Active School Transport Research Articles

The critical need for child and youth perceptions of active living in India: capturing context complexity in rural and urban regions

Background The physical inactivity pandemic not only has a negative impact on the physical and mental health of children and youth, but it is also a key contributor to the non-communicable disease (NCD) burden, particularly among low- and middle-income countries. The widespread effects of climate change, ranging from extreme weather events to worsening air quality, are exacerbating the physical inactivity pandemic, highlighting the need to undertake holistic interventions to address environmental barriers while promoting physical activity. Despite the potential benefits of active school transportation (AST) on physical activity and the environment, no study has examined the intersection between perceptions of AST, environmental perceptions, and moderate-to-vigorous physical activity (MVPA) among children and youth in India from a child and youth perspective. Methods As a part of this cross-sectional, observational study, digital survey links were administered to 1,042 children and youth aged 5 to 17 (50.3% boys; 49.7% girls). Participants were recruited from 41 schools across 28 rural and urban regions in India. Children and youth provided information on various sociodemographic factors, perceptions of crime and air pollution, and peer support factors. MVPA data were collected using an adapted version of the IPAQ short-form questionnaire. The overall sample was stratified by age, gender, and location, resulting in a total of seven multiple linear regression models to assess the association between AST and MVPA. Results Children and youth who engaged in AST were associated with higher MVPA than those who did not engage in AST (β = 18.020, 95% CI [5.890 to 30.149], p = 0.004), after adjusting for age, gender, and location. In contrast, perceptions of high crime in the neighbourhood (β = − 21.921, CI [−36.195 to −7.647], p = 0.003) and perceptions of air pollution (β = − 12.472, CI [−23.797 to −1.147], p = 0.031) were associated with lower MVPA. Moreover, having active friends was associated with higher MVPA (β = 32.391, CI [9.264 to 55.518], p = 0.006) than not having active friends. AST was significantly associated with higher MVPA in the boys, rural, and aged 13 to 17 models; however, this association was not statistically significant in the girls, urban, and aged 5 to 12 models. Conclusions These findings highlight that promoting AST can potentially promote MVPA and contribute to mitigating the NCD burden among children and youth in India. Future policies and interventions should prioritize initiatives that promote AST, considering diverse sociodemographic factors, and addressing environmental challenges such as perceptions of crime and air pollution.

Feasibility of a school-based intervention to promote active school transportation – The school personnel's perspective

BackgroundThere is a growing need to invest in interventions that promote physical activity, such as active school transportation. Ideally, these interventions should be school-based to reach as many children as possible. However, school personnel have a heavy workload, and interventions must be feasible and sustainable. This study aims to explore the feasibility of a school-based intervention from the school personnel's perspective and increase knowledge about what makes an intervention in a school context feasible. MethodsA qualitative design was applied with individual interviews with 19 participants, including principals, teachers, project coordinators, one school nurse, and one operation manager. The data were analyzed with qualitative content analysis. ResultsThe result were formulated into one main theme “Crossing the threshold – enter and you might feel at home” and three subthemes “Flexibility for integration in the school context”, “Sensing meaningfulness is essential for being worth the effort” and “A supportive design to enhance enthusiasm”. These themes indicate that schools have a heavy workload and that there is a threshold for schools to invest time and effort into health promoting intervention. Flexibility, meaningfulness, and support were thus crucial elements for making an intervention in the school context feasible. ConclusionThe results of this study outline a promising strategy to meet the needs of school personnel and can serve as a valuable guide for further research concerning school-based interventions aiming to promote health.

A Two-Stage co-Design Process of Battleship-AST Persuasive Game for Active School Transportation in Northern Sweden

