SCHOOL PATEOIS FOP. TUWIC
SAFETY
SCHOOL
=>ATROLS
FOR
fRAFFIC SAFETY
CHECK ROAD
BEFORE CROSSING
iRTH CAROLINA PUBLIC SCHOOL
THE LIBRARY OF THE
UNIVERSITY OF
NORTH CAROLINA
THE COLLECTION OF
NORTH CAROLINIANA
Cp 37 1.79
AX87P
This BOOK may be kept out TWO WEE
ONLY, and is subject to a fine of FI
CENTS a day thereafter. It is DUE on
DAY indicated below:
Publication No. 291
SCHOOL PATROLS
for
TRAFFIC SAFETY
Issued by the
State Superintendent of Public Instruction
Raleigh, N. C.
,.
:j
Wfl'^L
>**s*
1
:
CONTENTS
Page
Foreword 5
Safety Patrols and Educational Values 7
Philosophy 7
General Objectives 8
Specific Functions 8
School-Community Cooperation 9
Utilizing Community Resources 9
Organization and Responsibilities 11
Suggested Organization 11
Responsibilities of Superintendent and Principal 13
General Responsibilities of the Teacher-Sponsor 14
Responsibilities of Teachers Other than Sponsor 14
Responsibilities and Duties Normally Assigned to Patrol
Officers and Members 15
Responsibilities of Student Body 15
Status of Liability 16
Teacher-Sponsors 18
Selection 18
In-Service Education of Teacher-Sponsors 18
Responsibilities and Duties of Teacher-Sponsors 19
Training of Safety Patrols '. 21
Training Techniques 22
Membership in Safety Patrols 23
Method of Selection 23
Qualifications 23
Parent Approval 25
Size of Patrol 26
3
<<
General Rules for Patrol Members 26
General Duties of Patrol Members 27
Installation of Patrol 28
Operation Procedures and General Rules for Traffic
Patrols 30
Location of Patrol-Protected Crossings 31
Position and Procedure 31
Relation to Traffic Signals and Police Officers 33
Hours on Duty 33
Bus Duty 33
Equipment 36
Insignia and Equipment 37
Procurement of Equipment 37
Suggestions for Proper Care of Equipment 38
Safety Patrol Activities 38
Suggested Status-Producing Activities 39
Possible Award or Recognition Activities 41
Evaluating Progress of Safety Patrols 42
Appendix 46
Bibliography for Materials and other Helps 46
Suggestions for Keeping General School Patrol Records ... 47
Recording and Analyzing Student Accidents 51
Additional Detailed Suggestions for Patrol Operations 58
FOREWORD
Recognized as an integral part of the total educational pro-
gram, safety education is being emphasized increasingly through
a number of functional approaches. One of these is the school
traffic patrol which affords many opportunities for developing
habits of safety among all students. In this, as in so many other
areas of education, emphasis is necessarily on both individual
and group responsibility. The degree to which individuals be-
come interested in their own personal safety, as well as that of
their fellow citizens, is the degree to which programs of safety
education can be effective. It is common knowledge that acci-
dents result from many causal factors, the chief of which is
human error.
In North Carolina, and throughout the nation, accidents —
especially traffic accidents — account for the greatest number of
fatalities among youths of school age, four to twenty-four. This
bulletin is designed, therefore, to assist schools in improving
their programs of safety education through traffic patrols, one of
the most widely recognized means for teaching and encouraging
habits of safety. Traffic patrols are feasible in schools of all
sizes and in all types of communities. Functional adaptations
are discussed under organization ; school-community cooperation ;
responsibilities of administration, teacher-sponsors, and pupils;
membership in safety patrols ; operation procedures and general
rules; equipment; activities; and evaluation.
Fundamental to a successful program of safety education is
the philosophy that education for safe living must be an integral
part of the total education program; that it must engage the
enthusiastic, cooperative support of administrators, teachers,
pupils, and lay personnel; that it must be continuous, creative,
and imaginative; and that it must be continually evaluated in
terms of changing needs. Frequent expression of the philosophy
that it is the school's inescapable responsibility to develop those
attitudes and skills which will lead to habits of safe living in an
ever-changing environment will be found throughout this manual.
The Department of Public Instruction believes that traffic patrols,
properly organized and supervised, can do much toward
strengthening the total educational program.
Acknowledgment is made of the services of John C. Noe,
George D. Maddrey and Carlton T. Fleetwood, of the Division of
Elementary and Secondary Education in the preparation of this
bulletin, and to Vester M. Mulholland, Director of Research and
Statistics, and L. H. Jobe, Director of Publications, for their
editorial assistance.
State Superintendent of Public Instruction
January 1, 1956
>
School Patrols for Traffic Safety
SAFETY PATROLS AND EDUCATIONAL
VALUES
Philosophy
Safety patrols are operating extensively and effectively, not
only in North Carolina but throughout the nation. Clear-cut
understandings among school board members, parents, teachers,
pupils, and the general public as to the purposes and responsi-
bilities of safety patrols have brought about widespread coopera-
tion with such patrols and increasing prestige for their efforts.
Safety patrols justify their existence for many reasons. They
have been responsible for saving lives and preventing injuries.
Equally important are the day-by-day learning experiences
which they foster and which result in the development and use
of habits of safe living. Such experiences are compatible with
school programs which are designed to develop attitudes, skills,
and knowledge needed for effective living in a democratic so-
ciety. Willing acceptance and fulfillment of responsibility by
patrol members in providing a needed service to society is one
of the significant outcomes of such an educational program.
Responsibility is no less important for patrol members than for
all those with whom they work; for unless the responsibility of
cooperation is accepted by patrol members and all others with
whom they come in contact, patrols can never achieve their ulti-
mate usefulness. This usefulness is almost unlimited if those
in charge of administering and supervising safety patrols look
upon them as another significant means of extending education
opportunities to all pupils.
As an integral and continuing part of the entire education
program, safety patrols offer dynamic motivation for the acquisi-
tion of knowledge, habits, skills, appreciations, and attitudes
essential to safe living. Patrols also provide opportunities for
developing many learnings based upon actual needs of the school
and community, such as,
• Skills and attitudes necessary to leadership
• Skills and attitudes necessary to following directions
• Abilities in problem solving
• Skills and attitudes supporting cooperative effort by school
and community
When safety patrol programs are closely related to the total
curriculum, they provide outstanding opportunities for citizen-
ship education. Cooperatively planned and operated, such patrols
represent learning by doing at its best.
General Objectives
General purposes of safety patrols are in keeping with those
of other valuable school experiences ; and specific purposes are in
agreement with all that is acceptable in a functional educational
program. Major purposes are :
• To reinforce classroom instruction in safety with meaning-
ful activities in which the students have a large measure of
self -direction
• To give pupils practice in cooperative planning
• To develop qualities of leadership and responsible coopera-
tion among patrol members through daily use of democratic
processes
• To develop an understanding and appreciation of law en-
forcement functions relative to pedestrian and vehicular
traffic control
• To develop among all students and others an awareness of
traffic hazards and to create proper attitudes toward safe
traffic behavior at all times and places
Specific Functions
Specific functions of school patrols may vary somewhat from
one community to another; but, by and large, the following
duties are commonplace :
• To assist teachers, law enforcement officers, and others in
programs of safety instruction for all pupils within the
school — through patrol activities, class activities, general
assemblies, bulletin boards, exhibitions, and exemplary
behavior
• To assist pupils in developing standards of traffic safety for
school campus, for the immediate neighborhood in which
they live, and for the larger community of which they be-
come a part
• To assist members of the student body in safe use of
throughfares, sidewalks, and other facilities on the campus
and in the immediate vicinity of the school
• To remind motorists and pedestrians as well as pupils of
their responsibilities for safety in traffic. Acceptable ways
of accomplishing this purpose include the placing of safety
patrol members at strategic locations and building public
understanding and interest in safety through the newspapers
and other media
Emphasis on safety education as part of the total educational
program may also be found in other publications issued by the
North Carolina Department of Public Instruction, especially in
the two following: Health Education, North Carolina Public
Schools, pp. 333-357 and pp. 319-332; and Handbook for Ele-
mentary and Secondary Schools. One of the chief purposes of the
Handbook is to stress the fact that safety education, at its best, is
a continuous and cooperative venture intimately interwoven with
the entire educational program.
SCHOOL-COMMUNITY COOPERATION
Utilizing Community Resources
Safety education as a school-community cooperative effort
offers many opportunities for jointly planning and sharing nu-
merous responsibilities. The school safety patrol, in particular,
can readily engage the cooperative interest, imagination, and
activity of the school, the home, and various community
agencies. Such agencies as the PTA, local police, State Highway
Patrol, fire departments, transportation organizations or clubs,
safety councils, civic organizations, recreational and welfare
groups, service clubs, radio and television stations and news-
papers normally welcome the opportunity to cooperate with
school patrol activities. Experience has shown that any school
program is likely to be more effective when the school plans and
coordinates its efforts with interested, community groups.
Since the basic purposes of school patrols are educational in
nature, those administering them are responsible for motivating
and guiding all groups interested in building a good patrol pro-
gram. Community agencies willing to cooperate with school
safety programs should definitely be guided by educators and by
sound educational principles. Ideas may come from any source,
but school administrators are responsible for the functioning
of an effective program which is in harmony with the educa-
tional policies determined by the school and its board of
education.
Joint action with community groups demands that agreements
be worked out in advance on such matters as instructing patrol
members, obtaining insignia and equipment, financing the patrol
program, publicizing the program, and providing recognition for
patrol service. The school can not surrender its legal responsi-
bilities, but it can enrich its program by utilizing the interest,
ideas and services of community organizations.
The feeling is rather general that school patrols, as an integral
part of the whole education program, should be financed by the
board of education. Where this is not possible, the school patrol
may be temporarily dependent upon financial assistance from
other sources, but only in accordance with sound educational
policies. Schools have a responsibility to see that children are not
exploited in any way. This means that any help the school ac-
cepts from community groups must come from groups having
a sincere public-service purpose. The school must reserve the
right at all times to be final judge as to whether proposed co-
operative arrangements are in accord with this principle.
Community agencies whose materials and services are used by
the schools may expect to be recognized in appropriate ivays for
their cooperation; but the school should never be urged through
its patrol activities to advertise any agency or community group.
Cooperation of this nature, to the extent possible, should be re-
garded as an opportunity for community agencies to serve their
schools.
The NEA publication of the National Commission on Safety
Education, The Expanding Role of School Patrols * emphasizes
this principle in the following statement: "The safety patrol
program is one of the school's best opportunities for citizenship
education. It is also an outstanding opportunity for the com-
munity to participate in an educational program which depends
for its success on complete school-community cooperation." The
following chart, also quoted from this NEA publication indicates
various levels of achievement in the cooperative arrangements
between schools and community agencies. This descriptive outline
indicates how schools can improve their relationships with com-
munity agencies to the point that meeting the needs of pupils be-
comes the single purpose of schools and community agencies.
* Materials from this publication, copyright 1953, are used in this bulletin with permission
of the NEA.
10
SEE CHART P^G
ORGANIZATION AND RESPONSIBILITIES
Suggested Organization
The following organization chart suggests the desirability for
centering responsibility at all levels :*
Superintendent
ainervision
Principal
Supervision
sfety Director
Liaison
Teacher-Soonsor
Liaison
Bus Driver
! tudent-Cautain
Liaison
Traffic Lieutenants
Sidewalk Patrols
serving at street
corners immediate-
ly adjacent to
school.
Convoy
jieutenants
T
r_J
] Members to convoy
i students walking
| to and from school
| on rural or urban
roadways.
I
Auxiliary
Lieutenants i
Bus
Lieutenants
, «-
'Members
i serving
'playground
I and other
I outdoor
j areas of
i campus .
Members
serving
indoor
school
areas .
I
Members serving
as monitors
on buses
The organization chart above indicates many specific types
of activity which may be performed by the school patrol organi-
zation. It is not likely, howrever, that any particular school would
attempt to organize a patrol which would assume all of these
functions during the first year of its operation; nor would this
seem wise. This chart is designed to illustrate the organization
of an extensive program and to serve as a guide for growth from
a single-phase program to one providing many additional serv-
ices. Since traffic accidents are the greatest cause of death and
serious injury to persons of school age (4-24) in North Carolina,
it appears that the organization of a patrol to teach and guide
students in safe traffic behavior should receive first consideration.
