Most school days start the same way: Students waiting for a ride to school. One
student might use a wheelchair, while another could be autistic and communicates
with an Augmentative Alternative Communication (AAC) device, and a third might be medically fragile. The school bus driver is trying to keep everyone safe while staying on schedule. Transportation is more than logistics. It is the first and last part of the school day, and adaptive technology is now part of how teams make that work.

On the bus, adaptive technology means tools or systems that adjust to students’ needs so they can ride safely, communicate and stay included with their peers. This might look like a wheelchair lift and securement system, an AAC device or communication board mounted where a student can reach it, a driver tablet with live routing, or an app that lets a family know the bus is three minutes away instead of “sometime soon.”

For many students with disabilities, these supports are not extras. They extend the services districts already provide under the Individuals with Disabilities Education
Act and Section 504 of the Rehabilitation Act, so students can get to the learning they are entitled to.

Safety By Design, Not Just Experience
Anyone who has driven a route knows skill and instincts matter. But safety cannot rest on skill alone. It has to be baked into how routes are planned, how roles are defined, and what information drivers and aides have in front of them. The right technology links what drivers, aides, schools, students and families see, so people are not guessing when something changes or goes wrong.

Advanced Driver Assistance Systems, ridership tracking and stop-arm cameras give leaders a clearer picture of what actually happens on the road. For students who use mobility devices, need extra time or cannot easily explain what happened if there’s an incident, that level of visibility can be the difference between “we think” and “we know.”

Access, Dignity and Communication On Every Ride
Safety comes first, but anyone who has stepped onto a bus after a rough morning knows the atmosphere matters, too. The ride can either calm a student and get them ready to learn or drain them before they ever reach the building. Transportation is only truly accessible when students with disabilities can ride with safety, comfort and dignity, not just a seat.

Lifts and securement systems let students who use wheelchairs or other mobility devices board, ride and exit safely without being lifted or handled in ways that feel unsafe or embarrassing. Predictable routes and consistent routines help students who rely on structure know what comes next. This reduces anxiety and the kind of “acting out” that is often really “I don’t understand what is happening.”

But here is the part that often gets overlooked: Communication is a daily pain point for drivers and aides, and it shows up as child misbehavior. When a student loses or is denied their usual way of communicating on the bus, whether that is with an AAC device, a picture board, or a simple yes/no system, they do not stop needing to communicate. They have to show it in other ways. In addition to speech, many students need AAC devices, communication boards, or simple response systems to ask for the bathroom, say they feel sick, or tell an adult another student is bothering them.

When these tools are turned off, taken away or never offered on the bus, frustration builds. Keeping a student’s communication system available on the bus and making sure drivers and aides know the basics of how it works changes that dynamic. It lets staff respond before a situation boils over and gives students a safer, more respectful way to say what they need. Simple visual supports, such as clear signage, visual schedules, or symbols on seats or stops, paired with clear directions, also help students track where they are in the routine, reducing escalation and confusion.

Supporting the Workforce and Improving Retention
Safety stands on the shoulders of people who plan and provide this vital service. Adaptive technology can make their jobs clearer and more sustainable, or it can feel like one more thing dumped on an already heavy load. When used well, routing software and driver tablets cut down on last-minute radio calls and trying to read paper directions in the dark. New or substitute drivers can see turn-by-turn directions, key student information and alerts in one place instead of piecing it together from memory and sticky notes. Ridership tracking and telematics, when used for coaching and recognition, give supervisors a fairer, more accurate picture of driver performance than a handful of complaints. In a world of driver shortages, tight budgets and aging buses, the way technology is rolled out can either support retention or undermine it. Drivers notice whether tools are there to support them in keeping students safe while managing complex routes.

What’s Coming Next and Where to Start?
Adaptive technology is moving fast and getting more affordable. School districts are starting to see smarter video analytics that flag repeated problems at the same
stop, deeper integration of student plans and transportation platforms, and cleaner, more connected fleets that change what is possible on long or complex routes. These
changes bring new questions about safety, privacy, staff expectations, and they demand clear leadership rather than one-off purchases. The good news is that transportation leaders do not need to adopt everything at once.

A practical starting point is to pilot one adaptive tool, especially one that directly supports communication, on a small set of routes and gather feedback. Pair that with
hands-on training, not just a memo, so staff can try the technology in a low-stakes condition before using it in rush-hour traffic.

Most importantly, work with special education and school teams so communication tools and behavior plans on the bus match what is happening in the classroom. The question is no longer whether adaptive technology will shape student transportation, but how transportation teams will direct that change so rides are safer, staff feel supported and every student arrives at school with their dignity and communication intact.

Editor’s Note: As reprinted from the February 2026 issue of School Transportation News.

Glenna Wright-Gallo served as the assistant secretary of the U.S. Department of Education from 2023 to 2025, overseeing the Office of Special Education and Rehabilitation Services. She currently is the vice president of the office of strategic research and policy for Everway, an education and workplace technology provider for
people with disabilities.

Related: (STN Podcast E286) End of Year Review: Safety & Technology Trends of 2025
Related: STN EXPO East Addresses Safety Concerns in School Bus Loading Zone
Related: Ride and Drive, Technology Demo Return to Charlotte Motor Speedway in March
Related: Is Safety Everyone’s Responsibility?

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The spotlight on autonomous vehicle safety intensified in late 2025, when multiple Waymo robotaxis were caught illegally passing stopped school buses in Austin, Texas.

Footage from Austin Independent School District revealed at least 24 such violations since the start of the school year through the middle of January, with vehicles
ignoring flashing red lights and extended stop arms while children boarded or exited. Despite a software recall in December affecting over 3,000 vehicles, incidents persisted. Investigations by both the National Highway Traffic Safety Administration (NHTSA) and the National Transportation Safety Board (NTSB) followed suit last month.

Austin ISD asked Waymo to pause operations during school hours, but the company declined, citing ongoing improvements. Director of Transportation Kris Hafezizadeh will discuss the situation next month at STN EXPO East.

This saga underscores persistent challenges in AI-driven perception systems, where even advanced neural networks struggle with contextual cues like school zones, raising alarms among educators, parents and regulators about the risks to vulnerable road users.

Power disruptions have also exposed vulnerabilities in autonomous fleets. During San Francisco’s 2025 outages, hundreds of Waymo vehicles halted abruptly, creating gridlock and highlighting dependency on stable infrastructure. Similar events in other cities have fueled debates on redundancy measures, such as onboard backup power and enhanced telematics for real-time rerouting.

As technology matures, industry experts anticipate 2026 will bring more resilient systems, with AI algorithms trained on diverse failure scenarios to minimize disruptions. Optimism persists that real-world testing will refine these tools, but incidents like these remind us that innovation must prioritize safety, especially around
schools and school buses.

The consumer automotive market is evolving rapidly, with autonomous driving features projected to become standard in over 20 percent of new vehicles this year, according to industry forecasts. Tesla’s Full Self-Driving (FSD) supervised software, for instance, has seen significant patches in 2025 and early 2026, particularly for school bus interactions. Updates have improved detection of flashing lights and stop signs, with user videos demonstrating reliable stopping and waiting behaviors.

However, NHTSA’s ongoing probes into FSD including an October evaluation of traffic law violations covering nearly 2.9 million vehicles, reveals lingering issues like occasional failures in reduced visibility. Adversarial tests by The Dawn Project staged demos showing a Tesla Model Y ignoring bus signals and striking child dummies. Tesla extended its response deadline to this month amid scrutiny of over 8,000 potential incidents. A 2023 North Carolina case, where a 17-year-old was struck by a Tesla after exiting a bus, echoes these concerns. While software fixes addressed the bug, it illustrates how AI must evolve to anticipate unpredictable child movements.

As self-driving cars proliferate in urban areas, school bus drivers face added complexity. Children in loading zones demand split-second recognition yet early AV
systems have faltered. By this year, expect wider adoption of Level 3 and 4 autonomy, where minimal human input is needed in defined conditions, promising fewer crashes
through precise sensor fusion.

NHTSA’s early 2025 estimates show overall traffic fatalities dropping: 27,365 deaths in the first nine months, a 6.4 percent decline from 2024, with the rate per 100 million vehicle miles traveled falling to 1.10. The first half of 2025 saw 17,140 fatalities, down 8.2 percent, even as miles driven rose. While distracted driving specifics for 2025 remain preliminary, trends suggest AVs could further reduce human-error crashes, though flaws in software like those in Tesla and Waymo highlight the need for rigorous validation.

Emerging trends are transforming school transportation itself. AI and telematics are shifting from reactive to proactive safety, with predictive maintenance using data
analytics to forecast bus failures, reducing breakdowns. High-definition cameras, integrated with AI software, provide 360-degree views, detecting illegal passers and
alerting authorities. Automation extends to digital forms for route planning and incident reporting, streamlining operations via cloud platforms that unify GPS/Telematics, video and RFID for student tracking.

The growth of vehicle-to-everything (V2X) communication potentially enables school buses to signal AVs directly, which could prevent illegal passes.

The school transportation industry must adapt to these innovations to safeguard students. From apps providing real-time ETA alerts to parents, to HD cameras deterring
misconduct inside buses, technology enhances efficiency and accountability.

As we share roads with evolving AVs, collaboration between manufacturers, regulators and districts is crucial. Staying ahead of the curve ensures we don’t lag in safety, after all, the families our industry serves count on us daily to innovate for the best interest of kids.

Editor’s Note: As reprinted from the February 2026 issue of School Transportation News.

Related: Investigation into Waymo Driverless Vehicles Continues Following Latest Collision with Student
Related: Waymo Driverless Vehicles Continue to Illegally Pass School Buses
Related: Waymo Driverless Car Illegally Passes Stopped School Bus in Atlanta
Related: NHTSA Investigates Autonomous Waymo Rides After Illegal School Bus Passing

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The debate on lap/shoulder seatbelts in school buses has divided the student transportation industry. Advocates champion their life-saving potential, while skeptics raise concerns about evacuation challenges and the added cost of equipping
buses with this technology. However, as we reflect on 20 years of data from California, the first state to mandate lap/shoulder belts on new school buses, it appears the benefits of these safety measures outweigh the concerns.

The Golden State’s experience with lap/shoulder belts offers a compelling case for its adoption. Rather than focusing on student fatalities, which we all know are extremely rare each school year, the report released last month investigates student injuries that are infrequently discussed.

Since the state began requiring lap/shoulder belts on new school buses in 2004, pupil passenger injuries have decreased by three-quarters in absolute numbers and by nearly 50 percent in per million miles traveled. These statistics courtesy of Ron Kinney, a former California state director of student transportation and director of government relations for Laidlaw, are not simply numbers. The data taken from California Highway Patrol crash reports represent thousands of children who avoided injury, trauma and life-altering consequences.

Critics argue that lap/shoulder belts could hinder evacuation during emergencies. However, the National Transportation Safety Board (NTSB) has repeatedly emphasized that properly worn lap/shoulder belts reduce the severity of injuries in crashes, particularly in side impacts and rollovers—scenarios where traditional compartmentalization falls short. And as such, these students are better able to self-evacuate, largely because they remain conscious.

The 2014 Anaheim, California school bus crash, cited in Kinney’s research, serves as a reminder of this. NTSB simulations showed that lap/shoulder belts significantly
reduced upper body flailing during the crash and prevented passengers from being thrown into the area of maximum intrusion. This minimized injuries.

