A new view of children's road-safety education has recently been introduced in Swedish official recommendations. Children should not only develop their traffic abilities as pedestrians and cyclists, but should also be encouraged to critically assess traffic problems from their own point of view and be given the opportunity for co-operating with local authorities in the search for solutions to these problems. Using a model of the ecology of human development I have made a research review and suggestions for further research in Scandinavia. The model builds upon a view of children's development in which the role of the individual in the society is regarded as interactive. The influence upon the individual can operate indirectly, through factors lyeing beyond the child's immediate controle, such as the attitude of local authorities to road-safety questions in the areas for which they are responsible.