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The purpose of this research was to investigate the effects of short virtual reality (VR) exercises on knowledge retention for adult learners at a contractor safety training organisation supporting the energy industry who took computer-based training (CBT) courses. The intent was to simulate a delay period similar to that experienced by contractors who support work in the energy industry to determine if traditional CBT can be made more effective for stimulating greater transfer of learning with the addition of VR exercises. The experimental group was exposed to CBTs augmented by VR exercises that reinforced the CBT course learning objectives. The control group for this research took the same CBT course without short VR exercises. A quantitative analysis was performed on data collected from a course exam provided immediately after the course delivery and from a separate follow-up quiz delivered 3 days after the course(s) completion. Data from these testing instruments were analysed to determine the participant's likelihood of remembering content from the CBT courses and if there was greater knowledge retention of the course learning objectives and procedures within the experimental group than within the control group. The results found a non-statistically significant relationship between the two groups; however, trends between the groups show that there are benefits for transfer of learning when using short VR exercises compared to those groups without short VR exercises.

The present pilot study explores pre-service teachers' experiences related to active shooter preparedness and perceptions of preparedness of active shooter training and drills. A survey was conducted among pre-service teachers (N = 97) regarding (a) previous experiences with active shooter response drills, (b) perceptions of preparedness for active shooter response training, and (c) preparedness to address the psychological needs of future K-12 students after an active shooter response drill. The participants who were full time interns in schools felt underprepared to navigate shooter drills in a school setting and desired additional training at the pre-service level than they currently received. Furthermore, these pre-service teachers desired preparation that transcends safety protocol to encompass the physical and mental health needs of children.

There is an increased risk of workplace accidents for younger employees. Academic laboratories have demonstrated a higher prevalence of accidents. Occupational health and safety (OHS) education plays a central role in reducing the risk of accidents and aims to habituate safety behavior in educational settings. The current research aims to investigate the factors affecting students' safety behaviors using a knowledge-attitude-behavior model within stimulus-organism-response frameworks. A quantitative and non-experimental study involved sending an electronic questionnaire to 959 Indonesian vocational high school students who had undergone half of their learning process in a workshop that put them at risk of accidents. A structural equation model was conducted on the data which showed that all variables in the model were valid and reliable. Teachers' OHS leadership encourages students' safety knowledge, attitudes and behaviors. Positive and noteworthy benefits to students' safety knowledge, attitude and behaviour are demonstrated by peer safety behaviours as indicated by similar results. Among the predictors, OHS knowledge had the greatest influence on students' safety behavior. The current research findings provide evidence that supports the fact that student safety behavior follows the knowledge attitude behaviour model within the stimulus organism response framework.

Currently, the aviation business is a popular service that helps people travel conveniently, quickly, and safely. People in the airline business have become more stressed with the need to learn about inflight safety-based competence to effectively serve the broad range of passengers' needs. One reason for this is the nature of their jobs, which also affects their learning. Therefore, this research study developed an autonomous learning model to enhance inflight safety-based competence for cabin crew and then studied the effects of using an autonomous learning model to enhance inflight safety-based competence for cabin crew. This study was conducted in two parts using research and development methodology (R&D). The first phase identified problems and needs in learning about inflight safety-based competence, while the second stage examined the results of using the developed learning model. The results revealed that an autonomous learning model consisted of the model's purpose, identification and management of learning goals, knowledge development of learning strategies, the trainer's role, practical ideas, and reflection on and evaluation of the learner's learning. Furthermore, the cabin crew members had improved scores in inflight safety-based competence learning in four areas: safety policy, risk management, safety promotion, and safety assurance, compared before participating in the autonomous learning model testing. The vital learning promotion course for cabin crew dealing with the inflight safety of the passengers. The developed autonomous learning model should enhance the inflight safety-based competence of cabin crew.

This study explores journalism students' responses to hazards and hostility in the profession within a Safety of Journalists course. The research uses focus group interviews, field notes, study diaries, written tasks, and Teams' chat logs of 11 students. Students' reactions to the hazards highlight the importance of awareness for finding solutions and developing resilience. Proposed solutions include fostering self-assurance, enhancing interpersonal communication, setting boundaries to prevent burnout, and recognizing the significance of workers' rights. However, finding some solutions was hindered by students' experiences of media organizations neglecting worker well-being.

Despite calls for injury prevention exercise programmes (IPEPs) to move to school settings for the general adolescent population, current research has had mixed outcomes regarding their efficacy in schools as many of the traditional barriers to IPEP implementation still exist, for example, lack of engagement with the programme. A games-based approach may negate some of these barriers as it has been shown to increase participation and adherence to activity. The aim of this study was to achieve consensus on the fundamental framework for the development of a games-based IPEP for physical education (PE) class. Nineteen academic and practitioner experts in the areas of PE, injury prevention and adolescent coaching took part in a four-round Delphi poll, consisting of an opening exploration round followed by three subsequent rounds of questions. Agreement of at least 67% was required for consensus to be deemed achieved on outcomes. Agreement was reached on the key components of an IPEP and potential layouts of the programme. Requirements for an activity/exercise to be deemed games-based and key outcome measures for a games-based IPEP for PE class were established. Finally, PE teacher supports and resources required for implementing a games-based IPEP in PE class were determined, including supports for PE teachers and IPEP location within the class. The recommendations of this study provide a fundamental framework for the development of future games-based IPEPs that could be applied internationally as it provides the flexibility to be adapted to suit various constraints of PE classes across the globe.

It is difficult for students to learn the concepts of chemical laboratory safety education from actual experiences because the traditional teaching model prohibits students from performing dangerous operations. Therefore, this study develops a novel mixed reality-based chemistry experiment learning system (MRCELS) to allow learners to conduct inquiry-based experimental operations in an environment integrating virtual and physical space by using a free and safe way so that chemical laboratory safety problems that usually occur in actual chemical laboratories that may hurt learners can be avoided. A total of 36 Grade 11 students from a girl's high school in Taipei City, Taiwan, were recruited to participate in the experiment. A total of 17 students were randomly assigned to the experimental group using the MRCELS to conduct chemical laboratory safety education, while the remaining 19 students were randomly assigned to the control group taught by a teacher in a physical-chemical laboratory. The research results show that the learning effectiveness of experimental group learners in chemical laboratory safety education is significantly superior to that of the control group. Besides, experimental and control groups significantly improved their attitudes toward laboratory safety after the instruction experiment, but no significant differences existed between them. Both groups of learners showed high satisfaction with the learning model they used, but no significant differences existed between them. Encouragingly, according to the interview results, learners preferred to adopt the MRCELS to support learning. They stated that the immersion experience in operating the chemical experiments through the MRCELS could enhance their awareness of hazardous operations and the development of laboratory safety concepts. The developed MRCELS contributes an effective and innovative learning model to chemical laboratory safety education.