California also mandates annual safety training for students, including proper use of passenger restraint systems and emergency evacuation drills. These drills ensure that students are familiar with how to unbuckle their belts quickly and safely in the event of an emergency. Moreover, the data shows that no pupil passengers have been killed in California school bus crashes since the lap/shoulder belt mandate took effect—a testament to their effectiveness in preventing fatalities.

Another common argument against lap/shoulder belts is the cost. Equipping a new school bus with lap/shoulder belts adds a few thousand dollars to the purchase price. However, when spread over a 20-year lifespan of a bus, Kinney’s report claims, this cost amounts to approximately $500 per year or pennies per day per student. Who keeps a school bus that long anymore, you ask? Ahead of the approaching funding cliff for school districts next school year, skipping on replacement cycles is a likely coping strategy. And today’s school buses are at least 90 percent cleaner than 20 years ago, which was a leading reason for hastening replacement cycles, to begin with.

Compare $500 or even $1,000 per year (Blue Bird now makes lap/shoulder belts standard equipment) to the financial and emotional toll of a single injury or fatality, which can result in millions of dollars in litigation costs and immeasurable pain for families. The California data demonstrates that the reduction in pupil passenger injuries alone justifies the investment.

It’s also worth noting that student transporters routinely invest in technologies to improve operational efficiency and safety, such as GPS tracking, routing software and telematics systems, many of which have recurring costs. Lap/shoulder belts are a one-time purchase.

Lap/shoulder belts advantages extend beyond injury prevention. Districts implementing these systems report significant improvements in student behavior and a reduction in driver distractions. When students are properly secured, they are less likely to move around, fight or engage in other disruptive behaviors. This creates a calmer, safer environment for both students and bus drivers, reducing stress and improving job satisfaction.

Fewer behavioral issues mean fewer disciplinary write-ups and less time spent on administrative tasks, freeing up resources for other priorities. Drivers are also
less likely to have to pull over to address misconduct, improving route efficiency, and reducing delays.

The data from California is clear: Lap/shoulder belts not only save lives but reduce injuries and improve the overall safety and efficiency of school transportation. A reconsideration of the three-point seatbelts in school buses is happening. NAPT is expected to release a new paper later this year.

Is it time to finally move beyond the debate?

Editor’s Note: As reprinted from the February 2026 issue of School Transportation News.

Related: California School Bus Report Shows Lap/Shoulder Seatbelts Reduce Injuries
Related: Illinois Bill Advances to Require Lap/Shoulder Seatbelts on New School Buses
Related: (STN Podcast E251) Making Safety Safer: Seatbelts, Technology, Training & Electric School Buses
Related: School Bus Safety Act Renews Call for Seatbelts, Other Safety Improvements

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Recently, I took inventory of the number of school transportation cases in which I have served as an expert witness, beginning in 1993, for both plaintiff and defense attorneys. An overwhelming and tragic theme that caught my attention was seen in my first expert witness case over 33 years ago and my most recent expert witness case last year. Both concerned sexual assaults that occurred on school transportation vehicles.

My first expert witness case involved the sexual assault of a student with disabilities by a substitute school bus driver, and my most recent case involved the sexual assault of an intellectually disabled student by an emotionally disabled student on a school bus. I reflected on why I have been so reluctant to write about sexual assault on school transportation vehicles, despite my knowledge about this area of school transportation. Frankly speaking, it is difficult, awkward and unpleasant to speak about this topic. However, it is necessary to do so.

My expert witness work over three decades covers unwanted, forced, non-consensual sexual assaults committed on school transportation vehicles. These sexual assaults have been performed by transportation personnel including full-time and substitute drivers and attendants as well as students on students. The victims have included young children and school-age students with disabilities transported on the same vehicle serving regular and special education students, transportation vehicles serving exclusively students with disabilities, taxi’s transporting one or more special needs students to and from school, high school students with disabilities utilizing mass transit buses, alternative school transportation vehicles, extracurricular school activity vehicles, and school-sponsored field trip transportation vehicles.

Strikingly, it is evident that school transportation is not exempt from sexual assault. It is no secret that sexual assault too often leads to life-long devastating consequences both physically and psychologically for child victims. It is essential that school transportation industry leadership and interdisciplinary colleagues collaboratively address preventing sexual assault on school transportation vehicles. A comprehensive review of the literature on sexual assault occurring on school transportation vehicles is unavailable. However, there is literature and resource documents addressing significant increases in sexual assault in school settings in recent years.

Ongoing and frequent media coverage regarding sexual assault on school transportation vehicles is inescapable. From my perspective, this critical and disturbing issue is not sufficiently spoken about or attended to promptly. For victims of sexual assault on school transportation vehicles, every second makes a difference.

Preventing sexual assault from occurring in school transportation vehicles demands urgently enhancing awareness about sexual assault as a part of school transportation personnel training. Focused sexual assault training should occur prior to new employees transporting students and on a regularly scheduled basis thereafter. Too often school districts mistakenly assume if drivers and/or attendants have undergone a criminal background check, mandated under federal and state law, this level of scrutiny will prevent sexual assault from taking place on a school transportation vehicle. This assumption is not convincingly valid based on numerous cases in which I have served as an expert witness.

From my experience, some observable things that are making a difference in preventing sexual assault on school transportation vehicles include:

Establishing in writing, disseminating and instructing all transportation personnel regarding approved school board policies and procedures that define and address
sexual assault on school transportation vehicles.

Establishing and disseminating age-appropriate clear student communication about what is acceptable and unacceptable behavior on school transportation vehicles, specifically addressing bullying, sexual harassment and sexual assault. Prior to dissemination, this information should be approved by the school board and then disseminated. It is imperative to fully understand the ability and limitations of all students to understand this information. This requires establishing realistic expectations for children with disabilities, including limitations to comprehend inappropriate sexual behavior based upon individual disabilities. Unequivocally, appropriate levels of supervision on all school transportation vehicles are not an option but a necessity, especially for protecting children with disabilities.

Related: Texas Student Arrested Following Alleged Sexual Assault on School Bus
Related: Maryland School Bus Aid Charged with Sexual Assault
Related: Virginia School Bus Aide Arrested for Alleged Assault
Related: Alabama School Bus Driver Arrested for Allegedly Assaulting Student with Special Needs

Utilizing surveillance cameras on school transportation vehicles to monitor any suspected inappropriate sexual behavior and/or potential sexual assaults. This should take place on a scheduled basis. Surveillance cameras can serve as an invaluable preventive measure.

School transportation personnel, parents and students alike should be informed about the use of surveillance cameras to monitor behavior during school transportation.

Providing transportation personnel with specific instructions about the necessity for utilizing appropriate adult supervision on school transportation vehicles. This includes both drivers and attendants. It is essential to include substitute transportation personnel with the same level of instruction. A recommended best practice instructional strategy is the provision of scenarios for group discussion and learning.

Timely scheduled training should be provided for all transportation personnel and students alike to recognize and prevent sexual assault. The reporting of inappropriate sexual behavior or sexual assault on school transportation vehicles should be encouraged. Transportation personnel and students should not have to fear retaliation. Confidentiality is essential when inappropriate sexual behavior is reported. School board approved policies and procedures to support peers looking out for one another should be encouraged.

High-back seats are an obstacle for observing inappropriate sexual behavior and/or sexual assault on school transportation vehicles, during the time the vehicle is in operation or stopped. Additional deliberation regarding this unanticipated complication is necessary.

The challenge of preventing and reducing sexual assaults on school transportation vehicles requires shared awareness and the commitment of school transportation personnel, educators and interdisciplinary stakeholders.

I suggest the industry consider forming a task force to address sexual assault on school transportation vehicles to further identify and implement plausible solutions for this well-known but often unspoken subject matter. It is not possible to overstate the unique environment of a school transportation vehicle, including seating in confined spaces and the inability to supervise riders seated behind the driver. Let’s not miss out on a timely opportunity to make a difference.

Editor’s Note: As reprinted from the January 2026 issue of School Transportation News.

Linda Bluth is a national compliance and regulatory expert on IDEA transportation law and provisions. She is an NAPT Hall of Fame member, a tenured faculty member for TSD Conference, and a regular contributor to School Transportation News.

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Standing on a platform at a Bahnhof or train station in Germany early one morning, watching students filter onto a regional train with backpacks slung over their shoulders, it struck me just how different pupil transportation is here compared to what I have spent most of my career studying and teaching in the U.S. No flashing lights. No crossing arms. No dedicated “school-only” environment. Just students, moving confidently and independently through a public transportation system designed to include them.

In Germany, pupil transportation is not treated as a specialized service owned and operated by schools. Instead, it is understood as a shared civic responsibility. One woven into the fabric of public infrastructure, reinforced by law, education and cultural expectations. The result is a system that looks radically different from the yellow-bus model most Americans know, yet functions with remarkable efficiency and safety.

One of the most noticeable differences I encountered was how heavily Germany relies on public transportation—known broadly as Öffentlicher Personennahverkehr (ÖPNV)—to move students. In cities and suburbs alike, students routinely use Linienbusse (city buses), Straßenbahnen (trams), U-Bahn and S-Bahn systems, and Regionalzüge (regional trains). These are not “student-only” vehicles. They are the same systems used by office workers, retirees and tourists.

Students who qualify for transportation assistance receive a Schülerticket or Jugendticket, subsidized or fully funded by local municipalities (Kommunen) or the federal states (Länder). In many regions, these passes are valid beyond school hours, reinforcing the idea that mobility is part of daily life—not a narrowly defined school function.

As I observed students navigating routes and transfers, it became clear that independence is not optional here. It is expected. Even younger students demonstrate a working knowledge of timetables (Fahrpläne), platform signage and transfer points. This competence does not appear by accident. Verkehrserziehung—traffic and transportation education—is introduced early in German schools and reinforced repeatedly as children grow.

The Differences of U.S. Yellow School Bus Transportation

Back home in the U.S., pupil transportation is far more centralized and tightly controlled. School districts typically operate or contract dedicated fleets governed by extensive regulations at both the federal and state levels. American school buses are marvels of passive safety engineering, built to protect students even in hostile traffic environments. However, this model also ties student mobility to specialized vehicles, specialized drivers and funding streams that are increasingly fragile.

In Germany, the focus shifts away from specialized vehicles and toward system-wide safety design. Around schools, I consistently saw Tempo-30-Zonen. Reduced speed zones enforced not just by signage, but by roadway narrowing, raised crosswalks and visual cues that force drivers to slow down. Fußgängerüberwege (pedestrian crossings) are clearly marked, well lit, and treated seriously by drivers.

Cycling infrastructure is another major pillar. Germany’s Radwege—dedicated bicycle lanes—are often physically separated from vehicle traffic, not merely painted lines on asphalt. Students cycling to school are not treated as anomalies. They are anticipated users of the transportation system.

In the U.S., safety strategies often compensate for infrastructure shortcomings by relying heavily on the school bus itself. Stop arms, flashing lights and strict loading procedures act as mobile safety zones. In Germany, safety is embedded into the environment long before a student ever steps onto a vehicle.

Walking and cycling to school are not fringe behaviors here, rather they are normalized. Younger students often walk together along designated Schulwege (school routes), sometimes participating in what Germans call a Laufbus, the equivalent of a “walking bus.” These routes are mapped, communicated to families, and designed to minimize risk exposure.

Older students routinely travel alone, whether on foot, by bike, or via public transit. While this level of independence might raise eyebrows in the U.S., in Germany it is viewed as a critical developmental step. Children are taught how to assess risk, not avoid it entirely.