This research delves into the dynamics of active school transport (AST) by utilizing a two-stage co-design process and leveraging persuasive technology within a game for promoting AST called Battleship-AST. The primary aim of this research is to thoroughly investigate the two-stage game co-design process employed in creating a Battleship-AST game. Moreover, our research aims to evaluate participants’ perceptions regarding the motivating and engaging potential of the persuasive technology and gamification features embedded within the final iteration of the game. This evaluation aims to understand how these features influence participants’ motivation to increase their usage of AST through gameplay. In pursuit of these objectives, the research builds upon the existing Battleship-AST prototype and actively engages school children in a collaborative two-stage co-design process. Their valuable insights and preferences were harnessed in refining the game, which was subsequently tested during a tech event in Skellefteå, Sweden. The findings shed light on various aspects of the game’s impact, from its reception to the gamification features integrated within. Notably, the research highlights the positive impact of the co-design process, with increased motivation and engagement observed among the participants. Their involvement in shaping the game’s design resulted in a more engaging and enjoyable experience. The persuasive technology features, encompassing competition, collaboration, auditory cues, a virtual reward system, and an emphasis on similarity, played a pivotal role in sustaining engagement and motivating players. Elements such as rewards, leaderboard progression, and badges proved highly effective in encouraging continued participation and fostering a positive feedback loop. However, the study also identifies areas for potential improvement, including the need to measure real-life progress and refine the game’s levelling system. The research indicates that refining feedback mechanisms and tailoring game content to individual preferences could create an even more engaging experience. Additionally, long-term playtesting is proposed to assess the game’s extended impact. The findings offer promising avenues for enhancing motivation and engagement in AST, which can contribute to the promotion of healthier and more sustainable transportation choices among school children.

Investigating the walkability of primary, secondary and K-12 schools across metropolitan Perth, Western Australia

Having a walkable built environment is important to encourage active school transport. The aim of this study was to measure the walkability of all Perth, Western Australia (WA) schools and investigate whether differences in walkability exist by school type, socioeconomic status (SES) and/or subregion. Geographic Information Systems technology was used to measure walkability (i.e., traffic exposure and pedestrian connectivity) surrounding all Perth schools (n = 651) in 2021. Walkability scores and their individual components were compared using odds ratios and one-way ANOVAs with post-hoc comparisons by school type (primary, secondary and K-12; government and non-government), school SES and subregion. The majority of Perth schools (73.8%) were below the WA Planning Commission’s target for a walkable catchment area. Neighbourhoods surrounding high SES schools were significantly more walkable than neighbourhoods surrounding medium and low SES schools (mean walkability scores: 12.4, 10.5, 10.1, respectively, p < .001). Neighbourhoods surrounding schools located in the Central subregion (mean 12.3) were significantly more walkable than neighbourhoods surrounding schools located in the North-West (mean 11.0, p = .024), South Metropolitan (mean 10.0, p < .001) and North-East (mean 8.4, p < .001) subregions. No significant differences in walkability index scores were found for school type. This study found a large proportion of Perth schools were surrounded by disconnected street networks and that neighbourhoods surrounding high SES schools were, on average, more walkable than neighbourhoods surrounding medium and low SES schools. The results highlight the importance of modifying the built environment to increase opportunities for active school transport, particularly in low and medium socio-economic areas.

Environmental and social barriers to active school transport in the Colombian Caribbean region

Introduction: Lack of physical activity and high obesity rates in children and adolescents are major public health concerns. Active school transport is a strategy that can contribute to achieving recommended physical activity levels. Objective: To determine the relationship between the use of active school transport by children from the Colombian Caribbean region and their parents’ perception of barriers to active school transport. Materials and methods: Cross-sectional study conducted in 2019 with data from 3 067 primary school children from the Colombian Caribbean region. Data were obtained by administering an ad hoc questionnaire (questions on how children commuted to school and about their academic and sociodemographic characteristics) and the Active School Transport Barriers scale to the parents or legal guardians of the children. A multivariate logistic regression analysis was performed in which Odds ratios (OR) and their respective 95% confidence intervals (95%CI) were calculated to determine the relationship between the modality of transportation to school (active/passive) and the barriers to active school transport perceived by the students’ parents. Results: A total of 51.3% of the schoolchildren actively transported to school. Factors such as considering that the roads are not appealing (OR=1.64; 95%CI: 1.39-1.94), that there are dangerous road crossings on the route (OR=1.29; 95%CI: 1.1-1.54), that the distance between home and school is very long (OR=1.83; 95%CI: 1.5-2.1), and that the traffic on the route is heavy, (OR=1.5; 95%CI: 1.2-1.8) increased the probability of passive transportation (i.e., using motor vehicles). Conclusion: In the present study, long distances between home and school, aesthetics of roads, heavy traffic on the route, and insecurity of road crossings, among others, were identified as barriers to the use of active school transport.

