A Resident's Guide for Creating Safe and Walkable Communities

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Chapter 3: How can the safety of my neighborhood be improved?

Education

Example yard sign campaign.
Graphic from FHWA's Pedestrian Safety Campaign Planner.
Sample educational brochures in English and Spanish for pedestrians.

Education and public awareness strategies can be used to:

  • Provide information to help motivate a change in specific behavior.
  • Teach safety skills that can reduce the risk of injury.
  • Raise awareness about particular pedestrian issues.
  • Encourage people to think about attitudes and behaviors and make informed choices.

Education and public awareness initiatives must be sustained, concentrated efforts that target a specific community problem. A short or one-time effort will probably not have lasting results. To be more effective, education efforts should be combined with engineering changes as well as law enforcement.

Education begins at home—start by learning how you can be a safer pedestrian and driver, and how you can better enable your children, family, and friends to be safe on the road. To expand education and public awareness efforts to the broader community, here are some activities to improve pedestrian safety that you can join or start:

  • Yard sign campaigns—Slow down yard sign campaigns (such as Keep Kids Alive Drive 25®) allow residents with concerns about speeding in their community to help remind drivers to slow down and stop for pedestrians. Neighborhood leaders, safety advocates, and law enforcement officials work in partnership to identify problem areas, recruit residents to post yard signs, organize distribution of yard signs, garner media attention, and evaluate the effectiveness of the campaign.
  • Pace car campaigns—Neighborhood pace car programs aim to make neighborhoods safer for pedestrians, bicyclists, and drivers. Resident pace car drivers agree to drive courteously, at or below the speed limit, and follow other traffic laws. Programs usually require interested residents to register as a pace car driver, sign a pledge to abide by the rules, and display a sticker on their vehicle.
  • School-based education programs—There are many people who can support your efforts to implement pedestrian safety training in schools. They can provide a history of what has been done, a description of current policies and practices, and help identify improvements to be made.

For More Information:

Visit the National Center for Safe Routes to School Web site (http://www.saferoutesinfo.org/) or call 866-610-SRTS for more information about educating children, parents, and teachers about pedestrian issues and starting a Safe Routes to School program in your area.

For developing education programs within your schools, consider contacting the superintendent of public instruction, the state or school PTA president, the school nurse, the governor's traffic safety representative, or the district superintendent. Other venues, such as parks and recreation programs, after-school programs, and churches may also provide opportunities for both pedestrian and bicycle safety education. Some questions to ask include:

  1. Is pedestrian education a routine part of health and safety objectives for children in schools?
  2. If not, what steps can be taken to ensure that schools implement school-based training on a continuing basis?

For More Information:

Community Success Story 8: Pedestrian Safety Education

San Diego County, California

Developers of a child pedestrian safety training program in San Diego County targeted a bilingual, low-income school where the majority of the children walked to school. Studies have shown that first-generation low income school children are at a much higher risk of pedestrian injuries and fatalities.

Children crossing the street.

The presentations were done bilingually, using still images and video footage from their own neighborhood to make the lessons more relevant and concrete. Students were asked to identify the unsafe behaviors depicted and to suggest safer alternatives. For example, they were shown an image (at right) of children in dark clothing walking across an intersection where a car had already begun to turn into and were asked questions such as: were the children very visible to the car, and should the children have walked into the street?

Other topics covered included stopping distances of vehicles in the rain, at different speeds and for large trucks; mid-block crossings; facing traffic while walking; running; turning vehicles and more. In a survey conducted two weeks later, it was found that the children were largely able to retain the information presented earlier. However, many students responded that they felt their parents, the Safety Patrol, or their siblings were responsible for their safety, and also that "cars will always stop for kids." Thus, it was determined that there was a greater need to emphasize to the children that they were the ones responsible for their own safety in future training materials.

For more information, contact Sheila Sarker at shsarkar@ucsd.edu.

 

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Program Contact

Tamara Redmon

202-366-4077

Dick Schaffer

202-366-2176

What's New

The FHWA Safety Office is continually developing new materials to assist states, localities and citizens in improving pedestrian and bicycle safety. The materials listed on this page were completed recently.

Examples of State/Local Pedestrian Safety Action Plans

Pedestrian Forum - Fall 2009

LTAP/TTAP Interchange, Tamara Redmon

Evaluation of the Focused Approach to Pedestrian Safety Program (PDF 225 KB)

“Not in Roadway” Pedestrian and Bicycle Crashes (PDF 132 KB)

How to Develop a Pedestrian Safety Action Plan (PDF 5.14 MB)

FHWA Guidance Memo Contains Provisions to Improve Pedestrian Safety

Toolbox of Countermeasures and Their Potential Effectiveness for Pedestrian Crashes

Pedestrian Safety Guide for Transit Agencies

Evaluation of Pedestrian Countermeasures in Three Cities: San Francisco, Las Vegas and Miami

Pedestrian Road Safety Audit Guidelines and Prompt Lists