Upskilling Professional Driving Instructors of Young Learner Drivers: What Are We Waiting For?

Senserrick, Teresa; Watson-Brown, Natalie; Kaye, Sherrie-Anne; Oviedo-Trespalacios, Oscar · 2023 · DOAJ

DOI: 10.33492/JRS-D-22-00054

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Summary

This paper addresses the persistent over-representation of young novice drivers in road trauma, arguing that current safety interventions have insufficiently targeted professional driving instructors. While research has focused on young drivers and their parents, instructors play a critical role in the safety system yet lack specific accreditation and professional development for teaching adolescents. The authors contend that neurobiological development during mid-to-late adolescence creates distinct training needs, and that the industry is failing to capitalize on the potential for higher-order instruction to mitigate these risks. The authors synthesize findings from their own research studies conducted in Australia and supporting international literature. Key methodologies included naturalistic observation of 110 professional driving lessons with young learner drivers, self-report surveys of over 1,600 learner and provisional drivers, and interviews with driving instructors. The analysis utilized theoretical frameworks, including the Finnish Goals for Driver Education (GDE) and a developed “higher-order instruction taxonomy” combined with self-determination theory concepts. The review also examined data regarding consumer knowledge of Advanced Driver Assistance Systems (ADAS) and perceptions of these technologies among teenagers and parents. The findings reveal significant gaps in current instruction. Naturalistic observations showed that only 15% of lesson content involved higher-order instruction, with 12% representing missed opportunities to teach risk awareness and self-evaluation. Instructors often prioritized navigation and test-passing strategies over safety-critical skills, struggling to address unsafe speed choices and following distances. Despite these shortcomings, instructors expressed a strong desire for professional development but reported a lack of available opportunities. Furthermore, young drivers and parents demonstrated poor knowledge of ADAS, often learning through trial and error rather than formal training. This lack of education risks behavioral adaptations, such as over-reliance on technology or distraction, which could compromise safety. The authors conclude that the field has sufficient evidence to justify transforming the driver training industry. They argue that upskilling instructors in developmentally appropriate, higher-order training can improve young driver safety behaviors and reduce crashes. This approach also benefits parents, who often lack the skills to optimally train their children, thereby boosting community traffic safety culture. The paper calls for immediate prioritization of professional development programs for instructors, leveraging emerging technologies and theoretical models to ensure instruction is effective, standardized, and capable of addressing the unique risks associated with adolescent driving and modern vehicle features.

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Topics

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• learner drivers
• novice drivers