Drivers Education once functioned as a gateway to lead students to a formal and useful way to understand the road that lay ahead of them.
The program used to be a way to keep students in a controlled environment, providing them with the necessary hours needed for a completion certificate, and take the Department of Motor Vehicles (DMV) permit test.
This elective that at one point turned anxious teenagers into capable and confident drivers has now been removed as a class. Today, the absence of the course leaves a widening gap in student development and safety.
The drivers education program was largely phased out from California schools, including Stockton Unified School District (SUSD) schools due to several issues.
In an interview with Brenda Luangvala, a senior registrar at Stagg high school, stated the main reasons were because of “budget cuts and the cost of liabilities.”
While driver’s education once had played an important role in students’ education, bringing it back may not be the most practical solution as of today. Public schools face tight budget restraints and pressure from School districts to focus more on core academics.
Due to these reasons, in combination with high insurance costs, and the liabilities set in place where the school would be responsible for student safety, drivers education was ultimately removed from course selection.
Though Luangvala had something additional to add. When asked if she believed driver education was important to students’ education, she said yes.
“Yes, I do believe that driver’s education is an important part of the student education,” Luangvala said, “I feel like it gives more, like, hands on life experiences.”
In another interview with student Carolina Escobedo, an attending junior, who is on the way to getting her permit said “I definitely think that we should have it here.”
For many students at Stagg, the absence of an on campus driving program can act as a barrier more than just an inconvenience.
While some students may be lucky to have family members or knowledgeable friends that have the time and patience to teach them how to drive, other students don’t have that same fortune.
Students outside of school may tend to deal with difficult home lives, some individuals may have to even find ways to teach themselves.
Escobedo shared that she feels lucky to have her mother be able to teach her how to drive, yet she understands the struggles that others may go through, “Sometimes people don’t have others to learn from. Sometimes they just do it by themselves.”
This uneven playing field can handicap students, especially when it comes to the growing world that doesn’t stop moving. The ability to drive is now, more than ever, not a privilege but a necessity for reaching greater heights in our society.
Many students argue that SUSD should once again find a way to re-implement the course to ensure that every student has a decent shot at getting ahead early.
Without these types of courses implemented within schooling, students would have to pay hundreds of dollars just to take private classes outside of school if they want their license before turning eighteen.
This, in turn, costs more money for already struggling students and depletes their time. Javier Castellanos, a senior student, stated “they are also very time-consuming since driving instructors sometimes are not available or have very different schedules compared to one’s own.”
Bringing the program back would also offer larger financial relief to students and their respective families as they push for earlier access to the road. Castellanos further explained that “the classes to receive your license are quite expensive, for me, about 500 dollars.”
Luangvala, who was able to take the class when she attended high school stated, “the best part was that it was a free class provided through the school district.” She expressed the class was fun and she learned a lot.
When being interviewed, Escobedo explained. “I feel like driver’s education could bring so many people involved and together,” showing that the inclusivity is also just as important to her.
When asked if she would’ve taken the course if offered, she insisted “yeah, I would. I wanna learn more that I don’t know of yet.”
While the benefits of having a school implemented program encourages students to obtain their license is already significant, teaching a multitude of students in a professional setting at school using a formal program that practices safety in a fun and comfortable environment is what’s truly important.
Studies show that students who take Drivers Education in school are confident and are less probable to be involved in major accidents compared to those who choose to not take the course.
Reimplementing Drivers Education is much harder than we’re making it out to be though. Due to the past misuse of funding and high insurance costs, as well as finding a reliable and educated instructor, it’s easier said than done.
However, the pathway begins with the students that want change. Luangvala explained that it would be a “long and hard process.” Yet of course, change doesn’t happen all at once, it starts small.
Luangvala noted, “you know how the school offers the board meetings, attend those and let them know how you feel about those drivers courses in order for them to come back.”
By building coalitions, perhaps a small club of interested peers, and introducing the topic to administrators, students can already begin to start pulling themselves one step closer to putting their ideas into motion.
Students Escobedo and Castellanos, when asked if they would support student-led efforts such as clubs or petitions, both remarked “I would.” With Escobedo adding “ I would root for it. I would love to do that actually,” and Castellanos expressing, “I would, 100 percent.”
After interviewing a student with and without their license we get their perspective of the class and their opinions on whether or not the class should be available. Whether it’s because of cost, inclusivity, or safety, all people interviewed agreed that the class would be beneficial and should be available at SUSD.
