Educators who work in the field of traffic safety are interested in the development of long-term, action-oriented educational programmes with positive resulting behaviors. Dr. Trinca stated, "From a long-term point of view, the most important area of education to improve attitudes and behaviors is in the schools. Programmes of safe living, which would include road safety, should be incorporated into the curricula of primary and secondary schools." This statement is obviously true, education programmes aimed at kindergarten to grade twelve and college students are extremely necessary;​ but the question remains not only what is needed, but also how can it be accomplished. At present, there are no formulae, flow charts, designs or equations established for traffic safety education programmes to follow. Much of the work is deductive. This makes the programme developer's attitude to the problem, flexibility in planning, creativity in approach, sensitivity to community-school needs, ability to cope with young people's changes and awareness to necessary implementation procedures all important aspects of programme methodology. To this end, British Columbia proposes a model for traffic safety education programmes. The model is based on six hypotheses which present programme structure, programme implementation procedures, and evaluation techniques on issues such as drinking and driving, seat belt use, attitudes and behaviors on the roads, peer pressure issues and community involvement.