As we navigate through 2026, school transportation professionals face an evolving landscape marked by staffing shortages, the accelerated shift toward zero-emission fleets, heightened student safety challenges, and increasingly complex demands from parents, local government and school executives.
Attending industry conferences has never been more essential. These state, regional and national events bring together dedicated peers to exchange innovative ideas, forge lasting networks, reconnect with trusted partners and colleagues, and commit to meaningful professional growth. The practical, actionable insights shared by expert presenters, panelists and fellow attendees translate directly into safer routes, more efficient operations and improved experiences for the students we serve every day.
“The chance to gain inspiration, motivation and network with other successful school transportation operators is a big factor in why I attend conferences like STN EXPO,” said Brooke Millar, president at 4 Seasons Transportation. Her words resonate deeply in an industry where burnout and rapid change can challenge even the most committed leaders.
“Professional development at conferences provides a nice break from daily routines to focus on my personal growth, fostering innovation and identifying knowledge gaps,” she added.
Attending industry conferences can deliver profound, multifaceted benefits. Participants draw fresh inspiration and renewed motivation from accomplished leaders who have overcome similar obstacles. They sharpen critical skills through in-depth educational sessions exploring emerging trends, regulatory updates and proven best practices. Powerful keynote presentations and interactive workshops help cultivate a resilient growth mindset, boosting confidence in tackling ambitious goals.
Beyond the classroom sessions, networking opportunities enable professionals to crowdsource real-time solutions to pressing challenges, spark collaborations across districts and states and open doors to new career advancements or operational efficiencies. The expansive trade shows connect attendees directly with cutting-edge technology, vehicles and products designed to address core priorities such as fleet optimization, advanced safety systems, driver retention strategies, procurement, and specialized transportation for students with disabilities and special needs.
Events like STN EXPO stand out for their comprehensive educational programming, including specialized deep dives into niche topics. The Transportation Director Summit offers exclusive leadership training, while creating opportunities to connect with peers, key business partners and OEMs. The Bus Technology Summit offers the opportunity to experience live technology demonstrations and to compare solutions from business partners. The Green Bus Summit delivers compelling success stories and conversations from fleet decision makers that have invested in a sustainable future. These targeted tracks provide focused education, hands-on skill development and invaluable connections with like-minded professionals.
Meanwhile, the trade show floor and evening networking receptions create an energetic environment for exploring innovative solutions, testing new equipment and building potential vendor partnerships that can transform district operations.
Our most recent attendee surveys continue to highlight professional development and networking as the primary reasons professionals invest their time in these gatherings.
Engaging peers, industry experts, suppliers, school bus dealers, and OEMs provides a unique forum for market research, product comparisons and honest discussions about what truly works in the field. Whether you’re seeking solutions for sustainable fleets, enhanced security measures, comprehensive driver training programs, or inclusive special needs transportation, the trade show serves as a one-stop resource for discovering partners that align with your district’s specific needs and budget.
In an era of tight budgets and high stakes, investing time in these events yields measurable, lasting returns: Enhanced knowledge that informs better decisions, stronger professional networks that provide ongoing support, renewed motivation to lead through challenges, and direct access to innovations that elevate safety and efficiency. Look for hands-on workshops, certifications and powerful keynotes from leaders with a focus on leadership, technology and green fleets.
Conferences are a catalyst for excellence and truly time well spent. I personally invite you to experience STN EXPO East March 26–31 and STN EXPO West July 9–15 firsthand and see the impact for yourself. Registration is open now at stnexpo.com.
It’s time to invest in leadership for you and your team. I look forward to seeing you soon and hearing about the ideas you’ll bring back to drive success.
Editor’s Note: As reprinted from the March 2026 issue of School Transportation News.
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When I began working with transportation professionals throughout Brazil, I quickly realized that pupil transportation in the country cannot be understood through a single framework. Brazil is vast in geography, diverse in terrain and decentralized in governance.
To truly understand how students reach school each day, one must travel from the dense urban centers of São Paulo to rural interior roadways and meet with government officials and politicians in the nation’s capital of Brasília. My experience working in both urban and rural regions of Brazil has provided a unique vantage point, especially when viewed alongside my work in pupil transportation across the U.S.