In rural areas, school bus patrols may need to be organized first ;
* Solid lines of chart indicate phases of patrol activity which need to be organized immedi-
ately, while broken lines indicate phases to be entered into at a later date.
Heavy lines indicate strong responsibility for supervision relative to various aspects of
the patrol program while fine lines indicate liaison with limited direct responsibility for
supervision.
U
bJD
OS 03
o ea
©
o
c5 g
*t
23 8
H fi
O >a
ft fi
fi O
3 «
ft cu
_ >
o cS
O X
ca
fi
0)
3
o
>>
-
fi
ft
g
-
c«
ft
-
rj
u
0
fi
o
X
o
to 03
CU p
o „c
g <H
fi °
£ O CD
C £
-g j3
cu b£
,fi C
fi o>
g m $ .S 2 ,2 O
g) «,
i— i o
O 10
o cu
rfi
S * 3
^ -8 t>
fc £
cu
=4H
h c c
Cfl o o
Q
fc
^
U)
III
0*
O
O
a
a.
O
z
<
Q
O
H
fi to
I g
■rt as
B .K
> '
1/
•ft
*
—
•e
u
fi
ft
cu
>>
CU
ft
to
+5
13
to
,c
o
to
03
fi
ni
+J
fi
>
0
U
B
0)
'5
B
fi
be
u
ft
OS
Si.
B
b
ft
X
cu
oS
cu
B
05
s >
gs
° fi
-5 c
to 43
-a -p
0)
cd a>
fi s
•5 J
to -"
2 be
ft rt M
'<-> .5 03
ft 8 „
r» H
«H -fi.
2 5
Ol _-
fi T3
b c
ft 03
to c
03 p
CU g
-C -1
03
to
03 -u
-fi h
O
o «H
o »
43
to w
cu ^
B
B
33
cu
c
o
B
ft
0
—
>5
c
ft
c3
-
o
CC
B
B
3
T3
■4-3
CO
>.
C3
c
'S
B
cj
~
o
>»
+J
5
IS
B
B
'b
0
X
y
to
0
0)
ft
o
c8
B
(J
u
^
oS
o
Cu
>
<D
xi
c
8
cu
—
« g
T3 -S
>.
b "S
B oS
to c js
.2 o
o « t
B p a>
S B J3
^^ o u
to J2
U tO
B 03
03 rB
to
cu
ft
oS
—
«H
rn
-:
u
r.f
B
cu
»v
«H
hf
ro
CD
B
>.
O
B
to
fad
4->
Cu
Cu
B
to
CO
13
B
bX
C
B
B
B
o
B
1 — '
0
B
-r
oS
B
~,
?
fa
oS
B
cu
V
!h
Jh
—
;-
01
ft
cu
o
—
-j
to
to
03
V
-
—
B
a>
r-
^3
cu
B
-|j
+3
cu
ft
ft
B
Cu
cu
,r b
C a) 2
— o
B fc
^ ^-1
cu cu ocj
-O O 'to
a, o o
cu o
+5 ih oj
!•- 'ft? eS oS cu
1 m si «
> cu
£
&£-^
CD
Cfi Sh
ft
fn 03
B ft
O
u cu
fl^
03 CU g p
ua to
.^.S B
co .5 h to B
CU g ft
cu X
c c <« <u
<J2
3 03 C
M
o ,c
1 .2
CD CD
cS
03 .5
- OS
to B
|2
co B
.S B
c3 , 2 w> °
+J B bJ02
5 S 2 2 o
W ra C3 i; u^ w >^
CO CU S rB +J CO -u
ft
—
V
o
to
2
u
B
fi
fi
5j
^
oj
+3
>
co
VJ
m
>»
""
br
o
^
— I
B
Cu
Cu
fi
•^
J=
08
Cu
OS
S E. OS oS
>> >
CU T3 S ^
5) 3 *
S3
rB -a
o B
r/1 oS
23 >>
B +J .
O B CD
3 ^
B CD
5 CD
S B
o
u
otS >■■
S co
CD p
oS O toswpC.;ii aS cu
•h O O!
CU fi O p,
cu as ^ .??
biv_; to co
tH "TJ CO
r\ m I . rrl
.-a ^
o
>
ft CU
ft T3
O fi
O O CD
!S 00 H
60 J2
^ ? A
B cuo fi
•B B ?S
h fi &
cu fi
03 B e2
p a
-Soft
ft
(D CD
o .a
** —.
.2 03
O B
co 03
X 60'
25 &
_ B
fl o s
3 oS g
f^ 0) fi
„p 03
"3 A
CO 03
ft
EiC O
.B o .2
? », t M
fi «M .Tl CO
~ c .,
S 03 co
CD _ t—i
ft fi CS
x 2 P
cu ft be
:B £
03 ^03 lo
4j S 03
B fe: 03
CD ^ T3
W >
r-5 +J
2 g
in larger cities, it may be best to give priority to organization
of sidewalk patrols to serve at street corners or mid-block cross-
ings immediately adjacent to the school. In small cities or towns
with consolidated schools serving both urban and rural pupils, it
may be wise to organize bus patrols and sidewalk patrols simul-
taneously. For practical purposes this publication considers bus
patrols as those whose members serve as monitors on a school bus
and the terms bus patrol members and bus monitors are used
synonomously throughout this publication.
Experiences gained from successful operation of sidewalk and
bus patrols should point the way toward the organization and
operation of effective convoy and other auxiliary patrol units,
such as stairway and corridor patrols, fire and disaster patrols,
and playground patrols.
Responsibilities of Superintendent and Principal
The superintendent and principal should assume responsilibity
for encouraging school safety patrols and for determining over-
all safety patrol policies.
The principal is responsible for organizing the patrol. He
should be thoroughly familiar with the program and give it his
active support. In view of his supervisory responsibilities, he
should see to it that sound educational principles are assured in
the patrol program and that only appropriate instructional tech-
niques are employed. The principal should recognize the import-
ance of good school-community relationships as safety patrols
materialize and begin to function. He should assume much of the
responsibility for community understanding and acceptance of
the safety-patrol idea. It is necessary that he be familiar with
liability of individuals or the board of education as it relates to
the operation of school patrols, and that he inform pupils,
teachers, and parents concerning such liability. He must also
know whether patrol activities compLy with State and local
regulations ; and he must assume the legal responsibilities rela-
tive to patrol activities which are his by virtue of his position.
The National Commission on Safety Education (NEA) in its
bulletin, The Expanding Role of School Patrols, states: "Co-
operative planning of the patrol program by teachers, students,
and parents does not relieve the principal of his administrative
responsibility for it. He must either see that the necessary
things are done, or that the way is made clear for them to be
done. Administrative responsibility for the success of the school
patrol program, or any aspect of it, rests with the principal.
13
The following items suggest types of specific responsibility
for the principal :
• "Arousing interest and securing the cooperation of all school
personnel and pupils in the patrol program.
• "Providing opportunities for the faculty to discuss the work
of the school patrols and their problems.
• "Organizing the teacher-sponsor's program to provide suf-
ficient time for carrying out the duties entailed in patrol
sponsorship.
• "Clearing the way for the school to draw upon community
resources.
• "Providing for the integration of safety education, including
school patrols, within the total school program.
• "Interpreting the school patrol program to the community."
General Responsibilities of the Teacher-Sponsor
The teacher-sponsor is responsible for directing the training of
the patrol ; for keeping records ; for giving general supervision
to the patrol program ; for coordinating patrol activities with
the total school program ; and for securing the cooperation of
the school staff, student body, parents, and community agencies
or individuals who are interested in the patrol program. The
teacher-sponsor, in cooperation with others responsible for school
bus operations, is also responsible for assisting in planning and
conducting training for school bus patrols.
Responsibilities of Teachers Other Than Sponsor
Although the teacher-sponsor is more closely connected with
the safety patrol than any other adult, all teachers in the school
should definitely assist in making a success of the patrol pro-
gram. Teachers have many opportunities, in class and out, for
observing the strong and weak points of patrol members and
other students in relation to the patrol program. They should
take every opportunity possible to commend the good work of
patrol members and other cooperating students ; they should be
willing to make and take suggestions for improvement. In as
many other ways as possible each teacher should cooperate with
the teacher-sponsor in achieving the goals of the patrol program.
The National Commission on Safety Education (NEA) says:
"Since the patrol program is school-wide, each teacher should
be kept informed about patrol activities and developments. Each
teacher should encourage discussions of patrol problems and
14
activities related to the ongoing instructional program. The
personal attitude and example of every teacher ivith respect to
patrols is important, and should be positive and helpful . . .
"Each teacher should utilize every opportunity to :
• "Maintain the interest and morale of patrol members, and
of all students in the school patrol program.
• "Instruct patrol members in the essentials of good patrol
work.
• "Recognize the work of the patrols.
• "Bring to attention of entire faculty any patrol problems
that need discussion and clarification.
• "Assist patrol sponsors positively and constructively in
achieving the goals of the patrol program."
Responsibilities and Duties Normally Assigned to
Patrol Officers and Members
The captain is responsible for assisting the teacher-sponsor
and others in training lieutenants and patrol members for their
specific functions. He should also see that records are kept con-
cerning attendance, punctuality and performance by officers and
other members. Conducting daily inspections of patrol activities
and reporting accidents and violations of patrol rules to the
teacher-sponsor are also his duties.
Lieutenants are responsible to the captain, and through him
to the teacher-sponsor. Their general duties include assisting
the teacher-sponsor and captain with the training of patrol mem-
bers and keeping necessary records concerning attendance, punct-
uality, and activities of patrol members. Daily inspections of
their patrols, and reporting to the captain on accidents, violations
of patrol rules, and general performance by patrol members are
also their duties. Bus lieutenants should normally serve as the
liaison between the patrol captain and bus members, assist the
teacher-sponsor with training, and represent the bus patrol
members in reporting problems relative to bus patrol operations.
Patrolmen are responsible to the lieutenants for making
necessary reports and for performing their specific duties as
outlined in the rules governing school patrol operations. Bus
patrolmen, however, are responsible for their actions to the bus
driver and the principal.
Responsibilities of the Student Body
Each pupil has the definite responsibility of cooperating in
every way possible with the school safety patrol in order that it
15
may operate effectively for the benefit of all. Students should
take advantage of opportunities in the classroom, in student
council meetings, in total student body meetings with patrol mem-
bers and sponsors, and elsewhere to raise and discuss problems
related to the school patrol program. Cooperation may take the
form of encouragment of fellow students in following the leader-
ship of patrol members in safe practices.
Until each pupil in school becomes interested in his own safety,
the safety of his fellow students and others, no safety program
will be entirely successful.
Status of Liability
Concern is sometimes expressed relative to the liability of
school officials in permitting pupils to serve as members of traffic
safety patrols. The hazards which these pupils encounter depend
in part on the scope of their activities. In North Carolina as
well as in many other states, pupils are not allowed to direct
motor vehicular traffic; nevertheless, certain hazards are in-
volved in whatever duties are performed.
According to the NEA study entitled Who is Liable for Pupil
Injuries?, several states which have statutory authorization for
operation of school traffic patrols provide for non-liability of the
district or school employees in case of injury to members of the
school traffic patrol. If negligence is responsible for injuries to
students, the local board of education obviously would be liable.
Negligence, as usually interpreted, consists of any conduct — in-
cluding acts of commission or omission — which falls below the
standard of care required for the protection of pupils against
unreasonable risk of harm. Since negligence has been estab-
lished as the key to liability, the sponsor of the school traffic
patrol should exercise every effort to establish a teaching situa-
tion in which there is little likelihood that such charges of negli-
gence can be made. The NEA study also indicates that "no in-
jured street traffic patrol pupils have claimed damage in any
court of record; nor has any other pupil in a school operating
such a patrol. . . . The legal status of pupil patrols has not been
judicially determined. Although there is no court ruling to sub-
stantiate the point, theoretically, permission of parents does not
change the potential liability of school personnel. The best way
to avoid the necessity for a court opinion on the question is to
prevent accidents so far as possible."
^6
The position of the North Carolina Attorney General on lia-
bility is made clear in the following excerpts from a letter which
emanated from his office following requests for a ruling on lia-
bility with regard to members of the school patrol in case of
accident or injury while they are on duty in the morning or
afternoon :
"I find no express statutory authority for schools or municipalities to
permit school children to act as junior policemen or as members of a school
patrol, although I know that such practice is customary in a great many
communities in North Carolina.
