Student stress

Sultan Qaboos University medical journal, 2014

Graduated driver licensing (GDL) aims to gradually increase the exposure of new drivers to more complex driving situations and typically consists of learner, provisional and open licence phases. The first phase, the learner licence, is designed to allow novice drivers to obtain practical driving experience in lower risk situations. The learner licence can delay licensure, encourage novice drivers to learn under supervision, mandate the number of hours of practice required to progress to the next phase and encourage parental involvement. The second phase, the provisional licence, establishes various driving restrictions and thereby reduces exposure to situations of higher risk, such as driving at night, with passengers or after drinking alcohol. Parental involvement with a GDL system appears essential in helping novices obtain sufficient practice and in enforcing compliance with restrictions once the new driver obtains a provisional licence. Given the significant number of young driv...

2006

Driver education and graduated driver licensing are two countermeasures designed to help reduce the crash risk of young novice drivers. However, while driver education enjoys popular support there is a lack of evidence confirming that it reduces crash risk. In contrast, research has suggested there is a strong link between the introduction of stronger graduated licensing schemes, which includes restrictions such as limits on late night driving or peer passengers and crash reductions. This paper will present preliminary findings from a survey of novice driver experiences in Queensland. Implications for the better integration of licensing requirements and driving training are discussed.

Journal of Safety Research, 2003

This article was originally published in a journal published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non-commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues that you know, and providing a copy to your institution's administrator.

Journal of Safety Research, 2003

On November 5 -7, 2002, the Symposium on Graduated Driver Licensing in Chatham, MA, brought together 75 researchers and practitioners from the United States, Canada, Australia, and New Zealand to document the current science of graduated driver licensing (GDL) and to outline research needs. Participants reviewed 12 background papers and discussed the papers in depth. The symposium's background papers are published in this issue of the Journal of Safety Research.

Journal of Safety Research, 2003

In New Zealand, on 1 August 1987, a three-stage graduated driver licensing (GDL) system that applied to all new drivers aged 15-24 years was introduced. The essential elements of GDL were a 6-month learner license (supervised driving) and an 18-month restricted license stage (with restrictions on night driving and carrying passengers). A blood alcohol limit of 0.03 mg% applied at both stages. Evaluation studies: Early studies indicated that young people were reasonably accepting of the restrictions, with the passenger restriction being the least acceptable. Problems of compliance with the restricted license driving restrictions were reported. Evaluations of the impact of the graduated driver licensing (GDL) on serious traffic-related injury showed that up until 1991-1992, an 8% reduction could be attributed to GDL. At this time, it was considered that reduced exposure was the main reason for this reduction. However, the number of fatalities and hospital admissions among young people continued to decline, as did the population rate and the rate per number of licensed drivers among the young driver age group. A further evaluation study showed that drivers with a restricted license had a smaller proportion of crashes at night, and with passengers, compared with drivers licensed before GDL. Impact of GDL: These results suggested that GDL restrictions had contributed to the reduction in crashes among young people and that it was not simply a case of reduced exposure to risk. An update of the most recent crash statistics indicated that, compared with older age groups, the fatal and serious injury crash rate among young people has remained substantially below the pre-GDL level. This suggests that the impact of GDL has not diminished over time.

