Safe Search Kids - Education, Parenting, Internet Safety for All

st conversations about teen driving happen before the P-plates go on: hours of supervised practice, hazard perception tests, the nervous first solo drive around the block. Less gets said about which part of the day deserves the most attention once a teen is driving independently.

New research out of Australia gives a useful clue. Youi’s Project 3PM study surveyed more than 2,300 drivers and found that 3pm, not the evening peak most people assume is worst, is when driving pressure and incidents both spike hardest.

A pattern that is not unique to one country

The Australian numbers are striking on their own. 55% of drivers rated 3pm as the most stressful stretch of their day, 24% had a road incident during that window in the past year, and 48% are on the road on three or more weekdays during the 2pm to 5pm stretch. But the underlying cause travels well beyond Australia.

School finishing times, the end of the working day and a family’s errands almost always land in the same two or three hours, wherever you live. Shopping, appointments, work travel and school pick-up were the top reasons Australian drivers gave for being on the road at that time, a list that would look almost identical in most American or British households.

Why pressure hits decision-making harder than it should

Nearly half of respondents, 43%, said they feel too fatigued or mentally drained to concentrate fully around 3pm. When people are running late during that window, 62% admit to at least one risky habit as a result: 28% become impatient with other drivers, 20% change lanes more than usual, 19% accelerate through amber lights, and 18% exceed the speed limit. That is what happens to a fully developed adult brain under time pressure. A teenager’s brain, still building out the impulse control and risk assessment that come with a mature prefrontal cortex, has less capacity to resist the same pull, and often less driving experience to fall back on when it slips.

That gap matters more than a single statistic suggests. The prefrontal cortex, the part of the brain responsible for weighing consequences and overriding impulse, is still developing well into the mid-twenties. A rushed adult driver is working with a fully built system that is temporarily under strain. A rushed teenager is working with a system that has not finished being built in the first place, which is part of why licensing authorities in the United States and elsewhere treat the first twelve months behind the wheel as the highest-risk period of a driver’s life, regardless of how thorough their initial training was.

The drivers this hits hardest

Gen Z drivers reported the highest incident rate in the study at 42%, ahead of Millennials at 30% and every older age group surveyed. Parents of school-aged children also reported disproportionately high fatigue and incident exposure, which matters here for two reasons. Newly licensed drivers overlap heavily with Gen Z, and a lot of them are the children of exactly the parents the study flags as most stretched, learning to drive inside a household that is already running on empty by mid-afternoon.

Building the pause into the habit, not just the lecture

Youi worked with road safety group Road Sense Australia to build a resource for exactly this problem, called the 3PM Playbook. It is structured around three steps: plan the trip before you are already running late, prepare the car and the route in advance, and pause long enough to notice how rushed you actually feel before pulling out.

Road Sense Australia CEO Michael Fitzgibbins put it simply: “The safest decision during the 3pm rush is often made before the engine even starts.” That message may matter even more for a new driver than an experienced one, since teens have not yet had the years behind the wheel that teach most adults to notice their own state before they are already moving.

That kind of instinct does not arrive automatically with a licence. It is built the same way any other driving skill is built, through repetition and through a parent or guardian naming it out loud often enough that it eventually becomes automatic. A short check-in before a teen’s after-school drive, something as simple as asking how rushed they feel on a scale of one to ten, does more for road safety in that moment than another reminder about the speed limit.

What parents can take from this

The research offers a useful frame for coaching a teen driver, beyond the usual conversation about speed limits and following distance. Australian respondents pointed to a few concrete fixes: better management of school pick-up zones (25%), simply leaving earlier (23%), safer road infrastructure (22%) and better route planning (18%). Translated for a family working out a teen’s driving habits, that looks like building slack into the school-run or after-school-activity schedule rather than cutting it fine, choosing the calmer route even when it takes a little longer, and normalising the idea that saying “give me a minute” before pulling out of the driveway is not a delay, it is the safest part of the trip.

The same pattern, a different accent

None of the specific numbers in the Project 3PM study will map exactly onto a family in Ohio or Yorkshire, but the shape of the problem will look familiar. Wherever school finishes in the mid-afternoon and parents are still wrapping up a working day, the same collision of timetables happens, and the same instinct to speed up rather than slow down kicks in. That is worth remembering the next time a teen driver in your own household makes a small, uncharacteristic mistake right around pick-up time. It is rarely about skill. It’s is almost always about timing.