"In case of BETTS v. JONES, 203 N. C. 590, our Supreme Court held
that if members of boards of education or school trustees act in good faith
and in the exercise of their best judgment, in the performance of their
official duties, they are not responsible for personal injury or property
damage; but if they act maliciously or in bad faith or knowingly employ
an incompetent person, they will be personally liable for the negligent acts
of their employees. See also SPRUILL v. DAVENPORT, 178 N. C. 364.
The case of BETTS v. JONES was one arising in Anson County in which
a child was killed when a school bus was overturned in a creek. It was
alleged in the complaint that the school committee acted willfully, wrong-
fully, maliciously, and corruptly in the employment of a bus driver known
to be an incompetent and reckless driver. I assume that local school authori-
ties will always select competent, mature, and capable students to act as
members of the school patrol.
"If the local authorities act in good faith in the selection of capable stu-
dents to act as members of a school patrol, I am of the opinion that the local
authorities would not be personally liable for an injury sustained by a
member of the patrol while on duty. Such an injury would likely be caused
by the driver of an automobile. Of course, such a person would be liable for
any damage done under the ordinary rules of negligence applicable to such
cases."
The 1955 recodification of the school laws of the State, in Sub-
Chapter IX, Article 21, Section 6.4 has this to say about school
bus monitors:
"The principal of a school, to which a school bus has been assigned, may,
in his discretion, appoint a monitor for any bus so assigned to such school.
It shall be the duty of such monitor, subject to the direction of the driver of
the bus, to preserve order upon the bus and do such other things as may be
appropriate for the safety of the pupils and employees assigned to such bus
while boarding such bus, alighting therefrom or being transported thereon,
and to require such pupils and employees to conform to the rules and regu-
lations established by the county or city board of education for the safety
of pupils and employees upon school buses."
It appears that the local board of education should officially
adopt all patrol rules and regulations.
17
TEACHER-SPONSORS
Selection
Since so much of the effectiveness of school safety patrols de-
pends on those who supervise them, it is essential that faculty
leadership be dynamic and sympathetic with the goals being
sought. Invariably, the achievements of the patrol will reflect,
in large measure, the strength and quality of faculty leadership.
The superintendent or principal, therefore, should make certain
that the teacher-sponsor of the safety patrol is, first of all, a
person who has a keen interest in safety education programs.
In addition, the teacher-sponsor should have the ability to or-
ganize student activities, and direct them giving due considera-
tion to individual differences, needs, and capacities. He should
possess skill in leading both students and adults, and have the
ability to cooperate with law enforcement officers and other
community groups. He must realize at all times the great im-
portance of satisfactory school-community relationships.
A teacher-sponsor with these qualifications should be an en-
thusiastic and dependable leader who can readily earn and main-
tain the respect of pupils and fellow teachers. Since the teacher-
sponsor will be working directly with patrol members, it is
necessary that he possess these characteristics to a marked de-
gree if he is to encourage initiative and dependability on the part
of each member. Such a sponsor can also do much toward creat-
ing proper attitudes of safety and cooperation among the total
student body.
Experience in many schools has shown that best results are
achieved when the teacher-sponsor volunteers for the job and
works with the patrol for several consecutive years. Teacher-
sponsors may be appointed by the administrator ; or teachers
themselves may wish to prorate responsibilities among them-
selves according to interests and abilities. Irrespective of the
method used to select or delegate patrol responsibility, the ex-
perience afforded teachers and students through safety patrols
can be as valuable as any others over which the school has super-
vision. Favorable attitudes and belief in values of these experi-
ences are necessary on the part of the teacher-sponsor and all
other staff members if safety patrols are to function effectively.
In-Service Education of Teacher-Sponsors
Teacher-sponsors for safety patrols often assume their respon-
sibilities with much interest and enthusiasm for the job but with
18
little technical know-how. The latter deficiency can be overcome
rather easily if there is genuine interest in the work to be done.
The following techniques are suggested as possible aids for in-
service growth :
• The use of printed materials and visual aids relative to
school patrol programs. These are available through many
state departments of education and other agencies as indi-
cated in the Appendix. Sponsors definitely can grow in use-
fulness as they become familiar with ideas and practices
used elsewhere.
• The use of consultants from local, state, and national educa-
tion agencies.
• The use of consultants from civic agencies in the local com-
munity or from state or national groups.
• Participation in university and college extension courses in
safety.
• Holding group discussions in local staff meetings, at which
representatives from the student body, the PTA, and other
community agencies may be present.
• Having city-wide and county-wide workshops for the pur-
pose of sharing ideas and experiences among teacher-
sponsors.
• Making visits to other schools in which safety patrols are
functioning. Observations in such schools, plus discussions
with teachers, pupils, and administrators, frequently help in
securing valuable information.
Responsibilities and Duties of Teacher-Sponsors
Responsibilities and duties of the teacher-sponsor are varied
and all are important if the safety program of the school is to
engage the active interest of all teachers and all pupils. Many of
the following suggestions are listed though not discussed in
School Safety Patrol, a publication of the Department of Public
Instruction of Pennsylvania:
1. In the first place, it is the responsibility of the teacher-
sponsor to see that members of the patrol are selected according
to school policy and procedure. This may involve the formulation
of special policies through cooperative faculty-student-adminis-
trative procedure ; or it may simply mean the careful adherence
to policies already determined for all school activities. Some ad-
19
ministrative units have found it feasible to establish policies and
procedures which will be applicable throughout the entire unit.
This idea is worthy of serious consideration.
2. It is the sponsor's duty to assume general responsibility for
the organization and operation of the patrol. Type of organiza-
tion and details of operation, as indicated elsewhere in this
bulletin, will vary from school to school.
3. Training patrol members in their duties and responsibilities
is the responsibility of the sponsor. Training techniques will be
discussed more in detail in a later section of this chapter.
4. It is the duty of the teacher-sponsor to maintain contact
with all cooperating agencies through proper channels. This may
involve reports of progress, cooperative efforts in projects of
mutual interest and other positive public-relations activities.
Experienced teacher-sponsors invariably state that keeping an
up-to-date file on local patrol activities including literature con-
cerning patrols is an invaluable aid in carrying out the duties of
this position.
5. Since safety activities are an integral part of the total edu-
cational program, it is imperative that teacher-sponsors assume
initiative in coordinating the safety education work of the school
with other school activities.
6. Realizing the significance of motivation and recognition,
teacher-sponsors nowadays accept as their responsibility the
development of programs which emphasize desirable motivation
and wholesome recognition. Such programs should be charac-
terized by sound teaching techniques.
7. Another responsibility of the teacher-sponsor is that of
continually encouraging parents to cooperate with the safety
program of the school. It is especially important that parents
exemplify safe behavior in their daily activities.
8. Finally, the teacher-sponsor is responsible for a program of
continuous and constructive evaluation of all phases of the safety
program. This may include testing the patrol on its general and
specific information concerning the operation of safety patrols.
It may include appraisal of staff members' attitudes toward the
program. It may include an evaluation of public-relations tech-
niques being used, evidences of administrative cooperation, pa-
rent cooperation, and attitudes of the student body. Since prog-
ress and effectiveness in the safety program of the school are so
closely connected with creative evaluation, every teacher-sponsor
20
should continually seek and use every means of evaluation to im-
prove the program.
Teacher-sponsors of safety patrols definitely have some of the
most significant responsibilities in the total educational program.
Regarded in this manner, it should be stimulating and challeng-
ing for any teacher to work in this vital area.
PATROL INSTRUCTION
Training of Safety Patrols
The teacher-sponsor, as has been previously mentioned, is defi-
nitely responsible for the training experiences of patrol members.
Even though this responsibility is inescapably his, he should re-
member that in addition to school personnel other individuals
and agencies in the community, as well as persons on the state
and national level, are also willing to. share this responsibility.
Law enforcement agencies ; industrial organizations ; transporta-
tion agencies or clubs ; automobile manufacturers ; medical so-
cieties; and civic-minded individuals, such as PTA members,
chairmen of safety committees in civic organizations, consultants
from state and national organizations, and others are vitally
interested in the patrol movement and are usually eager to give
assistance to local schools in organizing and operating effective
school patrol programs. The teacher-sponsor should also remem-
ber that older students experienced in safety patrol techniques
may serve as valuable assistants in the training program.
21
Training Techniques
As in other aspects of teaching, a variety of training tech-
niques can be used to improve safety patrol knowledge and skills.
Some proved techniques are :
• Field trips for the purpose of studying pedestrian and ve-
hicular traffic behavior, including situations in which law-
enforcement officers are operating.
• Group discussions of safety problems suggested by field
trips or other experiences.
• Cooperative formulation of rules, regulations, and policies.
• Use of consultants and specialists.
• Study of available literature, including daily papers.
• Demonstrations.
• Exhibits.
• Panel discussions.
• Illustrated lectures.
• Motion pictures.
• Role-playing.
• Setting of good example by the teacher-sponsor, other school
personnel and parents.
Through such teaching techniques the teacher-sponsor should
use every opportunity to provide experiences which emphasize the
development of responsible citizenship, including qualities of
leadership and cooperation.
In the training of safety patrols, it is likely that emphasis will
alternate between individual and group experiences. Teacher-
sponsors will often find large and small group experiences effect-
ive for achieving some purposes, whereas individual assistance
on other occasions will likely be more beneficial.
22
MEMBERSHIP IN SAFETY PATROLS
Method of Selection
There is no one best plan for the selection of patrol members
which will fit all situations. Membership should be open to both
boys and girls. Whatever plan is used, pupils, teachers, and
parents should cooperate in determining the pattern; and all
activities should be carried out democratically. Patrol members
may be appointed by the principal or teacher-sponsor ; they may
be selected by the principal and/or teacher-sponsor from a group
of candidates suggested or elected by the student body or they
may be chosen through school-wide elections with possible class
or homeroom representation. The student government organi-
zation may have a voice in the selection of patrol members. In
some instances prospective members may volunteer. From the
standpoint of guidance, participation in patrol activities may be
the therapy needed by some students. Occasionally, therefore,
a counselor or homeroom teacher may recommend, on a trial
basis, some student for participation in patrol activities. In
the final analysis, membership in the patrol is ahvays subject to
the approval of the teacher-sponsor and the principal.
Again, it should be emphasized that both the manner and cri-
teria by which members are selected are basic to an effective
safety program. It is imperative that the overall objectives of
the safety patrol be kept in mind as members are agreed upon.
The qualifications of members of a safety patrol determine the
character of a patrol. It is also true that a strong patrol
strengthens the character of its members.
Qualifications
Desirable qualifications for membership in safety patrols in-
clude the following:
• Dependability
• Interest in safety education programs as a means of reduc-
ing accidental injuries and deaths occurring to school stu-
dents or others.
• Safety consciousness and a willingness to use safe practices.
• Desire to help others.
• Courtesy, patience, fairness and tact.
• Neatness, personal cleanliness and bearing.
• Regularity and promptness.
23
• Respect for rules and regulations and for the rights of others.
• Good judgment.
• Alertness in suggesting improvements in the patrol program.
• Willingness to keep equipment clean and in good condition.
Those who possess such qualifications tend to develop into
efficient members of the safety patrol. On the other hand, the
patrol assumes among its obligations the development of these
characteristics among all its members.
In elementary schools, membership in the patrol is usually
limited to pupils from the upper grades. Beyond elementary
school practically all pupils are capable of understanding the
importance of safety and serving as patrol members. Pupils in
grades seven, eight, and nine usually show considerable interest
in safety-patrol activities. This interest stems from their recent
experiences in elementary school, the subject matter pursued
in these grades and the general characteristics of early adoles-
cence. Interest in all aspects of safety is still important in senior
high school and seldom wanes when principal, teachers and
pupils take time to stress its significance. Techniques for moti-
vating interest in safety usually vary with age groups and with
different communities. It is generally accepted that service in
the patrol should be voluntary. Membership in the patrol should
seldom be regarded as a reward and never as a punishment.
