An assessment of the benefits of the walking school bus in Christchurch, New Zealand

2007 ◽  
Vol 41 (6) ◽  
pp. 502-510 ◽  
Author(s):  
Simon Kingham ◽  
Shannon Ussher
Keyword(s):  
New Zealand ◽  
School Bus ◽  
Walking School Bus

scholarly journals Impact of a pilot walking school bus intervention on children's pedestrian safety behaviors: A pilot study

2012 ◽  
Vol 18 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Jason A. Mendoza ◽  
Kathy Watson ◽  
Tzu-An Chen ◽  
Tom Baranowski ◽  
Theresa A. Nicklas ◽  
...  
Keyword(s):  
Pilot Study ◽  
Pedestrian Safety ◽  
Safety Behaviors ◽  
School Bus ◽  
Walking School Bus

scholarly journals Examining the Impact of the Walking School Bus With an Agent-Based Model

2014 ◽  
Vol 104 (7) ◽  
pp. 1196-1203 ◽  
Author(s):  
Yong Yang ◽  
Ana Diez-Roux ◽  
Kelly R. Evenson ◽  
Natalie Colabianchi
Keyword(s):  
Agent Based Model ◽  
School Bus ◽  
Agent Based ◽  
Walking School Bus ◽  
The Impact

scholarly journals Pilot evaluation of a walking school bus program in a low-income, urban community

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Jason A Mendoza ◽  
David D Levinger ◽  
Brian D Johnston
Keyword(s):  
Low Income ◽  
Urban Community ◽  
School Bus ◽  
Walking School Bus

Evaluation of a walking school bus service as an intervention for a modal shift at a primary school in Spain

2018 ◽  
Vol 64 ◽  
pp. 1-9 ◽  
Author(s):  
P. Pérez-Martín ◽  
G. Pedrós ◽  
P. Martínez-Jiménez ◽  
M. Varo-Martínez
Keyword(s):  
Primary School ◽  
School Bus ◽  
Modal Shift ◽  
Bus Service ◽  
Walking School Bus

scholarly journals Parent Perceptions on a Walking School Bus Program Among Low-Income Families: A Qualitative Study

2019 ◽  
Vol 16 (11) ◽  
pp. 1047-1053
Author(s):  
Katie Teller ◽  
Mark Abbey-Lambertz ◽  
Nasira Sharma ◽  
Alan Waite ◽  
Scott Ickes ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Low Income ◽  
Role Models ◽  
Controlled Trial ◽  
Parent Perceptions ◽  
School Age Children ◽  
School Bus ◽  
Recruitment Methods ◽  
Low Income Families ◽  
Walking School Bus

Background: The walking school bus (WSB) is a promising intervention to increase walking to school and physical activity in school-age children. The aim of this qualitative study was to assess parent perceptions of a WSB program that was part of a randomized controlled trial to inform future programs. Methods: The authors interviewed 45 parents whose children had participated in a WSB program in the Seattle area, in which third- and fifth-grade students walked to/from school with adult chaperones along a set route. The authors performed a qualitative analysis of the interview transcripts and coded interview segments into 4 broad categories as follows: facilitators, barriers, general positive sentiments, and proposals. Results: Most parents spoke of the benefits of the WSB program; in particular, parents frequently applauded exercise/physical health benefits. Of the barriers, the most frequently cited was time, with work schedule and commute changes leading some families to walk less frequently. Conclusions: Most parents voiced support for the WSB program as a means to improve child health, to learn pedestrian safety, and to interact with positive adult role models. Parents made several suggestions to improve the program, including better recruitment methods, logistical improvements, and a platform for communicating with other parents.

scholarly journals Implementation contextual factors related to community-based active travel to school interventions: a mixed methods interview study

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
MacKenzie Koester ◽  
Carolina M. Bejarano ◽  
Ann M. Davis ◽  
Ross C. Brownson ◽  
Jon Kerner ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Thematic Analysis ◽  
Active Travel ◽  
Family Needs ◽  
School Bus ◽  
Community Based ◽  
The Usa ◽  
Walking School Bus ◽  
Active Travel To School

Abstract Background Active travel to school contributes to multiple physical and psychosocial benefits for youth, yet population rates of active travel to school are alarmingly low in the USA and many other countries. Though walking school bus interventions are effective for increasing rates of active travel to school and children’s overall physical activity, uptake of such interventions has been low. The objective of this study was to conduct a mixed methods implementation evaluation to identify contextual factors that serve as barriers and facilitators among existing walking school bus programs. Methods Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with leaders of low-sustainability (n = 9) and high-sustainability (n = 11) programs across the USA. A combination of quantitative (CFIR-based) coding and inductive thematic analysis was used. The CFIR-based ratings were compared between the low- and high-sustainability programs and themes, subthemes, and exemplary quotes were provided to summarize the thematic analysis. Results In both the low- and high-sustainability programs, three of the 15 constructs assessed were commonly rated as positive (i.e., favorable for supporting implementation): student/family needs and resources, implementation climate, and planning. Three constructs were more often rated as positive in the high-sustainability programs: organizational incentives and rewards, engaging students and parents, and reflecting and evaluating. Three constructs were more often rated as positive in the low-sustainability programs: student/family needs and resources - built environment, available resources, and access to knowledge and information. Four themes emerged from the thematic analysis: planning considerations, ongoing coordination considerations, resources and supports, and benefits. Conclusions Engagement of students, parents, and community members were among the factors that emerged across the quantitative and qualitative analyses as most critical for supporting walking school bus program implementation. The information provided by program leaders can help in the selection of implementation strategies that overcome known barriers for increasing the long-term success of community-based physical activity interventions such as the walking school bus.

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