Background Study: Virtual reality (VR) is becoming a popular technology for safety training in construction. Several VR training prototypes have been designed and tested, which show they can perform better than traditional training tools. However, most of these existing tools are not underpinned by clear pedagogical theory, and studies assessing the impact of pedagogical theories on the effectiveness of VR prototypes are still rare in the literature. Objectives: This study aims to investigate if and how the productive failure theory and the directive instruction theory have an impact on the effectiveness of VR safety training for confined space workers. Methods: The study used a randomized controlled method involving 74 participants. The effectiveness of these two training methods was assessed in terms of knowledge acquisition and retention. Results and Conclusions: The results illustrate that the productive failure training design performed better in terms of knowledge acquisition and retention. This paper introduces the Productive Failure Theory and shows the great potential of this approach for self-service VR safety training in the field of construction.

Students in secondary vocational education often have to learn and practice their skills in potentially dangerous situations, operating complex machinery or working in hazardous conditions. As a consequence, they need to be trained on how to work safely, to respect safety regulations, to wear protective gear and related equipment, to consider ergonomics, and to follow emergency procedures. However, this is difficult in current teaching on hazard perception due to a lack of authentic and real-life learning conditions, and due to learning materials often not being adapted to secondary vocational students. To address these challenges, we adopted an Educational Design Approach in which we designed, developed, and tested a low-cost, mobile immersive virtual reality serious game, teaching hazard perception to secondary vocational students. We engaged 8 teachers and 50 students from 5 secondary vocational schools to co-design and test the prototype serious game. Final test results demonstrate both students and teachers valued the learning experience positively, in terms of spatial presence, involvement, design, interest/enjoyment and value/usefulness. During several iterations, we were also able to identify critical design elements, which were valued positively in terms of both enjoyment and perceived usefulness. The design elements are discussed in a detailed way to support both researchers and practitioners in their future design of immersive virtual reality learning experiences. Finally, directions for future research are presented.

Vocational and technical education programs continue to play a pivotal role in developing workers' occupational safety and health skills in all industries. The Agricultural Safety Education Initiative was first conducted in the summer of 2017 as a multi-year "Train the Trainer" program to improve teachers' tractor and machinery knowledge. The National Safe Tractor and Machinery Operations Program (NSTMOP) Curriculum was used to develop and organize the training program. The purpose of this study was to determine the efficacy of a multi-year agricultural safety education professional development model. A total of 85 teachers participated in the third year of the training program. Teachers' average NSTMOP test score was 41.9 out of 50 (SD = 3.62). Teachers attending the training for the first time in 2019 scored lower (40.8, SD = 4.41) than teachers who had attended the training during all three offerings (43.2, SD = 3.00), though the difference was not statistically significant (Kruskal-Wallis H was 5.91 (2) p = 0.052). Post-experience qualitative data findings showed many teachers reported curriculum obtainment as a motivating factor for continued attendance. A benefit expressed by teachers participating in the professional development focused on higher-order instructional and alternative assessment methods for tractor and machinery safety. For these SBAE participants, the involvement in a multi-year approach to professional development is influenced when curriculum is offered.

In the study, we compared the effectiveness and efficiency of two error correction (EC) procedures --a model of the correct response (MoCR) and remove and re-present (RRp)--when using discrete trial training (DTT) in teaching to identify the community signs to children with autism spectrum disorder. We also examined the maintenance and generalization effects on children's behaviours and the preferences of neurotypical peers about the EC procedures. Four children participated in the study. We used an adapted alternating treatments design. The findings demonstrated that MoCR and RRp did not differ significantly in terms of their effectiveness, although DTT with MoCR was more efficient than DTT with RRp for all participants. Moreover, the findings revealed that all participants had maintained the behaviours, while three of the four participants were able to generalize. The neurotypical peers had a more definite preference for MoCR over RRp. Implications for future research were discussed.

Engineering education programs, especially at the P-12 level, pose inherent legal and ethical responsibilities pertaining to safety that cannot be ignored. Cultivating safer practices and habits during the design and hands-on development of engineering solutions starts well before students enter higher education engineering programs. P-12 engineering education programs play a critical role in enhancing safety awareness, developing safer habits, and improving safety culture, which has an influence on the safety practices that students carry with them into higher education programs and the workplace. This study analyzed the safety factors and accident occurrences reported by 305 P-12 engineering educators from the southern United States (U.S.), specifically focusing on differences in safety between engineering design/pre-engineering (ED/PE) courses and other types of P-12 engineering courses. Analyses found that ED/PE courses had a significantly greater proportion of accident occurrences over a five-year span in comparison to other P-12 engineering courses in the southern U.S. Further analyses identified six risk factors (e.g., course enrollment size) and 11 protective factors (e.g., various forms of safety training) that were significantly associated with accident occurrences in the southern U.S. ED/PE courses. Moreover, it was discovered that hot glue guns were involved in a significantly higher proportion of accidents in ED/PE courses compared to other P-12 engineering courses in the southern U.S.; however, there were no significant differences in the proportion of accidents involving other tools or items. As suggested by accident causation model research, the data from this study can inform proactive safety efforts to address significant safety risk and protective factors in P-12 engineering education courses, which should reduce the severity and occurrence of accidents. Additionally, this study provides implications for fostering collaborative safety efforts among P-12 engineering education programs, higher education engineering programs, and engineering workforce partners to address critical gaps in safety instruction.

This paper outlines the outcomes from three rounds of action learning sets with a charity that supports vulnerable adults and those with learning disabilities in supported living and residential care. The action learning sets focused on safeguarding cases and how they had been managed by 11 leaders at various levels of the charity (the team). The findings demonstrate that using a reflective process and the 'fishbowl' model of action learning sets in this context is effective in evaluating the actions taken by the team in the safeguarding case, but also the awareness of the perspectives -- or lenses -- the team had used when reflecting on the roles of the various stakeholders included. We outline the development and application of the Multiple Lens View Model (Table 1) which was designed during the research and which helps to analyse the perspectives the participants were taking when focusing on the issues in each case. We conclude with an exploration of how this charity can more critically engage in debate around assumptions made in safeguarding incidents. We discuss how The Multiple Lens View Model can be developed further as a conceptual framework for this charity and for critical action learning in other institutions.