Bus patrol members should be older pupils who can serve as
bus driver's first-hand helpers. If there is only one patrol mem-
ber per bus, he should ride at the front of the bus, where, in
conjunction with the driver, all responsibilities for pupil safety
can be coordinated and carried out. He should be given definite
instructions as to his duties and should not be permitted to act
independently of the driver. The feeling should exist that the
patrol member has been selected to help the driver. In a State
Board of Education bulletin entitled, Rules, Regulations and
Laws Governing Public School Transportation in North Carolina,
the editors state, "The ideal choice for this important post would
be a boy who because of physical size, strength, character and
personality has the respect of his classmates, and who in addition
lives near the end of the route." The school laws of North Caro-
lina, as indicated earlier, permit administrative appointment of
such bus monitors, whose duties are strictly those of helpers.
24
Parent Approval
Written consent of the parent or guardian is almost univer-
sally required by schools before students are permitted to serve
on patrols. Such a policy is considered fundamental to the suc-
cess of any patrol program, not only from the point of view of
school-community relations but for quasi-legal reasons as well.
The approval form which follows may be used as a model ; how-
ever, the local board of education in cooperation with its schools
may develop a different form. The reverse side of the form may
be used for explaining the aims and accomplishments of the
patrol.
APPROVAL OF PARENT OR GUARDIAN
Understanding the aims of the School Safety Patrol, I hereby give my
consent to have serve as a member of the
School Safety Patrol of School, if he is
accepted for this service.
Patrol Sponsor or Principal Parent or Guardian
Date :
25
Another suggestion which has often been found helpful is that
of having the patrol sponsor or school principal meet with the
parents or guardians of prospective patrol members in order to
give them a clear and complete understanding of the aims and
responsibilities of the patrol. This can be accomplished through
individual home visitation or through special individual or group
conferences at the school. Such contacts between school and home
should help in vitalizing the school patrol program and improve
school-community relations in general. Parental approval with-
out an understanding of the patrol program and a willingness to
cooperate with it is meaningless.
Size of Patrol
The size of the safety patrol obviously will vary according to
the size and needs of the school, the density of the population, the
number of crossings and other hazards in the vicinity of the
school, the volume of vehicular and pedestrian traffic, and the
variety of activities to be engaged in by the patrol. National fig-
ures indicate that the average patrol has ten to twelve members
including a captain and at least one or more lieutenants. Smaller
patrols of five or six members need only a captain, whereas
larger patrols may require a captain and several lieutenants. A
captain should not be assigned to a specific post but should re-
main free to move from post to post carrying out his responsi-
bilities as leader. Frequently two bus patrol members are
assigned to each bus, one for the front and one for the rear. It is
important that the size of the patrol be compatible with all as-
pects of the school safety program.
General Rules for Patrol Members
General rules for patrol members, as well as emergency regu-
lations, may be agreed upon cooperatively by members of the
total student body or by some student organization. Homeroom
suggestions, along with those from patrol members, school staff,
teacher-sponsor, law enforcement officers and representatives
from the local safety organization, should likewise be considered.
Rules and regulations formulated as a result of such cooperative
endeavor usually have the support of those who are expected to
follow them. Such rules and regulations should have the approval
of the local board of education.
All but the last two of the following suggestions are found in
the Pennsylvania Department of Public Instruction bulletin,
School Safety Patrol:
26
• Report to post on time and remain during the prescribed
period, or until properly relieved.
• Perform duties outlined and do not exceed prescribed
authority.
• Wear patrol belt at all times while on duty.
• Behave politely at all times.
• Attend strictly to the task and do not permit attention to be
diverted, while on duty by any unnecessary conversation, by
games or amusements, or by "horseplay."
• Remain on the curb — not in the street.
• Direct children — not vehicular traffic.
• Know the simple rules of first aid . . .*
• Notify teacher-sponsor in advance of anticipated absence.
• Report accidents to captain of patrol, who, in turn, should
report them to the teacher-sponsor, using the standard stu-
dent accident report forms. (See Appendix, p. 51.)
• Observe specific directions set up for handling accidents or
emergencies.
General Duties of Patrol Members
Duties of patrol members are well presented in the publication,
The Expanding Role of School Patrols, by the National Commis-
sion on Safety Education. In this bulletin the topic is discussed
as follows :
"The scope and limitations of the duties, responsibilities, and
privileges of all patrol members should be clearly defined and
understood by everyone in the school-community. The leadership
role is best fulfilled by the boy or girl who exemplifies such prac-
tices as these:
• "Knows and attends to the duties of his post.
• "Maintains an attitude of cheerfulness while on duty.
• "Genuinely tries to help others.
• "Shows a willingness to serve as- a member of the patrol
team.
• "Displays confidence and self-reliance in carrying out his
duties.
• "Adheres to safe practices at all times, whether on or off
duty.
• "Shows respect for his fellow pupils, for school personnel,
and for others.
• "Enjoys serving as a patrol member.
* For further guidance in first aid instruction in grades 1-12, see Health Education
North Carolina Public Schools, pages 319-332.
27
"The relationship of the patrol member to other students is
extremely important. In no case should the patrol member as-
sume that he is a policeman with the power to arrest other stu-
dents. Rather, he should view his role as that of one who assists
others constructively and helpfully in situations which might
otherwise be disorderly and dangerous. The patrol plan developed
in a school should provide an easy and effective way for patrol
members to report to the teacher-sponsor instances of recalci-
trant behavior on the part of the students. Such reports should be
followed with appropriate action to discourage improper and un-
safe behavior."
Duties of a more specific nature are discussed in subsequent
sections of this bulletin.
INSTALLATION
Installation of the Patrol
Installing patrol members at the beginning of each school year,
preferably at school-wide assembly, is an effective way of bring-
ing all students into the program. Parents of patrol members,
newspaper reporters, and other guests may be invited to this
special program as a means of extending understanding of the
safety patrol as well as increasing its prestige.
28
The function of the safety patrol and the responsibility of all
students relative to the school safety program should be empha-
sized at this assembly by the principal, superintendent, law-
enforcement officers, and by pupils themselves. This can be done
through speeches, panel discussions, charts, graphs, exhibits,
filmstrips or moving pictures.
Patrol members may then be sworn in and presented with
belts, insignia, and identification cards in front of the entire
student body. The principal or some community leader may make
the presentations, with the teacher-sponsor placing the insignia
on the patrol members. The following suggested form printed
in a size suitable for carrying in a wallet may be used as an
identification card :
This is to certify that
is a member of the Safety Patrol of School
for the school year
, Principal
, Teacher-Sponsor
SUGGESTED PLEDGES FOR PATROL MEMBERS
If desired, patrol members may recite in unison a patrol pledge
which they themselves, along with the sponsor, have formulated ;
or one such as that suggested by either the State of Minnesota or
the Pennsylvania Department of Public Instruction. The pledge
itself may be printed on one side of the identification card. The
following pledges are typical :
Minnesota Pledage
"I promise on my honor:
• "To do my duty to God and my country, and obey the law.
• "To work for the safety of the pupils of the schools as I would want
those appointed to work for my safety and the safety of my family and
friends.
• "To try to protect myself and those with whom I come in contact from
the risk of unnecessary chances.
• "To keep myself clean morally, mentally and physically — by being
honest, trustworthy, loyal, helpful, obedient, and brave.
• "To do my part in helping reduce the number of accidents during the
year and by my example to try to make my school a model one for safety.
29
• "To perform faithfully the duties as outlined for school safety patrol
. . . [members].
• "To preserve and return my equipment when ordered to do so."
Pennsylvania Pledge
"I promise faithfully that as a member of the School Safety Patrol of
School I will obey all safety rules
and encourage others to do the same. I will do everything in my power to
protect members of my school and other child pedestrians when they are
crossing streets or highways at my post.
"I further promise to wear my patrol insignia when on duty and to guide
my own conduct toward traffic in such a manner as to set an example to
all other children and to guard myself against accidents while on duty.
I will be prompt and obedient; I will be loyal to my patrol, my school, and
my community."
In turn, a pledge indicating student-body cooperation may be
formulated by the students themselves and spoken in unison,
following the pledge recited by the patrol members. This two-
way acceptance of responsibility can do much toward guarantee-
ing an active and highly respected student safety patrol. The
following pledge, or one similar, may add meaning to the safety
program :
We, the members of the . . student body,
realizing the importance of using safe procedures at all times, promise to
cooperate with out safety patrol in its efforts to help us. We shall abide by
all safety regulations which are agreed upon for our school, our campus,
and our community. And, as good citizens, we shall strive on all occasions to
help each other in developing and using patterns of safe living.
Whatever form the installation of the patrol may take, it
should be simple, dignified and conducive to an understanding
of the purposes of the patrol and the necessity for school-wide
cooperation in carrying out its policies.
OPERATING PROCEDURES AND GENERAL
RULES FOR TRAFFIC PATROLS
These suggestions are adaptations of standard rules for opera-
tion of school safety patrols to meet North Carolina needs.*
The traffic patrol function is to assist teachers and parents
in the instruction of school pupils relative to safe practices in
* The standard rules were originally formulated in 1930 and were revised in 1937 and
again in 1948 by a committee composed of representatives of the American Automobile
Association, the International Association of Chiefs of Police, the National Commission on
Safety Education of the National Education Association, the National Congress of Parents
and Teachers, the National Safety Council and the United States Office of Education. These
rules were affirmed by a conference of organizations interested in safety education. Through-
out the country these rules have done much to bring unity and clarity of purpose to school
traffic safety patrols.
30
the use of streets and highways at all times and places. Patrols
should not be charged with the responsibility of directing vehic-
ular traffic nor should they be allowed to direct it. They should
never function as vehicular traffic police; and need not, there-
fore, be recognized by city ordinances or state laws dealing with
vehicular traffic.
Location of Patrol-Protected Crossings
Crossings should be so located that adequate sight distances
enable the driver to see the patrol member in time to insure a
safe stop or to make whatever other driving adjustments may be
needed. The standard belt worn by the patrol member standing
on the sidewalk attracts attention of drivers under normal
conditions when sufficient sight distances are provided at the
crossing. In some school areas, the location of crossings with
adequate sight distances may not be possible because of hilltops,
curves, foliage, or other conditions. Where the patrol member
cannot be seen at least as far away as the safe stopping distance
for the legal speed at that location, the following procedures
should be used :
Encourage the local government to place an effective flashing signal, sign,
or some other suitable warning device at the appropriate spot, thereby
giving warning of a school crossing ahead, in order to insure the adequate
reduction in speed of approaching vehicles.
Advise residents of the community, through available media, of hazards
at school crossings and encourage them to take the necessary precautions for
protection of school students.
The use of warning flags as a means of increasing visibility is
not recommended for use in North Carolina. Their use is often
misleading and can be dangerous.*
Position and Procedure
The patrol member's position is on the curb, not in the street ;
in this position he holds back the pupils until he sees an adequate
gap in traffic. When such a gap occurs, he steps aside and directs
the pupils to cross the street in a group. He keeps his position on
the curb except when his view of traffic is obstructed ; then he
may step into the street only a sufficient distance to obtain a clear
view. The pupils remain on the curb until the patrol member
* Student efforts to direct vehicular traffic tend to increase with the use of flags. Patrols
come to depend upon flags as a "solid wall" capable of protecting pupils from vehicles
while crossing and pupils tend to rely upon the flags as absolute protection. Such dependence
results in failure on the part of patrol members and pupil pedestrians to maintain constant
vigil while crossing.
31
directs them to cross. After the pupils have crossed, the patrol
member returns to his position on the curb.
School authorities should confer with traffic officials in arrang-
ing for proper parking of cars near schools so that only in ex-
ceptional cases will the patrol member need to step into the street.
PROPER
POSITION
POSITION ONLY WHEN
VISABILITY IS
BLOCKED
32
When the street is wide or the traffic heavy, there should be one
or more patrol members on each side of the street. They should
operate under the direction of one member who should determine
when the gap in traffic is adequate to allow the group of pupils
to reach the opposite curb in safety.
When adequate gaps in vehicular traffic do not occur at fre-
quent intervals, permitting pupils to cross the street or highway
safely, the vehicular traffic problem is not a safety patrol re-
sponsibility but should be handled by the police.
The American Automobile Association's publication, "Safety
Patrol Handbook," gives additional detailed suggestions with
illustrations on patrol position and procedure, some of which
are reproduced on pages 58 to 68 of the Appendix.