It also helps to talk about the pattern itself, not just the rules. A teenager who understands why 3pm specifically tends to go wrong, rather than being told simply to slow down, is better equipped to notice the warning signs in themselves: the tightening grip on the wheel, the urge to beat a changing light, the impulse to overtake because the car in front feels too slow. Naming those moments out loud from the passenger seat, calmly and without drama, teaches a skill that no amount of theory testing covers.

The takeaway

None of this requires turning the afternoon drive into a lecture. It requires treating 3pm as a specific skill worth teaching, not just a time slot to get through. The full Project 3PM findings are a useful reference if you want the numbers behind this, including how Youi’s own claims data confirmed the same pattern before the survey work even started. It is the kind of pattern that has Youi paying closer attention to when people are driving, not just how, and it is worth the same attention from anyone coaching a new driver through their first year on the road.

Students who communicate without speech have plenty to share with the world around them. They express needs, make choices and build connections through movements, images, symbols and tools. The best assistive technology for nonverbal students meets them where they are and grows alongside their developing skills.

Access to appropriate communication supports can transform a student’s ability to participate in lessons and to advocate for themselves.

Understanding How Nonverbal Students Communicate

Speech is just one way to communicate. Students who don’t use spoken words can still convey their ideas, preferences and boundaries through gestures, devices and visual supports. In fact, communication differences are more common than many realize. According to the National Survey of Children’s Health, 6.3% of U.S. children ages 3 to 17 currently have a speech or other language disorder.

Understanding how to teach communication to a nonverbal child starts with using tools and methods that match each student’s unique style.

AAC Communicators That Grow With Students

Augmentative and alternative communication (AAC) devices range from simple, low-tech options to sophisticated electronic systems. They can be single-message communicators to progressive systems that scale according to individual needs.

A simple press or light touch activates the message, making AAC devices an accessible entry point among communication modalities, depending on the student’s motor skills and the specific device type. They fit best in structured one-on-one or small-group settings where you can model the device consistently and reinforce its use. Decision factors like cost, durability, customization and curriculum integration matter when choosing the right option.

Enabling Devices offers tools for teaching nonverbal students’ communication skills. For example, its progressive communicators record and retain messages with interchangeable icons, allowing users to refine their communication choices as their skills develop.

These devices start with a single message and expand to up to 32 messages as a student’s abilities grow. Students can start using these adaptive devices without meeting specific skills thresholds, test scores or developmental milestones.

Gestures and Sign Language for Physical Expression

Gestures and sign language both use the hands, face and body to convey meaning without spoken words, but they serve distinct purposes.

Natural gestures like pointing or pushing away often emerge first and communicate immediate needs. You can build on these by introducing functional signs for recurring needs, such as “more,” “help,” “stop,” or “all done.”

On the other hand, formal sign languages like American Sign Language are complete linguistic systems that use handshape, movement, location and palm orientation. Non-manual signals, including eyebrow position and head tilt, simultaneously convey grammatical structure, spatial relationships and meaning.

Students with strong motor skills can use gestures and signs in any setting since these methods require no equipment, charging or setup.

New technology can make sign language more accessible. A sign language translation glove, such as BrightSign, translates gestures into spoken language in real time. You can train it to recognize any sign language system, from ASL to custom personal signs.

The glove converts gestures into spoken output across more than 40 languages. Voice recognition technology also lets students read or see spoken responses in their chosen format, creating genuine two-way exchanges.

Picture-Based Communication for Visual Learners

Students who process information visually benefit from picture-based communication systems such as visual schedules, choice boards and core vocabulary boards. These tools support varying cognitive levels and can be carried easily between settings.

Beyond these foundational supports, structured methodologies like the Picture Exchange Communication System (PECS) teach functional communication skills. Students learn through six progressive phases, from simple picture exchanges to complex sentence building. They exchange picture cards for desired items, then build sentences and respond to questions using a communication book. This approach works well for whole-classroom visual routines.

PECS traditionally uses physical materials like picture cards and communication books. The system now also includes PECSTalk, a picture-based communication app that supports 15 languages and an expanded vocabulary. The digital display mirrors the traditional PECS book layout, creating a natural progression for students and teachers already familiar with physical materials.

