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Speaker 1: Coming to you live from the Entertainment Center this morning

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Speaker 1: under the big dime out the front, in fact, and

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Speaker 1: we are broadcasting from the raa Street Smart High program.

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Speaker 1: This is the important road safety message that we want

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Speaker 1: young people to get at an early stage in their

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Speaker 1: driving lives. So over three days, today's the second day.

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Speaker 1: A lot of schools come through every day. In fact,

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Speaker 1: twelve thousand kids will be coming through here, teenagers, young

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Speaker 1: adults coming through here over the three days, which is

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Speaker 1: almost a record. And the RIA Street Smart High Program

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Speaker 1: now and it's fifteenth year, there's a lot of that

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Speaker 1: coming on. You're going to hear from police. You're going

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Speaker 1: to hear from a mum whose son tragically died in

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Speaker 1: a crash and in fact he caused the deaths of

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Speaker 1: four people back in twenty seventeen. You'll hear from a

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Speaker 1: crash survivor and a teacher who has brought her students

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Speaker 1: to the event every year since it began back in

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Speaker 1: two thousand and nine. I've taken a scroll through the

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Speaker 1: entertainment center and into the main part where kids are

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Speaker 1: sitting above the floor. In the middle is a car

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Speaker 1: which is going to be in a crash. It's been

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Speaker 1: in the crash and emergency services are going to come

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Speaker 1: out and cut people out of it. It's quite a

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Speaker 1: confronting bit of the information because someone has died and

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Speaker 1: someone is badly injured and you'll see, well, the kids

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Speaker 1: here will see the response of emergency services coming to

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Speaker 1: the aid of people in a crash. It's absolutely full on.

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Speaker 1: But Charles Mountain, Senior Manager Road Safety at the RAA,

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Speaker 1: is here with me. Charles, Good morning to you, Welcome.

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Speaker 2: Along morning, Matthew, and to your listeners.

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Speaker 1: I know too, I must say for listeners where we are,

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Speaker 1: it's going to get very noisy in the next little while.

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Speaker 1: A schools start to arrive and come through this morning

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Speaker 1: still relatively quiet. Such a good thing fifteen years now.

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Speaker 1: What are the main messages you want to get across?

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Speaker 3: Look, it's really about I suppose giving students aid that

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Speaker 3: critical point when they're on the process of either just

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Speaker 3: about to start to learn to drive, or they might

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Speaker 3: have just commenced learning to drive through the learner process,

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Speaker 3: to help them understand firstly the importance of the role

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Speaker 3: as a driver, making sure that they make correct decisions,

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Speaker 3: don't put themselves and other road users that are necessary risk,

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Speaker 3: but also perhaps the confronting part is understanding the consequences

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Speaker 3: of those split second, really informed decisions that might.

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Speaker 2: Derive from peer pressure, a bit of bravado.

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Speaker 3: Even that sort of I wonder what'll happen if I

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Speaker 3: flatten it here, and that sort of unintended consequence, which

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Speaker 3: obviously can have a lifetime of consequences, both for themselves

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Speaker 3: and of course for their friends who may be in

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Speaker 3: the vehicle or innocent bystanders.

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Speaker 2: So it is a confronting program.

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Speaker 3: We make no apologies for that, But with it also

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Speaker 3: is about that strong messaging about understanding the importance of

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Speaker 3: making the correct decisions at the time, not try or

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Speaker 3: trying not to be over the influence by peers, and

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Speaker 3: ensuring at the end of the day you know you've

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Speaker 3: got the opportunity to come out be a really good,

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Speaker 3: safe driver and enjoy that experience for the rest of

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Speaker 3: your life. And we're talking about people here learning to

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Speaker 3: drive in their early teens are going to have a

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Speaker 3: full license by the time they're in their early twenties.

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Speaker 3: All things being equal, they could be driving well into

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Speaker 3: their eighties, possibly beyond. So it's so important to get

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Speaker 3: that good message, that good start, set you up with

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Speaker 3: good behaviors so you make the right decisions and hopefully

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Speaker 3: you'll have a full, enjoyable and rewarding driving career.

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Speaker 1: Absolutely, do you think people get that message? Because we

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Speaker 1: were talking off hear while the news was on, and

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Speaker 1: we all see it. We see the you know, there's

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Speaker 1: been a fatality and the age of the person, say,

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Speaker 1: early twenties, so they would have gone through this at

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Speaker 1: some stage very likely anyway, And you think, did you

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Speaker 1: miss that day? Were you unwell? Did you not come

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Speaker 1: to this? Did you were you bored and ignored the message?

