on Your Call
5.1 This section of the report focuses on the views of pupils,
teachers, Road Safety Officers and other stakeholders on Your Call. It
- awareness and motivations for use;
- recollections of Your Call;
- views on content and format;
- views on the design and style of the materials; and
- views on the level and tone of the toolkit.
views and first
5.2 Teachers and Road Safety Officers commented on their first
impressions of the resource. These were generally very positive. Road Safety Officers commented
on the use of social media as a relevant way of engaging with this particular
age group, while teachers liked the professionally produced materials, and that
they could 'pick and mix' the activities to suit the class.
a very good resource for 11-14 year olds. It is a very flexible tool which can
be used in different ways, depending on age and time available to the teacher."
Road Safety Officer
5.3 Teachers who had previously used the Crash Magnets toolkit
were able to compare the two resources. All said that their preference was for
Your Call. This was based on the more 'realistic' presentation of the
materials, rather than in the 'cartoon' format used by Crash Magnets.
blog style nails it, and the characters are believable – not like Crash
Magnets where the cartoony graphics were horrible."
5.4 There was one Road Safety Officer
who stated that she personally did not like the Your Call resource. It was
described as "bitty" and this Road Safety Officer felt
that it focused too much on "bad behaviour" and she therefore had concerns that
Your Call was promoting this type of behaviour.
5.5 Overall, Your Call was seen as modern, appealing to young
people through its use of social media and encouraging young people to think
for themselves. There were some variations on views, as explored through this
chapter and some areas suggested for improvements. Overall, the general
perception among teachers and Road Safety Officers was that Your Call was a
very good resource for road safety education.
Pupil recollection of
5.6 In each of the pupil focus groups, we asked pupils what
they could remember about road safety. Their responses were varied, and
- "Don't run across the road."
- "The green cross code."
- "Stop, look and listen."
- "Don't have ear phones in."
5.7 The pupils were then asked if they could remember any road
safety resources they had used in class. Your Call was mentioned spontaneously
by pupils in six of the ten
case study schools.
"We saw a
video about school kids crossing the road, then a car came, but he was on his
5.8 The vast majority of the pupils associated Your Call with
the DVD and were able to recall the storyline of the drama they had watched in
a short film and there was a boy away to meet a girl and he was crossing the
road, and she texted him and he looked at his phone, and the girl's brother ran
him over. It was good because it showed you everybody's point of view."
5.9 While it was clear that pupils were able to recall the detail
of the DVDs, none of the case study schools spontaneously mentioned the other
elements of the resource, such as the risk cards, or 'what if' cards.
5.10 In one of our case study schools, it was apparent that the S1
pupils did not remember the Your Call resource. This school had received one
copy of the Your Call toolkit, and most of the resources had been photocopied
for use. The class had used the resource in January 2013 – six months
previously. During our session with the S1 class, the pupils watched Matt's
Story in an attempt to 'jog' their memories – but none could remember
watching it previously. Our discussion at this group was based on the pupils'
immediate reaction to the DVD, shown during the discussion group.
5.11 Pupils in the focus group
discussions were asked to write down, or draw their views on the Your Call
resource. The majority of pupils were positive about the resource, while
others gave examples of ways in which they would like to see the resource
improved. Some original examples are included at Appendix
on topics covered
5.12 Pupils were asked for their views
on the key messages in Your Call. The pupils picked up on the key topics
covered by the resource – highlighting that it covered relevant
topics such as distractions (both for pedestrians, passengers
and drivers) including music/iPods, mobile phones, friends in the car,
seatbelts, and speeding.
mobile phones and we've all got them, so it shows how you can be distracted."
5.13 The pupils and teachers also
commented on the DVDs showing the consequences of actions, which was received
positively by the pupils.
consequences were a good idea. Seeing how they dealt with life after the
accident and how it impacted their friendship."
5.14 Road Safety Officers and
teachers agreed that the topics covered by Your Call were the right ones for
the S1 to S3 age group. The style of the DVD dramas, focusing on both sides of
the story was thought to be particularly good.
on DVDs – overall
5.15 The DVDs are an integral part of
the Your Call toolkit. All of the case study schools had used the DVD. Almost
all of the pupils we spoke to had some knowledge of the DVDs.
