Research In Action

Driving is a key developmental milestone that supports autonomy, social participation, and mental health. For autistic adolescents, however, the pathway to licensure is often unclear and under-supported, with implications for both equity and injury prevention. Our team sought to address this gap by conducting semi-structured interviews with autistic teens aged 16–24 and their caregivers. These conversations explored travel behaviors, licensing attitudes, family decision-making, and sources of support. The findings offer insight into how driving readiness intersects with cognitive, emotional, and systemic factors that shape safety outcomes.

Independence as the Driving Force

Independence emerged as the central motivator for both teens and caregivers. Teens expressed a desire to separate from caregiver dependence, access social opportunities, and avoid uncomfortable or costly transportation. Caregivers emphasized broader developmental goals, including employment access and the ability to navigate the world independently. Readiness to drive was shaped by prior experiences with independent travel—such as walking, biking, public transit, and rideshare services—which helped teens build navigation skills and confidence. These experiences also challenged caregivers to adapt to evolving roles that support autonomy while managing safety concerns.

Navigating Anxiety and Cognitive Barriers

Anxiety around driving and independent travel was a consistent theme across all driving statuses.

Non-drivers reported cognitive challenges such as difficulty focusing, intrusive thoughts, and sensory overload in unfamiliar environments.

Teens with permits expressed fears of crashing, encountering aggressive drivers, and managing basic driving tasks. Many found that repeated practice helped reduce these fears.

Licensed teens reported concerns typical of the general population, such as accidents, getting lost, and vehicle malfunctions. However, their confidence in stressful scenarios—like nighttime driving or dealing with aggressive drivers—varied widely, underscoring the need for continued exposure and tailored practice even after licensure.

What Families Need: Tailored Support and Professional Guidance

Families relied on standard resources like DMV materials, websites, and practice tests, but expressed a strong preference for individualized instruction from professionals trained in neurodivergence. Parent-led instruction was often associated with increased stress and emotional conflict. Both parents and teens also reported a preference for:

• Professional driving instructors with experience supporting anxious and neurodivergent learners, who can offer tailored feedback and reduce emotional barriers to learning.
• Emotional support systems like therapy, peer groups, and confidence-building strategies to manage the psychological demands of driving
• Technological aids like GPS and music, which help provide comfort and structure while driving

Teens consistently cited repeated practice as the most effective strategy for skill acquisition, many reported noticeable improvements in confidence and competence over time.

Creating a Safer, More Equitable Road Ahead

Driving readiness for autistic teens is a family-centered journey with implications for public health, equity, and injury prevention. Early conversations among teens, caregivers, and clinicians can guide decisions about readiness, resources, and training. Virtual platforms and simulation-based interventions—such as Cognitive Behavioral Intervention for Driving—offer promising avenues for skill-building and emotional regulation. To prevent injury and promote independence, systems must be designed to recognize neurodiversity, support developmental transitions, and close the gaps families currently fall into. Driving is not just a skill—it’s a gateway to opportunity, and every teen deserves a safe and supported path forward.

For more details about this work, you can find our published manuscript here.