Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Why Parents Drive Children to School: Implications for Safe Routes to School Programs
Problem: Rates of walking and bicycling to school have declined sharply in recent decades, and federal and state governments have committed funds to reverse these trends. To increase rates of walking and biking to school will require understanding why many parents choose to drive their children to school and how well existing programs, like Safe Routes to School, work.
Purpose: We aimed to understand why many parents choose to drive their children even short distances to school, and what implications this has for programs to increase walking and biking to school.
Methods: We used data from a telephone survey to explore why parents drive their children to school.
Results and conclusions: We found that 75% of parents driving their children less than 2 miles to school said they did this for convenience and to save time. Nearly half of parents driving their children less than 2 miles did not allow their child to walk to school without adult supervision. Accompanying a child on a walk to school greatly increases the time the household devotes to such a trip. Few Safe Routes to School programs effectively address issues of parental convenience and time constraints.
Takeaway for practice: Safe Routes to School programs should take parental convenience and time constraints into account by providing ways children can walk to school supervised by someone other than the parent, such as by using walking school buses. To be effective, such programs need institutional support. Schools should take a multimodal approach to pupil transportation.
Research support: This research was funded by the Active Living Research program of the Robert Wood Johnson Foundation and the U.S. and California Departments of Transportation through the University of California Transportation Center.
Why Parents Drive Children to School: Implications for Safe Routes to School Programs
Problem: Rates of walking and bicycling to school have declined sharply in recent decades, and federal and state governments have committed funds to reverse these trends. To increase rates of walking and biking to school will require understanding why many parents choose to drive their children to school and how well existing programs, like Safe Routes to School, work.
Purpose: We aimed to understand why many parents choose to drive their children even short distances to school, and what implications this has for programs to increase walking and biking to school.
Methods: We used data from a telephone survey to explore why parents drive their children to school.
Results and conclusions: We found that 75% of parents driving their children less than 2 miles to school said they did this for convenience and to save time. Nearly half of parents driving their children less than 2 miles did not allow their child to walk to school without adult supervision. Accompanying a child on a walk to school greatly increases the time the household devotes to such a trip. Few Safe Routes to School programs effectively address issues of parental convenience and time constraints.
Takeaway for practice: Safe Routes to School programs should take parental convenience and time constraints into account by providing ways children can walk to school supervised by someone other than the parent, such as by using walking school buses. To be effective, such programs need institutional support. Schools should take a multimodal approach to pupil transportation.
Research support: This research was funded by the Active Living Research program of the Robert Wood Johnson Foundation and the U.S. and California Departments of Transportation through the University of California Transportation Center.
Why Parents Drive Children to School: Implications for Safe Routes to School Programs
McDonald, Noreen C. (Autor:in) / Aalborg, Annette E. (Autor:in)
Journal of the American Planning Association ; 75 ; 331-342
30.06.2009
12 pages
Aufsatz (Zeitschrift)
Elektronische Ressource
Unbekannt
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