Relation to Traffic Signals and Police Officers
At interesections without any traffic control the flow of traffic
may be sufficiently heavy to require the assignment of a police
officer at those times when pupils are going to and from school.
For intersections at which traffic is controlled by a police officer
or a traffic signal or both, the safety patrol member assists by
directing children across the street in conformance with the di-
rections of the police officer or the signal device.
Hours on Duty
It is essential that patrol members be on duty at all times while
children are crossing streets or highways in going to and from
school. Patrol members should reach their posts at least ten or
fifteen minutes before the opening of school in the morning and
at noon, and should remain on duty until the tardy bell. For
duty at dismissal times, they should leave their classes two or
three minutes before the bell and should remain on duty until all
pupils who are not stragglers have passed their posts.
Efficiency in school safety patrol operations makes it desirable
to have all classes dismissed at the same time. If there are
several dismissal times, the size of the patrol should be increased
and the members rotated so that no one member will be absent
too long from his class.
Bus Duty
Assignment to bus patrol duty in no way relieves the bus driver
from full responsibility which he has for the safe conveying of
children to and from school. The function of the bus patrol is
purely that of assisting the bus driver. School authorities should
33
CHECK ROAD
BEFORE CROSSING
instruct pupils to obey both the bus driver and any patrol mem-
ber assigned to bus duty.
One or two patrol members may be appointed for each bus, de-
pending upon the capacity of the bus. When two patrol members
are on duty, one should be at the rear of the bus and one at the
front. When only one is used, he should be located at the front
of the bus. In the selection of patrol members for bus duty, it
is desirable that they be among the first to board the bus en route
to school and among the last to leave the bus when returning
home. Duties of bus patrol members include the following:
• To assist the bus driver in checking attendance and making
certain that all pupils are aboard the bus and in safe riding
position before the bus starts.
• To assist the driver in maintaining order while the bus is
en route. This includes observing that no pupil has his head,
arms or hands out of windows and that all pupils remain
in safe riding positions at all times.
• To assist the bus driver in directing pupils to board and
leave the bus in a quiet and orderly manner. When pupils
are ready to leave the bus, a patrol member alights first and
stands ready to give assistance to pupils getting off.
• To assist the bus driver in preventing pupils from crossing
any highway or street until directed to do so by the driver.
34
The patrol member should also make certain that all pupils
are out of the roadway before boarding the bus after a stop.
To assist the bus driver in making certain that the roadway
is clear in all directions when pupils must cross the street or
highway in the process of boarding or leaving the bus. The
driver must make the decision that the highway is clear for
adequate distances, then direct the students to cross in front
of the bus. The patrol member should escort very young
pupils across the roadway only if and when specifically
authorized by the principal and only upon the driver's signal
to cross. (The 1955 recodification of the school laws of North
Carolina permits the administrative appointment of school
bus monitors whose duties shall be those of helpers under the
direct supervision of bus drivers.)
To assist the bus driver in the use of the emergency bus door
and to assist him in administering first-aid. Patrol members
should be given instructions for these functions as part of
the regular patrol-training program. They should be in-
structed to operate the emergency door or to direct first-aid
activities when requested to do so by the driver, or to act on
their own initiative when the driver is unable to give
directions.
To report to the driver any bicycle riders, roller skaters, or
other "hitchers" on the bus.
To report to the driver any violation of the bus rules and
regulations by any passenger.
To get off the bus when it stops at the approach to hazardous
railroad crossings and other hazardous places, when approved
by the principal and directed by the bus driver, observe con-
ditions, and signal the driver when it is safe to procede. Upon
request, assistance in planning procedures for such hazard-
ous places is available from the Division of Transportation,
State Board of Education, Raleigh, N. C. After the bus has
passed such a hazardous place, the driver should not stop
to take on the patrol member until the bus is in such a posi-
tion past the hazard that his stopping will not force the
entrapment of other vehicles.
3.5
EQUIPMENT
Procurement, use, and proper care of equipment and insignia
are essential to a successful safety-patrol program. Patrol mem-
bers need to be impressed with the importance of properly using
and caring for their equipment. They should be helped to realize
that neatness, cleanliness, and bearing help significantly in gain-
ing respect for the safety work they are doing. A clean white
belt makes the patrol member more visible, more easily identified.
Moreover pride in equipment and the manner in which it is worn
are almost invariably a true indication of a patrol member's
good attitude toward his work.
It cannot be assumed that equipment will be adequately cared
for ; nor will haphazard efforts in this direction be satisfactory.
Patrol members must be instructed in the proper care and use
of their equipment. Initial training for this is the responsibility
of the teacher-sponsor ; however, much of this responsibility can
become a function of the patrol captains as they gain experience
in their jobs.
CLEAN
NEAT
PROPER
PROUD
36
1
Li •
Insignia and Equipment
Each patrol member should have a Sam Browne belt made of
two-inch wide material, a badge, a raincoat, and a rain hat. The
Sam Browne belt should be worn over the outer garment at all
times while on duty; and the badge on the belt at right breast
level. Since patrol members must serve in all kinds of weather,
it is essential that a raincoat and hat be provided for their use.
The Sam Browne belt is very effective as a traffic warning, since
it is immediately recognized by the motorist and consequently
provides some protection for school crossings.
Procurement of Equipment
Schools should purchase patrol equipment under contracts
made by the North Carolina Division of Purchase and Contract ;
equipment is usually less expensive when purchased through
this channel. Individual schools should place their orders for
patrol equipment with the superintendent for purchase in the
same manner as all other materials under State contract. De-
37
tailed information concerning such equipment is filed in the
superintendent's office.
Suggestions for Proper Care of Equipment
• Sam Browne belts should be cleaned regularly according to
directions given by the manufacturer.
• Belts should be worn only when on duty.
• Belts should be repaired as frequently as necessary.
• Badges should be affixed to belts and removed only when belt
is being cleaned.
• Badges should be cleaned or polished as frequently as neces-
sary according to instructions of the manufacturer.
• Raincoats should be hung on rustproof hangers in a place
provided for such purposes.
• Periodic inventories and inspections of equipment should be
made and recorded. This should lead to practices which
would enable the equipment to give greater service.
• At the end of the school year, or any time when members
sever relationship with the patrol, equipment should be re-
turned to the captain or the teacher-sponsor for safe keeping.
• During the summer equipment should be properly stored for
protection from dust, dampness, and excessive heat. Rain-
coats, when stored for long periods of time, frequently fare
best if placed in individual paper or plastic garment bags.
Any specialized suggestions for storage made by the manu-
facturer should be followed carefully.
SAFETY PATROL ACTIVITIES
Much has been said about the safety patrol organization and
objectives, selection and duties of members, responsibilities of
teacher-sponsors, and training techniques for sponsors and
pupils alike. Perhaps the most significant aspect of effective
safety patrols is that their activities should be so integrated and
correlated with all other school activities that they are always
regarded as part of the continuing and total school program.
Unless patrol activities are so planned and so regarded, they
are likely to lose much of their meaning.
The importance of the school patrol in the total educational
program must be recognized by parents, teachers, the student
body, and the patrol members themselves if it is to be success-
ful. Every efficient patrol will include in its day-by-day efforts
a wide variety of activities, carefully planned as part of the
38
regular school program and designed to develop in the school and
community the highest possible regard for safety through patrol
work. When such an attitude is developed, problems of organiza-
tion, selection, training, and operation of the school patrol are
reduced to a minimum. Motivation, recognition, and morale re-
ceive due consideration in any successful patrol program.
Recognition of patrol members should be in harmony with the
philosophy of the individual school and its administrative unit,
and should be so understood by all teachers, all pupils, all parents
and others in the community interested in the activities of the
patrol. The Safety Patrol Bulletin, issued by the Department of
Public Instruction in Pennsylvania, states that wholesome atti-
tudes toward safety patrols are developed through two types
of activities: status-producing activities and reward activities.
Suggestions from that bulletin are given below :
Suggested Status-Producing Activities
• Installation ceremonies (See pp. 28-30, this publication.)
• Patrol-sponsored assembly, such as a play, a problem forum,
or a traffic court.
• Patrol representation in the student council or in some other
comparable student government organization.
• Safety-patrol section in the school publication with a patrol
reporter.
• A safety bulletin board maintained by patrol members.
• A training program for the lower grades involving visits to
homerooms by patrol members for the purpose of emphasiz-
ing safety in traffic and all other places.
• School-safety committee, council, or commission, to assist
in correlating patrol activities, and to give impetus to the
whole safety program.
• Patrol meetings which are regular, well-planned, and pur-
poseful. The meetings should include training and study
sessions, with occasional entertainment. Now and then a
special guest will add variety. Meeting dates and topics
should be planned and posted well in advance. When possible
it may be wise to hold these meetings during school hours.
• Accident reporting and record keeping. This is a necessary
process in determining weaknesses of the safety program
and in revealing causal factors in the accidents which occur.
The information is very useful in evaluating the safety pro-
gram and in re-shaping it to meet changing needs.
39
• A system of apprenticeship in which regular members help
to train new members. This can be useful in preparing new
members for their duties and responsibilities as well as in
screening undesirables. It is desirable for this training peri-
od to come in the spring thereby paving the way for an
effective patrol in the fall. This technique has possibilities
of bringing patrol activities before the public in an impres-
sive manner, provided it is not over-used.
• Special duties such as fire-drill aides, ushers, guides, special
messengers, members of first-aid teams, members of emerg-
ency or civil defense teams, and playground aides. These
activities also have possibilities of producing status for the
patrol in many communities.
• A safety court, cooperatively planned and conducted by pupils
and sponsor and designed primarily as a training medium
rather than a punishing body. Such courts require the pres-
ence of strong faculty leadership at all sessions.
CAUTIONS ABOUT SCHOOL SAFETY COURTS*
Though student courts may have certain advantages, they may
easily become dictatorial and do immeasurable harm to the patrol
program and the school. The publication of the National Safety
Council, Student Safety Activities, gives the following com-
ments and precautions concerning "School Safety Courts" :
"Some schools have inaugurated school safety courts whose responsibility
it is to enforce safety regulations. In schools which operate a court system,
the safety court is usually a part of the regular court proceedings, held by
the Student Government Association. If students have a clear understand-
ing of the function of the court, they are willing to give it their whole-
hearted support and the court can contribute a great deal to the success of
the program. If the student body is not in sympathy with the idea of a
court and will not respect the decisions of the court, the safety program will
progress better without a court.
"The court is an enforcing body which carries out safety regulations and
teaches appreciation and observation of the law. The court consists of a
judge and a clerk, or a panel of judges and a clerk, or, in rare cases, of
a judge, jury, and clerk. The adviser serves as a court of appeals.
"Judges should be appointed by the president of the student safety organi-
zation from a list recommended by the faculty.
"The court convenes regularly — as often as the docket requires — to con-
sider cases called to its attention by a card (which may be prepared by the
student safety organization) containing the name of the offender, the nature
* Many schools of the nation have expressed the opinion that courts have no place in the
schools; however, some feel that they do. If courts are to be used, this information indicates
precautions to be considered in operating them.
40
of his offense, and the witnesses. Students should be encouraged to report
only acts which may lead to accidents.
"Penalties, if imposed, should be carefully administered. Frequently pen-
alties are too harsh. If the defendant is found guilty, penalties which have
proved adequate are:
"A reminder or reprimand
"A visit to the city court to witness disposition of traffic offenders
"Denial of privileges connected with the type of offense
"Referral to the principal
"Some schools have found the courts effective even though no penalties
were imposed."
Possible Reward or Recognition Activities
Motivating interest in patrol work and maintaining morale
among members is a matter of continuing concern for all schools
which sponsor patrols and especially for teachers and sponsors.
Handling this problem in cooperation with students themselves
helps greatly to increase the prestige and status of the school
patrol in the eyes of the entire student body. ''When pupils feel
that the school patrol program is their program, they are eager
to serve and they find great personal satisfaction in the oppor-
tunity to serve. In these circumstances, it may be questioned
whether any regular pattern of special recognition for patrol
service is either necessary or desirable." This quotation from
The Expanding Role of School Patrols, National Commission on
Safety Education, NEA, expresses the philosophy of many
schools.
Rewards, on the other hand, may serve a useful purpose.
Certainly all plans involving special recognition for patrol serv-
ice should be appraised in terms of their educational values and
their benefits to the greatest possible number of pupils. Such
plans should credit the entire patrol group for its service, rather
than glorify one person or a few individuals.
