Licensed for Life is a creative collaboration between youth, law enforcement, schools and society. We teach safe driving survival skills. Here’s how.
Designed by Cops ... and Teens
The Licensed for Life program design started with cops—cops with years of experience dealing with drunk drivers.
Then teens had their chance to shape the L4L program. Through focus groups, anonymous evaluations and direct representation on our advisory board, teens let us know what works and what doesn’t.
What We Teach
Ask teens and they’ll tell you: they don’t want lectures or “just say no” campaigns, they want honest information, delivered in an entertaining and engaging way. L4L teaches:
• How drunk driving laws work
• Understanding blood alcohol levels
• What impairment does to drivers, using Fatal Vision drunk goggles
• Intervention skills to stop others from driving under the influence
• The psychological and physiological signs of an impaired driver
• The role of ‘zero tolerance’ laws
• The facts and effects of alcohol poisoning
• Graduated licensing and how it works
• How to encourage other teens not to drive under the influence
Where We Teach
Licensed for Life mostly teaches in school settings. However, we are also a community resource. We’ll go just about anywhere, and there’s never a charge for our class. Class settings include:
• Public and private middle and high schools
• Colleges and universities
• Driver Ed programs
• Conferences
• Corporations
• Judicial and juvenile justice programs
• Community meetings
L4L is also a resource for the Illinois Department of Transportation task force.
Monitoring and Evaluation
Each Licensed for Life instructor is continuously evaluated by students and teachers. Our instructors submit these evaluations to L4L’s program director after every class taught. During their 8-class probationary period, new instructors are monitored constantly by the Program Director and more experienced instructors.
Licensed for Life administers pre- and post-tests to students to measure effectiveness. Both students and teachers complete a one-page evaluation/questionnaire on the class presentation. In this format they are asked to evaluate instructors and their understanding of class materials. Suggestions for future classes are also encouraged.
We work with teens in an atmosphere of mutual respect, understanding the pressures that they face. Our first goal is to provide them with skills and information that will allow them to make safe choices!
