Despite a plethora of education, engineering, and enforcement-related intervention, the pernicious problem that is young driver road safety remains of global interest. Compared with more experienced drivers, young novice drivers have been found to have deficits in situation awareness skills (SAS), which is an essential repertoire of knowledge and abilities in perceiving, comprehending, and appropriately responding to a breadth of driving risks (projection). Current practice requirements in Queensland, Australia, do not incorporate SAS-specific training for parents, the most common supervisor of novice drivers. This study evaluates the impact of SAFER, a SAS-acquisition acceleration “game” in which parents foster SAS in their child during the period before licensure, on novice driver SAS at learner licensure. Sixty parent–pre-learner dyads were recruited from the Sunshine Coast and randomly allocated to intervention ( n = 30) and control ( n = 29). Using a SAS-based coding taxonomy, SAS was measured via simulator-based verbal commentary protocol at learner licensure as part of a larger longitudinal project. Intervention learners exhibited significantly greater SAS (perception/comprehension/projection of breadth of driving risks), than control learners. Intervention learners exhibited significantly less perception, and considerably greater perception/comprehension/projection SAS than intervention parents. Currently, in Queensland’s licensing program there is limited support for parents/other supervisors of learner drivers, and no SAS-focused intervention is available. SAFER is an innovative SAS-acquisition acceleration intervention that has been shown to build SAS even before the young novice is licensed to drive. A larger state-wide pilot is in development to explore the merit of incorporating SAFER within Queensland’s graduated driver licensing program.
Estimating young novice drivers' compliance with graduated driver licensing restrictions: A novel approach