While the operational structures of Brazil and the U.S. differ in important ways, there is one highly visible and symbolic similarity between both nations: The yellow school bus. In the U.S., the yellow school bus is an unmistakable national symbol. The color itself—National School Bus Glossy Yellow—was nearly 80 years ago because it is highly visible in early morning light and poor weather conditions. Across suburban neighborhoods, rural highways and city streets, the yellow bus signals one consistent message: Children are present and safety must take priority.
Brazil, particularly since the launch of the federal Caminho da Escola or school transportation program in 2007, has adopted a remarkably similar visual standard. The “Ônibus Escolar Amarelo” is now widely deployed throughout rural regions. Like its American counterpart, it is painted a highly visible yellow and clearly marked “Escolar,” the Portuguese word for school-related.
I was struck by how familiar they appeared when first observing these buses operating in Brazil. Although I was thousands of miles from home, the visual message was the same. The yellow bus communicates protection, structure and official oversight.
The similarity in appearance is not accidental. Both countries recognize that visibility enhances safety. The bright yellow exterior improves driver awareness, reduces the likelihood of collisions, and creates a distinct identity separate from other commercial vehicles. In both Brazil and the U.S., the yellow bus is not simply transportation. It is a public safety device.
Despite the shared symbolism, the systems supporting these buses differ. U.S. pupil transportation is typically managed at the local school district level with strong state oversight and federal safety standards governing vehicle manufacturing. School buses are purpose-built with compartmentalized seating, reinforced structures, flashing light systems, and strict inspection requirements. The system operates largely independent of public transit. Students ride fleets dedicated exclusively to school transportation.
With Brazil pupil transportation, municipalities are responsible for operations, but the federal government plays a larger role in procurement. Through Caminho da Escola, the federal government negotiates large-scale purchases of school buses and distributes them to municipalities at reduced cost. This centralized purchasing strategy allows smaller or economically challenged communities to access standardized vehicles that meet national safety criteria.
In rural Brazil, the yellow buses are engineered for durability in ways that reflect environmental necessity. Many operate on unpaved roads that become muddy during rainy seasons. Elevated chassis, reinforced suspension systems and structural adaptations are essential for reliability. In some regions, the bus must withstand terrain conditions that would challenge standard suburban routes in the U.S.. Yet the mission remains identical: Transport students safely and consistently.
Related: Pupil Transportation Around the World: A Comparative Look at U.S., Australia
Related: Pupil Transportation Around the World: A Comparative Look at U.S., Germany
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.?
Urban environments reveal another contrast. In most American cities, even large metropolitan districts operate their own dedicated yellow bus fleets. Public transit and pupil transportation are separate systems. In Brazil’s largest cities, however, many students rely on municipal bus networks or metro systems for pupil transportation. Student transit passes are common, and integration with public infrastructure is routine. While yellow buses operate in certain urban districts, especially younger students or specialized routes, the system often blends with general transit operations.
This integration model reflects infrastructure development patterns unique to Brazil. However, in rural regions where public transit is unavailable, Brazil’s yellow bus functions almost identically to its American counterpart. Routes are established, drivers are assigned and communities rely on the bus as the primary gateway to education.
Both nations face rural transportation challenges. In the U.S. Midwest and Mountain West, students may travel long distances on paved highways. In Alaska, geographic barriers sometimes require alternative solutions. Brazil shares similar distance challenges but adds terrain and environmental complexity. In the Amazon Basin, rivers serve as transportation corridors. School boats operate in tandem with buses, ensuring that students in riverine communities have access to classrooms.
Funding structures also illustrate differences and similarities. In the U.S., transportation funding varies by state and is often influenced by local tax bases. Wealthier districts may operate newer fleets, while underfunded districts face maintenance pressures. Brazil’s PNATE policy provides federal transfers based on rural student enrollment, helping reduce disparities between municipalities. While funding challenges persist in both countries, the commitment to providing transportation as a means of educational access is evident.