This work investigates the design and usability of a novel eXtended Reality (XR) Vest, which combines two viewpoints for demonstration-based training (DBT). Traditional modalities for DBT, such as prerecorded videos and live instruction, are minimally engaging and potentially hazardous resulting in low motivation and knowledge retention. To combat this, works incorporate XR technology to improve training immersiveness, safety, and engagement. When worn by a trainer, our XR Vest enables trainees to have the first-person perspective of immersive XR environments on an integrated tablet while simultaneously watching the third-person motor movements. To test the XR Vest in DBT, 28 individuals completed three training sessions: 1) using an Oculus Quest 2 (baseline); 2) watching a DBT video on a desktop computer monitor (first-person perspective); and 3) viewing a DBT on the XR Vest (first-person and third-person perspectives). Following each session, the participants performed a memory aptitude test to evaluate their recall, a NASA Task Load Index questionnaire to investigate their perceived workload, and a System Usability Scale (SUS) questionnaire to measure the usability of the systems. A linear mixed-effect analysis showed significant differences between the temporal demand, physical demand, and frustration in the NASA-TLX scores and the integration and learnability features in the SUS scores. The results suggest that incorporating XR technology in first- and third-person perspectives within the XR Vest decreased workload and improved system usability. Future works should evaluate the benefits of this XR design in other domains where DBT is used.

This paper explores teenage girls' responses to general advice, and formal prevention messages, designed to reduce sexting-related risk and prevent harm. We conducted workshops with seven groups of girls (28 in total), aged 16-17 years, in a New Zealand city. Each group participated in a series of three workshop sessions. Drawing on a Freirean 'problem-posing' approach, we designed the workshops as spaces in which girls were invited to observe and critically discuss norms related to sharing nudes as well as harm prevention messages. Girls noticed the problematic gender and sexual politics that shape abstinence-based models that target girls (implicitly) to not send nudes, but which leave boys who distribute or otherwise misuse them out of the picture. Participants navigated a careful path between attending to risk and protection on the one hand, and endorsing their right to freedom of expression on the other. We argue for a subtle, but significant, shift away from a focus on sexting safety to a focus on the prevention of image-based sexual coercion, harassment and abuse. This reframing would help to direct prevention efforts to the gendered drivers and dynamics of harm perpetration, and the ways in which they are problematically socially ignored or condoned.

Process safety remains an area of importance in chemical engineering education. Process safety incidents are tied to individuals' choices that require exercising judgement in weighing competing criteria. While safety is paramount, we need to acknowledge the competing criteria practitioners need to consider (budget, leadership, personal relationships, plant production, and time). Our work examines the relationship between individuals' beliefs versus behavior in process safety decisions, and explores use of a process safety game as an intervention.

This paper presents the findings of a survey exploring people's understandings and experiences of Spiritual Abuse (SA) in a Christian faith context. The online survey was completed by 1591 individuals from the UK, 1002 of whom identified as having experienced SA. Inclusion criteria were: membership of the Christian faith, being or having been, a Church attender or member of a Christian organisation and having heard of the term SA. Participants detailed features of an effective response to disclosures of SA, many of these are directly relevant to counselling and psychotherapy practice. The findings echo calls in previous research for including discussions of religion and faith in training and CPD for counsellors and psychotherapists. Finally, the paper suggests the establishment of a network of counsellors with training and knowledge about SA.

The purpose of the present study was to investigate the effectiveness of video modeling to teach safety skills during earthquakes and postearthquake evacuation to children with autism. Three male children with autism, aged 9-10 years, participated in the study. The results indicate that video modeling was effective at promoting the acquisition of "drop, cover, and hold on" and evacuation skills for all three students. Furthermore, the skills generalized to a new setting for all three participants and maintained up to 4 weeks after video modeling for the two participants for whom maintenance was evaluated. Social-validity data were also collected from participants, their parents, and a teacher, and the findings were positive overall. Implications for instruction and future research are discussed based on the results of the study.

Although decades of behavior-analytic studies have focused on decreasing the aggressive behavior of clients, relatively little research has been conducted on preventing injuries for the staff members who implement treatment plans. In this study, three direct-care staff members working with clients presenting with aggressive behavior were taught targeted blocking and distance management techniques designed to keep the clients safe while preventing injuries to the participants. Findings indicated that all staff members acquired the target skills in simulations, after which the skills for two participants generalized to the natural work environment.

The Pacific Crest Trail (PCT) is a National Scenic Trail that extends approximately 2,653 miles from the border of California and Mexico to the border of Washington State and Canada. This study examined land management and hiker issues that day, overnight, and thru-hikers experience in California while navigating the PCT in order to inform land managers. This quantitative survey, completed through Qualtrics, was disseminated to thru-hikers who completed the trail between 2017 and 2021, and individuals who used the trail for shorter durations. Survey questions focused on technology, Trail Angels, rule enforcement by land management agencies, the permitting process by the Pacific Crest Trail Association (PCTA), hiker education, and hiker demographics. Descriptive statistics were calculated and analyzed. Results indicate that most hikers prefer articles on the PCTA website, Leave No Trace (LNT) website, and certifications to gain education about the trail. They also felt that personal contacts were the most effective way to gain pre-trip education. Almost all hikers use technology on the trail, such as navigation or informational apps, emergency calls, taking photos, and listening to videos or music. More thru-hikers rely on navigational apps than day/overnight users. Many hikers felt there should be more rangers in the backcountry but also felt that social enforcement of rules is effective. Regarding Trail Angels, thru-hikers felt they were important for transportation, food/water, and shelter. Managerial implications for public land managers included a need to develop ways to educate users. This can be done in-person, online, or through signage. Increasing the presence of rangers or volunteers on the trail was also recommended, as well as developing area or jurisdiction-specific apps for information and education about trail conditions or rules. Additional education of sustainable hiking behaviors may help mitigate potential negative impacts hikers may have on the environment. Land managers must continue to assess what is currently being done and reevaluate on an ongoing basis in order to preserve and maintain sustainable use of public lands.