Reward activities, whether individual or group, sometimes
serve as positive motivating influences which give status to the
patrol and at the same time serve as incentives for continuing
the good work already under way. Individual awards, such as
certificates of merit for all those who give satisfactory service,
may serve a useful purpose, but group awards are usually con-
sidered more acceptable, since they tend to develop a sense of
unity and loyalty which makes for good relations among mem-
bers of the patrol. Some of the following suggested recognition
activities may prove useful :
• Free movies and athletic events. Local theatre owners are
frequently willing to sponsor a Safety Patrol Day during
41
which patrol members are admitted free of charge. Some
schools admit patrol members to athletic events free of
charge.
• Field trips to points of interest may be stimulating to patrol
members.
• Participation in patrol athletic activity programs and in
special play days arranged for patrols from several schools
is likewise valuable at times.
• Special trips, banquets, picnics, sponsored by PTA's, safety
councils, service clubs, or the like, may be desirable at times.
Efforts to provide out-of-state or other distant trips are some-
times attempted for all members of the patrol in an administrat-
ive school unit. Such trips often involve heavy expenses which
are not commensurate with rewards associated with other school
activities. Since some schools attempting such trips do not yet
have adequate safety libraries or other needed services, it seems
unwise to spend unnecessarily large sums of money in this man-
ner even though it may be provided by non-school agencies. If
the school feels that it must be represented at distant patrol
meetings it might be better for such trips to be restricted to a
few persons from each school. The number would likely be de-
termined by the patrol members who have given outstanding
service to the school and community. Persons who are privileged
to take such trips might best be elected by patrol members, sub-
ject to approval of parents, school sponsor, and the principal.
Again, it should be stressed that rewards and recognitions
must necessarily be handled carefully, as every wise sponsor
realizes, if full educational and morale values are to be gained.
Handled unwisely, they can be harmful ; yet they may sometimes
constitute the spark which gives day-by-day vitality and effec-
tiveness to patrols.
EVALUATING PROGRESS OF SAFETY
PATROLS
The accompanying check lists are suggestive of techniques
which may be used for determining progress in safety-patrol
activities. The first check list is a slightly modified version of the
one appearing in The Expanding Role of School Patrols (Nation-
al Commission on Safety Education, NEA) ; whereas, the second
is a reproduction of the evaluative statements appearing in the
42
appendix of School Safety Patrol (Commonwealth of Pennsyl-
vania, Department of Public Instruction).
These particular check lists may be useful as a means of im-
proving the operation of safety patrols. On the other hand, the
student body, patrol members, and faculty members, with the
cooperation of others, may prefer to formulate their own tech-
niques for evaluation. Regardless of the methods used, it is im-
portant that frequent evaluation be part of the continuous pro-
gram for improving patrol activities.
CHECK LIST A
(Check level of achievement which best represents your school.)
Making Progress Toward An Ideal Goal Length of Achievement
0 12 3
The student body participates cooperatively with
the school safety patrol in formulating the rules
and regulations under which the patrol operates. ■
The safety rules and regulations of the school are
based on a comprehensive and cooperative survey
of possible hazards in the immediate vicinity of
the school as well as the larger community.
There is a conscious and continuous effort by all
members of the school staff to foster safe traffic
habits on the part of all pupils.
The student body accepts the safety patrol as a
necessary and vital part of the school organiza-
Teachers and pupils are given frequent oppor-
tunities to express their opinions regarding patrol
operation through such means as questionnaires,
suggestion boxes, and open discussions.
Time needed to do effective work with the safety
patrol is made available to the teacher-sponsor by
the principal within the day's work program.
The teacher-sponsor has had adequate prepara-
tion in the basic principles of safety education,
and has a thorough knowledge of local traffic
problems and regulations.
Definite qualifications have been established for
the selection of patrol members.
Both boys and girls are eligible to serve on the
safety patrol.
43
The written permission of parents is obtained be-
fore a student can become a patrol member.
Appropriate insignia and equipment are provided
at public expense so that the patrol can function
effectively at all times.
If insignia and equipment are provided by out-
side agencies, it is free from advertisement and
entails no undesirable obligations on the part of
the school.
Patrol membership rotates among many pupils in
order that the advantage of first-hand experience
in patrol work is spread as widely as possible.
There are regularly scheduled and carefully
planned meetings of the safety patrol at which
time matters of interest and concern are dis-
cussed.
There are definite provisions for instructing pa-
trol members in such matters as:
• qualifications of a good patrol member
• general duties of a patrol member
• what to do in case of accident
• exemplary behavior by patrol members leads
to desirable student attitudes toward patrols.
• use and care of insignia and equipment
Appropriate recognition is provided from time to
time for all patrol members to help maintain
their interest and morale.
Accident records are kept and are carefully ana-
lyzed to determine ways of improving the patrol
program
The press, radio, and television are used when-
ever possible in order to keep the community fully
informed of the activities and achievements of the
safety patrol.
The school initiates periodic appraisal of the long-
term effectiveness of the safety patrol, or co-
operates with community agencies in appraising
the patrol.
44
CHECK LIST B*
Each building in the school district has a well-organized Safety
Patrol
Adequate faculty supervision is given to the Safety Patrol.
The Safety Patrol is made up of pupils above the fourth grade.
Patrol members are selected on the basis of leadership and
reliability.
Special courses of instruction on duties are given to all pupils
serving on the Safety Patrol.
School recognition is given pupils serving on the Safety Patrol.
Both boys and girls serve on the Safety Patrol.
Each school system sets up its own procedures for controlling
violations.
Safety Patrols assist in loading, unloading, and keeping order
on school buses.
The standard insignia are worn by patrol members while on
duty.
Parents or guardians are required to give written consent
before any pupil is permitted to serve as a member of a Safety
Patrol.
Where conditions are hazardous, patrol members and/or police
are stationed on opposite curbs of the thoroughfare.
Patrol members are on duty at least 15 minutes before the
opening of school and remain on duty until the scheduled time
for the opening of the school day.
The Safety Patrol members are furnished with adequate equip-
ment to protect their health in all kinds of weather.
The school Safety Patrol not only helps at intersections but is
given other assignments where the safety of pupils is involved.
The school welcomes cooperation by police and other com-
munity agencies in organizing and directing the safety patrol.
At least one faculty meeting is devoted to School Patrols each
year.
The Safety Patrols, traffic lights, street markings, and other
protective measures are periodically checked so that they offer
the proper protection to those who are on their way to or from
school, and insure proper operation of safety devices for pupils
and others.
Yes No
* School Safety Patrol, Commonwealth of Pennsylvania, Department of Public Instruction.
45
APPENDIX
BIBLIOGRAPHY
The Expanding Role of School Patrols. National Education
Association, 1201 Sixteenth Street, N. W., Washington 6,
D. C.
Handbook for Elementary and Secondary Schools. Issued by the
State Superintendent of Public Instruction, Raleigh, N. C,
1953.
A Handbook for School Bus Drivers. North Carolina Depart-
ment of Motor Vehicles, Raleigh, N. C, 1954.
Health Education. Issued by the State Superintendent of Public
Instruction, Raleigh, N. C, 1953.
How to Organize and Supervise a School Safety Patrol. Ameri-
can Automotive Association, Washington, D. C, 1950.
Minnesota School Safety Patrol Manual. Department of High-
ways and Department of Education, State of Minnesota,
1946.
Pupil Patrols in Elementary and Secondary Schools, Research
Bulletin, Vol. XXVIII No. 1, National Education Associa-
tion, 1201 Sixteenth Street, N. W., Washington 6, D. C,
1950.
Rules, Regulations, and Laws Governing Public School Trans-
portation in North Carolina. North Carolina State Board of
Education, Raleigh, N. C, 1950.
School Safety Patrol, Bulletin No. 391. Department of Public
Instruction, Commonwealth of Pennsylvania, Harrisburg,
Pennsylvania, 1951.
School Safety Patrols, Standard Rules for Street and Bus Patrols
in Virginia. State Department of Education, Richmond,
Virginia, 1951.
Student Safety Activities, Student Safety Organization Hand-
book for Secondary Schools. National Safety Council, 425
North Michigan Ave., Chicago 11, Illinois, 1945.
Who is Liable for Pupil Injuries? National Education Associa-
tion, 1201 Sixteenth Street, N. W., Washington 6, D. C, 1950.
References for Materials and Other Helps
In addition to specific publications available from the State
Department of Public Instruction in the forty-eight states, ma-
terials and other helps concerning school patrols may be secured
from the following sources :
46
Films and Filmstrips
The Driver Improvement Section, State Highway Patrol, North
Carolina Department of Motor Vehicles, Raleigh, N. C, will
send, upon request, its extensive list of available films and film-
strips. They are available on loan; however, return transporta-
tion costs must be paid by the borrower.
Traffic Patrol Materials
American Automobile Association, Mills Building, Washing-
ton 6, D. C. (Also available through its North Carolina
affiliate, The Carolina Motor Club, Charlotte, North Carolina.)
Association of Casualty and Surety Companies, 60 John Street,
New York, N. Y. (Also available through its affiliate, The
North Carolina Association of Insurance Agents, Inc., Com-
mercial Building, Raleigh, North Carolina.)
National Association of Automotive Mutual Insurance Com-
panies, 20 North Wacker Drive, Chicago 6, Illinois.
North Carolina Association of Mutual Insurance Agents, Inc.,
Raleigh Building, Raleigh, North Carolina.
National Commission on Safety Education, National Educa-
tion Association, 1201 Sixteenth Street, N. W., Washington 6,
D. C.
National Congress of Parents and Teachers, 600 S. Michigan
Boulevard, Chicago, 5, Illinois.
National Safety Council, 425 North Michigan Avenue, Chicago
11, Illinois.
United States Office of Education, Washington 25, D. C.
Fire Materials
National Board of Fire Underwriters, 85 John Street, New
York 38, N. Y.
National Fire Protection Association, 60 Batterymarch Street,
Boston 10, Mass.
Other
State Civil Defense Office, Civil Defense Building, Jefferson
Street, Raleigh, N. C.
SUGGESTIONS FOR KEEPING GENERAL SCHOOL
PATROL RECORDS
The following student record procedures may be helpful in
developing forms for use in the school's patrol program. Such
records can be very helpful to the sponsor for planning training
programs and increasing the overall effectiveness of the patrol
program.
47
Suggestive record form No. 1 is an adaptation of a pupil-viola-
tion report form found in "Safety Patrol Captain's Manual",
produced by Carl Pike and Don Hurst, for use in Jackson, Michi-
gan. Since it is worthwhile to commend safe practices as well
as to report violations of safety regulations, the form has been
changed so that it is usable for both purposes. This form can be
used by all patrol members.
Record form No. 2 is suggested for use by the patrol captains
or lieutenants in recording daily patrol operations for each
month. This is an adaptation of a form illustrated in "Safety
Patrol Handbook" published by the American Automobile
Association.
As a matter of practicability, forms Nos. 1 and 2 may be most
useful if a sufficient supply of No. 2 is placed in the front of a
patrol record book and a suitable supply of No. 1 is placed in the
back of the same book. Copies of the standard accident report
form can be folded and placed in the back of the patrol record
book for use when needed.
Record form No. 3 is devised to serve as a daily and monthly
summary of the operations of each of the respective patrols.
The sample illustrates one designated for a sidewalk patrol and
one for a bus patrol. Such summary record forms could be made
up on poster board and located in a prominent place. This would
enable the teacher-sponsor or others to readily note the day-to-
day progress of patrol operations. Lieutenants can report daily
to their captain who can summarize the reports and enter the
summaries on record form No. 3.
SAMPLE RECORD FORM NO. 1
Patrol Report on Pupil Behavior, Where Patrols Operate
Commendation
<- Check one -^
Violation
Pnnil
's Name
Pupil
A o. t.i n
's Homeroom No.
n by Pupil
Reported by Rm. No
48
i J
c
c
e
£
tj
<
\
S
\
\
\
\
\
0
\
.
c
e\j
\
\
\
\
\
\
s
\
\
\
\
'
\
S;
\
V
\
g
•
\
»
\
\
\
\
\
^
c3
\
\
\
\
\
\
\
•H
§
I
I
g
o
O -P
S3
\
\
\
'
,
\
S
\
\
\
\
\
\
\
\
\
\
\
\
\
O
\
\
\
\
\
\
\
\
\
\
\
\
\
rH
\
\
\
\
\
\
\
a
\
\
\
\
\
\
\
\
r-i
\
\
\
\
\
\
\
\
\
\
\
\
\
\
\
r-i
\
\
\
\
\
k
\
\
\
\
\
\
\
\
\
-
X
\
\
\
\
\
\
\
\
\
O
\
\
\
\
\
\
\
\
\
as
\
\
\
\
\
\
\
h
IS
I
\
\
\
\
\
VO
\
\
\
\
\
\
\
\
\
\
\
^
\
\
-3
\
\
.
