We must create a tripartite balance of power.

(Baonghean) - The creation of a traffic safety culture in schools has been a collaborative effort between the Education sector and relevant agencies for many years.

However, these behaviors haven't been consistently and clearly observed among students when participating in traffic. On the contrary, it's not difficult to witness many students riding motorbikes and electric bicycles without helmets; speeding, reckless overtaking, carrying more passengers than allowed; swerving, weaving, and driving against the flow of traffic... Bicycle riders often ride three or four abreast, obstructing traffic. If a minor collision occurs, they readily start arguments or use uncivilized language towards other road users. This isn't meant to criticize the shortcomings and weaknesses in traffic safety education for students in schools over the past period, but rather to affirm that such a regrettable situation exists.

Although the education sector and related agencies have made efforts to build, disseminate, and equip children with basic knowledge of traffic culture through various diverse, rich, and engaging forms, the results achieved are still very limited. The main reason is that families, schools, and society have not truly prioritized traffic culture education for children as much as other cultural subjects. Education in this area is fragmented, unsystematic, and irregular, often treated as extracurricular activities that are optional. Therefore, to overcome this problem, a change in attitude towards traffic culture education for students is necessary. It must be considered an important subject because it affects the formation of human character and is an effective way to help children ensure their own safety. In the long term, the goal is to cultivate generations who consciously respect traffic laws, contributing to reducing traffic accidents from their current alarming levels.

To achieve this, close cooperation between schools, families, and society is necessary. Schools need to build a traffic safety culture for students, starting with the smallest habits, such as wearing helmets when leaving home or riding motorcycles or electric bicycles. They should also ensure students stop and park in designated areas, strictly obey traffic signals, avoid riding in parallel rows, and refrain from using umbrellas or mobile phones while driving; and avoid reckless driving, weaving, or playing around while participating in traffic. At the same time, schools must maintain close contact with families to coordinate the education of students, such as resolutely prohibiting them from using motorcycles before they are of legal age or do not have a driver's license. Regular reminders should be given every morning before students leave home for school to remember to ride on the right side of the road, avoid riding in parallel rows, and refrain from reckless driving.

From a societal perspective, authorities such as traffic police and traffic inspectors must not be lenient with traffic violations committed by children, but must handle them strictly and contact schools to jointly remind those who violate the law. When they see children violating the Road Traffic Law, they must intervene and remind them promptly. Organizations such as the Youth Pioneer Organization and the Youth Union must also consider educating their members on traffic safety as a regular activity... In this way, in every place and at every time, words and actions gently and skillfully influence children to fully understand and act with knowledge and self-awareness in complying with the law on ensuring traffic safety and order. Being responsible to oneself and the community, respecting, yielding to, and helping others, and behaving in a civilized and courteous manner when traffic accidents occur, all while adhering to the law... These are concrete manifestations of traffic culture.

This illustrates that to foster a traffic safety culture among school-aged children, it is essential to establish a three-pronged "educational strategy" involving schools, families, and society.

Duy Huong