Dedicated school buses—Schulbusse—do exist in Germany, primarily in rural regions where public transit coverage is limited. However, even these buses look different from their American counterparts. They are often standard coaches or city buses with minimal external markings. They lack stop arms or specialized lighting systems, reinforcing the notion that responsibility for student safety does not rest solely on the vehicle.

This difference is jarring for American professionals, but it reflects a deeper cultural expectation: All road users share responsibility for safety, and traffic laws are consistently enforced. German driver training standards are rigorous, and compliance with Verkehrsregeln (traffic rules) is culturally ingrained.

Special needs transportation further illustrates Germany’s integrated approach. Students with disabilities receive individualized transportation accommodations arranged through municipal authorities in coordination with social services, not solely through school systems. This may involve specialized vehicles, door-to-door service or escorted travel on public transit depending on need.

Accessibility is treated as a societal obligation rather than an educational exception. In the U.S., special education transportation is often managed almost entirely by school districts, adding complexity and cost to already strained systems. Germany distributes that responsibility across public institutions.

Related: Pupil Transportation Around the World: A Comparative Look at the U.S. and Colombia
Related: Pupil Transportation Around the World: A Comparative Look at the U.S. and India
Related: What Differs Between Pupil Transportation in the U.S. and the U.K.?

Lessons Learned

Perhaps the most important lesson I took from being in Germany is philosophical. The German pupil transportation system assumes that safety is created through design, education and accountability — not isolation. Students are not shielded from the transportation system. They are trained to function within it.

In the U.S., we often build systems designed to protect students from risk. Germany builds systems designed to reduce risk at its source. That difference matters. Especially as U.S. districts face driver shortages, rising costs and expanding safety mandates.

Germany’s model is not directly transferable to every American community. Many U.S. regions lack the density, transit infrastructure or legal frameworks to replicate it wholesale. Rural geography, suburban sprawl and fragmented governance present real challenges. But the value lies in the comparison.

By studying Germany’s use of ÖPNV, Schulwegplanung (school route planning), Verkehrserziehung, and integrated accessibility models, U.S. transportation leaders can identify concepts—not replicas—that may strengthen our own systems. Infrastructure investment, early safety education, shared responsibility, and multimodal planning all have a place in the American conversation.

Being in Germany reminded me that pupil transportation is not just about moving students. It is about shaping how young people engage with their communities. When transportation is treated as a shared civic responsibility rather than a standalone service, students gain more than a ride. They gain independence, situational awareness and confidence that extends far beyond the school day.

Watch for my next article in this series, where we travel “down under” to explore how Australia conducts pupil transportation.

Bret E. Brooks is the chief operating officer for Gray Ram Tactical, LLC, a Missouri-based international consulting and training firm specializing in transportation safety and security. He is a keynote speaker, author of multiple books and articles, and has trained audiences around the world. He can be reached at BretBrooks@GrayRamTacticalTraining.com.

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As we headed into 2026, many school transportation operations nationwide continue to battle persistent staffing shortages of bus drivers, aides and mechanics, disrupting routes and student rides. Some school transportation teams are getting the work done. Others are experiencing tightening budgets, leading to route reductions, cancellations and school closures. States like Maine, Missouri and Vermont experienced particularly acute shortages, contributing to route cancellations and heightened chronic absenteeism.

At the recent TSD Conference in Frisco, Texas, attendees told me they have seen improvements in hiring staff but underscored the need for robust retention strategies centered on competitive pay, positive culture, teamwork and professional development, including attending industry events.

The national school bus driver shortage showed improvement in 2025, with employment rising by about 2,300 jobs, or 1.1 percent from the previous year, according to recent data from the Economic Policy Institute (EPI). The increase appears to be driven by rising wages that have seen the median hourly wage grow by an inflation-adjusted 4.2 percent over the past year, the best since the pandemic. The median hourly wage for school bus drivers nationwide reached $22.45 in August.

However, the sector still had 21,200 fewer drivers—a 9.5 percent decline compared with August 2019. Private school bus contractors saw the sharpest drops, while public sector hiring edged up. The EPI data noted that the end of pandemic relief funds and the attacks on public education by the current presidential administration threaten to reverse this progress.

According to the 2025 State of School Transportation Report by the Associated Press and NORC Center for Public Affairs Research, in partnership with HopSkipDrive, 81 percent of respondents said school bus driver shortages are a problem in their school district, including 46 percent calling it a major problem. Additionally, 26 percent of respondents reported their school district has addressed these shortages by cutting or shortening bus routes, and 73 percent reported transportation budget shortages have affected their transportation operations.

Competitive compensation remains the cornerstone of retention. Pasco County Schools in Florida introduced monetary bonuses, including $250 for covering challenging routes, alongside recruitment fairs. Try recognition programs, such as the “Driver of the Month” award or periodic retention bonuses, to show appreciation. Consider longevity bonuses, perfect attendance awards and health insurance to compete with higher-paying competitors. Building a supportive workplace culture boosts morale and loyalty.

Districts like Klein ISD in Texas, a previous Top Transportation Teams winner at STN EXPO West, proactively makes staff feel valued through supportive environments and competitive pay. These have helped avoid shortages altogether. John Fergerson, the transportation director, conducts regular feedback sessions to address concerns promptly. He fosters a positive culture and turns employees into recruiters, as engaged staff recommend the job to others.

Teamwork enhances retention by creating a sense of belonging. Cross- training aides or involving mechanics in facility planning builds collaboration. Team events and inclusive initiatives reinforce that akk staff are vital to student success. Districts adopting flexible scheduling or job-sharing options accommodate personal needs, particularly for part-time workers.

Investing in training demonstrates a commitment to growth. Professional development in defensive driving, student behavior management and emerging technologies equips staff for long-term careers. Conferences play a key role as well. Consider STN EXPO West, held July 9-15, 2026, in Reno, Nevada. It will feature specialized training, leadership sessions, technology demonstrations and networking. STN EXPO East occurring March 26-31, 2026, near Charlotte, North Carolina, offers similar opportunities.

The TSD Conference held Nov. 4-10, 2026, in Frisco, Texas, offers training on securement, compliance, evacuations and more. Registering your staff to attend signals an investment in improving their skills that also affects their retention.

Successful districts combine these approaches. Some use routing software for efficiency, easing workloads. Others offer career pathways, like certifications for advancement. Teri Mapengo, transportation director from Prosper ISD in Texas, noted that aggressive recruiting paired with supportive cultures and pay helped operations build stable teams. The district was also awarded a Top Transportation Teams Award last summer.

In 2026, retaining school transportation staff requires intentional, multifaceted efforts. Prioritize strong pay, culture, teamwork and training to stabilize operations, ensure reliable service, and support educational equity.

Editor’s Note: As reprinted from the January 2026 issue of School Transportation News.

Related: Florida District Introduces Innovative Safety Training for School Bus Drivers
Related: Tech-Forward Approach to Staffing
Related: (STN Podcast E230) Ingredients for Success: Driver Retention & N.Y. District Teambuilding
Related: (STN Podcast E275) Teamwork & Innovation: Alabama Top Transportation Team & Exclusive Zonar Interview

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It’s a new calendar year but school transportation leaders face the same challenges. As Albert Einstein famously said, “In the middle of every difficulty lies opportunity.”
This month’s articles highlight key areas where leaders can make impactful changes to improve safety, efficiency and equity for all students, especially those riders with
disabilities.

While all important, Linda Bluth’s column on addressing sexual assault on school transportation vehicles especially strikes a chord. The topic must be the most horrifying for student transporters to discuss, aside from a fatality. We know from research that students with disabilities are at a significantly higher risk of being targeted for sexual assault than their non-disabled peers. Bluth shares that one constant over her storied career has been the number of sexual assault cases she has been asked to serve as an expert witness on.

She underscores the urgent need for proactive measures to protect students by calling for an industry task force to address this sensitive yet essential topic, to confront it head-on and ensure the safety and well-being of students.

Ask yourself, what policies does your transportation department and school district have in place regarding sexual assaults occurring on or around school buses or other school transportation vehicles. Bluth writes it is vital to create clear, school board-approved policies that define and address sexual assault as well as bullying and harassment on school transportation vehicles. Training all transportation personnel and students on these policies is vital.

Supervision must also be enhanced. A growing trend is more attendants on routes to assist school bus drivers with behavior management. High-back seats, Bluth says, create a barrier to seeing what students are doing. I hear that concern often from readers, an unintended consequence of NHTSA’s 2009 update to FMVSS 222 that increased the minimum seatback height to 24 inches.

Providing adequate adult supervision on all vehicles used for school transportation is paramount to the safety of all students.

Technology is supplementing these efforts with state-of-the art video camera systems. Increasingly, AI-enhanced software is showing the promise of even predicting or identifying the risk of potential assaults, but these solutions are in their infancy. Never mind the expense. First and foremost, student transporters must have policies for regularly reviewing footage. Most camera systems come with alerts to notify supervisors
of incidents. But there remains no consistent solution better than, if you “see something, say something.”

Train your school bus drivers, monitors and other staff to trust their intuitions. If something feels “off” during a route, it probably is. Foster a culture where transportation personnel and students feel safe reporting inappropriate behavior without fear of retaliation.

There is plenty to think about when reading this month’s issue, which also looks at the importance of modern routing software, AI-powered tools and data-driven solutions to address driver shortages and training, route optimization, and Medicaid reimbursement challenges. Alternative vehicles also continue to gain ground in transporting students to and from school.

With them comes the need to train their drivers on proper child safety restraint and wheelchair securement. At the half-way point of the school year, consider how your operations are poised to tackle all these issues. As school transportation leaders, the responsibility to ensure the safety and well-being of students is paramount. By addressing critical safety issues, embracing technology, and fostering collaboration, we can drive meaningful change in the industry.

Let’s turn these insights into action, ensuring that every student’s journey is safe, efficient and supportive of their educational success.

Editor’s Note: As reprinted from the January 2026 issue of School Transportation News.

Related: (Recorded Webinar) Building Resiliency: Hot Trends in Student Transportation For 2026
Related: Ohio School Bus Driver on Administrative Leave After ‘Reckless Driving’
Related: Eagle Eye on Student Transportation Safety
Related: Transportation (Success) Leads the Way to Sustainability

The post Driving Change in 2026 appeared first on School Transportation News.

The health of the school bus industry was strong and stable in 2025. I predict more of the same in 2026. There is renewed EPA funding optimism, as more funds are set to be dispersed, yet the exact dollar figure remains unknown.The remaining $2 billion in the Clean School Bus program could soon be released to support propane and electric school bus acquisition.

States like New York and California continue to push for more stringent regulations while other states follow the federal mandate of more relaxed emission standards. Keep in mind, a proposed rule to amend the 2027 Greenhouse Gas Emissions (GHG) Phase 3 regulations for heavy-duty vehicles looms.

Regardless of government regulations, engine OEMs have already done the work to get heavy-duty low NOx and CO2 emissions baked into future powertrain solutions. This will likely drive engine prices higher in 2026 and beyond.

As we ended 2025, inflation appeared to have leveled off but still remained too high as are interest rates, despite the Fed’s latest cut. There are hopes of more rate cuts in the future. I see the increased costs being reflected on labor, manufacturing and raw materials
from industry suppliers. Tariff discussions will continue to take center stage as costs on components and goods can change quickly. Those sudden increases are already being passed on to the end user.