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Speaker 1: Why didn't you understand what you being taught on this

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Speaker 1: very important day? Which is quite a confronting scene in

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Speaker 1: there when the ambos come in and the fieries and

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Speaker 1: they're trying to help people who have been injured in

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Speaker 1: a simulated crash. So the kids see that, and you

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Speaker 1: look at the stats, you know, just the long term

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Speaker 1: history of young people in fatal accidents and serious accidents,

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Speaker 1: and how did you not hear this message on the

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Speaker 1: way through?

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Speaker 3: And that's so true, I mean, and we've all done

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Speaker 3: things in our lives where we sort of made a

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Speaker 3: split second poor decision and then we have that time

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Speaker 3: and to reflect, now, why did.

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Speaker 2: I do that?

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Speaker 3: If I hadn't done that, you know, we wouldn't be

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Speaker 3: here standing, going.

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Speaker 2: Through this whole process.

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Speaker 3: And unfortunately the crash simulation directly demonstrates exactly that point.

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Speaker 2: It is a.

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Speaker 3: Terrible confronting situation that it has legal consequences, it has

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Speaker 3: emotional consequences, physical consequences as well, and it impacts adversity communities.

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Speaker 3: We hear a lot about what happens in regional areas

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Speaker 3: where unfortunately the number of lives lost continues to be

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Speaker 3: much much higher than we want. It's being stubbornly difficult

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Speaker 3: to bring down. And yet we know in the regional

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Speaker 3: areas when a life has lost, the consequences in terms

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Speaker 3: of the community impact is so strong. So yes, it

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Speaker 3: is really really important to try and understand, I suppose,

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Speaker 3: and as best we can get through that message about

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Speaker 3: think before you act in the situation so important when

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Speaker 3: you're behind the will.

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Speaker 1: Yeah, absolutely, how important is the message when kids here

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Speaker 1: from parents who have lost a child in this or

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Speaker 1: they've lost a loved one at the very least, and

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Speaker 1: usually you know it may very well be a child.

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Speaker 1: In fact, I'll be speaking as you know, to a

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Speaker 1: mum who's lost her son who caused a serious accident

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Speaker 1: resulting in the deaths of four people, that must be

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Speaker 1: a pretty strong message. A powerful message it.

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Speaker 3: Is, because at the end of the day, when you

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Speaker 3: lose someone, the pain never goes away. It's fair to

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Speaker 3: say you come to terms with it and you manage

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Speaker 3: your your life around it, but the pain is always there.

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Speaker 3: The suffering never goes away. So the people who will

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Speaker 3: talk about that, who've either lost somebody or who are

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Speaker 3: now living with someone who is dependent on others to

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Speaker 3: simply get around their daily existence, highlights this issue about

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Speaker 3: ensuring that we don't put ourselves in that situation from

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Speaker 3: the beginning if we possibly can. Yeah.

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Speaker 1: Indeed, your own survey goes to what you were saying

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Speaker 1: about a split second, terrible decision, where sixty nine percent

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Speaker 1: of drivers admitted to taking part in or witnessing reckless

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Speaker 1: behavior drink driving, speeding, not wearing a seatbelt, driving distracted

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Speaker 1: on the phone. Usually people between the agents of sixteen

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Speaker 1: to twenty one, almost half said peer pressure led to

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Speaker 1: the dangerous behavior, cumitting the importance of exactly what you're

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Speaker 1: trying to do here, Well.

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Speaker 2: That's exactly right.

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Speaker 3: And yes, it can be a very powerful incentive, I

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Speaker 3: suppose for people to make wrong decisions, a carful of

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Speaker 3: people encouraging them to see how far she can go

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Speaker 3: around this bend, for example, or see if you can

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Speaker 3: drag off that other car. And yes, the consequence is

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Speaker 3: unfortunately for that split steck and poor decisions are what

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Speaker 3: we're talking about here today. So hopefully part of this

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Speaker 3: will be enabling people to say to be able to

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Speaker 3: be strong enough to say, look, you know, I'm in

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Speaker 3: charge of the vehicle. I'm not going to participate in

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Speaker 3: these kind of behaviors. At the end of the day,

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Speaker 3: I've got a responsibility to get myself and you as

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Speaker 3: passengers to our destination in one piece.

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Speaker 2: And that's what I'm going to focus on.

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Speaker 1: Okay, well, that is the most important message, and I

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Speaker 1: imagine that's round home to these kids. What are they

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Speaker 1: they're probably year ten eleven, I imagine most of them,

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Speaker 1: which makes them sixteen, fifteen, sixteen seventeen.

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Speaker 3: Yes, that's right, and because they're either probably just thinking

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Speaker 3: about getting the learners.

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Speaker 2: Or they might have just started the process.