5.16 Overall, pupils were positive about
the DVD dramas. There were positive comments relating to the realistic
portrayal of the characters.
realistic – he was trying to be cool 'cos all his pals were slagging him
off like 'why have you got a helmet on'?"
5.17 Others commented on the effective storyline which introduced
the characters and made the pupils feel sympathetic towards them. The crash
scene in the film was thought to then have more impact, because pupils cared
about the characters.
of got to know the characters, so you knew who he was, so it was more effective
when he got hit."
on the DVDs – style
5.18 The style of the Your Call DVDs is
slightly different to other road safety resources. The characters are
portrayed through a variety of different mediums, such as video blogs, and
through the CCTV camera at their school. Pupils were mostly positive in their
feedback on the style of the DVDs – although there were some negative
comments about the current relevance of 'video-blogging'.
good with the cameras following them about school."
5.19 There were some negative comments that the DVD was 'cheesy' and
poorly acted. This was also the view of the S4 pupils who participated in this
research. They did not connect with the storyline or characters and commented
on how the resource was engaging; but for the wrong reasons. However, the
resource was never intended to be used by S4 pupils and so their negative
comments towards the resource are perhaps not surprising.
5.20 However, there were some pupils who found it difficult to
relate to the characters in the DVDs. This was based on a number of factors.
For example, pupils in a rural school commented that they would have preferred
the story to have been set in a rural, rather than urban setting. Others
picked up on the fact that the characters were sent to 'detention' – a
practice that did not happen in their school.
5.21 Other pupils commented on the storyline, where Matt takes the
blame for Leanne's mobile phone ringing in class. Some found it difficult to
relate to this storyline, while others felt that this gave the characters more
when he takes the blame for her, I feel sorry for him, and then when she asks
him to meet, then you think that's good, but then you feel bad that it didn't
turn out the way he planned."
5.22 The most common feedback to the relevance of the DVD dramas
related to the perception that the DVD was quite dated. There were some
derogatory comments about those appearing in the DVD, but in particular
comments related to the video-blogging and the need for this to be updated to
reflect changes in social media. This will be discussed more fully in the
Views on the DVD – age
5.23 Pupils were asked if they felt that the DVD drama was
appropriate for their age group. There were mixed views. Most pupils felt
that they could relate to the age of the actors appearing in the DVD; even if
the actors were slightly older than them. Some younger pupils felt that older
pupils in their school would not find it as relevant, whereas others suggested
that because of Donnie's Story, the resource could still be used by an older
someone really old (like in their 20s) wouldn't make much sense. It was about
5.24 One teacher, from a rural school commented that her pupils were
slightly less 'streetwise' and were not 'cynical', but she felt that pupils
from city schools, or larger urban areas might find the drama too young for
schools, they might find it too young, but this school is not cynical."
5.25 Nine schools
had used other activities in addition to the DVD as part of their use of the
Your Call resource. Where schools had not used, or could not remember an
activity; this was used briefly in the focus group to gather their immediate
5.26 Four of the ten case study schools had used the risk cards as
part of their original Your Call lesson. Overall, there were mixed views on
these cards. Younger pupils tended to like the cards, as it 'made them think'
about road safety. While some of the older pupils found them 'boring' –
yet one pupil stated their preference to these cards in comparison with the
"I like it
because of the risk cards; it made me think a lot."
pupil - (Additional Support Needs)
5.27 One case study school had used the wild
cards as part of their Your Call lesson. We encouraged
others to test out the activity during our focus group discussions. For two S1 classes, the boy racer for example
went from being the most risky driver, to the least risky. The classes enjoyed these cards and agreed that they had been challenged in
their opinions. The feedback overall for these cards was positive. Table
A5 in Appendix six shows the results of one pupil focus group's views of the
your perspective on things."
5.28 There were mixed views from the pupils on the 'character
sheets' which asked questions about each of the characters' behaviours. Some
S1 pupils reported these as 'boring' while others said that they had 'made them
"You can look at all the things they did and work out if they were
wrong, or right. It gives you the questions to think about."
5.29 One of our case study schools had used the 'What if' cards
during their Your Call lesson. The feedback here was positive as pupils were
given scenarios and asked what they would do in the same situation. We tested
this activity in two of the focus groups; both with S1 pupils.