School busing should be deemed an essential service, like during COVID, and receive a tariff waiver. It will take a lot of loud and convincing voices to influence policy makers in Washington, D.C. No easy task but worth it.

A benchmark for industry health is new OEM school bus manufacturing data. As reported starting on page 13, the numbers reported are up about 7 percent to 40,345 school buses produced. Clean diesel school bus volumes spiked as the top buying choice for fleets with an overall increase of 3,699 units to 26,677 units. Alternative fuel school bus purchasing was modest relative to the previous year. The green bus market share leader remained electric school buses with 2,906 units manufactured, which was slightly down from the previous year. School bus OEMs have continued to expand school bus electrification offerings across all model types.

Propane-powered school bus volume was down slightly at 1,617 units, and CNG school buses saw a 91-unit decrease compared to last year with a scant 6 units produced. Gasoline school buses were down 515 units to 10,326 units over the previous year’s data. I see the potential for more gasoline adoption in 2026 as school bus OEMs offer the Cummins B6.7 Octane engine. Type A school bus chassis demand and predictability is good. Chassis allocations for school transportation OEMs have remained steady from GM and Ford in 2025.

According to industry insiders, that trend should remain similar for 2026, but tariffs are causing some hesitation in the marketplace.

I am seeing a significant increase in van conversions and van dealers o”ering multi-passenger vehicle (MPV) options to end users. More companies are exhibiting at STN EXPO and TSD Conference than ever before. I expect that market to continue to expand in 2026. Growing budget pressures seem to have accelerated the adoption of alternative student transportation services. This has given school districts another option on a supplemental basis to support growing demand of servicing students with disabilities, special needs or who are experiencing homelessness.

According to a recent STN readership study, over 667 subscribers identified products that they were interested in purchasing over the coming year. The top 2026 buying trends are new Type C and D school buses, new diesel buses/engines/components, wheels/tires, brakes, lighting and LEDs, and cellular radio communications systems. (See the full list on page 16.)

Be sure to utilize this ultimate resource guide for contacts and data, to discover new products and the companies that sell them. I also invite you to participate in the professional development training and networking opportunities we have to o”er at the STN EXPO and the TSD Conference. Learn more at stnexpo.com.

As I look to 2026 and beyond, I see school transportation being future-ready mobility for every student. The yellow school bus of tomorrow is already on the road. The question is no longer whether the industry will transform, but which school districts, suppliers and communities will lead the way.

Editor’s Note: As reprinted from the School Transportation News Buyer’s Guide.

Related: As School Bus Production Spikes, So Do Alternative Vehicles?
Related: Top 10 STN Website Articles of 2025
Related: Buyer’s Guide 2026
Related: (STN Podcast E288) 2025 in Review: Top STN Online Articles

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Any year that school bus production figures spike is cause for celebration, especially amid “anemic” growth in the larger trucking
industry.

That is how Steve Tam, vice president of ACT Research, put it to me early in the fall. Truck manufacturers were laying off workers, in part due to Trump administration tariffs and reduced purchase interest among companies. Class 8 forecasts were down by 20 to 25 percent.

But he sounded more optimism for the bus market, as production was up 11 percent in July alone. For school buses specifically, manufacturing exhibited continued resiliency from pandemic induced shortages despite tariff pressures with a 7-percent spike in overall output. But within those numbers, the market disruption provided by alternative vehicles appears to account for a big drop-off in smaller school buses.

Total Type A small school bus production fell almost 14 percent from 2023-2024, as Type 1 vehicles weighing under 10,000 pounds GVWR came in at 1,041 units compared to over three times as many as the previous year. The good news is larger Type A-2 school buses weighing over 10,000 pounds GVWR nearly doubled to 6,326 units.

As School Transportation News articles and conversations with attendees at STN EXPO and TSD conferences continue to indicate, school districts are foregoing the smaller Type A school buses for light-duty passenger vehicles to transport students experiencing homelessness and those with Individualized Education Programs. It should come as little surprise considering the National Congress on School Transportation last May approved for the first time, a section on the use of alternative transportation vehicles for student transportation.

The Type C conventional category remained vibrant as reported output increased over 17 percent to 30,654 units, the most since 31,834 for the 2018-2018 production cycle and the third-most over the past decade. School districts have long preferred Type Cs for home-to-school routes, and that trend has been buoyed in recent years by OEMs offering wheelchair lifts on their models, which has also further affected the Type A market.

Type D transit-style school buses, on the other hand, came in at 2,324 units manufactured, or about 7 percent of the Type C figure. Type D’s have historically accounted for 10- to 15-percent of the number of Type Cs produced each year.

Another big winner? Diesel rebounded to nearly 27,000 units, similar to pre-COVID-19 levels. That could be largely due to a hiatus in the five-year, $5-billion Clean School Bus Program that has heavily favored electric school bus awards. (Word is funds will start up again in 2026.) Additionally, uncertainty has centered on the status of the pending federal greenhouse gas emission rule and a rollback of California requirements.

Two years ago, the conversation was that the industry might be facing a large amount of pre-buy orders as districts looked to delay the inevitable cost increase associated with more strict diesel emissions equipment and software. Those fears have subsided as the EPA is in the process of publishing updated rule making to pare back a lot of those requirements.

OEMs led by Daimler Trucks North America are suing the California Air Resources Board over its rules, arguing they are incompatible with the rollbacks from Washington, D.C. For the larger commercial sector, Tam said ACT Research removed the prospect of fuel pre-buys entirely from its forecast.

Electric school bus output was flat. Meanwhile, Blue Bird and Micro Bird remain the lone propane suppliers to the market, courtesy of the
ROUSH CleanTech autogas injection system, which accounts for another year of reduced numbers. Its gasoline cousin remained consistent at over 10,000 units produced. Interest is only ramping up as Cummins’ new octane engine enters the marketplace this year. IC Bus and Thomas Built Buses are already set to o!er models.

As for tariffs? They certainly hit the school bus industry. Unsurprisingly, few OEMs chose to publicly weigh in on their impact to manufacturing costs and purchasing. But two respondents said they indeed had to pass along increased supplier and parts costs to customers, with one of them adding the tariffs forced layoffs of company workers.

Editor’s Note: As reprinted from the School Transportation News Buyer’s Guide.

Related: Alternative School Transportation: Roadmap for Decision-Making For Children with Disabilities and Special Needs
Related: (STN Podcast E259) Feel the Passion: Debates on Wi-Fi, Technology, Alternative Transportation & Safety
Related: National Specifications Manual Republished to Fix Alternative Transportation Section Omission
Related: Alternative Transportation a Fit for this Catholic All-Girls High School in L.A.

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Traveling the world and studying how children get to school has given me a deep appreciation for the difference in how nations approach something as simple—and as complicated—as pupil transportation.

Last month, I compared systems in the U.S. and India. This month, my attention is on Colombia, a country whose breathtaking geography, social dynamics and history shape the school commute in ways that most Americans would never experience in their daily lives. Despite all the differences, the underlying mission remains the same everywhere I go. Communities getting children safely to school so they can learn, grow and reach their potential.

When I think about school transportation in the U.S., the image that immediately comes to mind is that familiar yellow school bus. It’s amazing how recognizable it is—even internationally. No matter where I travel, people know what that yellow bus symbolizes. It represents regulation, structure, stability and the idea that education begins the moment a child steps into a professionally operated transportation system. Nearly 25 million children ride these buses every school day, making it the largest mass transportation system in the U.S. And it operates with a level of uniformity that, in many places around the world, is simply unheard of.

This system isn’t accidental. American school buses are purpose-built from the ground up with safety in mind: Compartmentalized seating, high visibility, reinforced frames, stop arms, flashing lights, emergency exits, and strict federal standards. As someone who has spent years in the fields of safety and security, I’m constantly impressed by the investment our country places in the transportation of its students. And it’s not just the equipment—it’s the people. In the U.S., drivers undergo specialized training not only in vehicle operation but also in behavior management, first aid, emergency evacuation, situational awareness, and increasingly, how to identify potential security threats. Whether you’re in a rural district in Missouri, a suburb in Ohio, or a dense metropolitan area like Chicago or Phoenix, you can expect the same level of commitment and consistency.

Of course, our system has challenges. Anyone who works in pupil transportation knows the constant struggle with driver shortages, bus replacements, new technology integration, and motorists who still don’t understand—or choose to ignore—stop arms. But even with those obstacles, the foundation is solid. There are predictable structures and regulated safety nets that American families have come to trust.

Colombia presents a very different picture—one shaped by dramatic landscapes, economic diversity and a transportation network that must continuously adapt. When I’ve spent time in Colombia’s major cities—Bogotá and Medellín—I’ve seen buses that closely resemble those in the U.S., often operated by private schools or contracted services. These buses usually include attendants responsible for helping younger children board and exit the vehicle safely. The presence of attendants is especially important in cities where the traffic congestion is unlike anything most Americans experience on a regular basis. A 30-minute ride in an American suburb might easily become an hour or more in Bogotá, simply because clogged streets and gridlock are daily realities.

Yet even these city operations are only part of Colombia’s story. Once you leave the urban centers, the transportation landscape changes dramatically. The country’s geography is breathtaking but unforgiving—towering Andean mountains, deep valleys, dense rainforests and winding rural roads carved into hillsides. In small towns and rural villages, I’ve watched children board brightly painted chivas—rugged, colorful buses that are as much a symbol of rural Colombia as the yellow bus is in America. I’ve ridden in colectivos, the shared vans that serve as the backbone of transportation for many families. I’ve seen children climb onto the backs of motorcycles driven by parents or hired riders. In river communities, I’ve watched entire groups of students load into wooden boats at daybreak, drifting along waterways to reach schools that are otherwise inaccessible.

One of the most striking sights I’ve encountered in isolated Andean regions is students traveling to school on horseback or mule-back. For them, it is entirely normal—simply the most reliable way to traverse rugged mountain trails that no motorized vehicle could safely navigate. To an American child, that might sound like something out of a storybook. But in these communities, it is simply life.

These different methods bring different safety challenges. In the U.S., we worry about motorists illegally passing stopped school buses, maintaining aging fleets, rolling out electric buses, securing qualified drivers, and ensuring that our transportation teams are supported and properly trained. The hazards we face largely come from human behavior and modern roadway issues.

In Colombia, the risks can be far more varied and unpredictable. I’ve seen narrow mountain roads so tight that one wrong turn would send a vehicle over a steep drop-off. I’ve seen roads washed out by landslides during the rainy season—forcing communities to carve temporary alternative routes or walk long distances. Some rural roads never see maintenance at all. In certain areas, the presence of criminal or terrorist groups adds an entirely different dimension of risk that American school transportation rarely encounters. Despite these challenges, Colombian communities continue to show remarkable resilience and ingenuity. Many rural drivers have an almost intuitive understanding of the landscape, knowing which curves are the most dangerous, which areas flood quickly, and where rocks tend to fall after a storm.

What stands out the most to me in Colombia is the power of community. I’ve seen neighbors without children pitch in money to keep an old community van running so other people’s children don’t have to trek miles through dangerous terrain. I’ve watched drivers show immense pride in their role because they know they are providing children with opportunities that could shape their futures. I’ve seen parents walk hand-in-hand with their kids along muddy roads, ensuring they reach the main path where they can catch a ride. In indigenous communities, I’ve witnessed elders accompany groups of children through forest paths—viewing education as a shared responsibility rather than an individual task.

