A Vision Zero approach requires behaviour modification measures to ensure a safe road transport system. There is a particular gap in addressing behaviour during the adolescent years. This paper describes research leading to the development of a draft curriculum for transport and road safety targeted at years 7 to 9. The research project commenced as an investigation of the value and feasibility of introducing bicycle education into the curriculum; however, based on a literature review and qualitative research, an alternative approach is suggested. Adolescence is a particularly important period for learning safe road-use as independent mobility becomes a major focus at this developmental stage. In addition, peer and other modelling is especially important and, without intervention, can easily lead to dysfunctional road use. In reviewing the literature on road safety education it was clear that there are theoretical reasons for believing that an over-emphasis on skills may be detrimental to safety. Other issues in implementing a course were the findings from qualitative research that road safety is not interesting to adolescents and a belief that for a course to be interesting it would need to incorporate a practical component with consequent logistical difficulties. It is proposed that road user behaviour can be improved by developing a cognitive model approach to road safety education and that by introducing core constructs of transport theory and safe road use in an interesting context for adolescents the "young driver problem" can be minimised. Extension activities involving practical aspects of road use can then be provided that maximise the personal development and pro-social aspects of a transport course. (Author/publisher) For the covering entry of this conference, please see ITRD abstract no. E205861.
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