Purpose: The overall quality of education may be compromised due to the limited availability of safety and security (S&S) courses in professional teacher education. The purpose of this paper is to identify the main safety-related training needs of a higher education institution, which may provide insights for improving the quality of education from a safety perspective. Design/methodology/approach: This study included 17 interviews with students and staff experienced in S&S due to their professions. The study also used Laurea University of Applied Sciences' (Laurea) S&S reports, which have a variety of S&S events from 28 October 2020 to 20 December 2021. Both data sets were analyzed using qualitative theory-driven content analysis. Findings: Safety risks at schools are mainly constructed through the negative psychosocial atmosphere and lack of safety knowledge and/or skills. There is a need for safety training covering key topics such as crime prevention, violence, fire safety and understanding inclusion and diversity. Practical implications: The study proposes a new risk-based training and development management model for school management and the planning of training activities. Social implications: The analysis offers valuable perceptions of the S&S challenges of educational institutions, which can be used as a starting point to enhance overall educational quality and safety. Originality/value: This paper provides a novel way of improving the safety of education by approaching training needs from a risk assessment perspective.

Worldwide, construction site accidents cause many casualties among construction workers every year. Although many safety guidelines that construction workers are urged to read and keep in mind have been formulated, it is still difficult for the traditional construction safety education mode to quickly and accurately improve the hazard recognition ability of construction workers. Taking appropriate intervention measures in construction safety education helps improve the learning effectiveness of construction workers. Cue design is a teaching design included in digital learning resource design. Therefore, this study combines information processing learning theory with the expertise reversal effect. Eye movements of two groups, inclusive of experienced and novice workers, were monitored during a safety education mode using two different cues (i.e., visual and question cues). Average pupil diameter, time to first fixation, and recognition accuracy were used as indicators to measure the cognitive load and adaptation level and to test the outcome of all workers receiving safety education. The study results showed that (1) compared with question cues only, visual cues are more intuitive and more accessible for construction workers to understand; (2) experienced workers performed better than novice workers in all aspects of the safety education mode using two cues, and the work experience of the learning group plays an essential role in the cognitive load, adaptation level, and test outcome of workers in safety education; and (3) compared with the two cues, novice workers' ability improved more obviously after receiving the safety education mode with visual cues. In contrast, experienced workers' ability improved more obviously after receiving the safety education mode that uses question cues only, and this phenomenon is associated with expertise reversal effect in the field of education. This provides a meaningful suggestion for personalized intervention measures in safety education in the construction safety field in the future.

Business-to-business suppliers invest in safety training programs believing that such programs mitigate safety hazards, prevent workplace injuries, and create value for their customers. However, causal evidence of these effects is sparse. Study 1 uses site-level monthly data from a global oil field services company. Exploiting sharp discontinuities in safety training hours due to catastrophic accidents, the authors find that a 10% increase in safety training hours per capita decreases safety hazards per capita by 6.45%–9.57%. Study 2 measures the causal impact of business establishments' safety training intensity on their workplace injuries: it leverages Local Law 196 requiring workers at construction establishments in New York City to complete at least ten hours of safety training. This legislation reduced injury rates at construction establishments in New York City by.54–.68 percentage points (a 15.56%–18.84% decrease) relative to their counterparts. Study 3, a stated-choice conjoint experiment of business-to-business procurement professionals, documents that the focal supplier's investment in safety training increases the probability of its proposal being selected by those professionals. Collectively, these findings validate the need for suppliers to invest in safety training as a risk-mitigation vehicle that has positive implications for business-to-business buying decisions. [ABSTRACT FROM AUTHOR]

Patients with high-consequence infectious diseases (HCIDs) require high-quality care by specially trained staff in a high-level isolation unit (HLIU) that follows strict infection prevention and control (IPC) measures. Caring for patients with (suspected) HCID is challenging, mainly because of the strict personal protective equipment (PPE) and IPC protocols healthcare workers (HCW) must adhere to for protection. The Radboud University Medical Center, located in Nijmegen, the Netherlands, has been a dedicated HLIU facility since 2008. A newly built HLIU opened in May 2022, and encouraged us to review the existing PPE selection, IPC protocols, and HCID training program to improve safety and comfort for HCWs working in the HLIU. Based on a systematic search through (inter)national HCID PPE guidelines and semistructured interviews with end users, we selected an improved, more comfortable set of PPE. Additionally, we developed a more concise and easier-to-use patient care process flow and implemented a new teaching strategy. The new way of working was tested in October 2022 when the first 2 patients with suspected HCID were admitted to our unit. We used surveys to evaluate the experiences of HCWs involved in this care to further improve the workflow of the unit. When optimizing safety and comfort for HCWs, it is important to consider (inter)national guidelines as well as user preferences. By systematically evaluating recent experiences of patient admission to the HLIU and then adjusting protocols and training, we can ensure that the quality of provided healthcare and the safety of HCWs working in the HLIU remains high. [ABSTRACT FROM AUTHOR]

• Improving traffic knowledge and skills is crucial in reducing adolescent traffic crashes. • A pretest-posttest control group design with a large sample of 700 adolescents was used for effect evaluations. • The gamified e-learning platform significantly improved traffic knowledge and skills among adolescents in Vietnam. • Traffic crashes require comprehensive countermeasures that cover traffic rules, signs, situations, and riding skills. Introduction: Traffic crashes caused by adolescents are being assessed as particularly serious and a common concern of society as a whole. Improving traffic knowledge and skills is crucial in reducing adolescent traffic crashes. Objectives: This study aimed to investigate the effects of a gamified e-learning platform on traffic knowledge and skills among adolescents (aged 15–18) in Vietnam. Method: Using a pretest–posttest design, this quasi-experimental study, included 350 participants within the intervention group and 350 participants within the control group. All participants were selected from three high schools in Ho Chi Minh City in Vietnam. Intervention group participants got a gamified traffic safety learning experience with a gamified e-learning platform, while control group participants received general traffic safety education through conventional methods using short videos. The effect was measured via tests focusing on traffic knowledge and skills. Data were subsequently collected from both groups before (i.e., pretest) and immediately after (i.e., posttest 1) following the education. In addition, within the intervention group also a second posttest (i.e., posttest 2) was conducted six months after following the education. Results: A significant increase in scores on posttest 1 compared to the pretest was found in the intervention group but not in the control group. Also, among the intervention group, the scores in posttest 2 were significantly better than those in the pretest, however, there was no difference in scores between posttest 1 and posttest 2. Conclusion : The results of this study indicated that the gamified e-learning platform cannot only improve participants' knowledge of traffic safety but also help participants retain such knowledge for at least six months. Practical implications: The study findings can reinforce the important role of traffic safety education in improving adolescent traffic knowledge and skills. [ABSTRACT FROM AUTHOR]