5.30 We asked pupils what they thought
the main messages were that Your Call was trying to teach them. There were
some examples of suggestions such as "being safe on the roads" and "don't get
distracted". Pupils identified that Your Call focused its main messages on the
topics of 'distractions', 'risks' and 'consequences'.
was highlighting that there are risks in everything, even in minor risks."
5.31 Pupils of all ages agreed that the messages in Your Call were
not new to them. They stated that the messages relating to distractions were
lessons they had heard before.
really learn anything new because we have been all around road safety at
primary school – we are not on our phones and we still know not to be."
5.32 Class teachers working with S4 pupils indicated they felt that
the resource was "reinforcing a message that had already been heard" –
but that this was not necessarily a bad thing, as the pupils could still
benefit from these messages.
5.33 Similarly, S6 pupils who had delivered the resource to S1
suggested that Your Call was a good refresher for their age group, particularly
as they were soon-to-be drivers. Road safety was not taught beyond S1 at this
school, and sixth year pupils no longer received PSE classes as part of their
timetable, although had seen the Scottish Fire and Rescue Service, Cut It Out
get to S6, you've forgotten all this stuff, or I mean that you know not to do
it, but you're complacent."
5.34 Although some pupils said that the road safety messages
contained within Your Call were much the same as they had been taught before;
they agreed the style of the resource made it more interesting.
"It was the
same stuff, but it got into our heads more." (Why?) "The way it was styled,
rather than a teacher just telling you."
5.35 Others commented that they would not have associated elements
of risk, or peer pressure with learning about road safety – and in this
way, Your Call was quite different from anything they had used before.
of Your Call – perceptions
of changed attitudes or
5.36 Pupils gave their views as to
whether Your Call had changed their attitudes or behaviour when out on the
roads. There was a distinct difference in opinion based on age for this
question. The younger pupils were more likely to say that they had changed
their attitude and behaviour based on what they learned through Your Call.
changed my attitude (how?) I don't want to be like him in a wheelchair."
"I used to
walk with my headphones in, but now I take them out when I'm crossing the
5.37 On the whole, older pupils did not think that the messages from
Your Call were enough to influence their attitudes or behaviour. Pupils of all
ages commented that some of the messages they were being taught were simply
common sense and therefore the pupils did not take them seriously, or felt the
need to change their behaviour.
not to wear headphones when crossing the road. It's common sense."
5.38 Teachers also suggested that while there may be a short-term
impact on pupils after using the Your Call resource; it is difficult for them
to gauge whether the resource will have any longer term impact once they are
out on the roads.
have asked 'what happened to him' (the characters) but I think they are only
careful for a few days and then they go back to their old ways of jumping
5.39 The general impressions of the resource by Road Safety Officers
and teachers were, on the whole, positive. The use of social media was
appealing and perceived as a relevant way of engaging with this age group.
Teachers, who had used Crash Magnets in the past, reported that their preferred
resource was Your Call.
5.40 Pupil recollection of Your Call was based around the DVD.
Pupils were able to recall the storyline of the drama they had watched in
5.41 The content was praised for including topics such as
distractions and consequences and these were thought to be relevant topics for
the age group.
5.42 Younger pupils (S1 and S2) stated they were able to connect
with the characters; they found them relatable, particularly because of their
age and the storyline, which younger pupils stated made the characters more
likeable. S3 pupils however, were more likely to find the characters "cheesy".
pupils had mixed views about the activities. The DVD was by far the most
commonly used activity from the toolkit and seemed to have captured the pupils'
attention based on their retention of the resource. The other activities had
been more sporadically used but pupils seemed to respond positively to these
activities when conducted during the focus groups.
5.44 Pupils and teachers agreed that the
messages in Your Call 'reinforced' messages that the pupils had heard before,
and that they were not necessarily learning anything new. However some pupils
commented that despite this, the style of the toolkit made learning more
5.45 Despite most pupils stating that they had not learned anything
new from the resource, the majority of younger pupils agreed that Your Call had
influenced them to change their attitude and behaviour while out on the roads.
Pupils stated they were 'more cautious and aware' particularly in relation to
distractions such as being on their mobile phones, or wearing headphones.
Older pupils however did not think that Your Call was powerful enough to change
their attitudes or behaviour.