Crashes of novice teenage drivers: characteristics and contributing factors

OBJECTIVE: The initial months of licensure are especially hazardous for teenagers. Factors leading to crashes of novice 16-year-old drivers were identified. METHOD: Sixteen year-olds in Connecticut who were involved in nonfatal crashes during the first 8 months of licensure were interviewed, and police crash reports were examined. Crash types and contributing factors were identified. RESULTS: Three-fourths of the crash-involved teenagers were at fault. Their crashes resulted primarily when they ran off the road, rear ended another vehicle, or collided with another vehicle that had the right-of-way. Three factors contributed about equally to their crashes: failing to detect another vehicle or traffic control, speeding, and losing control of the vehicle or sliding. Slippery roads also were an important factor. Most failures to detect another vehicle or traffic control involved not looking thoroughly, distraction, or inattention. DISCUSSION: Based on the findings, potential countermeasures for reducing crashes of novice teenage drivers include adequate practice driving, in-vehicle monitoring devices, and electronic stability control. IMPACT ON INDUSTRY: More than half of the nonfatal, at-fault crashes of newly licensed 16-year-old drivers involved more than one contributing factor including speed, loss of control, and slippery roads. Efforts to reduce teenage crashes should focus on these factors.     

How well do parents manage young driver crash risks?

Motor vehicle crashes are extremely high among young drivers during at least the first year of licensure. Crash risks decline with increased experience, but the more newly licensed teenagers drive, the greater their risk exposure. Hence, the dilemma facing policy makers and parents is how to provide young drivers with driving experience without unduly increasing their crash risk. Graduated driver licensing policies serve to delay licensure and then limit exposure to the highest risk conditions after licensure, allowing young drivers to gain experience only under less risky driving conditions. A similar strategy is needed to guide parents. Parents do not appear to appreciate just how risky driving is for novice drivers and tend to exert less control over their teenage children's driving than might be expected. Recent research has demonstrated that simple motivational strategies can persuade parents to adopt driving agreements and impose greater restrictions on early teen driving.     

Choice of teenagers' vehicles and views on vehicle safety: survey of parents of novice teenage drivers

Objective

To examine parental decisions about vehicles driven by teenagers and parental knowledge of vehicle safety.

Methods

About 300 parents were interviewed during spring 2006 in Minnesota, North Carolina, and Rhode Island while teenagers took their first on-road driving tests.

Results

Fewer than half of parents surveyed said teenagers would be the primary drivers of the chosen vehicles. Parents most often cited safety, existing family vehicle, and reliability when explaining the choices for their teenagers’ vehicles. About half of the vehicles intended for teenagers were small/mini/sports cars, pickups, or SUVs — vehicles considered less safe for teenagers than midsize/large cars or minivans. A large majority of vehicles were 2001 models or earlier. Vehicles purchased in anticipation of adding a new driver to the family were more likely to be the sizes/types considered less safe than vehicles already owned. Few parents insisted on side airbags or electronic stability control, despite strong evidence of their safety benefits. Even when asked to identify ideal vehicles for their teenagers to drive, about half of parents identified less safe vehicle sizes/types. Most parents knew that midsize/large vehicles are safer than small vehicles, and at least half of parents said SUVs and pickups are not safe for teenage drivers, citing instability.

Conclusions

The majority of parents understood some of the important criteria for choosing safe vehicles for their teenagers. However, parents actually selected many vehicles for teenagers that provide inferior crash protection.

Impact on industry

Vehicle safety varies substantially by vehicle size, type, and safety features. Many teenagers are driving inferior vehicles in terms of crashworthiness and crash avoidance.     

