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

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.

Impact of Walking School Bus Programs on Self-Efficacy and Outcome Expectations

Background: A walking school bus (WSB) consists of students and adults walking to and from school and promotes active commuting to school. Self-efficacy (SE) and outcome expectations (OE) are behavioral constructs associated with active commuting to school. The authors sought to assess the impact of a WSB program on child SE, and parent SE, and OE. Methods: The authors conducted a cluster randomized controlled trial of a WSB intervention from 2012 to 2016 among 22 elementary schools serving racially diverse, low-income populations in Houston, TX and Seattle, WA. Surveys collected data from third- to fifth-grade students and their parents, (n = 418) child-parent dyads, before school randomization and at the school year’s end. Child surveys included 16 SE items, while parent surveys included 15 SE items and 14 OE items. Scores were averaged from responses ranging from 1 to 3. The authors compared changes in SE and OE between groups over time and accounted for clustering using linear mixed-effects models. Results: The intervention group had increases in child SE of 0.12 points (P = .03), parent SE of 0.11 points (P = .048), and parent OE of 0.09 points (P = .02) compared to controls over time. Conclusions: As hypothesized, the WSB improved child SE, parent SE, and parent OE related to active commuting to school.

Aktiv zur Schule

Zusammenfassung Hintergrund In Deutschland und anderen Industrienationen bewegen sich viele Kinder nicht ausreichend und leiden zunehmend an Folgeerkrankungen des Bewegungsmangels. Aktive Schulwege sind ein relevantes Setting der körperlichen Aktivität und stellen einen wichtigen Ansatzpunkt für Interventionen zur Bewegungsförderung im Grundschulalter dar. Ziel des Beitrags Der Beitrag gibt einen Überblick über den Stand der Forschung zu aktiven Schulwegen von Grundschulkindern. Der Fokus liegt hierbei auf der Relevanz dieses Phänomens aus Perspektive der Gesundheitsforschung in Deutschland. Methoden Die Vorstellung des Forschungsstands erfolgt als narrativer Review, der nationale und internationale Studien, die mittels Literaturrecherche identifiziert und zusammengefasst wurden, einschließt. Es werden die Erfassungsmethoden, Prävalenzen und historischen Trends, Befunde über Gesundheitseffekte und Einflussfaktoren von aktiver Mobilität sowie Interventionsprogramme zur Steigerung aktiver Schulwege thematisiert. Ergebnisse Aktuelle Studien berichten, dass zwischen 47% und 81% der Grundschulkinder in Deutschland aktiv den Schulweg zurücklegen. Aktive Schulwege sind sowohl mit einigen Gesundheitsparametern als auch mit dem Gesamtumfang der körperlichen Aktivität positiv korreliert. Insbesondere die Distanz zur Schule und soziale Faktoren, wie das elterliche Unterstützungsverhalten und Sicherheitsbedenken, sind mit aktiven Schulwegen assoziiert. Es liegen praxisorientierte Publikationen zu Interventionsansätzen zur Förderung aktiver Schulwege an deutschen Grundschulen (wie z. B. „Walking-school-bus-Maßnahmen“) vor, die jedoch kaum wissenschaftlich evaluiert wurden. Schlussfolgerung Zur Bewegungsförderung im Grundschulalter sollten Maßnahmen zur Förderung aktiver Schulwege entwickeln und wissenschaftlich evaluiert werden.

The Walking School Bus: Critical Community-Engaged Learning in Action?

The U.S. K–12 public education system is fundamentally unequal. What efforts can facilitate students to become deeply immersed in the realities of the system and to embody the need for social change? This article investigates scaffolded, semester-long writing assignments to demonstrate patterns in the three tenets of critical community-engaged learning (authentic relationship development, reducing power differentials, social change orientation). The assignments come from three cohorts of a Sociology of Education course in which undergraduates spent early mornings walking with elementary school children. As efforts were made to deepen the community-engaged partnership, there is corresponding evidence in (1) the ways students humanized social problems through authentic relationship development, (2) the ways they detailed moments of youth-led activities in which power differentials were diminished, and (3) how students’ reflective thoughts more frequently focused upon social change.

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

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.