Keeping children safe near roads is a concern for all parents. But as children with autism often have challenges with communication, danger awareness, and sensory regulation, it’s important to use clear, consistent, and structured approaches when teaching road safety. As a caregiver, you play a vital role in helping your child learn how to stay safe near roads.

What are some of the difficulties you may encounter?

• Some children may have difficulty recognising danger. For example, running into the road without being aware that a car is coming, or running away from parents/caregivers without fearing being lost.
• Some children may not generalize safety rules across different environments (e.g., thinking a rule only applies at one crossing).
• Some children exhibit elopement behaviour, meaning they might suddenly run away from supervision, including into the road.
• Some children may have difficulties following instructions, such as ‘stop’, ‘hold my hand’, ‘walk next to me’. These are part of road safety measures we all use when teaching our children to walk safely by the road.
• Some children may have difficulties processing instructions quickly, so might find it difficult to respond to instructions quickly in dangerous situations.
• Some children may have sensory differences that impact the way they can manage day-to-day occurrences such as loud noises from cars, ambulances, and police cars. This may be overwhelming and confusing for these individuals, potentially causing panic or disorientation.

At Child Autism UK, we want our families to be able to enjoy outings, walks, and a trip to the park. Hence,the importance to teach road safety in a structured, consistent, and patient way that meets the specific needs of your children.

So, how and where do we start?

Here are some helpful and simple recommendations we can start using at home:

• Teach simple instructions using visual supports:

e.g., A ‘stop’ sign can be used when playing simple playground games such as ‘stop/go’ ‘traffic light game’ so your children start learning the meaning of the instructions stop in a fun and meaningful way.

e.g., Laminated cards showing each road safety rule such as ‘stop, look and listen’.

• Teach routines for road safety using visual schedules, e.g., “putting on shoes,” “holding hands,” “waiting for the light,”etc.

Keep laminated visuals in your bag or car to use as reminders on walks. Use photos of your child doing each step to make it more relatable.

• Start by introducing basic road safety rules in calm, familiar environments before going out into busier environments
• Social stories or video modelling can work for some children. Keep this simple and highly visual. Read with your child and practice the social story at home through role play in a safe environment before you transfer to the road. This way we can demonstrate safe behaviours in real-life scenarios.

e.g., A short video showing a child stopping at the curb and waiting for the green pedestrian signal.

e.g., A social story titled “When I Cross the Street” with personalized photos and simple language.

• Use simple language and focus on what your child should do rather than what they shouldn’t
• Keeping regular routines can help reinforce key safety concepts over time. Using the same instructions – such as narrating where you are going and when you stop at specific points – will be part of establishing this routine. You might also consider walking the same routes consistently, so your child becomes familiar with the surroundings and knows what to expect. Use a favourite phrase or song while waiting, like “Red means stop, green means go.”
• Use roleplay if this is something your child is motivated by. Use visuals like stop signs, traffic lights, and simple pictures of crossings to illustrate each rule and role-play this at home.
• Repetition and practice are key. Be sure to practice “stop, look, and listen” routines regularly and celebrate small successes to build confidence.
• Ask your school/educational setting about their road safety programmes. These usually incorporate lots of hands-on practice using visuals, mock streets, traffic lights, and real-world scenarios.
• Teach siblings, grandparents, and babysitters the same safety routines and phrases. Talk to neighbours, school staff, and community members about your child’s needs if appropriate.
• Advocate for sensory-friendly crossings, clear pavements, or visual street signs in your area.
• Consider creating an “About My Child” card to share with trusted adults who might supervise walks or outings. This could outline specific instructions or visuals to use to help your child to understand.
• Whilst working on these skills, it is important to prioritise safety, so it may be necessary to consider devices such as GPS trackers or specialised safety harnesses. These should always be used respectfully, with consideration of the child’s dignity and developmental level. Consider introducing these at home first so your child is comfortable with them.

In conclusion, children with autism often benefit from structured, visual, and consistent approaches when learning about road safety. It is important to tailor strategies to their unique sensory, communication, and learning needs as this can greatly enhance their understanding and safety. Be patient. It may take weeks or even months for your child to learn safe behaviours consistently. Celebrate small successes like stopping at the curb or looking both ways. Stay calm during setbacks—consistency and encouragement go a long way.

Written by Paula Osorio, BCBA/UKB