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Related Experiment Videos

Characteristics associated with US Walk to School programs.

Dianne S Ward1, Laura Linnan, Amber Vaughn

  • 1Department of Nutrition, School of Public Health, University of North Carolina at Chapel Hill, North Carolina, USA. dsward@email.unc.edu

The International Journal of Behavioral Nutrition and Physical Activity
|December 21, 2007
PubMed
Summary
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Strong community involvement, funding, and environmental assessments are key to successful Walk to School (WTS) programs that encourage policy changes and increase student walking.

Area of Science:

  • Public Health
  • Environmental Health
  • Urban Planning

Background:

  • Walk to School (WTS) programs have seen significant growth in the U.S.
  • Previous research has not systematically analyzed WTS program implementation or factors influencing environmental/policy changes.

Purpose of the Study:

  • To characterize schools' WTS programs based on their level of implementation.
  • To identify factors associated with higher levels of WTS program implementation.

Main Methods:

  • A survey was administered to representatives from 450 schools across 42 states.
  • Program implementation level was categorized as low (WTS Day only), medium (WTS Day plus additional programs), or high (policy/environmental change).

Main Results:

Related Experiment Videos

  • Higher implementation levels were associated with greater community group involvement (OR=1.78), funding (OR=1.56), years of participation (OR=1.44), and use of walkability assessments (OR=3.22).
  • Implementation level showed a modest positive association with increased walking to school (r=0.18).

Conclusions:

  • Programs that enact environmental or policy changes are linked to robust community engagement, funding, sustained participation, and environmental audits.
  • These factors appear to promote increased walking among students participating in WTS programs.