A Comprehensive Program To Support Parents of New Teen Drivers

Goodwin, Arthur; O'Brien, Natalie P.; Robison, Kristel; Kirley, Bevan; Harrell, Stephanie · 2021 · ROSA P / University of North Carolina (System). Highway Safety Research Center

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Summary

This report details the development and evaluation of "Time to Drive," a comprehensive program designed to support parents of new teen drivers in North Carolina. The research addresses the persistent high crash rates among novice drivers despite the widespread implementation of Graduated Driver Licensing (GDL) systems. While GDL reduces fatalities, experts identify improved parental involvement as a critical factor for further safety gains. Previous research indicated that passive information dissemination is ineffective; thus, this project aimed to create an active, engaging intervention that guides parents through the entire licensing process, from supervised practice to provisional licensing. The study focused on evaluating a two-hour, in-person parent coaching session called "Time to Drive." The session utilized small-group discussions, problem-solving exercises, and real-life video clips of parent-teen driving interactions to encourage diversified driving practice and effective communication. A field evaluation was conducted in Johnston County, North Carolina, where parents are required to attend orientation sessions before their teens enroll in driver education. Researchers randomly assigned 517 parents to either the "Time to Drive" session (N=138) or a standard driver educator-led session (N=379). Data were collected via post-session questionnaires using retrospective pre-test measures and telephone interviews conducted 3–6 months after teens obtained learner permits. Interviews were conducted with both parents and teens to assess supervisory behaviors, driving conditions, and communication quality. Post-session results indicated that parents in the "Time to Drive" group rated the session significantly higher than those in the control group, with 53% rating it "excellent" compared to 38% in the control group. Retrospective pre-test data showed significant improvements in the intervention group’s self-reported preparedness, understanding of the importance of varied practice, and confidence in communicating with teens. However, telephone interviews revealed no statistically significant differences between groups regarding the total hours of driving practice or the variety of driving conditions (e.g., night, rain, highways) experienced by teens. Despite the lack of impact on practice volume, the intervention positively influenced parent-teen communication dynamics. Teens whose parents attended "Time to Drive" reported that their parents were more likely to provide advance instructions rather than last-minute corrections, were less likely to yell, and were perceived as calmer and more patient. Parents in the intervention group also reported taking away key lessons about patience and sharing driving wisdom, whereas control group parents focused primarily on rules and requirements. The authors conclude that while the session successfully improved parental attitudes and communication behaviors, it did not increase the amount or diversity of supervised driving practice. The report notes that the full "Time to Drive" program also includes a smartphone app, competency assessments, and guidance for the provisional stage, though these components were not evaluated in this specific field study.

Key finding

The Time to Drive parent coaching session significantly improved parents' knowledge and confidence in supervising teen drivers but did not result in statistically significant differences in the amount or variety of supervised driving practice compared to a standard orientation.

Methodology

field_study

Sample size: 517

Provenance

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Summary generated by qwen3.6-27b-prismaquant on 2026-06-10; verification: verified_with_issues.

Topics

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• parental management
• learner drivers
• passenger effects
• novice drivers
• driver education effectiveness

Information type

What kind of knowledge this paper contributes, grouped by family — independent of topic (what it is about) and method (how it was studied).

• Applied Guidance: countermeasure evaluation, policy recommendations
• Empirical Findings: observational prevalence