Safety culture remains central in both systems. The U.S. enforces strict stop-arm laws and driver certification standards, creating a nationally recognized safety environment. Brazil has made significant progress in standardizing vehicle procurement and improving oversight. While enforcement consistency may vary across municipalities, the growing presence of standardized yellow buses has strengthened safety expectations nationwide.
Working in both Brazil and the U.S. has reinforced a powerful truth for me. The yellow school bus is more than paint and steel. It is a shared commitment to children. Whether rolling through an American suburb at sunrise or navigating a rural Brazilian roadway at sunset, the yellow bus represents society’s promise to protect students on their journey to education.
Despite differences in governance, infrastructure and funding models, both nations use the yellow bus as a visible expression of pupil transportation creating educational equity. It signals that geography should not determine opportunity. From U.S. neighborhoods to Brazilian riverbanks, the daily movement of students remains one of the clearest indicators of national priorities translated into action. The yellow bus, in both countries, stands as a symbol of safety, reliability, and the enduring importance of getting children to school.
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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It’s alarming: A staggering 8,000 drivers illegally passed a stopped school bus, with the stop arm deployed and red lights flashing between mid-August and Feb. 10 in Austin, Texas alone.
The Austin Independent School District (AISD) partners with BusPatrol to install cameras on every bus in the district. When a car illegally passes a stopped school bus with the red flashing lights and stop arm deployed, police issue a $300 citation after confirming a violation on video provided by BusPatrol. Every school district should be capturing the license plate of offenders. BusPatrol system has no up-front cost for a school district because they fund the program out of the revenue from fines.
The City of Austin passed an ordinance in 2015 allowing the school district to implement the program. The fine is an effective deterrent because only 1 percent of drivers who are issued a ticket re-offend. Since mid-August, 25 Waymo driverless taxis have blown by stopped school buses illegally.
Three Ways to Look at These Statistics
1. Waymo’s 25 violation are small in comparison.
2. There are 2.1 million vehicles in the greater Austin area and just over 100 Waymo autonomous vehicles. One out of every 263 normal vehicles illegally drove by a stopped school bus but one in four Waymo vehicles did. On a per vehicle basis, Waymo has 65 times more illegal drive-bys than average motorists.
3. Human drivers have a 1 percent repeat rate. Waymo AVs repeated the mistake 24 times in the last seven months.
School buses are designed to have the highest visibility possible. They’re painted bright yellow. They have flashing red lights when stopped and an arm that comes out into traffic.
Alarmed about these incidents, Kris Hafezizadeh, Austin ISD’s director of transportation, got in touch with Waymo and offered to run tests in a safe parking lot in early December so that Waymo engineers could solve this problem. Waymo updated its software a couple of weeks later as a result, but violations still have occurred since the updates.
Hafezizadeh and Austin police suggested to Waymo representatives, that until the problem is resolved, Waymo not drive during the hours that school buses are picking up and dropping off students. Waymo representatives refused and said that the cars will keep driving.
The video documentation of these violations is an important part of this story because without this evidence, Austin ISD would not know the extent of the threat that children face and the National Transportation Safety Board and the National Highway Traffic Safety Administration would not have had the data that prompted their investigations.
A Waymo spokesperson is quoted by Reuters as saying, “Our safety performance around school buses is superior to human drivers” But it depends on how you look at the numbers.
In an interview with Bloomberg on Feb. 11, Waymo Co-CEO Tekedra Mawakana would not unequivocally confirm the problem has been solved.
Frightening Figure: National Epidemic
Every year, the National Association of State Directors of Pupil Transportation Services (NASDPTS) conducts a voluntary, one-day study to document how many cars illegally pass stopped school buses. Last year, bus drivers in 36 states and D.C. participated. The data was annualized and extrapolated to cover all U.S. jurisdictions. The figure is frightening: 43.5 million illegal passes a year. A NTHSA study as to why this is happening is equally disturbing: Over 30 percent didn’t care, 25 percent were in a hurry, 24 percent said they didn’t know the law, and 12 percent were distracted.