\
\
S
f-\
■
\
\
,
\
\
\
\
\
\
,
\
.
H
\
,
•
S
N
\
\
1
i !
f. 2
•0 B
M <
0 Oh
8 B
O; O
5 g
1 I
1
—
—
]
5&
o p
55
RECORDING AND ANALYZING STUDENT ACCIDENTS*
Information on the unsafe acts and unsafe conditions causing
accidental injuries and deaths to students is essential to the func-
tioning' of an efficient school safety program. For this reason
it is essential that records be kept and the analysis be made of
these records.
Importance of Records
The successful initiation and continuation of this fundamental
safety education activity — the securing of accident data and the
using of it — requires:
1. The recognition by school authorities of the value of such
student accident reports. These reports may be used in
a. Adjusting the safety curriculum to immediate student
needs
b. Individual student guidance
c. Modifying the structure and use of the building and
grounds
d. Protecting the school from unfortunate publicity and lia-
bility suits growing out of accident cases.
2. The adoption of the Standard Student Accident Reporting
System, preferably on a system-wide basis. This will help
attain uniformity and make possible a comparison of records.
The Standard system is not a new system, but was devised by the Na-
tional Safety Council and cooperating school authorities many years ago.
It consists of an original accident report form and a monthly summary
sheet. It has been in use in some school systems for about 20 years. The
National Safety Council will furnish, without charge, a year's supply of
both the accident report form and the summary sheet. Subsequently sup-
plies may be printed locally or purchased from the Council at nominal rates.
3. The education of the entire instructional staff on the value of
the Standard Student Accident Reporting System; and the
training of all teachers and other designated persons to fill
out completely the accident reports, to give full details, and
to make reports promptly.
Responsibility for the preparation of the original accident
report is primarily with the teacher in charge when the acci-
dent occurs. Accidents in areas of patrol supervision should
be reported by patrol members, but the school sponsor should
be summoned immediately to lend assistance and verify the
* Information in this section is taken largely from Safety Education Memo # 3, a mimeo-
graphed bulletin; Student Accident Records and Analysis, published by the National Safety
Council. 425 N. Michigan Ave., Chicago 11. Illinois.
51
report. If a motor vehicle is involved, the police should also
be summoned. If a motorist who is involved leaves the scene
where he has caused an injury, the patrol member should
record his license number and report it to the teacher-sponsor.
The patrol member should also record the license number and
specific acts of any motor vehicle driver operating a vehicle
in an unsafe manner in the vicinity of his post. The teacher-
sponsor with local police assistance may confer with such
drivers as a means of correcting such unsafe acts by motor-
ists. Reports should be filled out completely and, on all school-
jurisdictional accidents, should be forwarded to the superin-
tendent's office not later than twenty-four hours after the
accident happened. (Some superintendents require an im-
mediate report, by telephone, on serious accidents of this
type, followed by a written report.) Reports on non-school
accidents should be completed as soon as the student returns
to school.
The development of specific plans for the use of reports.
Use of reports will vary from one school system to another.
In general, it is desirable that copies of all student accident
reports be examined by the teacher-sponsor, the principal,
the supervisor, the superintendent, and others who may find
such information useful. In some instances, selected reports
should be examined by the individual staff member concern-
ed. For example, the custodian should study reports of all
building and ground accidents resulting from poor plant con-
ditions. The physical education teacher should examine the
reports of all accidents in physical education and recreational
activities, whether on school property or not ; the shop teach-
er should examine reports on all shop accidents. Accident
reports should be studied by the advisers of all students
involved in the accidents.
The analysis of completed reports by some competent person
to determine the real causes of the accident and the needed
protective measures. This analysis, together with a copy of
the accident report, should be sent to the persons who are
particularly concerned with the accident, the custodian, the
physical education teacher, the home economics teachers,
and others.
Parent cooperation in order that the Standard Student Acci-
dent Reporting System may function efficiently.
Parents may be the source of much information on non-
52
school accidents. They will, very likely, become increasingly
sympathetic with the school's efforts to improve facilities,
if they are informed about the student accident situation.
Will Many Reports Be Required?
In view of their functional significance, the amount of time
invested in the collection of student accident reports is amazingly
small. On an average, there is one serious (necessitating loss of
one-half day or a doctor's care) accident a month to every 500
pupils. In addition, there would probably be a number of less
serious accidents occurring on school property for which records
should also be made. At most, however, no school would be bur-
dened with excessive reporting.
What Accidents Are Reported?
Accidents of the following type should be reported :
1. All injuries requiring a doctor's care
2. Those keeping a student out of school one-half day or more,
regardless of where the student was when injured — on school
property, en route to or from school, at home, or elsewhere.
3. All school jurisdictional accidents, however slight. (Unless
otherwise defined by administrative ruling or court action,
school jurisdictional accidents are those occuring while stu-
dents are on school property, in the school building, and on
the way to and from school).
Making out the Accident Report
The first step in the making out of the accident report is to
collect all necessary data. The next step is to read the instruc-
tions carefully at the top of the Standard Student Accident Re-
port Form ; then complete and answer accurately all questions
on the form. Brevity, without sacrificing precision, is desirable ;
but no questions should be overlooked or omitted. If the precise
answer to any question is not known, the lack of information
should be recorded.
The most significant part of the accident report is the "De-
scription of the Accident." The ultimate value of the report de-
pends largely on the clarity, completeness, and accuracy of this
description. In reporting an accident on a swing, it is not suffi-
cient to state, "student fell from swing." A useful report of the
accident might read: "Rusted link of swing broke as the swing
reached the top of forward arc, causing student to fall ten feet
to ground. School custodian had warned children "to be careful of
53
the swing,' but had not informed playground supervisor of the
condition of the swing nor had the custodian taken the swing out
of service." All questions on the accident report form have been
asked in simple, non-technical terms ; and will cause no confusion
when filling in the forms.
Student Accident Summary Sheet
Each month, the information contained in the accident report
should be tabulated on the Student Accident Summary Sheet so
that the school administrator may see (1) what kinds of accidents
are frequent among the students; (2) the causal factors relative
to such accidents; (3) the trends for different types of accidents
and the causal factors involved therein. Summaries for indi-
vidual schools, as well as for the entire school system, should
be compiled monthly and made available for the entire system.
Such summaries provide a basis for determining whether the
safety education program of the school system should be revised.
Using the Summarized Data
The data on the summary sheets have both immediate and
long-range value. It is desirable for the person in charge of acci-
dent reports to use these data in the preparation of a monthly
memorandum for teachers, calling attention to progress made
in various areas of safety, to the high frequency in certain types
of accidents, and suggesting necessary emphasis during the
following month.
At the end of the academic year the current report should be
compared with the one of the previous year and such questions
as the following should be answered :
1. To what degree has progress been made during the past
year?
2. What weaknesses are noticeable in the safety education pro-
gram? How may they be overcome?
3. What special emphasis should be made during the next year?
4. How do the accident records of this locality compare with
national records, or with those from similar communities?
Data on student accidents should be gathered primarily for
local use. It is to the advantage of all schools, however, to have
maximum information on the accident situation in other com-
munities. School systems, therefore, are urged to forward copies
of their monthly summaries to the National Safety Council so
that published tabulations of student accidents may be as com-
plete as possible. Student accident data are invaluable to all
54
safety agencies endeavoring to serve the schools, and for this
reason all agencies cooperating with the school in its safety pro-
gram should invariably be supplied with these reports.
Reproduction of Standard Accident Forms
Standard accident report forms are reproduced in miniature
on the following pages. These forms may be had in small quan-
tities, free of charge, from the National Safety Council to those
schools reporting their accidents each month. The forms are
not copyrighted and may be reproduced by any school desiring
to do so.
55
STANDARD STUDENT ACCIDENT REPORT FORM
Part A. Information on ALL Accidents
Name:
School:
Time accident occurred
Place of Accident:
Home Address:
Sex: MO; FQ Age:.
Grade or classification:
Hour
A.M.;
P.M. Date:
School Building □ School Grounds □ To or from School □ Home □ Elsewhere □
T"
On
w
N
{,:■
!■'"'
y
w
M<
Mi
^r
V-
<-
a. «
1-5
<
Abrasion
Amputation
Asphyxiation _
Bite _
Bruise
Burn
Concussion
Cut _
Dislocation _
Other (specify)
Fracture
Laceration
Poisoning
Puncture
Scalds
Scratches
Shock (el.)
Sprain
Abdomen _
Ankle _
Arm _
Back _
Chest
Ear _
Elbow _
Eye _
Face
Finger _
Other (specify)
Foot
Hand
Head
Knee
Leg
Mouth
Nose
Scalp
Tooth
Wrist
DESCRIPTION OF THE ACCIDENT
How did accident happen? What was student doing? Where was student?
List specifically unsafe acts and unsafe conditions existing. Specify any tool,
machine or equipment involved.
Degree of Injury: Death fj Permanent Impairment fj Temporary Disability Q Nondisabling fj
Total number of days lost from school: (To be filled in when student returns to school)
Part B. Additional Information on School Jurisdiction Accidents
Teacher in charge when accident occurred (Enter name) :
Present at scene of accident: No: Yes:
9. Z
ui
III ±c
<
First-aid treatment
Sent to school nurse
Sent home
Sent to physician
Sent to hospital
By (Name) :.
By (Name) :_
By (Name) :_
By (Name) :_
Physician's Name:_
By (Name) :_
Name of hospital:.
10. Was a parent or other individual notified? No:.
Name of individual notified:
By whom? (Enter name) :
Witnesses: 1. Name:
2. Name:
Yes: When:
11
. Address:
. Address:
Ibiec ■
12.
Athletic field
Auditorium
Cafeteria
Classroom
Corridor
Dressing room
Gymnasium
Home Econ.
Laboratories
Specify Activity
Locker
Pool
Sch. grounds _
shop _
Showers
Stairs _
Toilets and
washrooms _
Other (specify)
Specify Activity
Remarks
What recommendations do you have for pre-
venting other accidents of this type?
Signed: Principal:
Teacher:
(Natiooal Safety Council — Form School I)
56
Printed in U.S.A. Kct. JOM— IU»— WHF,
mi-is
noon s
STUDENT ACCIDENT SUMMARY
Month of_
City.
.SchooL
Year.
No. of school days
in above month
i Stud.rrt ACC. 2 (1941)
accidental death* thh month. Cop/ei of original report cardt covering thorn aro attached. t
:
CLASSIFICATION
STUDENTS KILLED AND INJURED. BY GRADES
SndM i*'Q'n 6rada Grada Grade Grada Grad« Gradt Gr«d» Grad« Grad. Grad
-i — i — r
TOTAL ACCIQCNTS
D SCHOOL BUILDINGS
_»«!,.-
~k Other building ,„
-
.
SCHOOL GROUNDS
i
_,IM„
. _.._
1
..
•
.,
" _fn«tti«ll .
Unorganized
Activities
I
Other.._
_ .
1
GOING TO OR FROM SCHOOL
Motor vehicle— bicycle-
Other motor vehicle
Other bicycle
Other
HOME
Falli i
1
Other home . 1 ...
.. ._.
.._
OTHER
I Motor vehicle — bicycle
| Other motor vehicle
[ Other bicycle
Other street & sidewalk
I Playgrounds (not school)
[Other places
■ ENROLLMENTS AND DAYS LOST
1
jf Days lost— This month's
1 Days lost this month from pre-
ll vious month's accidents ...__..„ ....
;
Report made by_
Title.
copy of this report should be sent each month to the National Safety Council, 425 North Michigan Ave., Chicago II, covering all schools in the
that maintain records.
I BOM— 550— NSC Printed In U.S.A.