Back in the U.S., that same commitment exists, but it takes a different form. Our strength lies in structure—transportation departments with budgets, routing software, regulations, and formalized training programs. Drivers form long-term bonds with students. Administrators work behind the scenes to ensure compliance and safety. School boards debate funding for improvements because they recognize that transportation is not just a logistical service—it’s a vital part of education.

Related: What Differs Between Pupil Transportation in the U.S. and the U.K.?
Related: Report: Inequities in Canadian Electric School Bus Transition Threaten At-risk Populations
Related: Routes Around the World: Quarterly Quotes From Anson Stewart

As I compare school buses in the U.S. and Columbia, I keep coming back to the fact that the vehicles may look different, the roads may be different, and the challenges may come in different forms, but the heart behind the work is the same. Whether a child is riding a chiva in the mountains, a wooden boat in the Amazon basin, a motorcycle through a rural town, or a yellow school bus in Texas, the journey to school symbolizes hope, opportunity, and the shared belief that education matters.

Next month, I’ll continue exploring pupil transportation across the globe as we examine Germany. Every country I visit teaches me something new—not just about transportation, but about culture, community, and the universal commitment to keeping children safe as they pursue their futures.

Bret E. Brooks is the chief operating officer for Gray Ram Tactical, LLC, a Missouri-based international consulting and training firm specializing in transportation safety and security. He is a keynote speaker, author of multiple books and articles, and has trained audiences around the world. Reach him directly at BretBrooks@GrayRamTacticalTraining.com.

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These days there are a lot of questions and institutions, state regulations, and in federal funding. The constructive focus will always be on the “half-full” glass because that is what we can control. However, in my opinion, too much airtime is spent focusing on the “what we don’t have” and “what we don’t know.” This seems to be a preoccupation that serves no purpose and has me continually asking “to what end?”

As leaders within our organizations, we are tasked with vision casting, strategic planning and daily implementation, irrespective of the questions and the challenges that (we know) will arise. People look to us for support and reassurance that corrective measures are available and will be deployed when necessary. Therefore, it is our responsibility to acknowledge and promote the success stories within our organizations or external examples that can help our journey.

Record Setting Examples
Within the last six years, I have helped two different school districts go from breaking ground to charging electric school buses in less than a year. Prior to these projects, electric charging infrastructure was thought to be at least a two- to three-year process because of COVID-19 shutdowns, supply chain issues, the procurement process, the complexity of utility coordination, and normal construction schedules.

Both districts are in California’s Central Valley. The first was Stockton Unified School District, and the most recent was Modesto City Schools. I realize that everyone is busy and rarely do we have time to add one more project, especially something as complex as EV charging. But I can tell you firsthand that every district that helps to reduce harmful emissions makes their city better for their students, their staff and everyone in their community.

Every successful accomplishment is a building block that generates momentum, creates more opportunities and inspires others. It is important for district leadership to attend workshops and conferences like STN’s to hear positive lessons from other districts. Collaboration with our peers is always valuable. Finding examples with similar fleet size, terrain, weather conditions and funding strategies are most useful.

Transportation Leading the Way
Transportation can (and should) be the leader for innovative efforts at your school district. We get up earlier than most and many times a bus driver is the first district staff that students see and interact with. In January 2022, the board of trustees for Modesto City Schools voted to convert half of its school bus fleet to battery electric with the purchase of 30 Blue Bird buses. The success of our electric school bus conversion was the fulcrum that allowed us to develop and expand sustainability initiatives.

Since then, Modesto City Schools has:

• Started a new Sustainability & Adaptation Department (2022).
• Created sustainability webpages.
• Contracted $61 million in solar carports and sustainability initiatives.
• Secured almost $24 million in state and federal grant funding.
• Received $5.3 million in elective pay for 2024 Investment Tax Credit.
• Paid stipend to teachers for environmental club support at all 34 schools.
• Installed Purple Air Monitors at every school site.
• Contracted with Climate Action Pathways for Schools (CAPS) for paid student internships promoting Green Career Path education.
• Achieved the Green Ribbon Schools District Award in 2024, Gold Level, from the California Department of Education.

Everyone’s path is unique but learning how successful districts chose their team and decreasing timelines helps. Understanding the strengths and roles of specific project partners can save you time (and a lot of headaches).

Strategies that Make a Difference
Zig Ziglar said that “success occurs when opportunity meets preparation.” In my last six years, my greatest results have come from innovative “out-of-the-box ideas.” I think we must dream big and strive for the ideas that make the most impact.

We should trust our project partners and be willing to try good ideas regardless of where they come from. Many people say, “We are doing projects for the kids,” but the end goal should be doing sustainability projects with our students.

An example would be having student reporters attending press events, interviewing administrators, and working alongside the local news stations. (That happened at Modesto.)

I would encourage you to include student voices in transportation messaging, professional development videos and instructional notifications. As a sustainability director, I would love nothing more than to break my job into eight semester modules and create a sustainability certificate program for students. Visit the Modesto City Transportation page at stnonline.com/go/nw.

Focusing Forward
I was an interim transportation director at Stockton Unified for two months in 2021. That means that I have a special appreciation for all that you do for students and the districts you serve. The complexity of this responsibility requires the ability to spin 13 plates at once, be able to put out any situational fires, and make sure all students get to (and from) school safely (and on time!!) All of you are talented, seasoned professionals. You are good at what you do (that’s why you are in charge).

It doesn’t matter what tomorrow brings, we will always show up and we will always do our best. In this month of November, I am thankful that transportation continues to lead the way and I wish you all the best.

Editor’s Note: As reprinted from the November 2025 issue of School Transportation News.

Gilbert Blue Feather Rosas is the director II of sustainability and adaptation at Modesto City Schools in California. He is a 2022 STN Rising SuperStar and serves
on several boards such as the World Resource Institute, Generation180 (Solar), School Energy Coalition and the California Environmental Literacy Initiative (CAELI). Gilbert can be reached at gr122mmlt@gmail.com.

Related: Education Leader Challenges Transportation Professionals to Reimagine Compliance and Student Access
Related: (STN Podcast E277) Make the System Better: Safety Leadership Training & D.C. Insider on Disability Supports
Related: Giving Birth to Proper Leadership
Related: School Bus Safety Company Unveils New Leadership Training Course to Elevate Safety Leadership

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On Dec. 10, I attended a unique event held in Washington, D.C., hosted by school bus stop-arm camera and automated enforcement supplier Bus Patrol. The one-day National School Bus Safety Summit assimilated a wide range of child and school transportation safety stakeholders. The event received support from the Governors Highway Safety Association (GHSA) and Safe Kids Worldwide.

Those of us in the school bus business were by no means a large percentage of attendees. Far different from “our” conferences, where attendees share a common “yellow bus” point of view, this summit included non-profit safety advocate organizations and sectors of government not usually associated with school transportation. In fact, more than one speaker noted that they had never been to a school transportation event.

Attendees included representatives of governors highway safety offices, safe kids and Safe Routes to Schools organizations, law enforcement, Students Against Destructive Decisions (SADD), researchers and more. They even included a few dozen students local to the D.C. area. NASDPTS Executive Director Ronna Weber and NAPT Executive Director and CEO Molly McGee Hewitt (a panelist) were also a part of the school bus audience, along with a handful of school transportation directors and NTSB staff that are well acquainted with school transportation safety issues. (I was disappointed NHTSA was not on the program or in attendance.)

The event format featured information shared by panels of experts followed by interactive tabletop discussions designed to capture takeaways from participants.

I already mentioned that the event was unique and, as such, I’m not sure anyone knew what to expect. I am conditioned to think that events sponsored by vendors and suppliers may be focused on product education or sales. It was a pleasant surprise to see that the 2025 School Bus Safety Summit indeed lived up to its name. With a possible exception of pre-summit activities I was not able to attend, there were no software demos or marketing materials, and my interactions with the Bus Patrol team had nothing to do with sales. It was all about how to improve safety and how best to deal with infractions of highway safety laws.

Kudos to Bus Patrol for delivering on the focus of school bus safety. They made a good effort at getting attendees out of their silos by spreading people out with assigned seating, designed to mix up the crowd.

In his opening remarks, Justin Meyers, Bus Patrol president and chief innovation officer, stated, “We called this summit as a cry for help.” Suggesting the need for a nationwide response, he cited the NASDPTS annual survey as evidence of a large illegal passing problem and implored attendees to brainstorm solutions around the table during the day.

While it’s not realistic to expect a solution to evolve from a one-day discussion, this could be a great first step if the conversation is able to continue.

I’ve been to the annual Lifesavers Conference on Road Safety, where the state highway safety office folks hang out, along with other safety advocates, researchers and law enforcement. School transportation is typically not a part of the focus. A review of a recent conference program confirms that, showing emphasis on occupant protection, distracted driving, law enforcement, pedestrian safety, vehicle technology, driver training and more.

But wait! Aren’t those topics relevant to school transportation, too? Absolutely!

I’m not suggesting that school bus safety should be a core topic of discussions at Lifesavers. (Or am I?) What I am suggesting is that there is a lot to be learned from the knowledge and energy of safety professionals working in similar safety areas. It seems that’s why they were brought together to discuss school bus safety.

The experiences and lessons are not that different. Here are a couple of points made from the podium that resonated with me.

Judge Kate Huffman of the Ohio 2nd District Court of Appeals noted that research indicates fines do not change behavior, and that judges want to change behavior. She noted there are resources for judges in dealing with drunk driving offenders such as curriculum aimed at changing behavior. But there is nothing out there for illegal passing.

“School bus safety is pedestrian safety.” That point was made by Marisa Jones, managing director of the Safe Routes to School Partnership. This is a core concept in NHTSA’s Planning Safer Stops and Routes Toolkit, which notes that every student is a pedestrian before they board the bus or after the disembark, and they need to learn to be safe pedestrians.

Related: WATCH: West Virginia Releases Illegal Passing Awareness Video
Related: Parents Speak Out After Motorists Target Son with Disabilities at School Bus Stop
Related: Combatting Illegal Passing with Awareness, Technology

An unexpected piece of advice was shared by Anthony Baldoni of AXON, a public safety technology company. “Don’t lead with the tech. Lead with the objective.” This advice really resonated with me, having spent a lot of time with technology through the years. Whether the topic is using cameras to prosecute stop arm violators or GPS to let parents know where their child’s bus is, gaining support for an initiative comes first by getting support for the objective and then applying the technology.

These are just a few of the points made through the course of the six-plus hour summit. But the points were made by speakers and audience members that don’t typically operate in the school transportation space. (NTSB, NAPT and, of course, Bus Patrol are the exceptions to that statement.) Bus Patrol and GHSA brought this group together to have important conversations and my hope is that this can serve as a model for other collaborations at the national, state or local level to bring school bus safety to the table when other highway safety issues are being discussed, or at least foster relationships that allow for collaboration aimed at improving safety for students as they travel to and from school.

Closing the summit and implying that it would be an annual event, Justin Meyers, said that GHSA will be “memorializing” the events of the day, preparing a national blueprint, moving the attendees from awareness to action. GHSA CEO Jonathan Adkins noted a historical emphasis on “drunk, drugged and distracted driving” but stated that there is now support to add school bus safety to the list, and GHSA will make it a priority going forward.

I’m looking forward to seeing the blueprint derived from the collective thoughts of the attendees that we can use to improve school transportation safety.

Derek Graham is the retired state director of student transportation for the North Carolina Department of Public Instruction and is currently an industry consultant. He will present on the topic illegal school bus passing at STN EXPO East in Concord, North Carolina, on March 27.

