A VR path to driving independence for autistic people in the UK
In the United Kingdom, researchers are exploring a new route to help people on the autism spectrum build driving confidence through virtual reality (VR) and augmented reality (AR) technologies. Reported by the BBC and backed by a collaboration between the University of Bath and the University of Exeter, the project aims to reduce barriers that often prevent autistic individuals from starting to drive. By focusing on real-world challenges and sensory barriers, the team hopes to support greater independence on the road.
The project, its aims, and how it works
The initiative is led by Dr. Tom Arthur of the University of Exeter, who emphasizes that high anxiety during driving is a common obstacle for autistic people. The researchers want to develop experiences that mirror real driving situations while remaining within a controlled, comfortable environment. The goal is to determine whether XR technologies can build self-confidence before someone takes the wheel for a first solo lesson, or perhaps after existing lessons have begun.
Professor Mark Brusnan from the University of Bath explains that driving has long presented practical and social challenges for many autistic individuals. Sensory sensitivities, elevated anxiety, and the difficulty of reading social cues at intersections can make the learning process especially stressful. The team’s objective is to create experiences that resemble real driving but are designed to reduce overwhelm, so learners can practice more freely and at their own pace.
Crucially, the researchers are exploring how XR can be used not only in classroom or clinic settings but also in people’s homes. They are collaborating with technology developers to craft driving simulations that feel realistic yet comfortable enough for repeated use outside formal lessons. The idea is to tailor the experience so each learner can progress at a pace that suits their needs, gradually building skills and confidence.
Global context: what exists abroad
Shaping the landscape in the United States, two notable efforts currently exist abroad. One project, based at Vanderbilt University Medical Center in Tennessee, uses a simulator that collects individualized data on a driver’s behavior to tailor lessons and aid learning. A second, run by Auriga Interactive, develops autism-focused driving simulations through a private company, aiming to address the unique sensory and cognitive needs of autistic learners. The UK project situates itself within this broader field, seeking to customize experiences in ways that can be accessed at home and refined with feedback from instructors and researchers.
Voices from participants and expectations
Maisie Yu, a 19-year-old participant from Gloucestershire, shared a hopeful perspective: “This kind of technology could give people the chance to learn at their own pace and make mistakes that aren’t truly harmful—because it isn’t real.” Her sentiment highlights the potential of VR and AR to foster confidence without the fear of real-world consequences during early practice.
As the project progresses, researchers plan to study whether pre-driving XR experiences or post-lesson XR sessions offer greater benefits. They will monitor how learners respond to different virtual scenarios, measure anxiety levels, and track skill acquisition in order to refine the technology and its delivery.
Israel, global practice, and local needs
Outside the UK, surveys indicate that there are already several models attempting to offer autism-friendly driving support in diverse settings. In Israel, for example, there is not yet a driving school that explicitly advertises autism-specific training; in the United States and other countries, XR-driven approaches are more established in some centers. In the UK, the Bath–Exeter collaboration is part of a wider push to adapt driving education to the needs of autistic individuals—through sensory regulation, emotional regulation, and reduced stimuli, with real-time data to optimize the learning process.
What this could mean for the future of driving education
If successful, the project could pave the way for accessible, flexible driving education tailored to autistic learners. The researchers envision home-friendly experiences that learners can use with minimal supervision, complemented by in-person coaching when needed. By combining VR/AR with traditional instruction, the program aims to remove a major barrier to driving independence—reducing anxiety and building practical road skills in a supportive, controlled setting.
For more information on ongoing developments, readers can follow updates from Safe Driving Simulator initiatives and Auriga Interactive as they explore how extended reality can transform driving education for autistic individuals.