Children’s active school transportation: an international scoping review of psychosocial factors

BackgroundOver the last decades, the prevalence of AST has decreased significantly. Barriers to active school transport (AST) have been extensively examined in the literature, while psychosocial factors that facilitate AST have received less attention. To our best knowledge, there are currently no reviews on this subject. Therefore, the objective of this review was to scope the literature and identify published research about psychosocial factors related to AST.MethodsSystematic searches conducted in PubMed, Web of Science, TRID, Scopus, and ERIC resulted in a total of 1933 publications, and 77 of them were considered eligible for this review.ResultsThe results of the included articles were categorised into four psychosocial factors: confidence in ability, attitudes, social support, and social norms, which were all generally positively related to AST, with a few exceptions.ConclusionThe findings of this review indicate that these psychosocial factors may be important to consider when developing interventions and highlight that both children and parents should be involved in the process. This knowledge can serve as a valuable guide for developing interventions to promote AST. However, the evidence base supporting these psychosocial factors requires further investigation to fully understand how and when to incorporate them to maximise AST efficacy.

Correlates of Active School Transportation During the COVID-19 Pandemic Among Canadian 7- to 12-Year-Olds: A National Study.

Active school transportation (AST) is an important source of physical activity for children and a potentially important climate change mitigation strategy. However, few studies have examined factors associated with AST in the context of the COVID-19 pandemic. We used baseline data from a longitudinal survey to investigate correlates of AST during the second wave of COVID-19 (December 2020). We collected survey data from 2291 parents of 7- to 12-year-olds across Canada and linked this information with data on neighborhood walkability and weather from national databases. We assessed potential correlates representing multiple levels of influence of the social-ecological model. We used gender-stratified binary logistic regression models to determine the correlates of children's travel mode to/from school (dichotomized as active vs motorized), while controlling for household income. We examined the correlates of travel mode for both the morning and afternoon trips. Consistent correlates of AST among Canadian children during the COVID-19 pandemic included greater independent mobility, warmer outdoor temperature, having a parent who actively commuted to work or school, living in a household owning fewer vehicles, and living in a more walkable neighborhood. These findings were largely consistent between boys and girls and between morning and afternoon school trips. Policymakers, urban planners, and public health workers aiming to promote AST should focus on these correlates while ensuring that neighborhoods are safe for children. Future research should monitor the prevalence and correlates of AST as COVID-19 restrictions are removed.

Assessment of sustainable school transport policies on vehicular emissions using the IVE model

The increased vehicle demand leads to a rise in congestion, exhaust emissions and travel duration. It makes countries adopt policies to reduce vehicular exhaust emissions to achieve sustainable development with improved air quality. The present study identifies factors that influence student's preferences, estimate vehicular emissions and examine policies to minimize use of passive school transport (PST). The responses of 945 students are statistically examined using the Multinominal Logit (MNL) model with factors that affect preferences of school transport. The MNL model revealed that private transports are preferred more by female students. Students covering up to 3 km distance preferred more to use active school transport (AST) than students with travel distance of above 5 km. The model has predicted that students with travel distance of 4 km or above are mostly opted for public travel modes. The representative driving cycle was developed for morning and afternoon school trips and used as an input parameter for the International Vehicle Emission (IVE) model to estimate exhaust emissions. School policies are proposed to reduce PST modes associated student kilometer travelled (SKT) and emissions. The study outcomes revealed that neighborhood school policy predicted significant reduction in yearly SKT for AST (6.07%) and PST (36.03%) modes. While increased walkability policy anticipates modest impact in minimizing the PST mode associated total exhaust emissions (3.18–40.34%). The private vehicle associated SKT and total exhaust emissions are reduced by nearly 27.58% and 34.66% under increased use of public transport policy respectively.

