ArticlePreventing chronic disease2020
Walking School Bus Programs: Implementation Factors, Implementation Outcomes, and Student Outcomes, 2017-2018.
Article in Preventing chronic disease, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
6 citing papers in PubMed.
- Understanding the synergies among factors shaping parents' intention to use walking school buses.Npj sustainable mobility and transport · 2026Article
- Comparison of pedestrian injury characteristics between preschoolers and early school-aged children in Korea: a cross-sectional study.Journal of trauma and injury · 2025Article
- Challenges and possibilities when doing research on active school travel interventions in a school setting - a non-randomized pilot study assessing feasibility of an evaluation design.BMC public health · 2025Article
- A Tale of Two Cities: Unpacking the Success and Failure of School Street Interventions in Two Canadian Cities.International journal of environmental research and public health · 2022Article
- Implementation of School Remote Drop-off Walking Programs: Results from Qualitative Interviews.Journal of transport & health · 2021Article
- Implementation contextual factors related to community-based active travel to school interventions: a mixed methods interview study.Implementation science communications · 2021Article
Corrections and comments
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Authors and funding
9 authors.
Funding
Abstract
PURPOSE AND
objectivesWalking school bus programs increase children's physical activity through active travel to school; however, research to inform large-scale implementation of such programs is limited. We investigated contextual factors, implementation outcomes, and student outcomes in existing walking school bus programs in the United States and internationally. INTERVENTION APPROACH: Walking school bus programs involve a group of children walking to school together with an adult leader. On the trip to school, these adults provide social support, address potential traffic and interpersonal safety, and serve as role models to the children while children increase their physical activity levels. EVALUATION
methodsWe conducted surveys with existing walking school bus programs identified through internet searches, referrals, and relevant email listservs. Leaders from 184 programs that operated at least 1 trip per week completed the survey. We used regression analyses to compare differences in contextual factors by area income and location, associations between contextual factors and implementation outcomes, and associations between implementation outcomes and student outcomes.
resultsWalking school bus programs in low-income communities had more route leaders and engaged in more active travel to school-related activities of being sustained than those in higher income. Programs that had no external funding, multiple route leaders, and coordination by a school or district staff member (as opposed to a parent) had greater student participation than other programs. Providing more trips than other programs per week was associated with reduced tardiness, reduced bullying, and improved neighborhood walkability. The greatest barriers to implementation were recruiting and maintaining students and identifying and maintaining route leaders. IMPLICATIONS FOR PUBLIC HEALTH: Walking school bus programs can be implemented successfully in many contexts using various models. The involvement of several people in leadership roles is critical for sustainability. Evidence-based implementation strategies that overcome barriers can improve reach, implementation, and sustainability of walking school bus programs and can increase children's physical activity.
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