Emma's journey to become a driver - how do we build a more responsible transport culture?
Emma is 17 years old, curious and eager to learn to drive. She has always dreamed of having her own driving licence - freedom, independence and summer trips with friends.
But what happens after Emma gets behind the wheel for the first time?
1. First contact with traffic: more than just pedal, gear and wheel
At the beginning of the training, Emma will learn about the controls and traffic rules. Training often starts on a simulator, which offers the advantage of a safe and relaxed environment to learn the basics - such as moving off, swerving and intersection recognition.
The simulator allows you to take your time to work through situations that cannot always be practised in a controlled way in real traffic. At the same time, Emma develops a sense of situation and rhythm in traffic - skills that will be further developed in real driving lessons.
2. Towards practical transport - but with what attitude?
When Emma moves into real traffic, she is accompanied by a professional who encourages and challenges. At the same time, a new question begins to emerge: how does Emma think on the road?
From hour to hour, Emma receives feedback not only on her driving technique, but also on her anticipation, eye contact and decision-making. And perhaps most importantly, the attitude she takes to the responsibility that driving brings.
3. The right to drive or actual ability?
Finally, the day arrives when Emma is scheduled for her driving test. She has driven the necessary driving lessons, passed the theory test and completed the simulator lessons. But is she ready?
Currently, the level of training for driving licences can vary widely. If training focuses only on 'passing the test', Emma may be left without an essential understanding of the risks of driving and responsible behaviour.
The driving licence is not the finish line - it's the starting point.
4. How can we better support Emma?
Emma is just one of thousands of young people who start their driving licence training every year. Each of them is different, but they all have the right to high-quality, well-rounded and safe training. That is why the development of driver training is a priority:
- 👉🏼 Quality teaching that builds not only skills but also mindsets
- 👉🏼 Simulators and digital tools to support personalised learning
- 👉🏼 Adequate teaching and support, not targeting the minimum
- 👉🏼 Involving those close to you, such as parents, in the learning process
- 👉🏼 Improving the quality of home education so that those with teaching licences also get the support they need
Emma's future in transport - our shared responsibility
When Emma gets her driving licence, a new phase begins. Much of what kind of driver she will grow up to be has already been shaped during her training - but the process continues. That's why every contact in training is valuable.
Our job is not just to teach - but to educate. And that takes time, understanding and a willingness to treat each young driver as an individual.
There are thousands of stories like Emma's journey - and their success is not just the responsibility of the young person or the trainer. Home, community and social support also play a part in the outcome.
How do you see if we could work together to build a model where tuition fees, driving lessons and parental support complement each other?
Ronja Sulin
Sales and Marketing Director
Epic Driving School Ltd.
