Beliefs and knowledge about road safety education among kindergarten principals and teachers in Argentina: a qualitative study

OBJECTIVE: Road safety education is essential for preventing traffic injuries and promoting safe behavior from an early age. In this regard, principals and teachers play a key role. This qualitative study explored opinions and practices associated with early childhood road safety education, from the principals and teachers' perspective. METHODS: The study took place in a city in Argentina (Mar del Plata), where 37 in-depth interviews were conducted with teachers and principals from 13 institutions located in different areas of the city. The following general dimensions were explored: knowledge of regulatory frameworks and road safety guidelines; road safety training; conceptions of road safety education; the role of preschools, parents, and local government; and perceived difficulties in implementing actions. RESULTS: The results showed a low level of knowledge about general road safety regulations and guidelines for children. Two main conceptions of road safety education were identified: a normative approach, focused on obeying rules, and a comprehensive approach, more oriented toward self-care, social protection, and the environment. Principals and teachers emphasized the importance of informational and practical activities and identified a lack of time, resources, training, and government support as the main barriers. They identified the need to involve families, adapt content to the local context, and coordinate efforts with other educational levels. CONCLUSION: The effective implementation of early childhood road safety education depends not only on developing a regulatory framework, but also on improving the knowledge and practices of principals and teachers, establishing comprehensive policies, coordinating the participation of stakeholders, and incorporating supportive measures such as monitoring and oversight.