Traffic crashes remain the leading cause of death for children under 14, according to the World Health Organization. In our country, kids are involved in every seventh road incident. So, preparing a child for school begins with teaching safe road behavior above all else.
The home–school–home routine, which a teacher often asks a family to draw and paste into the journal, stands out as one of the strongest methods to help a child navigate traffic. It’s effective only if treated as something real and purposeful, not a box to tick.
How should a safe route be chosen?
Key considerations:
- Crosswalk safety. Check for a functioning traffic light, whether it is actually working, the presence of speed bumps, and signs like “Beware of children.” These details matter for a child’s safety.
- Visibility. The fewer obstacles along the way, the better. Trim hedges, remove clutter, and ensure sightlines aren’t obstructed by trucks or other objects.
- Lighting. In winter, daylight arrives later in the day. Are there adequate streetlights or route lighting for early morning or late afternoon walks?
- Travel time. If a longer route is safer, opt for it. The goal is to give the child time to move calmly without rushing, which can tempt shortcuts.
- Route popularity. A path used by more families provides built‑in social support. In an emergency, a child can seek help from nearby adults or peers.
Crossing the street with children at a marked crosswalk—especially where a zebra crossing is present—is a safer option, even if the path is longer.
What to do when traffic signals aren’t working
If a yard or streetlight is out, contact the building management for outages. For streetlighting, reach out to city authorities. When a traffic signal fails, report it to local traffic authorities. In some cities, a specific agency handles traffic infrastructure, such as Deptrans in Moscow. For installing new speed bumps, contact local government leadership.
Rules to follow on the walk to school
Walk the student to and from school several times—during morning or evening when lighting is good, and again in the afternoon with natural light. Ask the child which areas feel difficult and compare impressions. You’ll often find adults and children interpret danger differently.
Discuss obvious road hazards—cars and electric scooters, active construction zones, poorly lit areas, or stray animals. Review scenarios such as driving past parked cars, approaches to trucks unloading goods, crossing when a traffic signal is broken, and other common challenges.
When selecting a route, it helps if the student feels confident in choosing it. That ownership reduces the temptation to abandon the plan. Use an online map, like Yandex or Google Maps, to draw the chosen route with the child and mark hazardous points in red.
Common perceptual pitfalls and the riskiest spots for children
- Many primary schoolers assume their surroundings are safe because they can see the area, but drivers may not notice a child near a parked vehicle. Teach children that the sidewalk begins right outside the entrance and that they should crouch to check for visibility behind cars before stepping out.
- Children struggle to predict traffic behavior. A slow car might cause another vehicle to appear suddenly. Use the game “Guess What Happens Next?” to practice estimating speed and direction, helping kids anticipate possible moves on the road.
- Impulsivity is another factor. The last street home is often the most dangerous because a child may rush to the door or get drawn into a conversation with friends on the way to school.
Drivers should be mindful: slow down near schools, because a child may appear unexpectedly.
Make learning a game
To check understanding, let the older sibling take charge. Have them guide a favorite toy across a mock crosswalk, narrating actions aloud: “Let’s check the traffic signal,” “A vehicle is coming; let it pass.”
The watch–call technique keeps a child focused on the present moment, even on the sidewalk. Practice road scenes at home with toy cars and signs. Create road markings and trees to resemble the real environment as closely as possible.
Not together, but close
After several supervised walks along the safest route, tell the child that future journeys will be solo. Then observe quietly from a distance to see how they handle real situations and whether mistakes happen. Decide if more practice is needed before traveling alone.
And finally, if independence is appropriate, agree on boundaries—walk only on the chosen route, call from the schoolyard if they linger, and consider reflective clothing, a small flashlight, and a GPS tracker with SOS if needed.
Approach mistakes with patience. Explain, practice through play, and model correct behavior on the road.
Take care of everyone’s safety out there.
- Further reading in Yandex.Zen’s “Behind the Wheel.”