This study investigated the effectiveness of repeated traffic safety education for upper-grade elementary school children on their actual crossing behavior, and understanding of their behavior. The repeated education sessions were composed of group discussions on causes of children’s accidents and a safe model of crossing behavior, followed by role-playing exercises. In the role-playing exercises, each upper-grade student played an instructor and taught safe crossing behaviors on a real road to lower-grade students. Thirty-three upper-grade students participated in the education. The results of observation and questionnaire showed that upper-grade students improved their actual crossing behavior through repeated education and evaluated their own crossing behavior as unsafe. The result also revealed that feedback of differences between students’ own actual crossing behavior and a safe model of crossing behavior was an important factor in inducing students’ proper understanding. In addition, upper-grade students felt that they could establish a good relationship with lower-grade students in the role-playing exercises. Effective and practical traffic safety education for elementary school children is discussed.
