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Implementation of School Remote Drop-off Walking Programs: Results from Qualitative Interviews.

Carolina M Bejarano1, MacKenzie N Koester2, Chelsea Steel2

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Remote drop-off programs promote active school commuting for children. Strategies like champion development and community engagement can improve their implementation and benefits.

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active travel to schoolbuilt environmentimplementation sciencephysical activityremote drop-off

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Area of Science:

  • Public Health
  • Implementation Science
  • Childhood Obesity Prevention

Background:

  • Remote drop-off programs enable children living far from school to walk partway, promoting physical activity and health.
  • Limited evidence exists to guide the effective implementation of these active school commuting initiatives.

Purpose of the Study:

  • To explore barriers, facilitators, and outcomes of remote drop-off programs.
  • To identify strategies for enhancing the uptake and implementation of these programs.

Main Methods:

  • Qualitative content analysis of semi-structured interviews with key informants from 7 remote drop-off programs.
  • Thematic analysis organized within implementation science frameworks.

Main Results:

  • Twenty themes were identified across 5 implementation science domains.
  • Positive outcomes included increased physical activity, socialization, improved focus, reduced traffic, and positive program perceptions.
  • Barriers included traffic, weather, and student engagement; facilitators included champions, leadership support, process improvements, and incentives.

Conclusions:

  • Remote drop-off programs are a feasible but underutilized strategy for active school commuting.
  • Key strategies for successful implementation include communicating benefits, developing champions, engaging leaders, and improving the built environment.