Views of Parents of Teenagers About Graduated Licensing After Experience with the Laws

Parents of 15 year-olds in Florida and Connecticut were first interviewed in 1996 about their views concerning new licensing requirements in their states. Connecticut had introduced a 6-month learner's permit requirement, effectively increasing the licensing age from 16 years to 16 years, 6 months (16 years, 4 months with driver education). Florida enacted a 6-month learner's permit period plus a night driving restriction for 16 and 17 year-olds. In 1996, parents were very supportive of the new requirements, particularly the minimum permit period and nighttime restrictions, even though they recognized they would be inconvenienced to some extent. The same parents were interviewed again in 1999, after most of their teenagers had obtained driver's licenses, and were even more supportive than before of the additional restrictions. Few parents reported that the laws inconvenienced them, and less than 20 percent said the laws had made it harder for their teenagers to get jobs. Furthermore, many were in favor of additional requirements, such as teenage passenger restrictions, not currently part of their states” laws. These findings should encourage other states to proceed with graduated licensing systems or to augment systems already in place.     

Vehicles driven by teenagers in their first year of licensure

OBJECTIVE: to determine access to vehicles, vehicle ownership and its correlates, and types of vehicles driven by teenagers during their first year of licensure. METHODS: About 3,500 Connecticut teenagers and their parents recruited at DMV offices participated in a study aimed at persuading parents to impose and maintain driving restrictions on their sons and daughters. Telephone interviews with teens and parents, which included questions on vehicles driven, were conducted upon licensure and at intervals throughout the year. RESULTS: The majority of both male and female teens owned vehicles immediately upon licensure. Family income and number of vehicles in the family were associated with early ownership. A year later 74% owned vehicles. Small cars, which provide inferior crash protection, were the most popular vehicle; the percent driving small cars increased from 36% to 42% over the year. About 25% were driving SUVs, pickups, or sports cars, which may increase crash risk for young beginners. One year after licensure, only 35% of teens were driving midsize or large passenger cars, the types of vehicles recommended for them, and about one-third of these vehicles were 10 or more years old. Owners were more likely than non-owners to drive older and smaller vehicles, to drive more miles, do more risky driving, and to have more traffic violations and crashes. DISCUSSION: Many teenagers in Connecticut were driving vehicles that rank low in crash protection or may increase crash risk. Attention to the young driver problem has been focused primarily on managing driving risks through graduated licensing systems. More attention needs to be given to the vehicles teens drive, and how decisions about vehicle type and ownership are made. Parents exert control over what vehicles their sons and daughters drive, and may benefit from information on how to make choices that better balance cost, safety, and other factors that go into these decisions.     

Tennessee's Novice Driver Safety Project: a program to increase parental involvement

Graduated licensing has been implemented in many U.S. states to reduce teenage driver crash involvement. The goal is to introduce teenagers gradually to driving before allowing full, unrestricted licensure. Tennessee, one of the states that introduced graduated licensing, implemented a program to influence both driving by teenagers during the learner stage and restrictions imposed by parents after licensure. In addition to a standard welcome letter, booklets and reminder cards were mailed to parents of teenagers who had just obtained their learner's permits. The booklets and cards were designed to assist parents in becoming more actively involved in their children's driving experiences. The effects of three different approaches (welcome letter only, letter plus booklet, and letter plus booklet plus reminder cards) on parental involvement, teenage crashes, and teenage citations were assessed based on telephone interviews with parents. Although the parents said the booklets and reminder cards were helpful and should continue to be sent to other parents, there were no discernible effects on teenage practice driving and reported parental involvement during the learner stage. Nor was there any measurable influence on restrictions imposed by parents after licensure. It is unknown whether the standard welcome letter affected parental involvement, but overall supervised driving exceeded the state requirements by a substantial margin.     

Parents' views of teen driving risks, the role of parents, and how they plan to manage the risks

PROBLEM: There is limited information about how parents view teen driving risks and intend to handle these risks during the licensing process, and how they will respond to graduated licensing provisions. METHODS: Parents in Connecticut were interviewed when their teens got their learner's permit. The survey was undertaken when the state did not have a midnight restriction or a passenger restriction. RESULTS: Generally, parents were well aware of teen driving risks, thought parents should be thoroughly involved in the licensing process, and plan to be active participants themselves. DISCUSSION: Parents were concerned about the risk of driving after midnight and already restrict that behavior. However, parents do not seem to see or understand the risks of having even one teen passenger in the vehicle. IMPACT ON INDUSTRY: The views and existing practices of parents need to be taken into account in deciding on the provisions of graduated licensing legislation and how to best ensure acceptance and compliance.     