The post A Unique Gathering and a Cry for Help appeared first on School Transportation News.

Last month, National School Bus Safety Week was highlighted with videos, PSAs, social media posts and press releases in support of building awareness to the communities we live in and serve. Most of the content I saw specifically highlighted illegal passing awareness. I watched a video shared by the West Virgina Department of Education with the state police department that was simply shocking.

Jimmy Lacy, the transportation director for the state’s Department of Education, and Sgt. Travis Bailes of the Charleston Police Department outline the impact on student safety and state regulations regarding illegal passing. Lacy commented on my social media post, “This is a tough video to watch.”

The video showed footage of a white compact car traveling at a high-rate speed on a two-lane road in a rural area, nearly missing a child crossing the road after exiting their school bus. This near miss could have easily ended in tragedy. You can watch it for yourself at stnonline.com/go/nx.

Another impressive PSA was the brainchild of Katrina Morris, executive director of the Michigan Association of Pupil Transportation and the recent winner of the Peter J. Grandolfo Memorial Award at STN EXPO WEST.

“Tony, I have this idea about getting a famous NASCAR driver to promote school bus safety and illegal passing awareness” Morris told me months earlier at STN EXPO EAST in Charlotte, North Carolina.

Her idea turned into reality, in partnership with ROUSH CleanTech, Blue Bird and other partners, highlighting awareness of illegal passing of stopped school buses. The video features NASCAR driver Ryan Preece at the RFK Racing Museum in Concord, North Carolina. You can watch it at stnonline.com/go/ny.

Doe these efforts move the needle of awareness around illegal passing? Not sure we get a true read on the outcomes of National School Bus Safety Week, but some effort needs to be made by our industry to curb the 39.3 million motorists thought to illegally pass school buses nationwide each year, according to the recent study by the National Association of State Directors of Pupil Transportation Services (NASDPTS).

Engaging the star power of public figures like Ryan Preece might increase interest from mainstream media to get more coverage regarding school bus safety. With the right messaging, we can shift the narrative toward one that highlights the progress we’re making as an industry with a focus on safety and kids. In many cases, the gap between public awareness boils down to the need for broad scale communication to the masses.

The public simply doesn’t understand—or care about, as a NHTSA survey recently found—the rules of the road when it comes to school buses.

Most people understand that the yellow school bus is more than a means of transportation. At least they should. It’s a symbol of family, schools, education and community. The time is now for us to redefine the public’s perception to also build a message around safety. What can you do to enhance safety? Consider investing in innovative crossing control technologies like illuminated signage, crossing gates and LEDs.

“The fully illuminated school bus sign and stop arm can dramatically increase the visibility of a school bus by up to 88 percent in low-light situations according to our efficacy study” said Kevin Smith, president at First Light Safety Company. “Consider that OEMs like IC Bus have standardized this equipment as of August 2025. That is very significant!”

Why wouldn’t you invest in safety technology that works? Is it simply that budget is prioritized over safety? Foundationally as an industry we tout our impressive safety record in school transportation, but we aren’t perfect. Fatalities, injuries and crashes will happen. Are school transportation operations making a best effort to prevent that?

I recommend you take a second look at the available safety equipment, technology and training available to you from partners. Industry trade shows and conferences like TSD, NAPT and STN EXPO offer a great hands-on experiences to demo the products for yourself. Let’s keep driving safety forward, together!

Editor’s Note: As reprinted from the November 2025 issue of School Transportation News.

Related: (STN Podcast E281) Catalyst for Change: Electric School Bus Safety, Inspired Texas Rising Star
Related: Florida District Introduces Innovative Safety Training for School Bus Drivers
Related: (STN Podcast E267) I Believe in This: Illegal Passing Drops & Michigan Pupil Transportation Leader Speaks
Related: Missouri Students Learn School Bus, Fire Safety During Back-to-School Bash

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In the U.S., pupil transportation is highly structured, professionalized and heavily regulated. The yellow school bus has become a global icon of education and with good reason. Every day, nearly 25 million American children ride them to and from school. In scale, the U.S. school bus network is the largest mass transportation system in the country — larger than all municipal transit systems combined.

Last month, Bret Brooks shared his experiences with pupil transportation in the United Kingdom as part of this ongoing series exploring how different nations move their most precious cargo: Children.

The emphasis is on safety and uniformity. School buses are designed with reinforced bodies, high-backed seats and flashing stop arms. Drivers undergo training that covers not only vehicle operation but also student management and emergency response. Transportation departments map routes with precision, ensuring children in rural areas, suburbs and congested cities alike can access education. In short, the American system reflects the resources of a nation that prioritizes regulation, logistics and consistency.

India, by contrast, presents a far more diverse and uneven picture. In major urban centers like Delhi, Mumbai and Bangalore, larger private schools often operate their own fleets of buses with professional drivers and attendants. These buses can resemble their western counterparts, and for middle- and upper-class families they provide reliable and relatively safe transportation. Yet this represents only a fraction of India’s pupil transportation reality.

In rural areas, where the majority of India’s population still lives, the journey to school is often difficult and sometimes dangerous. Many children walk long distances along narrow, unpaved roads. Others cycle, navigating crowded lanes where cars, buses, livestock and pedestrians all compete for space. In some regions, groups of children set off together for safety, with older siblings informally supervising younger ones. When school buses are available, they are often overcrowded and poorly maintained, with students packed into every available seat and standing in aisles.

Alternative transport methods are common. It’s not unusual to see motorcycles carrying three or four children in addition to the driver or auto-rickshaws crammed with a dozen students zigzagging through traffic. These solutions may raise serious safety concerns, but for many families they are the only affordable and practical means of getting children to school. In some remote areas, parents pool resources to hire small vans or jeeps, transforming them into improvised school shuttles.

The risks in India extend beyond traffic safety. Seasonal monsoons can flood roads, making routes treacherous. In certain rural districts, children face threats from wildlife or must cross rivers without bridges. The lack of consistent enforcement of regulations compounds the danger. Although rules for pupil transportation exist, compliance depends on local authorities and school budgets, leading to stark disparities between urban and rural systems.

Yet what stands out most to me in India is the resilience and determination of families and communities. Education is viewed as a vital pathway to opportunity, and parents will go to extraordinary lengths to ensure their children can attend school. I know of communities pooling funds to purchase a shared bus, parents rotating responsibility to escort groups of children on foot and entire villages organizing safe walking paths. This sense of collective responsibility and improvisation reflects the cultural emphasis on education as a shared priority, even when resources are scarce.

When comparing the two systems, the contrasts are sharp. The U.S. offers a regulated, resource-heavy model designed around prevention and consistency. Every component, from vehicle design to driver training, aims to reduce risk before it occurs. India’s model, however, is less a single system than a mosaic of solutions. Some children board modern school buses in cities, while others cling to the back of motorcycles or trek long distances through the countryside.

Both nations also reveal strengths. The U.S. demonstrates what is possible with planning, investment and regulation. India illustrates adaptability, community spirit and perseverance in the face of obstacles. The American system excels in uniform safety, while the Indian experience highlights resilience and the willingness to sacrifice for education.

Related: Paradise Lost, Paradise Gained
Related: Maine Student Struck by School Bus Dies from Injuries
Related: NHTSA Investigates Autonomous Waymo Rides After Illegal School Bus Passing

Despite the stark differences in execution, the underlying value is the same: Children must get to school safely. Parents in both countries share the same hopes of their children arriving ready to learn, protected along the way. Both also face the modern challenges of congestion, environmental concerns and the need for sustainable solutions.

In the U.S., conversations increasingly focus on electric school buses, emissions reduction, and the integration of technology. In India, the emphasis is on access, affordability and safety enforcement, particularly for rural and low-income families. Both nations are striving, in their own ways, to evolve pupil transportation systems that serve future generations.

Examining pupil transportation in the U.S. and India has deepened my appreciation for the many forms this work can take. America showcases the strength of regulation and logistics, while India reveals the determination of families and communities to overcome daily challenges.

In the end, whether it is a meticulously scheduled yellow school bus in Missouri or a child in rural India walking miles to class, the goal remains the same: Connecting students with education, and through that, with opportunity. That commitment to children’s futures unites both nations, even as their systems differ dramatically.

Next month, this series will turn to South America—specifically Colombia—where geography, safety, and social conditions shape pupil transportation in unique and challenging ways.

Bret E. Brooks is the chief operating officer for Gray Ram Tactical, LLC, a Missouri-based international training and consulting firm specializing in transportation safety and security issues. Bret is the author of several books and articles. He is also a keynote speaker and presents around the world. He can be reached directly at bretbrooks@grayramtacticaltraining.com.

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Hollywood rarely if ever does justice to the school bus industry. Movies and television often push the stereotypes of child-hating, curmudgeons behind the wheel. While this stereotype was largely absent in “The Lost Bus,” streaming on Apple TV, the film portrayed driving a school bus as a dead-end job. It is based on a true story, but the real-life details paint a more complete picture.

Matthew McConaughey stars as Kevin McKay, a school bus driver for Paradise Unified School District in Northern California, who saved a bus load of students and their two teachers (not one, like the movie portrays) from an elementary school that was in the path of the tragic 2018 Camp Fire—to date the deadliest wildfire in state history. McConaughey is a great actor, but from what I’ve read about McKay, the character doesn’t quite match the man.

I reached out to McKay for this column and never received a response. Still, I read that he was a consultant for the film. McKay is portrayed as down-on-his luck, barely able to rub two pennies together, divorced, caring for his ill mother, and at odds with his teenage son. The character is more concerned with getting additional hours than getting his bus back to the garage for a scheduled PM with the head mechanic. He nods in acknowledgement to his students as they board, but he appears distracted.

Journalist Lizzie Johnson, author of “Paradise: One Town’s Struggle to Survive An American Wildfire,” tells the full story. McKay was a former local high school football star who had a daughter as a teenager. His promising sports and academic careers derailed but he managed to carve out a successful stint as a manager of a Walgreen’s and later as a pharmacy technician, only to grow discouraged and quit after watching the opioid epidemic explode.

He returned to school—yes, like in the movie his beloved dog died, not long after his father succumbed to cancer—with the hope of becoming a teacher. The Paradise Unified poster seeking school bus drivers looked to be a perfect fit for his class schedule. He was also used to long commutes around Northern California visiting Walgreen’s stores.

Johnson’s book recounts the district’s hiring board asking McKay why he wanted the job. He discussed, Karen, his middle school bus driver in Paradise, who was always armed with a smile, an encouraging word and a bag of chocolate at Christmas. He left the officials in tears, as Karen had recently retired and they were planning on having lunch with her later in the day.

Johnson’s book portrays McKay as a caring, attentive driver, emulating Karen the best he could. That Kevin McKay was absent from “The Lost Bus.” By and large, school bus drivers are some of the most caring, dedicated and passionate people you’ll meet. Many of them climb the career ladder into administrative jobs. I know plenty of transportation directors who started in the industry behind the wheel.

I’ve read many opinions on social media from student transporters on “The Lost Bus.” The movie can’t be viewed through a lens of accuracy when it comes to student transportation operations. No audience is going to sit through a 30-minute scene of a pre-trip inspection. Transportation operations at Paradise Unified are also depicted as chaotic and unorganized. Actress Ashlie Atkinson plays “Ruby,” a nod to real-life Director of Transportation Rubina Hartwig.