Understanding Active Transportation to School Behavior in Socioeconomically Disadvantaged Communities: A Machine Learning and SHAP Analysis Approach

Active Transportation to School (ATS) offers numerous health benefits and is considered an affordable option, especially in disadvantaged neighborhoods. The US Centers for Disease Control and Prevention (CDC) advises 60 min of daily physical exercise for children aged 6 to 17, making ATS a compelling approach to promote a healthier lifestyle among students. Initiated in 2005 by the US Department of Transportation (DOT), the Safe Routes to School (SRTS) program aims to foster safe and regular walking and biking to school for students. This paper examines students’ travel behavior using SRTS survey data and assesses the program’s effectiveness in promoting ATS in Chula Vista, California. Employing machine learning algorithms (random forest, logistic regression, and support vector machines) to predict students’ likelihood to walk to school, it utilizes SHAP (SHapley Additive exPlanations) to pinpoint significant variables influencing ATS across all models. SHAP underscores critical factors affecting transportation choices to school, highlighting the importance of home-to-school distance, with shorter distances positively impacting active transportation. However, only half of students within schools’ walking distance opted to walk to school, underscoring the necessity of addressing parental safety concerns, including factors such as crime rates and traffic speed along the route.

Exploring the Association between Air Pollution and Active School Transportation: Perceptions of Children and Youth in India

Active school transportation (AST), including walking or cycling, is a common practice across India contributing to physical activity accumulation among children and youth. Despite the proven health benefits of AST, rising air pollution levels may offset these benefits and discourage AST. With climate change and severe heat waves exacerbating poor air quality, this study aimed to examine the association between perceptions of air pollution as a problem and AST among children and youth in India. No previous studies have assessed AST determinants from a child or youth perspective in India; thus, this cross-sectional, observational study surveyed 1042 children and youth from 41 urban and rural schools. Logistic regression models were conducted and stratified by age group, gender, and urban vs. rural location. Children and youth who perceived air pollution to be a problem were less likely to engage in AST (OR = 0.617, 95% CI = 0.412, 0.923, p &lt; 0.001), with AST varying based on age, gender, and location. The perception of air pollution as a problem was associated with a lower likelihood of engaging in AST in the 5- to 12-year age group (OR = 0.366, 95% CI = 0.187, 0.711, p = 0.003) but not in the 13- to 17-year age group. Similarly, males (OR = 0.528, 95% CI = 0.306, 0.908, p = 0.021) and rural residents (OR = 0.569, 95% CI = 0.338, 0.956, p = 0.033) who perceived air pollution as a problem were less likely to engage in AST; however, this association was not found in females or urban residents. These findings highlight the importance of child and youth perceptions of the environment in not only informing public health advisories for air quality and safe outdoor activity, but also for designing targeted interventions considering sociodemographic differences in AST among children and youth in India.

Children and youngster's gaze behaviour when cycling in familiar environments

Active travel is beneficial for individuals and society in many ways. As transportation habits are formed at a young age, active school transport should be promoted. However, young children are often portrayed as not being able to cope with the demands traffic imposes on them. Most studies tend to confirm the notion that older children perform better than younger children, however, they are usually conducted in controlled environments that are unfamiliar to the participants. Here, 28 participants in two age groups (6–12 and 13–18 years) cycled their usual way to school to guarantee familiarity with the environment. They wore eye trackers, and the surroundings were filmed by a camera on the handlebars and by another camera mounted on the bicycle of an experimenter, who followed the participant. For each trip, all attentional target areas were identified based on infrastructure layout, traffic rules and turning direction. It was coded whether the children monitored these areas. Additionally, glance targets and glance purpose were coded. More than 80 % of all target areas were monitored. Regardless of age, a higher number of simultaneous target areas increased the likelihood that some relevant target areas were missed. The glance distribution across different types of target areas did not vary between the age groups. An increase in the number of simultaneous target areas led to a decrease in spare visual capacity and an increase in glances dedicated to checking for traffic. Overall, children in both age groups were generally attentive in their familiar environment. Difficulties were associated with a higher number of simultaneous target areas. A more controlled setup is needed to identify potentially modifying factors, and a comparison with adults is needed to for a fair valuation of the children’s performance.