Young driver risk in relation to parents' retrospective driving record

PROBLEM: Parents are an important potential influence on the driving safety of their children. This study examined the relationship of parental driving record on male and female offspring's at-fault collision risk. METHOD: Drivers aged 16-21 on the date of full licensure were selected from driver records and a matching process was used to identify putative parents in two-parent households. Poisson regression models were developed to predict at-fault collisions of male and female youth in the three years following full licensure from parents' at-fault collisions, speeding offenses, and other moving offenses in the four years prior to children's licensure. One set of models examined the relative risk associated with increasing numbers of maternal and paternal at-fault collisions and offenses. Other models examined the joint versus separate maternal and parental contributions. RESULTS: Controlling for region of residence, both mothers' and fathers' at-fault collisions were associated with an increased risk in both male and female youth at-fault collisions. Mothers' and fathers' speeding offenses were also associated with increased relative risk of at-fault collisions for both sons and daughters, while fathers' other moving offenses increased collision risk for sons but not daughters. DISCUSSION: Further research is required to identify how parental driving risk is transmitted to children. IMPACT ON INDUSTRY: (a) Parents of young children should be informed of their role in influencing their children's future driving risk; (b) The results identify risk factors that could be of interest to licensing authorities and the insurance industry.     

Vehicle choices for teenage drivers: A national survey of U.S. parents

IntroductionPrevious research has shown that many newly licensed teenagers in the United States are driving vehicles with inferior crash protection. The objective of this study was to update and extend previous research on U.S. parents' choices of vehicles for their teenagers.MethodTelephone surveys were conducted with parents in May 2014 using a random sample of U.S. households likely to include teenagers. Participation was restricted to parents or guardians of teenagers who lived in the household and held either an intermediate or full driver's license. Parents were interviewed about the vehicle their teenager drives, the reason they chose the vehicle for their teenager, and the cost of purchased vehicles.ResultsTeenagers most often were driving 2000–06 model year vehicles (41%), with 30% driving a more recent model year and 19% driving an older model year. Teenagers most often were driving midsize or large cars (27%), followed by SUVs (22%), mini or small cars (20%), and pickups (14%). Far fewer were driving minivans (6%) or sports cars (1%). Forty-three percent of the vehicles driven by teenagers were purchased when the teenager started driving or later. A large majority (83%) were used vehicles. The median cost of the vehicles purchased was $5300, and the mean purchase price was $9751.ConclusionsAlthough parents report that the majority of teenagers are driving midsize or larger vehicles, many of these vehicles likely do not have key safety features, such as electronic stability control, which would be especially beneficial for teenage drivers. Many teenagers were driving older model year vehicles or vehicle types or sizes that are not ideal for novice drivers.Practical applicationsParents, and their teenage drivers, may benefit from consumer information about optimal vehicle choices for teenagers.     

Parental supervision of teenage drivers in a graduated licensing system

OBJECTIVES: Most states now have lengthy learner periods for young, beginning drivers as part of their graduated driver licensing (GDL) systems. Although parents play a vital role during the learner stage of GDL by supervising driving practice, virtually nothing is known about the nature and quality of parental supervision. The objectives of this study were to investigate parents' supervisory behavior and parent-teen relationships during the learner stage of graduated licensing and to evaluate two approaches for assisting parents in supervising their teenager's early driving experience. METHODS: Families of teenagers applying for a learner permit received either a booklet describing highly structured practice sessions for beginning drivers, a series of "tip sheets" offering more generalized guidance, or no special materials. Questionnaires were sent separately to parents and teenagers three to six months after teenagers obtained their permit. RESULTS: Of 1,190 participating families, 653 parents (55%) and 609 teenagers (51%) responded. Both parents and teenagers perceived parents as supportive and helpful during driving sessions. Parents often demonstrated positive behaviors, such as complimenting their teenager and pointing out possible hazards; they also exhibited less desirable behaviors, such as raising their voice, but these were less frequent. A majority of parents (71%) and teenagers (52%) reported that they enjoyed spending this time together. About four months after obtaining a permit, most parents believed their teenager did not yet have enough experience and was not ready to drive unsupervised. Although the reported behaviors are encouraging, within-family agreement was low on most items. Finally, efforts to assist parents proved unsuccessful. Although parents thought the booklet and tip sheets were helpful, most used these materials only in a general way. CONCLUSIONS: The extended learning experience required by GDL programs is a positive experience for many families. However, finding a method for helping parents achieve maximum benefits during this process will be challenging. The results also suggest that current requirements in the learner phase of most state GDL systems (six months; 30-50 hours) may be inadequate to ensure that teenagers obtain a sufficient amount of experience to begin driving safely on their own.     