A staggering 94 percent of car crashes are due to driver error. As a result, 44,000 people are killed every year in car accidents in the U.S. and another 2.6 million end up in the hospital. So, the long-term promise of driverless vehicles is great. No more drunk driving, no more distracted driving accidents. However, currently there is a big, yawing gap between the promise and the practice.
Why Is This Important Now?
This is important right now because there is a rapid expansion of driverless cars in certain jurisdictions. In July, Waymo reported that it had completed 100 million fully autonomous rides and 250,000 paid rides per week. We are in an era of rapid expansion of driverless vehicles. This makes it critical to fix this problem as soon as possible.
Waymo operates in San Francisco, Los Angeles, Phoenix, Austin, Atlanta and Miami and plans to expand into Washington, Detroit, Las Vegas, San Diego, Denver and nine other U.S. and international cities this year. The service will hit more than 1 million paid robotaxi rides a week in the U.S. by the end of 2026, up from the current 400,000 paid rides a week, according to Mawakana.
It’s not just Waymo that’s rapidly expanding, all car manufacturers are deploying autonomous features. China is the most advanced market globally with 3,500 robotaxis deployed, but Goldman Sachs predicts that there will be 500,000 robotaxis across 10 Chinese cities by 2030, and UBS predicts there will be four million in China by the late 2030s. China shows us a vision of our own future. So, this problem is going to intensify.
The Way Forward
Waze and Google Maps are both owned by Waymo’s parent company Alphabet. Why not require Waze and Google Maps to publish all the school district locations on their maps and verbally warn human drivers to slow down in school zones and pay attention to stopped bus flashing lights and force Waymo vehicles to do the same?
Today, driverless vehicles only react to what they can “see” with Lidar and cameras. Future V2X technology will enable communication between autonomous systems. So, school buses will broadcast signals that Waymo and other driverless vehicles will detect and, as a result, be triggered to slow down and stop.
Predicting Illegal Passing
Safe Fleet has an AI-based Predictive Stop Arm. It looks at the speed of a vehicle and predicts whether it will illegally drive by the bus. This allows the bus driver to prevent students from getting off the bus. The system also comes with loudspeakers on the under side of the bus that warn children of a car that is not going to stop and to not cross the road.
Many school districts face serious budget cuts and constraints. The violator-funded model is not only a good deterrent but also makes the program financially possible. Districts might consider launching a public education campaign on media and social media similar to the highly effective ones launched by Mothers Against Drunk Driving.
Editor’s Note: As reprinted from the March 2026 issue of School Transportation News.
Jim Harris is a one of North America’s foremost thinkers, authors and on-air analysts on AI, disruption and innovation. He keynotes internationally at more than 50 in-person and virtual conferences and events a year. Association magazine ranked him as one of North America’s top ten speakers. Jim has published five books. Blindsided! was released in 80 countries and is a No. 1 International bestseller.
Related: NHTSA Investigates Autonomous Waymo Rides After Illegal School Bus Passing
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Related: (STN Podcast E297) Deep Dive into Safety: Illegal Passing & Child Restraints, Plus Green Bus Funding
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School bus safety takes many forms and starts many conversations. Take illegal passing. Or lap/shoulder seatbelts. Proper securement of preschoolers and kindergartners on school buses compared to other vehicles. The required training to do so. Driver vetting, coaching and retention.
From the brightest, visibility of school buses to ensuring no student is sleeping on board—and forgotten—at a route’s conclusion, student transportation professionals fill their days planning and conjuring training topics. Emergency response and collaboration with fire, police and EMS departments. Timely, thorough evacuations. The list is endless.
But one of the most important school bus safety and security topics is the national debate on how to cure rising chronic absenteeism in our schools. Everywhere I turn is another headline on the topic.
Research has shown that the school bus ride is one of the best options to ensure students as young as kindergarten age attend classes and ultimately graduate high school. We’ve reported on a study conducted by the University of California, Santa Barbara that found 50,000 fewer kindergartners would miss school if they had access to school bus rides. And that was back in 2017. In the age of universal kindergarten and transitional kindergarten, what could those numbers be now? Put that question into the perspective of decreasing overall student ridership figures nationwide.