Child and parent perspectives on active school transportation: Barriers and facilitators in a northern environment

IntroductionThere is a positive correlation between active school transportation and increased physical activity in children. Unfortunately, over half of Canadian children rely solely on inactive modes of transportation to and from school. The purpose of this study was to explore barriers and facilitators to active school transportation among children and parents in a small city in northeastern Ontario, Canada. MethodsSemi-structured interviews were conducted with parents (n = 15) and two focus groups were held with elementary, school-aged children (n = 14). Interviews with parents were guided by the modified Physically Active School Settings survey to investigate barriers and facilitators to active transportation to school. Children were asked open-ended questions about their barriers and facilitators to active school transportation. Transcribed audio recordings underwent content analysis. ResultsFindings revealed key factors that influence children and their parents’ decisions related to active transportation to school. Parents discussed vehicle traffic, wild animals (i.e., bears), infrastructure, and limited safety knowledge as barriers. Children discussed similar barriers and potential solutions such as maps of safe routes, traveling in groups, and improving infrastructure. ConclusionsResults highlight context is important for understanding barriers and facilitators to engaging in active transportation to school. To overcome barriers and support facilitators, local active transportation stakeholders need to work together to implement long-term school-based initiatives.

Adolescents’ perceptions of active school transport in northern Sweden

Active school transport (AST) refers to using active means of transport such as walking, cycling, or riding a non-motorised scooter to school. It can help improve adolescents’ physical activity levels and create a more sustainable environment. The study involved 70 adolescents (45 boys and 25 girls) aged 13 to 14 from one school in Skellefteå, in Northern Sweden. In an online questionnaire, they were asked about their perceptions of cycling, walking, and riding a non-motorised scooter to school. This study used descriptive statistics, multiple regression analysis, and hypothesis testing with ANOVA to analyse the collected data and compare the perceptions of different types of transport on safety, environmental, and personal factors among adolescents in Northern Sweden. According to the results, more adolescents walked to school than cycled, and significantly few rode a non-motorised scooter to school. Most adolescents believe walking or cycling to school is a great way to exercise. Furthermore, the study also revealed that many adolescents avoid using AST due to the time it takes. Although the study showed that adolescents felt sufficient support for using AST from schools and parents, the number of adolescents using motorised transport is higher during winter than in summer. Additionally, most of them were more confident about cycling and walking to school than riding a non-motorised scooter and thought using AST was nice. Finally, most adolescents perceived having complete control over their transport options when going to school. The research indicates that it is crucial to implement interventions that inspire children to be interested and excited about using AST. These strategies should include fostering an AST culture that is fun and positive, as well as creating environments that are safe and supportive. The research results will guide the creation of a persuasive game that can motivate adolescents to use AST and measure its effectiveness.

O.5.1-2 Associations of active school transport and leisure-time physical activity with educational and school-related mental health outcomes among Finnish adolescents: a nationwide cross-sectional study

Abstract Purpose Physically active pupils may be better and more resilient learners. However, it is unknown whether active school transport (walking or cycling to school) could affect educational and school-related mental health outcomes. We examined the associations of active school transport and leisure-time moderate-to-vigorous physical activity with perceived academic performance, self-reported competency in academic skills (concentration in classroom, writing, reading, and calculation), school burnout, and school enjoyment among Finnish adolescents. Methods We included 34103 eighth and ninth graders (mean age 15.4 years; 53% girls) from the nationwide School Health Promotion study cohort of 2015. We used logistic regression, adjusting for major sociodemographic, lifestyle, and physical activity covariates, to estimate the associations. Results We observed small but positive associations between active school transport and educational outcomes. For example, compared with non-active transport, 10-30 minutes of active school transport a day was associated with 30% higher odds of high perceived academic performance (OR 1.30, 95% CI 1.21-1.40) and 16% higher odds of high competency in reading (OR 1.16, 95% CI 1.07-1.26). Any dose of active school transport was also associated with higher school enjoyment, but no relationship with school burnout was observed. Compared with inactivity, higher doses of leisure-time physical activity were robustly associated with better educational outcomes. For example, the most physically active adolescents had 85% higher odds of high perceived academic performance (OR 1.85, 95% CI 1.65-2.08). Regarding competency in academic skills, the strongest association was observed for calculation (OR 1.57, 95% CI 1.39-1.77). Engaging in leisure-time physical activity, at any dose, was also associated with lower odds of school burnout, and higher odds of school enjoyment. Conclusions Compared with active school transport, engaging in leisure-time moderate-to-vigorous physical activity seems to be more strongly associated with high perceived academic performance, high competency in academic skills, and less school burnout among youth. Despite this, walking and cycling to school might lead to minor improvements in classroom performance and school enjoyment. Funding Source Juuso J. Jussila was supported by the Academy of Finland, Strategic Research Council (#336003).