I contacted Hartwig to get her perspective of the storyline. She also did not respond, but several years ago she told me the entire experience was too traumatic for her to speak publicly about. Completely understandable. She did attend the movie premiere in September along with McKay, his son, and teacher Mary Ludwig, played by actress America Ferrera. (The other teacher on board the real lost bus declined to be a part of the film.) The Paradise Unified superintendent’s office did tell me the district played no role in production and producers never reached out.

In the end, while biographical, “The Lost Bus” is a thrilling ride that relies on the imagination. Filmmaker Paul Greengrass told People magazine some moments were “either exaggerated or collapsed.” McKay added he shared his perspective and some of that made it into the film. McConaughey has said he used some aspects of McKay’s story but made the character his own. The realism in “The Lost Bus” is the overall theme of ordinary people doing extraordinary things. What the viewing public needs to realize is school bus drivers perform extraordinary acts multiple times a day for the entire school year. Those instances simply don’t make the news or a Hollywood movie.

Editor’s Note: As reprinted from the November 2025 issue of School Transportation News.

Related: California Student Honored for Quick Thinking During School Bus Fire
Related: Colorado School Bus Driver Hailed Hero After Fire
Related: Arkansas School District Thanks Driver for Quick Response During Bus Fire
Related: Off-duty Ohio School Bus Driver Saves Student’s Dog From House Fire

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As the fall approaches, it’s an opportune time to prioritize your individual and team’s professional growth. Two upcoming conferences in particular—the National Association for Pupil Transportation (NAPT) Conference and the Transporting Students with Disabilities & Special Needs (TSD) Conference—offer invaluable opportunities to sharpen leadership skills, stay updated on industry trends, and forge meaningful connections. These events are essential for professionals aiming to excel in the dynamic field of school transportation.

The NAPT ACTS, scheduled for Oct. 31-Nov. 4 in Grand Rapids, Michigan, embraces the theme, “Driven by safety, guided by professional development.” The NAPT website states the event unites industry leaders with a shared goal: Ensuring safe and efficient transportation for every student. Attendees can expect Professional Development Series (PDS) training, discussions on industry challenges, and networking opportunities. The trade show provides an opportunity to explore solutions and connect with peers. Don’t miss the chance to visit booth #619 to meet the School Transportation News team and build new relationships that could shape your career.

You can also learn more about STN EXPO EAST in Charlotte/Concord, North Carolina on March 26-31, 2026. Meanwhile, the TSD Conference, taking place Nov. 6-11 in Dallas/Frisco, Texas, focuses specifically on transporting students with disabilities and special needs, providing hands-on safety training. This conference stands out for its specialized training and technology offerings, featuring four keynote speakers covering topics on student behavior and legal challenges and over two-dozen expert-led workshops. Attendees can also participate in the roadeo competition and the Technology Demonstration & Ride & Drive Experience on Friday, Nov.7. During the latter event, supplier partners and OEMs will showcase cutting-edge tools designed to enhance student safety and success.

The TSD Conference delves into best practices for supporting students with disabilities, offering insights that elevate both professional expertise and personal growth. By learning from seasoned professionals, attendees gain practical strategies to improve transportation services tailored to unique student needs. As one transportation director shared, “Conferences like TSD are vital for professional growth. They provide a platform to expand knowledge, develop skills and stay ahead of industry advancements. The networking and trade show sessions allowed me to exchange innovative ideas, build connections and gain insights critical for improving services, especially for students with disabilities and special needs.”

Beyond knowledge acquisition, these conferences foster collaboration and innovation. Trade shows expose participants to emerging technologies and potential partnerships, enabling them to integrate new tools into their operations. Engaging with exhibitors and fellow professionals sparks creative solutions to current challenges, ensuring school transportation remains efficient and student success focused. These interactions often lead to long-term collaborations that benefit both individuals and their organizations.

Conferences also offer enriching personal experiences. They provide a space to reconnect with colleagues, form new relationships and expand professional networks. These connections can lead to future opportunities, innovative problem-solving and collaborations that drive progress in school districts. The blend of professional development and meaningful networking creates a dynamic environment where attendees leave inspired and equipped to lead.

For those committed to advancing their careers, attending these conferences is a strategic investment. The NAPT and TSD conferences deliver actionable insights, access to industry leaders and motivation from inspiring speakers. They empower professionals to stay at the forefront of an evolving industry while building skills that directly impact student safety and success. Whether you’re a seasoned leader or new to the field, these conferences offer tools to help you grow both personally and professionally.

I encourage you to seize this opportunity by registering for the TSD Conference in Frisco, Texas. Visit tsdconference.com/agenda for details on the keynote speakers, educational sessions and networking events. The schedule is packed with opportunities to learn, connect and grow.

Investing in professional development through conferences like NAPT, TSD Conference and STN EXPO yields significant returns for both individuals and organizations. These events provide a platform to acquire new knowledge, build lasting connections and draw inspiration from industry pioneers. For anyone dedicated to advancing their career and improving school transportation, attending these conferences is a critical step toward achieving lasting success. By prioritizing professional growth, you are positioning you and your team to lead with confidence in an ever-changing school transportation industry.

Editor’s Note: As reprinted from the October 2025 issue of School Transportation News.

Related: (STN Podcast E283) Onsite at TSD 2025 (Part 2/2): Solution-Driven Partners + TD of the Year Interview
Related: NAPT Speaker Shares Strategies to Boldly Approach, Overcome Fear
Related: Closing TSD Keynote Bridges Gap Between Student Behavior, Positive Reinforcement
Related: Education Leader Challenges Transportation Professionals to Reimagine Compliance and Student Access

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The first Transporting Students with Disabilities and Special Needs Conference and Trade Show (TSD) was held in 1992. It was originally called the Transporting Students with Disabilities and Preschoolers National Conference. School Transportation News acquired the TSD Conference in 2012 and has faithfully continued it as the ultimate platform for addressing school transportation topics of importance pertaining to children with disabilities and special needs. Alternative school transportation is one such topic that has received widespread national attention recently.

Both the National Association for Pupil Transportation (NAPT) and the National Association of State Directors of Pupil Transportation Services (NASDPTS) have recently written comprehensive industry papers on the topic.

The theme in both these publications is that school-age students should be transported in the yellow school bus to provide the highest level of school transportation safety. While this may not always be achievable or realistic, depending on child-specific circumstances, these associations acknowledge alternative transportation is a feasible option when the yellow bus is not the appropriate option.

The annual TSD Conference has traditionally provided a setting for promoting a national dialogue on topics to move forward the agenda of safe school transportation for children with disabilities and special needs. From its inception in 1992, when I was a keynote presenter, I have been involved in advocating for safe transportation for children with disabilities and special needs. Along with several of my peers, promoting meaningful decision-making for this vulnerable population includes not compromising safety for cost-savings, while simultaneously endorsing efficiency as a key component of the decision-making process.

The 2022 TSD conference once again provided me a chance to compellingly advocate for the provision of safe transportation of children with disabilities and special needs in all modes of school transportation. My specific agenda at this meeting was to gain national attention for alternative transportation and its role in the provision of safe transportation, when the “Yellow School Bus,” was eliminated as the most feasible mode of safe school transportation. My ultimate goal was that the 17th National Congress on Student Transportation (NCST) this past May would address alternative transportation and acknowledge its role in school transportation as a necessity for specific populations, including students with disabilities and special needs.

It was rewarding when, for the first time since the inception of this industry standard-setting exercise in 1939, the 17th NCST provided a new section on alternative transportation under writing committee chairperson Tyler Bryan, education associate for school transportation at the Delaware Department of Education.

The committee’s work focused on four areas: Driver credentials, driver training, vehicle design/equipment requirements and special education policy considerations. The alternative transportation committee approval was a milestone as the first non-yellow school bus section addressed at the NCST and was a definitive victory for the well-being of children with disabilities and special needs.

As an alternative transportation committee member, I was committed to reinforcing that students with disabilities and special needs would only be recommended to receive alternative transportation services student’s individual needs. When assigning alternative transportation, it is essential that school district and contract providers, school district personnel, drivers, parents and students as appropriate, are aware and knowledgeable of special education policy requirements to implement safe transportation.

It recommends IEP teams, including the parent and transportation personnel, should be involved in discussing the mode of transportation for each individual child. The parent of the child with a disability should be made aware of the vehicle selection to provide their child’s related service transportation if a vehicle other than a school bus is used. When a school vehicle selection is changed during the course of a school year, parents should be informed about the change. This change should be consistent with the current IEP approval for transportation services.

Additionally, it recommends annual IEP meetings should evaluate whether alternative transportation is required or whether the student can now be serviced by the school bus. The decision to utilize alternative transportation should never be a unilateral decision. It should only be recommended and approved through the IEP meeting process with oral
and written justification for its necessity. Key considerations for endorsing alternative transportation should include the age of the child, the impact of a child’s disability on providing safe transportation services in the selected alternative transportation vehicle, the necessity for a reduction of length of ride time, and the ability to provide safe access to a free appropriate public education (FAPE) within and outside of the school district.

It is essential to consider what alternative transportation vehicle works best to ensure safe travel, including the need for an attendant on the alternative transportation vehicle. This list is not exhaustive, but other considerations include child safety restraint systems, wheelchair transport and appropriate behavioral interventions.

From my perspective as an expert witness, including on alternative transportation cases involving children with disabilities, I cannot emphasize enough the importance of driver training and using substitute drivers that have the knowledge required to provide a safe ride under all circumstances. This applies to all transportation personnel as well. It is crucial to invite alternative transportation providers to the IEP meeting to ensure the opportunity to share vital child specific information, as permissible under the Family Educational Rights and Privacy Act.

As the framework for alternative student transportation continues to evolve, it is important to follow the newly formed Alternative Student Transportation Associations (ASTA) actions. On its website, ASTA states: “We are working to advance regulations that put student safety and access to transportation first. By collaborating with policymakers, school districts and industry leaders, we hope to help educate policies that will enhance safety, accessibility and operational efficiency while putting students first.”

The uniformity of providing safe student transportation in alternative transportation vehicles requires ongoing commitment to monitoring this emerging trend. Transparency and trust are crucial as the continuum of school transportation services for specific populations of students, requiring this option increases. Safety and compliance with federal and state regulations should always remain a priority during the IEP decision-making process for each individual child assigned to ride alternative transportation.

Editor’s Note: As reprinted from the October 2025 issue of School Transportation News.

Linda Bluth is a national compliance and regulatory expert on IDEA transportation law and provisions. She is a tenured faculty member for TSD Conference, a regular contributor to School Transportation News, and an NAPT Hall of Fame member.

Related: (STN Podcast E282) Onsite at TSD 2025 (Part 1/2): Mission-Critical Partners for Special Needs Transportation
Related: TSD Panel Shares How Technology Improves Special Needs Transportation Operations
Related: School District Directors Share Strategies for Transporting Students with Disabilities
Related: Growing Safely: How Royse City ISD Protects Special Needs Riders

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Leadership is one of those words that has been defined, debated and dissected in every business book, training session and coffee shop conversation. At its core, leadership is about the ability to influence others toward achieving a common goal.

But here’s something worth noting: The word leader contains the word lead. Lead means “first,” “ahead,” “top,” and yes, “followed.” That last one, followed, is important. John Maxwell puts it bluntly: “If you are leading and no one is following, then you are not actually leading; you are simply taking a walk.”

That quote captures the essence of leadership, especially in pupil transportation. It is not just about the title, the office or the years of experience. It is about whether your people are choosing to follow you. Because leadership, at its heart, is influence. And in our line of work, that influence can inspire the best in our teams or bring out the worst.