Traffic Injury Prevention, 2019

The success of driver graduated licensing systems (GLS) is demonstrated primarily in jurisdictions that licence at young ages with requirements expiring at age 18. In Australia, GLS requirements typically apply for all applicants aged under 25. In 2007, the Queensland licensing system was strengthened, extending the learner and introducing a 100-hour supervised driving requirement, introducing restrictions on passenger carriage at night and high-powered vehicles for provisional drivers, and on phone use for all novice drivers (learner and provisional). The objective of the current research was to evaluate whether these changes were associated with reductions in crashes (all) and killed-and-serious-injury (KSI) crashes involving novice drivers, and respective casualties. Government licensing and police crash records were linked and interrupted time series analysis was used to examine potential shifts in crash trends by rates of licensed drivers per month. Substantial declines were found in novice driver crashes (13.1% per year; 95%CI-0.0130,-0.0096), crash casualties (13.9% per year; 95%CI-0.0137,-0.0101), KSI crashes (5.4% per year; 95%CI-0.0080,-0.0046) and associated casualties (5.2% per year; 95%CI-0.0075,-0.0039). Compared to the total licensed driver population, declines in crashes (3.0% per year; 95%CI-0.0027,-0.0007) and crash casualties (2.9% per year; 95%CI-0.0029,-0.0006) but not KSI outcomes were observed. More narrowly, declines were found for provisional-licensed driver crashes (9.3% per year; 95%CI-0.0096,-0.0063) and KSI crashes (3.6% per year; 95%CI-0.0004,-0.0128) that were approximately 2.6% and 1.2% greater than respective declines for 25-29-year-old open-licensed drivers. Substantial declines also were observed in novice driver single-vehicle, night, passenger and alcohol crashes. Overall, these results demonstrate that GLS can be effective in a later age licensing jurisdiction. However, KSI outcomes were limited. Modelling research is recommended on ways to further strengthen Queensland's GLS to achieve greater trauma reductions.

Latin American J. of Management for Sustainable Development, 2015

Looking back to the beginning of the area of driver education and training research -which started in the 1960s -two major trends can be identified: The first one, the traditional driver education training which, in terms of research efforts, prevailed till the late 1980s, concentrated on formal driver training, knowledge and skills. The second and innovative trend, which roughly started in the mid 1980s with night-time curfews, still prevails and is now known as Graduated Driver Licensing (GDL). GDL is, however, not well-defined in terms of the composition of components and many different layouts are put into practice. An overview of GDLs currently practiced in American and Canadian jurisdictions identifies some 20 different GDL-components. If a jurisdiction tries to select the best, say three components from the pool of measures by belief or conviction, it is obvious that the number of combinations is enormous and beyond what is practically possible to assess by evaluation studies. Jurisdictions need advice from research to elaborate the most effective GDL, and researchers need predictions based on theory to propose solutions regarding the best composition of GDL-components. The present paper will sum up and give an overview of the effects of GDL as well as more recent innovative proposals of components.

Rech. Transp. Secur., 2016

Des systèmes de permis de conduire par étape (Graduated Driving License-GDL) sont appliqués depuis des décennies aux États-Unis, au Canada, en Australie et en Nouvelle-Zélande. Ces systèmes GDL comprennent habituellement trois phases. Au cours de la première phase (d'apprentissage), le candidat-conducteur peut uniquement conduire un véhicule s'il est accompagné d'un conducteur expérimenté, ce qui lui permet de vivre différentes situations de trafic en étant supervisé. Durant la deuxième phase (pratique indépendante), le candidat-conducteur peut conduire seul dans la circulation mais sous certaines restrictions strictes : il ne peut par exemple pas conduire la nuit ni accompagné de passagers du même âge. Cette phase permet au conducteur d'automatiser certaines capacités de conduite tout en évitant des situations spécifiques comportant un risque accru. Pendant la troisième phase, l'on dispose d'un permis de conduire sans restriction même si des sanctions plus sévères sont prévues dans certains cas. Le système GDL a pour but de permettre aux candidats-conducteurs d'acquérir progressivement de l'expérience de conduite tout en étant moins exposés aux situations de trafic à risque. L'idée derrière ce concept est d' « apprendre par l'expérience ». Bien que des systèmes européens se concentrent généralement sur un « apprentissage au travers d'instructions (professionnelles) », l'on a observé une attention accrue pour les approches GDL au cours des dernières décennies. Ceci est dû à l'opinion croissante

This paper reviews the graduated driver licensing system used in New South Wales to regulate the entry of novice drivers into the driver licensing system, and compares the Australian approaches to graduated driver licensing with systems in use in North America and elsewhere. It is proposed that the Australian approaches, as exemplified by the New South Wales graduated driver licensing systems, is a blue ribbon system demonstrating best practice.