Parental Perceptions and Perceived Environmental Influences on Active Transport to School in U.S. Inner-City Neighborhoods: Through the Lens of Health Equity

Introduction: Physical inactivity remains high amongst Asian American (AA) children. The Safe Routes to School (SRTS) Program is a viable approach for increasing levels of physical activity by encouraging active transport to school (ATS). The objective of this study was to investigate the factors that affect ATS among Asian American children in inner-city schools.&#x0D; Methods: An adapted version of the national SRTS survey that measures socio-demographics, environmental factors, and parental perceptions toward school routes and transportation modes were administered in eight public schools in Hamtramck, MI.&#x0D; Results: Multinominal logistic regression results indicated that the age of children, distance to school, perceived school encouragement, and parents’ perceptions on safety were the predominant factors associated with Asian American children participating in ATS.&#x0D; Conclusion: The study is among the first underserved environmental and access factors that influence Asian American children’s ATS patterns. Particularly, findings showed that the safety perceptions of parents play a key role in affecting their decisions about ATS and should be considered in future interventions and programming designs to promote ATS.

Are active school transport and leisure-time physical activity associated with performance and wellbeing at secondary school? A population-based study.

Physically active pupils may be better and more resilient learners. However, it is unclear whether walking or cycling to school yields similar educational and school-related mental health benefits as leisure-time physical activity. We examined the associations of active school transport and leisure-time moderate-to-vigorous physical activity with perceived academic performance, competency in academic skills, school burnout and school enjoyment. We included 34 103 Finnish adolescents (mean age 15.4 years; 53% girls) from the 2015 School Health Promotion study cohort. For the analyses, we used logistic regression, adjusting for major sociodemographic, environmental, lifestyle and physical activity covariates. Active school transport was positively associated with educational outcomes and school enjoyment, but not with school burnout. For example, compared with non-active transport, 10-30 min of daily active school transport was linked to 30% [odds ratio (OR) 1.30, 95% confidence interval (CI) 1.21-1.40] and 17% (OR 1.17, 95% CI 1.08-1.27) higher odds of high perceived academic performance and high reading competency, respectively. Leisure-time physical activity was robustly associated with all outcomes. For example, compared with the inactive, the most physically active adolescents had 86% higher odds of high perceived academic performance (OR 1.86, 95% CI 1.66-2.08), 57% higher odds of high competency in mathematics (OR 1.57, 95% CI 1.39-1.77) and 40% lower odds of school burnout (OR 0.60, 95% CI 0.52-0.69). Compared with active school transport, leisure-time physical activity was more strongly associated with educational and school-related mental health outcomes. Nevertheless, walking or cycling to school might lead to improvements in classroom performance and school enjoyment.

Children’s and parents’ perceptions on safe routes to schools: a mixed-methods study investigating factors influencing active school travel

ABSTRACT The proportion of children walking or riding to school is dwindling in Australia, while pedestrian injuries are among children’s leading causes of death. A mixed-methods survey was conducted on children and parents of two schools in Australia to understand travel behaviours and attitudes towards active transport to school (ATS). Results showed that road safety perceptions predicted ATS, unlike distance to school and stranger danger. The design of the routes to school was found to be crucial in facilitating ATS, to address the fear of road danger. Practical implications include the need for more controlled pedestrian crossings and protected bike paths.