Setting Every Communication Tool Up for Success

Whether using communication aids for special education classrooms or other settings, nonverbal communication approaches work best when educators and families practice them consistently.

Consider these best practices for implementation:

• Model the tool during everyday routines: Use the student’s communication system yourself throughout the day. For example, point to a symbol while speaking or demonstrate a sign.

• Allow ample response time: Pause after a question or prompt and give the student extra time to process and respond. Avoid filling the silence or answering for them.

• Collaborate with students, families and educators: Listen to input from educators, families, and therapists to tailor the approach. Don’t assume one communication system or method fits every student the same way.

Small Signals, Big Breakthroughs

Every communication attempt matters. A single button press, a pointed finger or a hand-held picture card represents real progress and deserves recognition. Starting from each student’s current abilities and building from there creates pathways to meaningful connection. The tools and strategies you choose today can open doors to deeper learning and a stronger sense of agency for the students you support.

Tessa Dodson is the Senior Writer at Classrooms.com and a former career coach dedicated to supporting teachers and students with practical and accessible educational resources.

When she’s not writing, you can find her diving into research or catching up with her latest read.

Chess is one of the few screen activities most parents feel good about: it builds patience, focus and the habit of thinking before acting. But an online chess class can mean anything from a vetted coach with a small group to an open video call with strangers, so it pays to ask a few safety questions before you sign up.

Here are the seven we would ask as parents.

1. Who exactly is the coach, and can you check?

A good online chess school names its coaches, shows their photos and lists verifiable credentials. In chess this is easy to check: titled and rated players have public profiles on the FIDE ratings website of the International Chess Federation, where you can see their name, country, title and rating history.

Be cautious with listings that only show a first name or a nickname, or that say “experienced coach” without anything you can verify. You would not drop your child at a club run by an anonymous adult; an online class deserves the same standard.

2. Where does the lesson actually take place?

Ask which platform the class uses and who controls it. The safest set-ups share a few features:

• the lesson link is private and only works for enrolled children;
• the coach (not the children) controls who is admitted to the room;
• children cannot privately message each other or the coach through the lesson tool;
• there is no public chat open to people outside the class.

If the answer is “we’ll send a link on WhatsApp” or “join our open server”, keep asking.

3. How big is the group, and who else is in it?

Small groups are better for learning, a coach can only really watch four or five children’s moves at once, and they are also easier to supervise. Ask how many children are in a group, whether groups are matched by age, and whether adults or older teenagers ever join the same class. A group of similar-age children of similar level is both safer and more fun.

4. Is the camera required, and are lessons recorded?

Some schools ask children to keep cameras on so the coach can see they are engaged; others make it optional. Either can be reasonable. What matters is that the school tells you clearly. Ask:

• whether lessons are recorded, who can watch the recordings and how long they are kept;
• whether you can sit in on a lesson or watch from the next room;
• whether screenshots or clips of children are ever used in marketing (they should not be without your written consent).

5. What personal data do they collect about your child?

A chess class needs very little: your child’s first name, age and level, and your contact details as the parent. Be wary of sign-up forms that ask a child to create their own account with an email address, a full date of birth or a photo. In the United States, services for children under 13 must follow COPPA, the Children’s Online Privacy Protection Rule, and obtain verifiable parental consent before collecting a child’s personal information; a reputable school will make that process visible and will have a readable privacy policy written for parents.

6. What happens between lessons?

Most good programs give homework, usually short chess puzzles,  and many use online platforms for it. That is a good thing, as long as you know where your child will be practising. Ask whether homework happens inside the school’s own platform or on a public chess website, and if it is a public site, whether the school recommends child-safe settings such as disabling chat and only playing against computer opponents or friends. Free platforms like Lichess offer a “kid mode” that switches off chat and social features, worth turning on for any young player.

7. Can you cancel easily, and is there a trial?

Safety is also about not being locked in. A trustworthy school lets you try a lesson or a short first month, shows the full price before you pay, and lets you cancel online without a phone call. If the terms are hard to find before checkout, that tells you something about how the school treats parents.

A quick checklist before the first lesson

• Coach’s full name and credentials checked
• Private lesson room, admitted by the coach
• No private messaging between children
• Group size and age range confirmed
• Recording and camera policy explained
• Privacy policy read; you, not your child, created the account
• Homework platform set to child-safe mode
• Clear price and online cancellation

Comparing options

Not every family needs a live class. Free sites and apps are excellent for practice, and some children enjoy a self-paced course. If you are weighing the different kinds of chess classes, free platforms, kid-safe apps, class marketplaces, private tutors and dedicated academies, this overview of the best online chess classes for kids compares them side by side, including prices.