57
ADDITIONAL DETAILED SUGGESTIONS FOR
PATROL OPERATIONS
To assist teachers in giving basic instruction to new Patrol
members and in retraining old members, the following illustrated
explanation of standard Patrol operation has been prepared.*
1. OPERATION WITH ONE PATROL MEMBER
Used only on quiet streets tvhere traffic flow is not heavy and
where no special hazards exist.
Fig. 6. This is the standard position for Patrol members on duty.
An Intersection
The Patrol member stands on the SIDEWALK, one pace back
from the curb-line and midway between the crosswalk lines. He
faces the street watching for traffic. He glances over his shoulder
to watch for children approaching. When they approach, he
raises his arms sideward so that they point downward from his
shoulders at 45 degree angles. The children stop behind his out-
stretched arms. (Fig. 6.)
The Patrol member then looks in all directions (See Fig. 7)
until there is a suitable lull in vehicular traffic to permit children
*Material and illustrations, pp. 58 to 68, are used by permission of the American Auto-
mobile Association and are taken from its publication, "Safety Patrol Handbook," Copy-
right 1950.
58
Fig. 7. Notice how the properly-trained Patrol member looks in all
directions for approaching vehicles.
to cross safely. {In urban areas, it is recommended cars be at
least one block away and not approaching at an excessive rate of
speed. In rural areas, the distance would be greater since speeds
are higher.) The Patrol member then drops his arms and steps
left, watching for traffic in all directions — especially that ap-
proaching from his left, which would constitute the most im-
mediate hazard. As he steps aside, he continues to face the street,
and he cautions the children to WATCH FOR TURNING CARS.
He then returns to his position on the center of the sidewalk,
cutting off the stragglers. (See Fig. 8).
If the crossing is located on a one-way street, the Patrol mem-
ber steps right or left, depending upon the direction from which
traffic approaches. Where possible, crossings on one-way streets
should be on the side of the intersection from which traffic
approaches. (See Fig. 9.) This means that the Patrol member
has traffic approaching in only one direction, and no turning
traffic. He should be on the alert for vehicles turning into the
one-way street through error.
59
Fig. 8. This Patrol member has made certain that it is safe to
cross the street. He drops his arms to his sides and steps to the left.
He continues to look in all directions, following the numbered order
shown above.
C>/^>
A
Fig. 9. This shows a one-way street with Patrol post located on
the side of the intersection from which traffic approaches.
60
Parked Car Hazard
If a parked car or other obstruction hinders the Patrol mem-
ber's view of traffic approaching from the left, the procedure
changes in one respect from that just outlined. The Patrol mem-
ber takes his standard position and then follows through with
the steps outlined until he has looked in all directions. Then,
cautioning the children to WAIT ON THE CURB, he steps into
the street just far enough to see past the parked car or other
obstruction. UNDER NO CIRCUMSTANCES MAY THIS DIS-
TANCE BE MORE THAN 3 PACES.
He looks first to the left, for his own protection from approach-
ing cars, then in all directions. (See Fig. 10.) If no vehicle is
coming, he drops his arms and motions the children to cross. He
continues to watch for traffic. After the children have crossed,
he returns to the sidewalk, cutting off stragglers.
Fig. 10. A car parked too close to the intersection constitutes a
hazard. The view of the Patrol member is obstructed. He is permitted
to step into the street more than three paces to observe approaching
traffic.
At Mid-Block School Crossings
In cities and towns, mid-block crossings are not normally
used, though, in some rare instances, they may prove necessary.
Operation at a mid-block school crosswalk is exactly the same
61
as at an intersection, except that, since the Patrol member has
no traffic approaching from the rear or front, he looks both
RIGHT and then LEFT before stepping left to allow the children
to pass.
Fig. 11. A mid-block crossing presents special hazards. Before re-
leasing children to cross the street, the Patrol member must make cer-
tain that vehicles are not approaching at excessive rates of speed.
The Patrol member should be instructed to pay particular
attention to the speed of approaching vehicles. School authorities
should see that ample warning signs are erected and painted
crosswalk lines are at least two feet wide, so as to be readily
visible to approaching motorists. (See Fig. 12.)
At a "T" Intersection School Crossing
At a "T" intersection, Patrol operation depends upon the loca-
tion of the Patrol posts. The location of possible posts at such an
intersection are indicated in Fig. 13.
Operation at posts 1,2,3, or 4 is the same as at a regular
intersection, except that the Patrol member has traffic approach-
ing from one less direction. Particular attention should be paid
to turning cars, since there are likely to be heavy turning move-
ments. Patrol members stationed at posts 1 and 4 should be
62
Fig'. 12. At mid-block crossings, crosswalks should have lines at
least two feet wide to be easily visible to motorists.
instructed that all traffic entering the "T" must turn either left
or right. Patrol operation at posts 5 and 6 is more difficult than
at a mid-block crossing because the Patrol member must watch
for cars turning several ways.
*m-
Fig. 13. Possible Patrol posts at a "T" intersection. Patrol mem-
bers placed at positions 1 and 4 must be especially alert to turning
cars.
63
2. OPERATION WITH TWO PATROL MEMBERS
Used at school crossings on heavily traveled streets; at excep-
tionally wide streets; at places where special hazards exist, such
as parked cars; where the view is obstructed by curves or
hedges; at street intersections ivith heavy turning movements;
and at the intersection of more than two streets.
In a two-man operation, the Patrol members are stationed on
opposite sides of the street. One acts as a "sender" and the other
as "receiver."
The position of each Patrol member is the same as has been
explained and illustrated by Figure 6, that is, on the sidewalk
one pace back from the curb and midway between the crosswalk
lines. When children approach a Patrol member, he raises his
arms to the standard side position, and the children stop behind
his outstretched arms. Both Patrol members then look in all
directions for approaching traffic. (See Fig. 14.)
Fig. 14. Heavily-traveled, exceptionally wide streets require two
Patrol members, a "Sender" and a "Receiver".
After making sure that there is sufficient lull in traffic to per-
mit safe crossing, the Patrol member holding back the children
cautions them to LOOK BOTH WAYS BEFORE CROSSING
and WATCH FOR TURNING CARS, and then follows the
regular procedure. At the same time, the Patrol member on the
opposite corner faces the intersection to watch for traffic.
64
Both Patrol members remain on the curb. The children cross,
and both Patrol members return to their original positions.
Both Patrol members remain on the curb. The children cross,
and both Patrol members return to their original positions.
Points to remember in two-man operation are:
1. The Patrol member first approached by the children de-
cides when it is safe to cross.
2. Each Patrol member watches primarily to his left for
traffic while children cross.
If view of traffic is blocked by parked vehicles, a Patrol mem-
ber may step into the street so as to get a better view, but
NEVER MORE THAN 3 PACES.
3. TWO-MAN POST WITH "SECONDARY" PATROL
MEMBER
Sometimes, when parked vehicles interfere with the view of
approaching traffic and the Patrol member must step into the
street, the children crowd into the street after him. While
children should be cautioned to stay on the curb, it is sometimes
desirable to use a "secondary" Patrol member to hold the chil-
dren on the curb.
In operations of this nature, the "secondary" Patrol member
takes the fixed post on the sidewalk, one step back from the
curb. He holds the children on the sidewalk.
The regular Patrol member, although he has no fixed post,
must remain on the sidewalk, except when he steps into the street
to see past the parked vehicle. He is responsible for giving the
signal that it is safe to cross. The "secondary" Patrol member
releases the children at this signal.
Operation is as follows : Children gather behind the outstretch-
ed arms of the "secondary" Patrol member. The regular Patrol
member then steps into the street just far enough to see around
the parked vehicles— NEVER MORE THAN 3 PACES. He then
looks for approaching traffic. (See Fig. 10.) If there are no
approaching vehicles which constitute a hazard, he signals to
the "secondary" Patrol member to release the children. Then,
facing the street, he watches in all directions for approaching
traffic.
At the signal of the regular Patrol member, the "secondary"
Patrol member drops his arms and steps to the right, faces the
intersection, and watches for approaching traffic. After the
children have crossed, the regular Patrol member returns to the
65
sidewalk and the "secondary" to his fixed position on the side-
walk, one step back from the curb.
The Patrol member stationed across the street operates in
the same manner described under regular two-man operation.
4. OPERATION OF A THREE- OR FOUR -MAN
CROSSING
On wide streets with a safety island, or zone, in the center, it
may be desirable to place a Patrol member on the island. If the
island is particularly wide, such as might be the case on a park-
way or boulevard with a wide dividing strip, two Patrol members
may be stationed there. The Patrol member on the island func-
tions in the same manner as on the curb.
Fig. 15. Where there are safety islands or zones in the center of
the street it may be desirable to post an additional member on the
island.
Care should be taken by the Patrol member releasing children
from the curb that he does not overload the island.
5. OPERATION WITH A POLICE OFFICER
When stationed at an intersection controlled by a police
officer, the function of the Patrol member is to hold the children
66
on the sidewalk until the police officer stops traffic and signals
to the Patrol member to allow the children to cross.
6. OPERATION AT AN INTERSECTION WITH
TRAFFIC SIGNAL
At an intersection with a traffic signal, operation is as follows :
The Patrol member is in the standard position, one step back
from the curb. If children approach when the light is red, the
Patrol member stops them behind his outstretched arms.
When the light turns green in the direction the children are to
cross, the Patrol member makes certain that all approaching
cars are stopping for their red light. When he is sure that traffic,
especially turning cars, does not constitute a hazard, the Patrol
member cautions the children to WATCH FOR TURNING
CARS and, following the usual procedure, steps aside to permit
the children to pass.
Before the red signal comes back on, the Patrol member re-
turns to his normal position, cutting off stragglers. He does this
to prevent children being caught in the middle of the street
when the light changes. The Patrol member must know the
length of time the green is on and be able to estimate the correct
moment to stop the flow of child pedestrians. To illustrate to
the Patrol member how this can be done, work out with him
the following information concerning his crossing. Children
walk approximately 4 feet per second. Thus, if his street is 40
feet wide, it would take 10 seconds to cross. If the green period
of the signal is 30 seconds, the Patrol member would count off
20 seconds and then stop further crossing until the light com-
pletes the cycle and turns green again. Have him try this for
four or five days, until he becomes adept at estimating the instant
when the child pedestrian flow should be stopped.
It will be noted that the Patrol member does NOT start the
children the moment the light turns green, but waits until he
is certain that approaching cars will stop on their reel signal and
that turning vehicles will not constitute a hazard.
7. RURAL SAFETY PATROLS
In rural sections where the children walk to school along the
highway, the Standard Rides for the Operation of School Safety
Patrol should be followed. Where the school is located on a dan-
gerous highway, Patrol members should be on duty at selected
locations to caution pupils to cross only when oncoming traffic
67
does not constitute a hazarcL Operation at such crossings would
be the same as that just outlined for use at various types of
school crossings. Most state or county road maintenance depart-
ments, upon request, will paint crosswalks and place school warn-
ing signs at approved school crossing points.
Where several children walk for a considerable distance along
the highway, they should walk single file on the left side of the
highway facing oncoming traffic, with the Safety Patrol member
leading the way. When the Patrol member sees a car approach-
ing, he should call it to the attention of the pupils. On a two-lane
pavement, all should step off the hard surface until the car has
passed. . . .
Fig. 16. In rural areas, along- heavily traveled highways, Patrol
members should lead single fine on the left side of the roadway, facing
traffic.
9. USE OF VERBAL CAUTIONS BY PATROL MEMBERS
The use by the Patrol members of such phrases as LOOK
BOTH WAYS BEFORE CROSSING and WATCH FOR TURN-
ING CARS IS PARTICULARLY ADVANTAGEOUS. This
practice provides a means of re-emphasizing, at points of cross-
ing, rules for safe walking taught in the classroom. It also serve;
to correct the tendency of some children to depend blindly on the
Patrol member. These verbal cautions may be varied from time
to time and for different situations. On rainy days the Patrol
member might caution the children to KEEP YOUR UMBREL-
LA HIGH SO YOU CAN SEE. Another caution which could be
used is KEEP TO THE RIGHT IN THE CROSSWALK.
68
UNIVERSITY OF N.C. AT CHAPEL HILL
00034026731
FOR USE ONLY IN
THE NORTH CAROLINA COLLECTION
IT,-.,.™ M^ A OCO D^w o/nc