical activity and the environment.


A father and son participate in a “One LessCar” Walk and Roll to School Day at MasonElementary in Duluth.

chapter 9 – education activities

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