• Virtual Reality is as a viable training method for low-voltage electrical safety. • VR training demonstrates overall effectiveness in reaction, learning, and duration. • Trainees react positively, notably for engagement, intention to use, and enjoyment. • VR facilitates learning; trainees retain substantial knowledge after four weeks. • Most trainees consider the 29- to 44-minute training duration appropriate. Introduction : The widespread use and inherent risks associated with low-voltage electrical equipment require all workers to understand its hazards and how to manage them. Despite being the most commonly used method for raising safety awareness, lecture-based training often proves ineffective. Virtual reality (VR) allows the user to be immersed in a virtual environment and actively participate in practical training while maintaining their safety, which can potentially result in engaging and effective training. This paper investigates the effectiveness of using immersive VR for low-voltage (LV) electrical safety training to understand the potential benefits of VR technology for industrial safety training applications. Method: A within-group experimental design was employed with 18 participants undertaking the LV VR training. The effectiveness of the training was evaluated by measuring participants' reactions, learning, and training duration. Participants' learning was measured before, immediately after, and four weeks after the training, whereas reaction and suitability of training duration were measured after the training. Results: Participants reported highly positive reactions to the LV VR training, particularly regarding their level of engagement, intention to use the system in the future, and enjoyment. Knowledge test scores significantly improved immediately after training with high effect sizes. Although scores decreased significantly four weeks after training, they remained significantly higher compared to before training. The training duration, ranging from 29 to 44 minutes was considered suitable for the training. Conclusions: LV VR training effectively elicited positive reactions from trainees and supporting trainees to acquire and retain safety information while maintaining appropriate training duration. Practical Implications: VR emerges as a viable alternative training method worth exploring for organizations seeking to improve their safety training programs. VR combines educational and entertainment values, facilitating enjoyable learning experiences. [ABSTRACT FROM AUTHOR]

• Daily diary method (DDM) was used to explore how state mindfulness affects daily mobile phone usage while walking (MPUWW). • State mindfulness negatively predicts daily MPUWW via phone dependence at the within-person level. • Risk perception (at the between-person level) weakens the relationship between phone dependence and MPUWW. Introduction : Pedestrians are a particularly vulnerable group of road users. Mobile phone usage while walking (MPUWW) is a significant contributor to pedestrians' involvement in road crashes and associated injuries. The current study aims to explore the effect of state mindfulness on daily MPUWW via phone dependence (at the within-person level), and the moderating role of risk perception (at the between-person level) in the phone dependence-MPUWW relationship. Method : We utilized a fine-grained method, the daily diary methodology (DDM) to explore the aforementioned model. A total of 88 Chinese college students participated in a consecutive 12-day study, yielding 632 daily data. Unconflated multilevel modeling was used to analyze the data. Results : After trait mindfulness being controlled, state mindfulness has a negative impact on MPUWW via phone dependence at the daily level. Furthermore, risk perception as an individual difference variable moderates the relationship between phone dependence and MPUWW, in which a weaker effect observed in individuals with higher levels of risk perception. Conclusions : State mindfulness can decrease the frequency of daily MPUWW by reducing phone dependence, and risk perception is a crucial factor in mitigating the negative effects of phone dependence on MPUWW. Practical applications : To lower MPUWW and thereby minimize the risk of road crashes and associated injuries, it is beneficial to foster present-moment awareness of individuals, encourage individuals to use mobile phones in a balanced and sensible manner, and integrate the enhancement of risk perception into road safety education. [ABSTRACT FROM AUTHOR]

The enhancement of construction safety performance heavily relies on effective safety training. While virtual reality (VR) technologies have been utilized to improve construction safety training programs, the extent and mechanisms of improvement brought by VR remain unexplored. This study provided explanations on how the effectiveness of VR-based safety training for a heterogeneous workforce was achieved by investigating two mechanisms, namely embodied cognition and emotion arousal, from the physiological perspective. Randomized controlled experiments were conducted with three forms of safety training, namely paper-based training, VR-based learning, and VR-based experiencing, for both novice learners (NPs) and learners with prior knowledge (PPs). Digital eye-tracking and physiological devices and measurements were used to collect objective data. The results revealed better hazard recognition performance in both VR-based learning and VR-based experiencing groups than that in paper-based training groups. The results also revealed that VR-based learning was more effective for NPs than for PPs in acquiring safety knowledge, but VR-based experiencing was more effective for PPs than for NPs in stimulation of emotions. This means that the NPs benefit more from embodied cognition provided by the immersive environment of VR-based learning, and the PPs would be trained better with emotional arousal from the thrill of VR-based experiencing. The discovered mechanisms of embodied cognition and emotion arousal shed light on the underlying processes that contribute to the positive outcomes and promotion of VR-based training. [ABSTRACT FROM AUTHOR]

Burn injuries related to lithium-ion batteries from personal mobility devices, such as electric bikes and electric scooters, have emerged as a global concern. By examining the literature, this study aims to provide an overview of the demographics, patterns, and outcomes of personal mobility device-associated burns. A Singaporean cohort revealed burns resulting predominantly from fires occurring due to the combustion of unattended personal mobility device batteries during charging. In contrast, an Israeli cohort showed a higher total body surface area and highlighted the vulnerability of limbs to burn injuries in such incidents. A Beijing cohort, consisting of pediatric patients indicated potential child safety concerns regarding personal mobility device usage. Finally, a Shanghai cohort demonstrated the potential dangers of personal mobility device battery chargers. The observed differences between those experiencing burn injuries and the broader population of personal mobility device riders in terms of age and gender suggest that younger males may be at higher risk, perhaps due to risky practices such as leaving personal mobility devices unattended while charging. This review emphasizes the need for safety education, adherence to regulations, and responsible consumer choices to mitigate burn injuries. Recommendations include promoting child safety measures, using certified personal mobility devices, and cautious handling of DIY conversion kits. Further large-scale studies are essential to gain comprehensive insights and develop effective safety strategies to protect personal mobility device riders from burn injuries. [ABSTRACT FROM AUTHOR]