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Speaker 3: I know with my own children that it was a

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Speaker 3: big sort of right of passage almost that point, and

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Speaker 3: then that kicks off a whole process and then sort

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Speaker 3: of now that their life moves on once they get

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Speaker 3: their license and with that independence that comes with being

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Speaker 3: able to drive themselves around. So that importance of getting

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Speaker 3: it right from the beginning. The other point I think

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Speaker 3: is really is worth mentioning, too, is about the impact

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Speaker 3: of what children see when they're being driven around by

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Speaker 3: their parents, caregivers and friends. So, for example, if they

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Speaker 3: see them setting good behaviors in terms of how they drive,

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Speaker 3: how they respond, that sets some form in terms of

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Speaker 3: the young students when they start their driving career convert

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Speaker 3: at the opposite, of course, is also true that to

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Speaker 3: see poor driving behavior, aggressive behavior, speeding, all those things

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Speaker 3: and they're considered acceptable, then it's quite likely that the

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Speaker 3: people are going to drive and learn to drive with

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Speaker 3: that same kind of mindset. So you know, in terms

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Speaker 3: of leading by example is really really important in these situations.

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Speaker 3: And also understanding I think sometimes people don't understand that

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Speaker 3: a vehicle at the end of the day, is a machine.

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Speaker 3: It has limitations. You exceed its capabilities. The consequences are

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Speaker 3: what we see in terms of crashes and your lives lossess.

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Speaker 2: Here as injuries.

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Speaker 1: Yeah.

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Speaker 2: Absolutely, that's a really important point.

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Speaker 1: Yeah, indeed there's Let me ask you about our setup

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Speaker 1: for kids getting their licenses and are we doing that right?

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Speaker 1: The staged provisional license, the full piece, the part piece

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Speaker 1: for a year and then you get onto the P

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Speaker 1: two part of it, then you get your license, your

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Speaker 1: full license. Is that a good system? Have we got

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Speaker 1: it right at that point? Yeah?

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Speaker 3: Look, I think it is actually a pretty good system,

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Speaker 3: and it does produce good outcomes if people go through

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Speaker 3: it again with the right mindset, ensuring they get the

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Speaker 3: right level of experience and consolidation of all the skills

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Speaker 3: as they go through it. But yes, understanding that getting

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Speaker 3: your learners first, getting all your understanding it has a

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Speaker 3: perception moving on to your p ones and.

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Speaker 2: Then building up that level of experience.

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Speaker 3: The other important point too is I think sometimes we

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Speaker 3: think once people moved and get their full license for

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Speaker 3: their P twos, that the job's done for the supervising driver.

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Speaker 3: And I think it's really important for the supervising driver

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Speaker 3: to take on the role more like the mentor if

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Speaker 3: you'll like so, because we all know often we can

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Speaker 3: tell people something but you don't know what you don't

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Speaker 3: know until live experienced, then you can ask the more

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Speaker 3: relevant questions. So now that take that opportunity to when

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Speaker 3: they start driving for them serves so if they've got

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Speaker 3: questions about a certain situation.

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Speaker 2: Help them use your.

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Speaker 3: Experience back to reinforce what they're part of that learning.

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Speaker 3: So now driving is a lot of learning experience continually,

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Speaker 3: and it's fair to say every time we go out

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Speaker 3: we pick up something. And so it's that important point.

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Speaker 3: Is not the job done at the moment you get

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Speaker 3: your full license. Is constant learning and that has an

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Speaker 3: opportunity to make us better drivers as we go through.

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Speaker 1: All right, let me read your text here from CJ

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Speaker 1: who says, my daughter is seventeen, just got a peace

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Speaker 1: she's going there today coming here, but was nervous. It

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Speaker 1: was going to make her nervous the road after. But

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Speaker 1: I said it was important to go and learn and

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Speaker 1: say what about that a young young lady thinking well

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Speaker 1: this might actually terrify me.

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Speaker 2: Well, hopefully it won't.

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Speaker 3: I mean, at the end of the day's it's designed

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Speaker 3: to explain what happens, the cause and effect, so if

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Speaker 3: nothing else, it should demystify the process. About if you

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Speaker 3: are unfortunate enough to be involved in a crash, what

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Speaker 3: the processes are. It does also, I think, demonstrate the

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Speaker 3: incredible skills that we have in emergency services. They're the

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Speaker 3: first responders who can come in and perform literally miracles

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Speaker 3: by the roadside in terms of getting people out of

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Speaker 3: broken vehicles, stabilizing them, getting to all critical treatment as

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Speaker 3: soon as possible, and getting things back on track. So

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Speaker 3: I think that it's really really important to see that

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Speaker 3: experience and understand the process.

