To be Invincible

When
the glossy plastic was first placed in my hand, I felt invincible. My
driver’s license smelled of independence, freedom, and the infinite
places that were now available to me. Driving down the long stretch
of land between my school and home, adrenaline rushed through me. The
world was at my knees and I was its master. One day I was on such
road, my foot becoming more and more comfortable with the
accelerator. The road was clear ahead of me and behind me. There was
no one to see me. Just as I began to push more, I saw it. On a curve,
there lay flowers on top of a white, wooden cross. Time seemed to
slow at that moment as if it personally wanted me to see. My foot
lifted off the accelerator.

There
is no story with me. No tragic loss of a friend or sibling or parent.
My only experience with the dangers of driving comes from news
reports and exceedingly depressing videos shown in tenth grade
drivers ed. I am like any other teenager. So, what keeps me
from barreling down the street twenty over the speed limit? What
keeps anyone from doing it? Well, it is not the signs people put by
roads nor the dramatic videos teachers show to scare us. Those just
fly over our heads. I have seen students who finished driver’s
education with me racing their friends after school and accidently
crossing whole medians.

We
all know the dangers. We all drive past the same accidents. Yet we
still engage in activities that put ourselves and those around us at
risk. There is a certain feeling of detachment that many in my age
group possess. We know the risks yet refuse to believe that we will
ever have to face the consequences of our actions. We think we are
quick and intelligent. We believe we can glance at a text or pick up
a call without our mind wandering from the road.

We
believe we are invincible.

However,
as much as we want to believe that we are excluded from the dangers
of driving, we are not. We need education that is tailored to limit
those feelings of invincibility. Schools with poor funding in
drivers ed need support. Simulations should be made for
students to safely experience the effects of a crash for them to
realize the dangers of distracted driving. Drivers ed should
not be a class where students can ignore presentations and still pass
with an A. Lessons should be student focused—they should be engaged
with one another in conversations to help battle the discomfort that
may come from discussing topics such as driving under the influence.

We
must treat the matter with as much seriousness has it rightly
deserves. It is a matter of life or death.