Last summer, I reached out to UC-Santa Barbara study author Michael Gottfried—he’s now a professor at the University of Pennsylvania—and asked if there are any new studies he’s working on or aware of. And why is there not so much of a mention of transportation options as a solution when state superintendents call together a committee on chronic absenteeism? Tongue service from a spokesperson after the fact doesn’t cut it.
“You’re absolutely correct that no one is talking about school transportation,” Gottfried told me.
He pointed out a lack of data that connects school transportation to student outcomes. Gottfried asked me to stay in touch and said he will let me know if his research strays back into the area. Fortunately, those in the best position to take up such research or at least strongly advocate for it are reading this column right now. Time and again, the student transportation industry has proactively developed guidelines and best practices when few, if any others were willing, in the position of or knowing how to help.
Certainly, school buses aren’t the only vehicle in town to help with chronic absenteeism. “Alternative vehicles” are trending but school busing has long been supplemented by other options. Transit for the older kids, Mom and Dad or the carpool for the younger. Dare I mention taxis? Even the other national pastime of walking or biking when living within a couple blocks of school.
The school bus traditionalists will argue, “Every child on a school bus.” The safety record is unflappable. Yet putting all children on school buses has never been attainable and is even less realistic today.
But just because a school bus isn’t being or can’t be used doesn’t mean student transporters should wash their hands. I had a recent conversation with a spokeswoman for the National Safe Routes to School Partnership, who told me the organization would welcome collaboration with transportation departments. NASDPTS worked with Safe Routes years ago to push for federal funding of sidewalks, which safe bus stops need just as much as kids walking and biking to and from class.
The bottom line is, student transportation leaders need to advocate for safety in all forms of transportation, not simply that on and around school buses. And student transporters should involve themselves in public policy debates centering on student outcomes as getting them to and from school by whatever means can be one of the biggest drivers—literally.
School buses can and should be the model of consistency for students in accessing educational services. They are iconic. They are highly visible. They are reliable. But when they are unavailable, those who manage school transportation still play an active role in ensuring options, those that are the safest possible, readily exist.
Editor’s Note: As reprinted from the March 2026 issue of School Transportation News.
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Pupil transportation is one of the most visible ways a nation demonstrates its commitment to education. Every school day, millions of students travel from home to classroom using systems designed not only for efficiency, but for safety and equity. While Australia and the U.S. share similarities as large, developed, federal nations, their approaches to pupil transportation reflect important structural and cultural differences.
By examining governance, fleet design, funding models, rural challenges, and safety standards, it becomes clear that both countries aim for the same goal—safe and reliable access to education—but achieve it through different methods.
Both Australia and the U.S. operate under federal systems of government but differently distribute the responsibility for pupil transportation. In the U.S., pupil transportation is primarily managed at the local school district level. States establish regulatory frameworks, and federal safety standards govern vehicle manufacturing. However, day-to-day operations—routing, hiring drivers, maintaining fleets—are typically handled by individual districts or contracted providers. This creates a highly localized system, where policies can vary significantly from one district to another.
In Australia, pupil transportation is largely administered at the state and territory level rather than by individual school districts. States such as New South Wales, Queensland, Victoria, and Western Australia design and oversee their own school transport assistance schemes. The federal government plays a minimal operational role. This state-centered approach results in more centralized control within each state, even though policies differ between states.
The key difference is the scale of control. U.S. decisions are often made at the district level. Australian decisions are typically made at the state level. Both models allow flexibility, but Australia’s approach tends to create more uniformity within each state.
Perhaps the most recognizable feature of American pupil transportation is the yellow school bus. The U.S. yellow bus is a national symbol. Nearly every public school district operates dedicated fleets painted in a standardized shade of yellow. Strict federal safety standards regulate construction, and compartmentalized seating design has been central to American school bus safety philosophy for decades.
Australia does not have the same universal yellow bus requirement. School buses in Australia may be white, yellow, or another color depending on the contractor or region. While clearly marked as school services, they do not carry the same nationally standardized appearance as American buses. This reflects a difference in cultural identity. In the U.S., the yellow bus represents childhood and public education. In Australia, school transportation is more functionally defined than symbolically branded.