Whether we realize it or not, we set the tone. How we show up directly impacts how our drivers, aides, mechanics, dispatchers, and office staff show up for each other and for the students we serve.

Leading vs. Managing: A Crucial Difference
One of the most common misconceptions is that leadership and management are the same thing. They are related, but they are not interchangeable. Leaders lead people. They inspire, influence and set the vision. Leadership is inherently strategic. It is about where we are going and why. Managers manage things: Tasks, schedules, projects and resources. Management is tactical. It is about how we are going to get there and making sure the wheels, literally and figuratively, keep turning.

The best leaders in transportation know when to step into tactical operations. Yes, sometimes you have to jump in and route a bus or cover a driver shortage. But their greatest value comes from thinking ahead,
setting direction and enabling their teams to succeed without needing constant oversight.

The Influence Factor
Here is the thing: People are influenced far more by what you do than what you say. They are also quick to notice when what you do and what you say do not match up. If you talk about safety but routinely cut corners to make a deadline, your team will notice. If you preach about work-life balance but send late-night emails that demand answers by morning, they will notice that, too.

Influence is built or broken in the everyday moments— how you handle stress, how you treat mistakes and how you acknowledge hard work. In transportation, this influence extends beyond your team to the students and families who depend on you.

Leadership’s Scorecard
One of the best measures of a leader’s effectiveness is not found in a spreadsheet. It is reflected in the success and morale of their team.
If your operation runs smoothly even when you are out of the office, you have built a strong leadership culture. If your people step up for each other during a tough week, you have fostered trust and collaboration. And if your drivers speak about the department with pride when they are in the community, you have influenced not just their work, but their identity.

The Follower-Centric Perspective
When we think about leadership, we often focus on our own style—servant leadership, transformational leadership, authentic leadership, and so on. But here’s a shift worth considering: What if, instead of starting with our leadership style, we started with our followers’ readiness?

We are living in a moment where our workforce spans multiple generations: Baby Boomers, Gen X, Millennials, and Gen Z, each bringing different values, expectations and communication preferences. If we want to recruit and retain people who will show up every day for our students, we cannot just lead the way we have always led. We need to adapt.

Assessing Follower Readiness
Follower readiness is a simple yet powerful concept. It is about understanding whether an employee is willing or unwilling and able or unable.

If they are able and willing, these employees thrive with autonomy. Give them space, recognition and opportunities to grow. If they are able but unwilling, you may need to dig into motivation. Sometimes it is a mismatch between the person and the role, and sometimes it is burnout. If they are unable but willing, they have the heart but need the skills. This is where training, mentoring and hands-on coaching make the difference. If they are unable and unwilling, this is the trickiest group and often the source of HR headaches. Firm expectations, clear accountability and consistent follow-up are key.

Why This Matters for Recruitment and Retention
In transportation, turnover is not just a staffing inconvenience. It impacts safety, reliability and trust. By leading according to follower readiness, you increase job satisfaction because people feel seen and supported. You reduce costly turnover because happy employees often bring in their friends and family. You also build a reputation as a workplace where people want to stay. It is a leadership approach that is both strategic and practical, and it works across generations, backgrounds and personality types.

Less Stress, Greater Impact
When leaders adopt a follower-centric approach, understanding ability and willingness, and adapting style accordingly, they lead with greater impact and less stress. It takes the guesswork out of daily interactions. It
creates a culture of fairness and consistency. And it garners respect from those watching, whether they are new hires, veteran drivers, or even the students on the bus.

In the end, leadership in pupil transportation is about far more than filling routes and managing schedules. It is about influence; how we show up, how we adapt and how we inspire others to not just follow, but to join us in moving the mission forward. Because if no one is following, you are not leading. You are just out there taking a walk.

Editor’s Note: As reprinted from the October 2025 issue of School Transportation News.

Related: Giving Birth to Proper Leadership
Related: Leadership Starts From the Top Down
Related: (STN Podcast E277) Make the System Better: Safety Leadership Training & D.C. Insider on Disability Supports
Related: The School Bus Safety Company Unveils New Leadership Training Course to Elevate Safety Leadership

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Declining birth rates in and of themselves aren’t news. They have been well-publicized for years across the U.S. and Canada. China is even worse off. Throw a dart at a map, and any country you hit is likely experiencing a drop in births. There are many reasons for this, but they are all inconsequential except that they impact education and student transportation.

The National Center on Education Statistics recently published data that projected a decline in overall K-12 public school enrollments through 2030. It does not refer once to falling birth rates, but we know they are central to the issue. (NCES does refer to the effect of dropouts, transfers to and from public schools and state-level migration.)

COVID-19 unsurprisingly resulted in a 2 percent decrease in public school student enrollment. The real eye-opener, according to NCES, is that enrollment decreases will rise 6 percent over the next several school years.

Meanwhile, private charter school enrollment, which spiked during COVID, has “significantly slowed,” according to the Cato Institute. Yet competition remains high for public school bus transportation in states like Ohio, a microcosm for how the issue could affect the rest of the nation. One of several states that requires publicly funded school buses to transport students attending private and charter schools, Ohio’s challenge has been exacerbated over the past several years by a dramatic expansion in the enrollment of private school students, about 90,000 of them.

Not all these students need transportation service, true. Still, local news outlets reported last month that for the second-straight year, many public high school students were left without school bus service because the vehicles were dispatched instead to transport their private and charter school peers. Ohio public school districts are mandated to transport K-8 students to their private or charter schools and offer the same transportation service to private high school students that public high school students receive.

The publication the74million.org reported this summer that 16 states offer public funding for private school tuition to any student in the state. On one hand, this means inevitably more transportation, which theoretically is a good thing. But then factor in one of if not the biggest startup challenges: the school bus driver shortage.

Over the past year, several readers have bristled at the term, “shortage.” One told me the industry is not suffering a driver shortage, or a shortage of any other transportation staff, for that matter. No, instead they said the industry has a retention problem. No wonder with pay, though increased out of necessity, hardly if at all keeping up with inflation and school bus drivers stretched thin over routes with multiple tiers and no rest in between. An issue experienced by many readers but rarely discussed by the media are school bus drivers “calling out” sick when perhaps they aren’t. Everyone needs a mental health day. But in larger and urban school districts, I’m told callouts can run rampant, and the cases aren’t always legitimate. Many drivers are now salaried employees. If they aren’t sick, then what is the real issue?

Maybe they are sick of their job or more aptly sick of the organizational culture. Find another job, one might argue. That is hardly a constructive response to an issue that undermines the very reason student transportation operations exist.

Now, more than ever responsible leadership is fundamental to transportation success. In addition to coaching the operational “X’s and O’s,” provide a pathway to employees that encourage them to stay behind the wheel, at the dispatch desk, or in the maintenance facility. This goes for the transportation leaders, too. What is keeping them in their current role at their current school district, or encouraging them to look elsewhere?

In addition to exploring school startup challenges, this month’s edition shares examples and perspectives of how proper leadership is helping transportation operations not only navigate the many pressures laid out before them but succeed at their missions of delivering students safely and efficiently to school and home again. And having fun while doing it.

I’ve written this before, and I’ll write it again. STN co-founder and Editor and Publisher Emeritus Bill Paul repeatedly would tell me that as long as parents keep making children, there will be a need for the yellow school bus. The iconic vehicle certainly has competition today in many forms, birth rates being just one of them. Don’t let your organizational culture be another.

Editor’s Note: As reprinted from the October 2025 issue of School Transportation News.

Related: (STN Podcast E277) Make the System Better: Safety Leadership Training & D.C. Insider on Disability Supports
Related: School Bus Safety Company Unveils New Leadership Training Course to Elevate Safety Leadership
Related: (STN Podcast E279) Encourage, not Discourage: NY Top Transportation Team Talks Work Culture
Related: How concerned are you about the data security of your student transportation operations?

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As schools reopen, students are flooding back to campuses on foot, bicycles, cars and school buses, bringing with them a spike in safety risks. The chaotic rush of drop-offs and pickups creates a perfect storm of traffic congestion, stressed drivers and heightened dangers around school zones.

With nearly 60 percent of parents citing concerns about school bus safety, pedestrian crossings and traffic management, according to a 2024 National Association of Elementary School Principals survey, the start of the
school year underscores safety challenges.

The frenzied pace of these early weeks amplifies risks, as distracted or hurried drivers navigate crowded school zones, increasing the likelihood of crashes. Data from Safe Kids Worldwide notes one in three drivers engage in unsafe behaviors during school drop-offs, while a 2024 National Center for Education Statistics survey noted 38 percent of school leaders see traffic patterns as a threat to student safety.

The question looms: Have safety measures kept pace with the growing hazards of the 2025 school start-up season?

According to the most recent National Association of State Directors of Pupil Transportation Services one day illegal passing survey, 218,000 illegal passing incidents were reported by 114,471 school bus drivers, or 31 percent of the nation’s total. These drivers reported a total of 69,408 vehicles passed their buses illegally. Extrapolated for a 180-day school year across all 50 states, 39.3 million illegal passes occur. The one-day count does represent a 13-percent decrease over last year’s 45.2 million but illegal passing remains a massive safety issue.

Last month, the Automobile Club of Southern California, an affiliate of AAA, shared specific tips for navigating school zones safely on social network X. It specifically advised “Watch for School Buses” and reminded drivers to slow down when a school bus yellow lights flash and to stop completely when red lights flash and the stop arm is extended.

AAA also emphasizes eliminating distractions like phone use, as distracted driving contributes to 4,000 to 8,000 crashes daily across the U.S. Drivers should put phones on “Do Not Disturb” or pull over safely to respond to urgent calls or texts.

Jeff Cassell from the School Bus Safety Company recently reminded me of behavioral norms, or the way we act without thinking about it. Norms are very powerful and govern most of what we do. For example, a safe driver always tries to stay at least four seconds in distance behind the vehicle they are following. They do this automatically as a norm. Cassell said following from a safe distance is an important practice, but there are dozens more safe practices we need to implement.

After extensive studies, he’s clearly identified 22 unsafe behaviors that lead to almost every crash. Cassell provided several recommendations to help prevent crashes around school buses. He emphasized minimizing student street crossings whenever possible, educating students on safe crossing practices, informing parents about these procedures, ensuring school bus drivers enforce them, and considering an extended stop arm.

Cassell also suggested specific morning and afternoon guidelines for students and parents. In the morning, students should wait at least 10 feet (five big steps) from the edge of the roadway, look at the bus driver after the bus stops, cross only when signaled by the driver, and walk directly across without running. In the afternoon, students should walk 10 feet away from the bus, move 10 feet ahead of the bus or crossing arm at the front of the bus, look at the driver and cross only when signaled. They should always check for traffic and wait if uncertain about moving vehicles. By following these tips, you can significantly reduce the risk of crossing accidents.

I recommend highlighting School Bus Safety Week, Oct. 20-24. It’s a great time to bring awareness to the dangers that exist around schools and school buses.

Also, NHTSA recently released updated School Bus Safety Resources, including shareable graphics, videos and statistics. Visit www.nhtsa.gov/school-buses to download the materials.

Leadership training around safety starts with leaders like you who can influence a culture of safety. I recommend you reinforce positive behaviors and establish norms to keep your school bus drivers, kids and parents updated about safe behaviors around the school bus. Safety and the elimination of risk should always be a main priority.

Editor’s Note: As reprinted from the September 2025 issue of School Transportation News.

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