Teenage drivers: patterns of risk

PROBLEM: To determine patterns of risk among teenage drivers. METHOD: Review and synthesis of the literature. RESULTS: On most measures, crash rates during the teenage years are higher than at any other age, for both males and females. Risk among teenagers varies greatly by driving situation; it is particularly low in some situations (e.g., the learner period) and particularly high in others (e.g., right after licensure, late at night, with passengers present). In some of these high-risk driving situations, risk is elevated for drivers of all ages (e.g., late night driving), in others risk is elevated more for teens than adults (e.g., driving after consuming alcohol), and in others the risk is unique to teen drivers (e.g., having passengers). IMPACT ON RESEARCH, PRACTICE, AND POLICY: These varying patterns of risk form the basis for graduated licensing systems, which are designed to promote low-risk and discourage high-risk driving.     

Specific and long-term effects of Nova Scotia's graduated licensing program

A graduated licensing (GL) program was introduced in Nova Scotia, Canada, in October 1994. Previous research has shown that it reduced collisions in the short term. The present study examined the relative contribution of each stage of the program (i.e., learner and intermediate levels) and the program's impact after beginning drivers graduated to full licensure. The research focused on teenage beginning drivers (age 16-17), but the effects on older beginners also was examined. Per-driver crash rates of two groups of novices selected from driver records in Nova Scotia were compared. One group (pre-GL) received their learner's permits during the 2 years before the program was implemented, and the second group (GL) received their learner's permits during the 2 years after implementation. The findings clearly establish that most of the collision reduction in Nova Scotia's program occurred during the first year of the program, particularly during the first 6 months when the majority of novices were driving under supervision. The collision rate for 16 to 17-year-old GL novices was 50% lower than the rate for pre-GL novices during the 6 months after they received their learner's permits, and about 10% lower during their first 2 years of licensure when unsupervised driving from midnight to 5 A.M. was prohibited. Much of this improvement for 16 to 17-year-olds occurred during restricted night hours. Collision rates also were lower during nonrestricted hours in the initial 6 months of licensure. The 3-month "time discount" for driver education provided no safety benefit, and GL novices with driver education had collision rates that were not lower than pre-GL novices. There was no long-term effect found for the program after 16 to 17-year-olds graduated to full licensure. For older beginning drivers, crash rates during the first year after obtaining a learner's permit showed a 31% reduction. This effect diminished rapidly. There was only a 2% reduction during the first year of licensure, and crash rates increased during the following 2 years. Overall the data indicate substantial benefits of graduated licensing for 16 to 17-year-old beginners, but no benefits beyond the learner stage for older beginners.     

Graduated driver licensing restrictions: awareness, compliance, and enforcement in North Carolina