Another major difference involves seatbelt policies. In Australia, seatbelts are common in school buses and often required in newer vehicles. In contrast, large American school buses traditionally rely on compartmentalization rather than seatbelts, although seatbelt requirements are expanding in some states. These differing design philosophies reflect variations in regulatory priorities and historical safety research.
One of the clearest contrasts between the two systems is how they interact with public transit. In the U.S., pupil transportation is generally separate from public transportation systems. School buses are dedicated vehicles serving only students. Even in large cities, districts often operate independent fleets rather than relying on municipal transit systems, though some districts do provide older students with transit passes.
In Australia, especially in urban areas, students frequently use public bus, train, or tram systems. Discounted or free student travel passes are common. Rather than maintaining fully separate fleets in metropolitan areas, Australia often integrates students into existing public transport networks.
This integrated approach can increase efficiency and reduce duplication of services. However, it also means that student riders share space with the general public. The American model, by contrast, prioritizes separation and controlled environments for school-aged passengers.
Both nations face significant rural transportation challenges due to their size and geography. In the U.S., rural districts may cover hundreds of square miles, with students traveling long distances on highways and country roads. In states such as Montana or Texas long travel times are common.
Australia faces similar challenges, especially in remote outback regions. In some parts of Western Australia or Queensland, students may travel extremely long distances to reach school. However, Australia often applies strict distance-based eligibility rules. Students must live beyond a minimum distance from their nearest appropriate school to qualify for subsidized transportation. Families living closer may be responsible for arranging their own transport.
In contrast, many American districts provide transportation to all eligible students within the district, even if they live relatively close to school. The U.S. model often prioritizes broader access, while Australia’s system focuses on distance-based need.
In extremely remote parts of Australia, boarding schools are sometimes used as a practical solution due to travel distances. While boarding options exist in the U.S., they are far less central to the public education system.
Funding structures also reveal differences. In the U.S., transportation funding varies by state and is often supported by local tax revenue. This can lead to disparities in fleet age and service quality between wealthier and less affluent districts.
Related: Pupil Transportation Around the World: A Comparative Look at U.S., Germany
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.?
Australia typically funds pupil transportation at the state level. Many routes are operated by private contractors under government agreements. Rather than school districts owning large fleets, governments often contract services to private bus companies. This contractor-based system requires strong oversight to ensure compliance and safety standards.
The American system uses a mix of district-owned fleets and contracted providers. However, district ownership remains more common in the U.S. than in Australia.
Both countries prioritize safety, but enforcement structures differ. In the U.S., strict stop-arm laws require motorists to stop when a school bus is loading or unloading students. Violations can result in significant fines. This legal framework reinforces the protective environment surrounding the school bus.
Australia does not use the same stop-arm system in most regions. Instead, safety relies more heavily on general road rules, bus signage and public awareness. The American stop-arm system creates a highly visible and enforceable protective zone around students.
Despite these differences, Australia and the U.S. share core principles. Both aim to provide safe, reliable transportation that supports equal access to education. Both must manage long distances, rural isolation and funding constraints. Both rely on regulated driver accreditation and vehicle inspection systems.
The primary differences lie in structure and philosophy. The U.S. emphasizes a distinct, symbolic and highly regulated dedicated school bus system. Australia emphasizes state-level coordination, contractor delivery and integration with public transit.
In the end, both systems reflect national priorities and geography. Whether through the iconic yellow bus traveling down an American suburban street or a state-contracted bus crossing the wide landscapes of the rural Australian Outback, pupil transportation remains a vital link between home and classroom. Each country has developed a model suited to its environment, but both share a common mission: ensuring that distance does not prevent opportunity.
Watch for the next article in this series as we travel to another continent-sized country – Brazil.
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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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.
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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.
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.?
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
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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.
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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.
The post As School Bus Production Spikes, So Do Alternative Vehicles? appeared first on School Transportation News.
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.
The post Pupil Transportation Around the World: A Comparative Look at the U.S. and Colombia appeared first on School Transportation News.
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