From L-plates to independence: How parents and guardians can support safer young drivers
Published 3 February 2026
Last updated 3 February 2026
Parents and guardians have far more influence than is often realised, both before and after the test. In this blog, you'll read tips on how to help build your learner's skills and experience throughout their driving journey.
For years, it’s been on their countdown calendar.
“Only a year until they can learn to drive.”
“Only 6 months to go.”
And then suddenly, it’s here. Seventeen arrives. Lessons start. The theory test is booked. Everything feels like it’s moving very fast.
For many parents, the focus at this point is completely understandable: help them pass the test and get safely on the road. What’s easy to miss is that learning does not stop there. In the months immediately after the test, young drivers are still building the experience that will help to keep them safe on the roads.
That’s not because all young people are reckless. It’s because driving is complex, and it takes experience to navigate the roads safely. Novice drivers are still developing the skills that help them judge risk, manage distractions and respond calmly under pressure.
One of the biggest myths in road safety is that crashes mainly happen to “boy racers” or thrill-seekers. In reality, if a new drivers crashes, in most cases it’s simply because they’re new. This means they’ve not yet built the experience needed to spot hazards early, judge speed and distance accurately, manage distractions, or stay calm when something unexpected happens.
The good news? You, as parents and guardians, have far more influence than you often realise, both before and after the test. That influence shows up in everyday ways. Young drivers learn from how you drive, from the messages they pick up through everyday conversations, and from the support and structure that stays in place as their driving experience builds.
Before the test: Help them learn more than car control
A lot of supervised driving during the learner stage focuses on the basics: steering, braking and parking. Those skills matter, but they’re only the starting point.
Research shows that young drivers learn best when practice gives them time, variety and opportunities to develop judgement, not just confidence behind the wheel. The evidence suggests that learning for longer, with more varied experience, is protective. It’s important to encourage your learner to be patient and not rush to take their test.
So what does learning well look like before the test?
It’s about taking the time to build experience. While basic car control can develop quite quickly, safe driving depends on judgement and awareness, which grow more slowly.
It’s also about variety. Familiar routes are comfortable, but they do not prepare young drivers for the unexpected. Driving in different conditions, on different types of roads and at different times of day helps broaden experience.
Learning can also happen away from the driver’s seat. Practising hazard perception online, talking through situations when they’re a passenger, or reflecting together after a drive all help young drivers learn to spot risks and recognise patterns, without adding pressure. Simple if–then plans can help too, for example, “If I feel rushed, then I’ll slow down,” or “If I’m unsure, then I will not overtake.” These plans give young drivers clear coping strategies for managing tricky situations.
After the test: When experience is still building
Passing the driving test is a major milestone, but it does not mark the end of learning.
Support at this stage looks different to supervised learning. It’s about keeping conversations going and providing a framework while experience builds. That might include agreeing expectations together (for example around minimising the number of passengers or late-night driving in the early months), talking through situations they’ve found difficult, and thinking carefully about vehicle access. Shared access, rather than full independence straight away, can help limit exposure to higher-risk situations.
Some families find it helpful to use a simple parent–teen driving agreement at this stage. It provides a clear way to set out shared expectations and revisit them as experience grows.
Small actions, lasting impact
Supporting a young person to learn to drive safely’s not about one big thing. It’s about everyday choices that shape experience over time.
The evidence shows that you influence safety in important ways, through how you drive, talk about driving, and stay engaged as experience develops.
Learning does not stop when the L-plates come off - and neither does your influence.
About Dr Elizabeth Box
Dr Elizabeth Box is a transport researcher specialising in young driver safety and behaviour change. She is Research Director at the RAC Foundation and Director of ECM Research Solutions, where she works with organisations to design and evaluate evidence-based road safety interventions.