This study aimed to examine the prevailing driver seatbelt compliance at the Madina Zongo junction in Accra, Ghana. An unobtrusive observational survey was conducted from 6 to 8 am and 5 to 7 pm on weekdays at randomly designated locations near the junction. A total of 3,054 vehicles were observed throughout the observation period. The data collected were analyzed with SPSS version 26. Cross-tabulations and Pearson's Chi-square test were employed for thorough analysis. The study revealed an overall seatbelt compliance rate of slightly over half (54.1%) among drivers, with the following breakdowns in various vehicle categories: large buses (76.2%), medium buses (98.1%), minibuses (44.0%), private cars (70.5%), taxi/uber (53.0%), and trucks (41.1%). Notably, seatbelt compliance was higher among females at 98.4%, compared to males at 49.2%. The study also identified a correlation between driver's gender and vehicle type with seatbelt compliance. Conversely, no significant association was found between seatbelt compliance and either the time of day or day of the week. The study offers significant findings regarding seatbelt usage trends at the Madina Zongo junction in Accra. These insights provide a basis for recommending targeted interventions such as policy decisions, public health campaigns, communication strategies, better enforcement, and road safety training programs. These interventions aim to raise awareness of unsafe attitudes and behaviors among drivers to improve seatbelt compliance and ultimately enhance road safety for all road users. [ABSTRACT FROM AUTHOR]

The Produce Safety Alliance was founded to provide standardized training on the Produce Safety Rule. An assessment of knowledge gained from Produce Safety Alliance grower trainings was conducted to identify topics needing additional educational support for the Washington State produce industry. Knowledge gain was assessed through a 25-question pretest (n = 152) and posttest (n = 138) conducted at 10 trainings in 2022. Overall, a significant 15.6% (four-point) improvement in knowledge was observed from the pre- to posttest. Module-specific changes varied from 1.4 to 22.3%. Despite significant knowledge gain, posttest correct response rates for the Wildlife, Domesticated Animals, and Land Use and How to Develop a Farm Food Safety Plan modules were below 75%, highlighting the need for targeted resources. Knowledge changes for the 25 questions ranged from -2.7 to 49.6%, revealing that specific topics lack adequate understanding, despite satisfactory overall module knowledge. Recommendations include the development of tailored materials for the produce industry (e.g., fact sheets), as well as resources to help educators facilitate learning (e.g., hands-on activities). A thorough review of the pre- and posttests is crucial to ensure that the current assessment accurately gauges training effectiveness. Continuous assessment of food safety education programs is essential for guiding current and future educational initiatives. [ABSTRACT FROM AUTHOR]

It is difficult for students to learn the concepts of chemical laboratory safety education from actual experiences because the traditional teaching model prohibits students from performing dangerous operations. Therefore, this study develops a novel mixed reality-based chemistry experiment learning system (MRCELS) to allow learners to conduct inquiry-based experimental operations in an environment integrating virtual and physical space by using a free and safe way so that chemical laboratory safety problems that usually occur in actual chemical laboratories that may hurt learners can be avoided. A total of 36 Grade 11 students from a girl's high school in Taipei City, Taiwan, were recruited to participate in the experiment. A total of 17 students were randomly assigned to the experimental group using the MRCELS to conduct chemical laboratory safety education, while the remaining 19 students were randomly assigned to the control group taught by a teacher in a physical-chemical laboratory. The research results show that the learning effectiveness of experimental group learners in chemical laboratory safety education is significantly superior to that of the control group. Besides, experimental and control groups significantly improved their attitudes toward laboratory safety after the instruction experiment, but no significant differences existed between them. Both groups of learners showed high satisfaction with the learning model they used, but no significant differences existed between them. Encouragingly, according to the interview results, learners preferred to adopt the MRCELS to support learning. They stated that the immersion experience in operating the chemical experiments through the MRCELS could enhance their awareness of hazardous operations and the development of laboratory safety concepts. The developed MRCELS contributes an effective and innovative learning model to chemical laboratory safety education. [ABSTRACT FROM AUTHOR]

• Safe Drive Stay Alive improved knowledge, attitudes & intentions of risky driving. • Evidence indicates these benefits to improving road safety may be short-lived. • Young people identified the importance of relevant, relatable intervention content. • Future interventions should consider changes to session content and frequency. Road traffic collisions (RTCs) are the leading cause of deaths for young people worldwide. Whilst educational interventions that adopt fear-based messaging are commonly used to improve road safety in young people, limited focus has been directed to examining how they are delivered. Accordingly, this mixed-method study aims to i) measure the effectiveness of a UK intervention called Safe Drive Stay Alive (SDSA) for improving road safety knowledge, attitudes and intentional behaviors, and ii) what design and delivery mechanisms are important for achieving this. In study one, participants completed online questionnaires that measured road safety knowledge, attitudes, and behavioural intentions pre- (n = 1304) and post-intervention (n = 407), and two months later (n = 72). In study two, focus groups were conducted with 10 young people post-intervention to understand what mechanisms were important for promoting road safety. Statistical analysis of questionnaires showed that road safety knowledge, attitudes, and intentional behaviours significantly improved post-intervention. However, descriptive comparisons of the smaller number of two-month follow-up questionnaires indicated that ratings returned to pre-intervention levels. Thematic analysis of focus groups highlighted that having emotive, realistic, and relatable content was important for encouraging young people to attend to the message. However, more focus was needed on how to address peer pressure. SDSA improves road safety knowledge, attitudes, and behavioural intentions. However, there are indications that benefits may be short lived, requiring 'top up' interventions. Whilst young people also perceive SDSA to be useful, engaging, and delivering an important message, support is needed for addressing peer pressure. [ABSTRACT FROM AUTHOR]

There are numerous risk factors across various dimensions that lead to unsafe behaviors among construction workers, and the interactions between these factors are complex and intertwined. Therefore, it is crucial to comprehensively explore the mechanisms of these risk factors across all dimensions to reduce the accident rate. This paper combines cascading failure and entropy flow models to construct a cascading trigger model for identifying key nodes and paths in a risk network. First, this paper identifies the risk factors in the individual, organizational, managerial, and environmental dimensions, dividing them into deep and surface factors. Based on this, a risk network is constructed, and cascading failure is introduced to simulate the dynamic evolution of risks. Then, the entropy flow model is introduced to quantify the risk flow in risk propagation. Finally, to address the uncertainty of risk occurrence, Visual Studio Code is used for coding, and a simulation platform is built using JavaScript. After conducting simulation experiments, the results are statistically analyzed. The results show that the key nodes of deep factors are mainly concentrated in the individual dimension (herd mentality, negative emotions, physical fatigue, fluke mindset), organizational dimension (poor cohesion, poor internal communication), and managerial dimension (abusive leadership style and insufficient/low-quality safety education and training); the surface factors are mainly the poor safety climate in the organizational dimension. The findings provide theoretical support for reducing the accident rate caused by unsafe worker behaviors, aiming to reduce accident risk losses by cutting off risk propagation paths. [ABSTRACT FROM AUTHOR]

