Attitudes towards Active Travel to School among schoolchildren in Scotland Jo Kirby and Jo Inchley Child and Adolescent Health Research Unit (CAHRU), University of Edinburgh Methods Qualitative research methods were used. 13 focus groups, involving 66 participants (29 boys, 37 girls) were conducted. Students ranged from P7 to S2, covering an age range of years. Similarities and differences between focus groups and individuals were identified to help determine common and significant outcomes from the discussions. Results The following themes became apparent during discussions with students regarding their attitudes towards active travel: Perceived benefits Health and fitness – recognition of physical and mental health benefits (e.g. getting fitter, being outdoors and getting fresh air, feeling more energised and alert at school). ‘It’s good for our health’ (Girl, S2); ‘[Active travel] wakes you up for school’ (Boy, S1) Environmental factors – aware of environmental issues and the links between active transportation and helping to alleviate environmental problems. ‘To help the environment because if you take the car to school, you use petrol and everything’ (Girl, S1) Social factors – a major benefit. A good opportunity to meet and spend time with friends. It provided the chance to talk to friends before arriving at school and, in some cases, an opportunity to make new friends. ‘You get to spend more time with your friends if you are walking or cycling with them’ (Boy, P7) Perceived barriers Personal safety – concerns over amount of traffic or roads being too busy to cross, unsuitable pathways and stranger danger. ‘Well not all the time [feel confident about walking or cycling] because of all the traffic and stuff’ (Girl, S1) Weather conditions – many reported they would not walk or cycle if weather was bad, and would typically travel by car or bus if it was cold or raining. ‘The weather [when walking], like you get right cold. It’s horrible’ (Girl, S1) Time and distance – active travel thought to be slower than other forms of transport. Lack of time therefore a barrier. Concerns over being late for school or having to get up very early to arrive on time. Issue of time often associated with distance between home and school. Some students felt they lived too far away. ‘It’s hard for some places, ‘cause if they [students] were having to walk they would have to leave really early’ (Boy, S2) Enjoyment - Almost all students who walked or cycled to school reported to enjoy it, mainly because it gave them a sense of freedom and time with their friends. Social influences - Parental decisions were most common, although many students reported that they made the decision themselves. Parental attitudes towards active travel varied and parents could exert either a positive or negative influence over their child’s behaviour. Discussion Active travel shares some of the same perceived barriers and benefits as general physical activity. However, context-specific themes were also identified. A range of personal, environmental and social factors impact on children’s attitudes and behaviour in relation to active travel. These encompass both positive and negative influences and may help provide information on which to base future promotion strategies. Jo Kirby | Child and Adolescent Health Research Unit | The Moray House School of Education The University of Edinburgh | Holyrood Road | Edinburgh EH8 8AQ Tel | Fax | Student suggestions for Active Travel Promotion Important to promote active travel as an activity which improves health and fitness. Offer incentives or rewards, e.g. giving out bicycle bells or umbrellas, or school initiatives which combine a health promotion message by giving out a reward such as a cereal bar to those who actively commute. Promote the social element (e.g. encourage people to walk or cycle into school together). Most common suggestion was inclusion of a physical element to a school project, (e.g. a group cycle or walk). Sitting passively and listening to information was discouraged. Students keen to have an opportunity to get on a bicycle or take part in an organised walk. Introduction Important beneficial effects of physical activity are well documented. For Scottish schoolchildren, participation in physical activity decreases with age, particularly in girls and during the transition from primary to secondary school. This extends to walking and cycling to school†. Active travel to school has the potential to increase pupils’ physical activity levels. The influences on travel behaviour from the young person’s perspective may help inform the development of more effective interventions. The aim of this study was to explore Scottish schoolchildren’s perception regarding active travel within the school context. † Inchley J. & Currie CE. Report of findings from the PASS 2004/05 Student Survey. Edinburgh: Child and Adolescent Health Research Unit (CAHRU), This project was funded by Sustrans Scotland