Association Between Perceived and Objective Measures of School Neighbourhood Built Environment and Active Transport to School in New Zealand Adolescents

School neighbourhood built environment (BE) characteristics are related to active transport to school (ATS) among adolescents. This study examined objectively measured and perceived school neighbourhood BE correlates of ATS in adolescents and compared school neighbourhood BE features in rural versus small-to-medium urban areas.&amp;nbsp;We analysed data from adolescents (n=95; 68.4% under 16 years of age; 58.9% female) from 11 schools located in small-to-medium urban areas and rural settings in Otago, New Zealand, who were familiar with their school neighbourhood environment and living within 4.8 km from school. Adolescents reported perceptions of their school neighbourhood using a modified version of Neighbourhood Environment Walkability Scale for Youth (NEWS-Y) questionnaire. Objectively measured BE features were generated using Geographic Information Systems (GIS). In a multivariate analysis, perceived residential density (odds ratio (95% CI): 0.17 (0.04, 0.82)) and traffic safety concerns (0.13(0.02, 0.95)) were negatively associated with adolescents' ATS rates, but those associations were no longer significant once distance to school was taken into account. Compared to small-to-medium urban area schools, perceived land use mix diversity and recreational facilities and objectively measured intersection density in school neighbourhoods were higher, whereas perceived residential density and land use mix accessibility and objectively measured neighbourhood walkability were lower in rural schools (all p &amp;lt; 0.05).&amp;nbsp;Future initiatives should address both perceived and objectively measured school neighbourhood BE to promote ATS among adolescents.

Active school transport routines during school transitions: Socio-structural predictors of changes from childhood into early adulthood.

The purpose of this study is to investigate socio-structural predictors of active school transport (AST) change and to explore the stability and changes of transport modes during school transitions and into early adulthood in Germany. School transport mode, urbanicity level, socioeconomic status, and migration background were assessed in 624 children (8.9±1.1 years, 51% female) and 444 adolescents (14.9±1.7 years, 48% female) which were followed up longitudinally six years later. The results of multinomial logistic regressions and transition probability calculations indicated that residing outside of rural areas at baseline and follow-up predicts retaining or switching to AST in adolescence. Similarly, higher socioeconomic status at baseline predicted retaining or switching to AST in early adulthood. This research suggests that transition periods are crucial understanding AST behavior and may provide new opportunities for tailored AST promotion programs for different age groups.

Active school transport in an urban environment:prevalence and perceived barriers

BackgroundActive school transport (AST) can increase children’s and adolescents’ physical activity. The proportion of children and adolescents who engage in AST has declined internationally in recent decades. This study examines the prevalence, correlates, and perceived barriers to AST in the city of Leipzig, Germany.MethodsThe study sample includes 1070 participants, 364 children and 706 adolescents, aged between 6 and 18 years, as well as their parents. The parents as well as adolescents age 10 and above completed questionnaires concerning sociodemographic variables, means of transport/AST and perceived barriers to AST. The distance between home and school was calculated as the network distance from the home to school address using the Dijkstra algorithm. Based on these data, logistic models were fitted in a two-step variable selection process, using AST as the dependent variable.ResultsApproximately half of the children (59%) and adolescents (51%) engaged in AST. The prevalence of AST exhibited a negative correlation with age (Odds Ratio (OR) = 0.94, 95% confidence interval (CI) = 0.9–0.99, p = 0.015) and did not significantly differ by gender (children: ORgirls = 1.5, CI = 0.95–2.25, p = 0.075, adolescents: ORgirls = 1.01, CI = 0.75–1.37, p = 0.924). A high socioeconomic status was positively correlated to AST on the morning trip (OR = 1.7, CI 1.3–2.21, p < 0.01) but negatively on the afternoon trip (OR = 0.7, CI = 0.53–0.9, p < 0.01) in the summer. Common barriers for children (from their parents’ perspective) and for adolescents (from their own and their parents’ perspective) were distance and a heavy load to carry. The parents of adolescents did not perceive any other specific barriers as a serious impediment. Further significant barriers perceived by the younger children’s parents were adults giving a lift on the way to other errands, no other children to walk or cycle with, and too much traffic. Too much traffic was also a significant barrier for adolescents, as were taking too much time and bad weather conditions.ConclusionsFuture interventions promoting AST in an urban environment should be guided by the identified perceived barriers.Trial registrationLIFE Child has been retrospectively registered with ClinicalTrials.gov (NCT02550236).