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
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.
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 10-13
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)
• 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.
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.
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.
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)
† 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
Jo Kirby | Child and Adolescent Health Research Unit | The Moray House School of Education
The University of Edinburgh | Holyrood Road | Edinburgh EH8 8AQ
Tel 0131 651 6559 | Fax 0131 651 6271 | Email joanna.kirby@ed.ac.uk