Patient safety education is necessary for the provision of high-quality medical services. A significant aspect of patient safety education is simulation training, which allows medical students to experience realistic clinical environments. This study aimed to verify the effectiveness of patient safety education using simulation training. We retrospectively analyzed the results of a 30-question questionnaire survey on the perceptions of patient safety before and after simulation training, which was completed by 40 medical students who participated in clinical practice between June and December 2021. A paired t-test was performed by calculating the mean and standard deviation for each item. We found that students' overall perceptions of patient safety improved after training. Specifically, after simulation training, attitudes toward patient safety were maintained at the same level as before training, while students' self-efficacy of patient safety increased. Simulation training is effective in improving students' perceptions of patient safety, and increasing students' confidence can improve their clinical performance. To maintain this effect, repeated learning is required, and theoretical classes and simulation training should be used appropriately for patient safety education in the future. [ABSTRACT FROM AUTHOR]

Background: Reports of children's engagement in active transportation outline low participation rates in many countries despite many associated mental, physical, and social health benefits. One of the main contributors to this phenomenon is a cited lack of education and knowledge among children regarding active travel (AT), specifically road safety. To address this issue, the aim of this study was to evaluate the feasibility and effectiveness of an online road safety education intervention to promote AT among children and their parents. Methods: Applying the Multiphase Optimization Strategy (MOST) for intervention development, implementation, and evaluation, we designed and assessed a four-module online road safety education intervention with a sample of 57 parent-child dyads using a 23 factorial design featuring both qualitative and quantitative analyses. Results: Main intervention feasibility findings include positive and critical feedback on the program's content and design, and moderate participant engagement as reflected by program retention and completion rates. With respect to the preliminary intervention effectiveness on children, a significant improvement in road safety knowledge scores was observed for groups that feature the "wheeling safety and skills" module. Slight improvements in AT knowledge scores across all the intervention groups were observed, but were not of significance. Preliminary intervention effectiveness on select parental AT practices and perceptions saw significant improvements in some groups. Groups that featured the 'wheeling safety and skills' module exhibited significantly higher guided choice scores upon completion of the program than those who did not receive this component. Conclusion: The MOST framework allowed us to design and evaluate the feasibility and preliminary effectiveness of an online road safety education intervention. The developed intervention has demonstrated that it has the potential to improve children's road safety knowledge and some areas of parental AT practices and perceptions, to which improvements may be attributed to the inclusion of the "wheeling safety and skills" module, suggesting that the targeted focus on cycling skills is a prioritized area. AT programming and practice implications are discussed. Future research is encouraged to refine modules to better reflect the priorities of children and parents and to test these refined components among larger samples. Word count: 9,391 (excludes abstract, tables, figures, abbreviations, and references). [ABSTRACT FROM AUTHOR]

Issue Addressed: Water is vital to Australian First Nations Peoples' connection to country and culture. Despite this cultural significance, and epidemiological studies identifying elevated drowning risk among Australian First Nations Peoples, extremely limited qualitative research explores water safety beliefs and practices of First Nations Peoples. This study addressed this knowledge gap via qualitative research with Wiradjuri people living in Wagga Wagga, New South Wales. Methods: Under Aboriginal Reference Group guidance, a local researcher recruited participants using purposive sampling for yarning circles across four groups: young people aged 18–30 years, parents of children under 5, parents of older children and adolescents and Elders. Yarning circles were audio recorded, transcribed and thematically coded using an inductive approach. Results: In total, 10 First Nations individuals participated. Yarning led to rich insights and yielded five themes: families as first educators; importance of storytelling, lived experience and respect for knowledge holders; the river as a place of connection; historical influence on preference for river over pool and river is unpredictable and needs to be respected. Conclusions: This study demonstrates the importance of First Nations culture to water safety practices, particularly around the river. To reduce drowning risk among First Nations populations, knowledge holders need to be embedded in the design and delivery of community water safety education. So What?: Co‐designing water safety initiatives with First Nations Peoples will have dual benefits; developing culturally appropriate and locally relevant water safety education, while also continuing First Nations culture across generations. [ABSTRACT FROM AUTHOR]

Digital competences are essential to promoting internet users' appropriate, safe, responsible behavior, based on the digital society's needs. We examine self-perception of digital safety education in 1366 students pursuing five degrees in Education from a Spanish university, 2022–2023, by analyzing how these students perceive and understand digital safety through a nine-dimension questionnaire that stresses time management when using the internet, netiquette, knowledge of digital identity and reputation, attention to legislation on personal data protection, caution in sharing data on the internet, and promotion of responsible attitudes toward publishing content. Correlations with gender, age, and degree program show that women score higher on identity and men on digital reputation. Being over 25 years old is a differentiating factor in three of the five dimensions, and pursuing Primary Education or the double degree Primary Education-French Studies differentiates several. Overall, the findings suggest that more attention is needed to knowledge, skills, and attitudes in education for digital safety. [ABSTRACT FROM AUTHOR]

• Intelligent Speed Assistance (ISA) can help reduce speeding behaviour. • Understanding intention to voluntarily use ISA is key in the absence of mandated use. • Attitudes predicted intentions to turn on ISA and override ISA. • Behavioural beliefs about advantages of ISA underpinning attitudes were identified. • Interventions designed to encourage ISA use can target key beliefs. Intelligent Speed Assistance (ISA) could substantially decrease road traffic crashes and is becoming more common in vehicles in high income countries. Increasing ISA adoption and usage is key to realising the potential safety benefits. Therefore, identifying the predictors of intentions to use ISA is important to understanding how to encourage its use via road safety education during roll out. The current study used the Theory of Planned Behaviour (TPB) to predict intentions to (i) turn ISA on and (ii) override ISA when turned on among 554 drivers who reported not having ISA currently installed in their vehicle. The TPB explained 76% and 59% of the variance in turning on and overriding intentions respectively. Attitudes were key predictors of both ISA behaviour intentions. Subjective norms predicted intentions to turn on but not override ISA while perceived behavioural control did not independently predict intentions towards either behaviour. Important beliefs included that ISA could reduce the risk of crashes and speeding penalties and fines, and that driving with ISA makes driving more relaxing. The beliefs identified can be targeted in interventions aiming to increase ISA usage and adherence. [ABSTRACT FROM AUTHOR]

