Evaluation of pre-driver education interventions using the Theory of Planned Behaviour

Young drivers are at disproportional risk of death and serious injury, especially within the first 6–12 months of licensure. Pre-driver education interventions are typically provided to young people, between the ages of 16–18, who have not passed their driving test but maybe learning to drive. Using the Theory of Planned Behaviour (Ajzen, 1991), the role and potential of pre-driver education to support young and novice driver safety is evaluated with reference to the literature and a negatively framed fear appeal testimonial intervention called Safe Drive Stay Alive (SDSA) Surrey. The results conclude that only small, short-term effects on antecedents to behaviour (i.e., attitudes, subjective norms, perceived behavioural control and intentions) have been found using this approach. A positively framed, theoretically grounded intervention called DriveFit was designed and evaluated with a cluster Randomised Controlled Trial conducted with 22 schools/colleges in Devon, UK. DriveFit consisted of a 40-minute film delivered in the classroom followed by a 45-minute online facilitated workshop delivered within two-weeks of watching the film, which employed active learning components. The film was delivered in a talk show style, with expert guests providing demonstrations, information and tips. The workshop was delivered by a professional facilitator, using the ORID (Objective; Reflective; Interpretive and Decisional) focused conversation framework and encouraged participants to commit ‘if-then’ implementation intentions to postcards to retain after the workshop. Small, but longer lasting and more significant effects were found at 8–10 weeks post- intervention for DriveFit, which was developed using the Theory of Planned Behaviour and Behaviour Change Techniques (BCTS). This comparison of a positively and negatively framed pre-driver intervention has not been conducted previously. Results are discussed with reference to the use of active learning approaches and BCTs for pre-driver interventions. Future research should consider whether pre-driver interventions can lead to road safety improvements for this vulnerable group through applying the blueprint for developing and evaluating road safety education demonstrated within this thesis research.