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Speaker 2: Yeah.

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Speaker 1: Indeed, and one last one here from Catherine who says

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Speaker 1: the changes in the driver's instruction part of it, the

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Speaker 1: training that kids do. Will the bought Will the log

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Speaker 1: book be phased out?

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Speaker 3: Well, I think the log bowl will continue because it's

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Speaker 3: a very important record of how people are capturing that

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Speaker 3: all important experience. We use the analogy if you pay

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Speaker 3: for coaching lessons, for example, for child's tennis or cricket

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Speaker 3: or whatever. The bit that makes the difference is the

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Speaker 3: practice you have between each lesson to reinforce the skills

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Speaker 3: that you've learned, and driving is a critical example of

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Speaker 3: that very point. So the more exposure experience you have

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Speaker 3: in different situations helps to consolidate those skills and build

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Speaker 3: you into a better driver, so very important part.

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Speaker 2: So we don't see that disappearing.

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Speaker 1: Okay, So all right, that'll be sticking around. Very good, Charles,

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Speaker 1: thank you. Kids are arriving. That hum you can hear

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Speaker 1: in the background. Well it was relatively quiet before that,

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Speaker 1: but that's three inflatable figurines that are jumping around in

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Speaker 1: front of us. So maybe once maybe if I got

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Speaker 1: a big enough pin, I can chuck it at them.

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Speaker 1: But we'll see how we go. That's very noisy in

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Speaker 1: this machine. Anyway, we'll see what happens. Kids are here

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Speaker 1: and now at Charles, and they'll be making their way

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Speaker 1: in and getting hopefully an instruction that stays with them

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Speaker 1: right through their driving lives.

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Speaker 3: We certainly hope so, and hopefully they take away some

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Speaker 3: important messages, but of course also enjoy the day.

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Speaker 2: And it's a good opportunity to mix with their peers

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Speaker 2: as well.

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Speaker 1: Absolutely, it's all part of the RaaS a street Smart

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Speaker 1: high program been running fifteen years now, three days for

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Speaker 1: the first time. Would you like an extended Charles? Incidentally,

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Speaker 1: would you like to see it go the week and

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Speaker 1: have every single school in the state come through.

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Speaker 3: Look, I think it would be really great if we

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Speaker 3: could obviously get more exposure to more school so yes,

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Speaker 3: perhaps extending the program or perhaps even looking taking it

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Speaker 3: to regions.

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Speaker 2: Why I can think to look for the future.

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Speaker 3: But yeah, at the end of the day, we want

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Speaker 3: as many people as possible to experience this program.

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Speaker 1: Yeah, absolutely, Okay, it's such a good thing and has

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Speaker 1: been a bit of a hallmark for kids over the

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Speaker 1: last fifteen years as well. He comes another school now,

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Speaker 1: so how many come through every day? Is it roughly

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Speaker 1: what twenty a day or so?

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Speaker 2: Yes, yes, about that.

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Speaker 3: As we said, I've got to go twelve thousand coming

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Speaker 3: through in total, so it's around I think they've tried

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Speaker 3: to split it more or less around the four thousand

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Speaker 3: year each day to manage all the very good they

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Speaker 3: the logistics of getting it down, so we can appreciate

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Speaker 3: all the schools who make the effort to come.

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Speaker 2: Down, particularly from the regional there.

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Speaker 3: Yes as well, and that's again that's a really important

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Speaker 3: part that they have the opportunity to witness and participate

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Speaker 3: in this kind of event too.

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Speaker 1: It's so very important for young people starting off on

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Speaker 1: the roads. Charles, thank you for your time. And throughout

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Speaker 1: the morning we'll have a chat with well, Melissa McGinnis,

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Speaker 1: whose son tragically died and caused the deaths of four people,

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Speaker 1: will meet Sapole's seeing Sergeant Susan O'Connor, will speak with

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Speaker 1: Ellie Murton, who's a crash survivor and dead wired, a

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Speaker 1: teacher at Riverbanks who's bought students along to every event

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Speaker 1: since two thousand and nine, which is certainly very impressive.

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Speaker 1: I'll love to get her insights on well, some of

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Speaker 1: those kids would now be in their thirties, so that's amazing.

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Speaker 1: So anyway, we'll see if she's ever caught up with

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Speaker 1: some and their thoughts on coming through here all those

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Speaker 1: years ago. Let's have a chat about Charles Mountain. Thank

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Speaker 1: you from the RAA Road Safety manager. As twelve thousand students,

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Speaker 1: well the first of at least four thousand today making

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Speaker 1: their way through the doors here at the Entertainment Center,