Purpose: The overall quality of education may be compromised due to the limited availability of safety and security (S&S) courses in professional teacher education. The purpose of this paper is to identify the main safety-related training needs of a higher education institution, which may provide insights for improving the quality of education from a safety perspective. Design/methodology/approach: This study included 17 interviews with students and staff experienced in S&S due to their professions. The study also used Laurea University of Applied Sciences' (Laurea) S&S reports, which have a variety of S&S events from 28 October 2020 to 20 December 2021. Both data sets were analyzed using qualitative theory-driven content analysis. Findings: Safety risks at schools are mainly constructed through the negative psychosocial atmosphere and lack of safety knowledge and/or skills. There is a need for safety training covering key topics such as crime prevention, violence, fire safety and understanding inclusion and diversity. Practical implications: The study proposes a new risk-based training and development management model for school management and the planning of training activities. Social implications: The analysis offers valuable perceptions of the S&S challenges of educational institutions, which can be used as a starting point to enhance overall educational quality and safety. Originality/value: This paper provides a novel way of improving the safety of education by approaching training needs from a risk assessment perspective. [ABSTRACT FROM AUTHOR]

Students in secondary vocational education often have to learn and practice their skills in potentially dangerous situations, operating complex machinery or working in hazardous conditions. As a consequence, they need to be trained on how to work safely, to respect safety regulations, to wear protective gear and related equipment, to consider ergonomics, and to follow emergency procedures. However, this is difficult in current teaching on hazard perception due to a lack of authentic and real-life learning conditions, and due to learning materials often not being adapted to secondary vocational students. To address these challenges, we adopted an Educational Design Approach in which we designed, developed, and tested a low-cost, mobile immersive virtual reality serious game, teaching hazard perception to secondary vocational students. We engaged 8 teachers and 50 students from 5 secondary vocational schools to co-design and test the prototype serious game. Final test results demonstrate both students and teachers valued the learning experience positively, in terms of spatial presence, involvement, design, interest/enjoyment and value/usefulness. During several iterations, we were also able to identify critical design elements, which were valued positively in terms of both enjoyment and perceived usefulness. The design elements are discussed in a detailed way to support both researchers and practitioners in their future design of immersive virtual reality learning experiences. Finally, directions for future research are presented. [ABSTRACT FROM AUTHOR]

Jaywalking is an important cause of pedestrian-related automobile accidents. Exploring the factors that influence jaywalking behavior and suggesting appropriate improvement measures are critical for reducing automobile accidents involving pedestrians. This study divided traffic situations into high-risk and low-risk situations. Each situation contained three visual attention cues: vehicle, traffic light, and group behavior. Based on this, the role of visual cues in guiding pedestrians' attention and influencing their decisions during jaywalking was examined. Sixty participants, with an average age of 19, were recruited. They were shown 84 crosswalk videos randomly while their crossing decisions and eye movement data were recorded. In low-risk situations, pedestrians spent more attention on group behavioral cues when making jaywalking decisions. The rate of jaywalking increased with the number of other jaywalking pedestrians. In high-risk situations, the pedestrians' total fixation duration at vehicle hazard cues was longer when making jaywalking decisions, and the jaywalking rate decreased. The results indicate that pedestrians' jaywalking decisions were based on other pedestrians' illegal crossing cues and automatic associative processes in low-risk situations. The higher the number of people crossing the street, the higher the number of pedestrians illegally crossing the road. In high-risk situations, pedestrians paid more attention to vehicle hazard cues before making jaywalking decisions, and fewer illegal crossings. The jaywalking decisions were based on a risk assessment, a controlled analytical process. The results verify the effect of visual cues on pedestrians' attentional guidance and decision-making in different traffic situations, as well as the effectiveness of visual attention in predicting decision intention. The findings provide a theoretical basis and data reference for pedestrian safety education and constructing an intelligent driving pedestrian trajectory prediction model. [ABSTRACT FROM AUTHOR]

BACKGROUND: Digital technologies (DTs) have gained recognition for educating and training individuals, covering multiple areas in construction sector to enhance safety performance. OBJECTIVE: The objective of this study was to conduct a systematic literature review (SLR) focusing on DTs utilized for safety education and training in the construction sector since 2000 and explore their various application areas. METHODS: Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to conduct SLR and fifty-nine articles were identified. This study describes the research trends through bibliometric analysis, encompassing aspects such as annual publication counts, document sources, influential authors and documents, countries of origin, and prevalent research areas. RESULTS: The results revealed that immersive virtual reality (VR) technology has seen extensive utilization in educating and training individuals. In the context of application areas, most DTs concentrated on augmenting individuals' proficiency in recognizing hazards. CONCLUSION: The findings summarized the primary research domains, deliberated upon prevailing research gaps, and proposed forthcoming directions for applying DTs in safety training. The suggested future directions can potentially enhance safety training effectiveness within the construction firm. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionsThe aim of this study was to analyze how farmworkers are represented in stock photos available in commercial libraries for use in agricultural health and safety education materials.We searched for images in five commercial stock photo libraries using the terms “farmworkers” and “women farmworkers” in April 2022. We used quantitative content analysis. We coded each image for containing a visible face, age, gender, skin tone, work activity, mechanization, presence of hazards, technology use, and protective equipment/clothing after establishing inter-coder reliability. We used descriptive statistics to characterize the available stock photos.We identified stock photos (n = 127) in three databases (Adobe Stock Images, Canva, and Getty Images). Two databases (Microsoft Office Image Library and Pixabay) had no relevant images at the time of the search. Only half of the photos analyzed contained a face. Light skin tones and young or middle-aged adults were more common. A majority of farming activities represented in photos were manual tasks (e.g., harvesting) with few depictions of equipment, hazards, and protective equipment/clothing.Health and safety professionals tasked with developing materials for education in agricultural settings face a severe lack of imagery pertinent to the realistic conditions of farmworkers in the United States. In the databases we reviewed, photos displaying human faces, photos showing a range of skin tones and ages, and photos displaying an array of different farm hazards are likely not sufficient for material development. Health and safety professionals may benefit from sharing photos from their own work with other professionals and allocating resources for professional photo shoots in their material development projects. [ABSTRACT FROM AUTHOR]