Adolescents’ perceptions of walking and cycling to school differ based on how far they live from school

Abstract

BackgroundAdolescents perceive different barriers for walking versus cycling to school. This study examined whether adolescents’ perceptions of walking and cycling differ by home-to-school distance. MethodsAdolescents (n = 1,401; age: 15.1 ± 1.4 years; 55.1% females) completed an online survey about their school travel and perceptions of walking and cycling to school in Dunedin, New Zealand. Based on home-to-school distance, adolescents were categorised into three groups: ‘walkable’ (≤2.25 km; n = 455), ‘cyclable’ (>2.25-≤4.0 km; n = 286) and ‘beyond cyclable’ distance (>4.0 km; n = 660). ResultsRates of active transport to school decreased with increasing distance (‘walkable’/‘cyclable’/‘beyond cyclable’: 60.1%/16.4%/1.2%; p<0.001). For walking to school, attitudes (experiential and instrumental beliefs), subjective norms and behavioural intentions decreased with increasing distance (all p<0.001) whereas perceived behavioural control did not change significantly. For cycling to school, subjective norms and perceived behavioural control decreased (all p<0.001) whereas experiential and instrumental beliefs and behavioural intentions were not different across the distance groups. As home-to-school distance increased, self-efficacy for both walking and cycling to school decreased whereas personal and environmental barriers, safety-related concerns and convenience of driving for trip chaining increased (all p<0.001). Absence of cycle lanes and low interest in cycling were consistent barriers across distance categories. ConclusionsAdolescents’ perceptions of walking and cycling to school differ based on home-to-school distance. Thus, distance to school needs to be accounted for in active transport to school initiatives, and walking- and cycling-specific barriers tackled.