A good sign is a school that publishes its safeguarding and online safety practices for parents: who the coaches are, how lesson rooms are run and what happens to your child’s data. Every school should be able to show you this before the first lesson.

The bottom line

Chess is one of the healthiest things a child can do on a screen. The board is the same whether it is wooden or digital; what changes online is who else is in the room. Ask the seven questions above, and you will quickly separate the schools that have thought about your child’s safety from the ones that have not.

A difficult experience can stay on a teen’s mind long after it happens. You may notice changes in their sleep, mood, schoolwork, or friendships without being aware of the reason. They may not want to talk about it either. Sometimes silence is the way they cope.

If parents identify the signs early, they can provide support at the right time.

Let Your Teen Talk at Their Own Pace

Parents frequently want to know exactly what happened. But if you ask too many questions, a teen can feel pressured.

Instead, start with what you have noticed.

You might say:

• “You seem more tired lately. How are you doing?”
• “I noticed you’ve stopped doing some things you used to enjoy.”
• “You don’t have to talk about it right now, but I’m here if you want to.”

Keep your tone calm. Give your teen time to answer.

A difficult memory may involve something they find embarrassing or frightening. They may not have the words to explain how they feel. They also may worry that talking about it will upset their parents.

You don’t have to agree with everything your teen says just because you are listening. It means letting them talk about what they are going through in a safe way.

Watch for Changes in Daily Life

Parents do not need to diagnose their teen. It can be more helpful to observe their behavior patterns.

Look for changes such as:

• Frequent nightmares or sleep problems
• Trouble concentrating
• Avoiding friends or family
• Losing interest in normal activities
• Strong changes in mood
• Increased anger or fear
• Problems at school
• Avoiding reminders of a difficult event

The National Institute of Mental Health lists sleep problems, loss of interest, social withdrawal, and problems at school among possible signs that a young person may need an evaluation.

Create More Stability at Home

While parents can’t erase a painful memory, they can help the house feel more like home. Try to keep regular times for meals, school, sleep, and other daily activities. Encourage your teen to stay connected with supportive friends and family members.

Simple routines can be especially helpful after a stressful experience. You can also give your teen small choices during the day. Let them decide what to eat for dinner, which activity to do, or when to complete a reasonable task. It feels a bit relaxing when you think you have some control over your daily life.

Don’t Force Your Teen to Discuss the Event

It is natural to want your child to “get it off their chest.” But forcing a conversation may not be the best approach.

If your teen does not want to talk, let them know they can come to you when they are ready. You can check in again later without repeatedly asking for details.

This is not ignoring the problem; it means giving your teen a space while continuing to provide support.

When Should Parents Consider Professional Help?

Consider professional help if changes continue, get worse, or affect your teen’s sleep, school, relationships, or daily life. Additionally, SAMHSA suggests that parents who are worried about changes in their child’s behavior or mental health should talk to a health care provider.

A doctor, therapist, psychologist, or school counselor can help you understand what is going on and suggest the right support. You do not need to know the diagnosis or treatment before seeking help.

Understanding Therapy Options for Teens

There are different approaches that mental health professionals may consider depending on the person’s needs.

One approach parents may come across when researching treatment for distressing memories is accelerated resolution therapy. ART uses techniques involving eye movements, exposure, and image rescripting to work with distressing memories. Research has shown potential benefits, but the evidence base is still developing.

This difference is important for parents to know when they are looking into treatment options. A therapy studied in adults should not be assumed to work the same way in adolescents.

Parents should discuss ART or any other treatment with a qualified mental health professional who can consider the teen’s age, symptoms, history, and individual needs.

Support Can Start With Small Steps

A difficult memory may not disappear simply because time passes. What parents can do is create an environment where a teen feels heard, supported, and safe enough to ask for help.

Pay attention to changes in everyday life. Keep routines consistent. Avoid forcing difficult conversations. Most importantly, do not wait for a problem to become severe before asking a qualified professional for guidance.

Supporting a teen does not mean you have to know everything. Sometimes the most useful step is simply noticing that something has changed and helping them find the right person to talk to.