PROBLEM: This study examined the extent to which critical restrictions in North Carolina's graduated driver licensing (GDL) system are known, adhered to, and enforced. METHOD: Teenagers and their parents were recruited as they applied for either an intermediate or full license at 1 of 23 licensing offices. Telephone interviews were conducted with 900 teenagers and their parents. RESULTS: Awareness of North Carolina's night and passenger restrictions was very high among both parents and teenagers. Ten percent of teenagers reported violating the night restriction without their parents' knowledge, and 15% had done so with their parents' approval. Only 4% of parents reported allowing their teenagers to drive with more than one teenage passenger, but 19% of teenagers reported that they were allowed to do this. Violations of the passenger restriction without parental knowledge were more common than violations of the night restriction (22% vs. 10%, respectively). Among teenagers who violated restrictions without their parents' knowledge, most reported doing so only once or a few times. Teenagers expressed little concern about detection, although a majority reported driving more carefully to avoid police notice. Neither parents nor teenagers knew much about police enforcement of GDL restrictions. To obtain a sense of the views of law enforcement officers, informal interviews were conducted with 20 officers from five diverse communities and the state highway patrol. These officers were highly supportive of GDL but unfamiliar with many of the specific provisions. Moreover, enforcement of GDL restrictions did not appear to be a high priority. IMPACT ON INDUSTRY: There is a need to increase the belief among teens (and parents) that police are enforcing GDL restrictions in their community; law enforcement participation in well-publicized traffic safety enforcement efforts would likely produce this result.     

The Effects of Learner's Permit Requirements in Tennessee

Sixteen and 17 year-olds were surveyed at motor-vehicle offices in Tennessee after qualifying for their first driver's license. When the survey was conducted during October and November 1995, neither a learner's permit nor completion of a driver education course was required to obtain a license at age 16 or 17. The survey was repeated during December and January 1996–97, approximately one year after a requirement to hold a learner's permit for 90 days or complete a driver education course was implemented. Results from the 1991 drivers (ages 16 and 17) surveyed indicated Tennessee's licensing law change was associated with approximately 100 additional miles and 8 additional hours of practice driving prior to licensure for the typical 16 or 17 year-old, most often while supervised by a parent or guardian. Results are discussed in relation to the prelicense practice driving requirements of graduated licensing systems.     

California's graduated driver license law: Effect on teenage drivers' deaths through 2005

PROBLEM: While many researchers believe Graduated Driver Licensing (GDL) laws save lives by imposing restrictions and delayed licensure on drivers under age 18, longer term effects on older teenagers have not been studied. METHOD: The effects of California's strict GDL law on deaths of drivers ages 16-19 were analyzed for 1995-2005 using Incidence Rate Ratios (IRR) and Auto-Regressive Integrated Moving Average (ARIMA) time series analysis of Fatality Analysis Reporting System mortality data. RESULTS: The two methods yielded similar results. IRR analysis found California 16-year-old drivers subject to the GDL experienced a 15% fatality decline (95% CI, 0.70-0.99), while 18 year-old drivers experienced a 15% increase (95% CI, 1.02-1.27). ARIMA analysis found 16 year-old drivers experienced a near-significant 20% fatality decline (p=0.07), while 18 year-olds experienced a 24% increase (p=0.01). Unlicensed teenage drivers and older teen drivers driving alone and transporting teenage passengers suffered significant fatality increases. SUMMARY AND DISCUSSION: California's GDL may negatively affect older teenagers and other driver subpopulations and merits reevaluation.     

Graduated driver licensing research in 2003 and beyond

This paper updates the comprehensive summary of graduated driver licensing (GDL) published in the January 2003 special issue of the Journal of Safety Research. It summarizes recent research not included in the special issue as well as research in progress or planned research. The most active research areas are risk factors for beginning teen drivers and evaluations of GDL programs. Results in each area strengthen the case for GDL. Additional research is producing valuable information about specific GDL implementation issues and the roles of parents and driver education in helping teenagers learn to drive safely.     

