Leveraging traffic citations as teachable moments: parent perspectives on a post-citation teen driving intervention

Introduction Teens cited for traffic violations represent a high-risk driving population, and traffic citations may function as psychologically salient teachable moments for behavior change. This study aimed to explore how parents interpreted and responded to their teen’s citation and how participation in a parent-focused, technology-supported intervention influenced parental engagement in promoting safe driving amid persistent teen crash risk. Methods We conducted 38 semi-structured virtual interviews with parents of teens who participated in the intervention arms of ProjectDRIVE, a post-citation randomized controlled trial recruiting parent–teen dyads from juvenile traffic courts. Interviews explored parents’ reactions to the citation, experiences with intervention components, and recommendations for improvement and scale-up. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using an iterative coding process in ATLAS.ti. Results Three themes emerged. (1) Parents’ reactions to the citation: Parents initially reported frustration, concern, or stress but often reframed the citation as a teachable moment to reinforce responsibility, accountability, and safer decision-making. (2) Parents’ experiences with ProjectDRIVE: Objective in-vehicle driving feedback increased teens’ awareness of risky behaviors and served as an external reference point, while structured parent communication strategies supported more open, less defensive conversations about driving safety. (3) Strategies for strengthening and scaling the program: Parents emphasized the importance of usability, relational support, and integration within existing systems, including juvenile courts, schools, and driver education programs, to enhance reach and sustainability. Conclusion Traffic citations can serve as critical teachable moments for families of high-risk teen drivers. ProjectDRIVE supported this process by strengthening parent–teen communication, increasing accountability, and sustaining parental involvement during the early licensure period. Parent-focused interventions that integrate behavioral and technological strategies may offer a scalable, public health–oriented approach to reducing crash risk and promoting safer communities.