Enhancing the effectiveness of graduated driver licensing legislation

PROBLEM: Many states have enacted graduated driver licensing (GDL) systems in an effort to reduce the very high crash rates of young beginning drivers. This article addresses how to achieve the maximum benefit from GDL by ensuring compliance with protective restrictions. ENHANCING GDL THROUGH SYSTEM STRUCTURE: The major crash reductions due to GDL systems result from the protective restrictions during the initial two levels, which isolate novice drivers from the highest risk driving situations. Accordingly, GDL systems should include protective restrictions that adequately control the greatest dangers facing young drivers: multiple teen passengers and night driving before midnight. ENCOURAGING COMPLIANCE THROUGH SYSTEM STRUCTURE: Including protective restrictions that are supported by parents and teens will encourage compliance. Furthermore, linking a teen's advancement through GDL to demonstrated responsible driving will likely encourage compliance more than threatening punishment for violations. ENCOURAGING COMPLIANCE THROUGH ENFORCEMENT: Parents are in a prime position to enforce most GDL restrictions, but there is some evidence they do not enforce those restrictions that they consider too extreme. Little is currently known about the involvement of law enforcement in GDL systems, but there is potential for high visibility law enforcement activities to encourage compliance with restrictions. IMPACT ON RESEARCH, PRACTICE, AND POLICY: There is a need for better designed GDL systems in many states; more research is needed to examine compliance with restrictions and to evaluate enforcement efforts by parents and law enforcement.     

The learner's permit

PROBLEM: This paper considers the role and value of an extended learner's period in a graduated licensing system. METHOD: Review and synthesis of the literature. RESULTS: The learner's permit allows beginners to practice under supervision before attempting the road test for a driver's license. A learner's permit stage was an integral part of the "provisional" (graduated) licensing model initially formulated by NHTSA in the mid-1970s. Almost all Canadian provinces and U.S. states now have graduated licensing (GDL) programs that typically include an extended period of supervised driving. Most parents and teens favor the learner stage, and consistent with the intent of GDL, most learners are practicing and gaining driving experience under low-risk conditions. Research shows that very few learners crash while under supervision and that an extended learner stage has safety benefits. IMPACT ON RESEARCH, PRACTICE AND POLICY: Further research is needed on the safety benefits of an extended learner stage and on its optimal features.     

Encouraging compliance with graduated driver licensing restrictions

PROBLEM: Although graduated driver licensing (GDL) programs have reduced the high crash rates for 16-and 17-year-old drivers, research suggests that some teenagers fail to comply with restrictions on nighttime driving and carrying passengers. METHOD: A program to encourage compliance with GDL restrictions and seat belt requirements was implemented in Guilford County, North Carolina. The program combined increased enforcement with a multi-faceted publicity campaign drawing attention to the enforcement activity. A comparison community was studied to assess whether changes over time could be reasonably attributed to the program. RESULTS: Several measures indicate that greater enforcement did occur in the intervention community and that teenagers perceived the increase. However, self-reported data and direct observations of young drivers in the intervention and comparison communities showed the program resulted in only modest changes in compliance with GDL restrictions. DISCUSSION: The program put in place the mechanisms known to produce changes in driver behavior, but these may have been insufficient to alter the behavior of the minority of teenagers (and parents) who were not already complying with restrictions. However, the modest changes in young driver behavior plus the clear changes in both actual and perceived enforcement suggest that high visibility enforcement programs merit further use and evaluation in other communities, particularly those where compliance with GDL provisions is lower than in Guilford County.     

Adolescent driver risk taking and driver education: evidence of a mobility bias in public policymaking

PROBLEM: Road traffic injury is the leading cause of death among adolescents in high-income countries. Researchers attribute this threat to driver risk taking, which driver education (DE) attempts to reduce. Many North American authorities grant DE graduates earlier access to unsupervised driving despite no evidence of this being a safety benefit. This theoretical article examines risk taking and DE in relation to an apparent mobility bias (MB) in policymaking. METHOD: The MB is defined, the history and sources of driver risk taking are examined, and the failure of DE to reduce collision risk is analyzed in relation to a potential MB in licensing policies. DISCUSSION: The author argues that DE's failure to reduce adolescent collision risk is associated with a MB that has produced insufficient research into DE programs and that influences public policymakers to grant earlier licensure to DE graduates. Recommendations are made regarding future research on DE and risk taking, coordinated improvements to DE and driver licensing, and a plan to reduce collision risk by encouraging parental supervision after adolescent licensure. IMPACT ON INDUSTRY: Research on adolescent driver risk taking would have direct applications in DE curricula development, driver's license evaluation criteria, graduated licensing (GDL) policies, as well as other aspects of human factor research into the crash-risk problem.