Implementation contextual factors related to community-based active travel to school interventions: a mixed methods...

Area of Science:

• Public Health
• Implementation Science
• Childhood Activity

Background:

• Low rates of active travel to school limit youth physical and psychosocial benefits.
• Walking school bus interventions effectively increase active travel and physical activity, but face low uptake.
• This study evaluated contextual factors influencing walking school bus program sustainability.

Purpose of the Study:

• To identify barriers and facilitators for walking school bus program implementation.
• To conduct a mixed-methods implementation evaluation of existing programs.
• To inform strategies for increasing the long-term success of active travel interventions.

Main Methods:

• Semi-structured interviews with leaders of 20 walking school bus programs across the USA.
• Utilized the Consolidated Framework for Implementation Research (CFIR) for guided interviews.
• Employed mixed methods: quantitative CFIR-based coding and inductive thematic analysis.

Main Results:

• Student/family needs, implementation climate, and planning were common positive factors.
• High-sustainability programs excelled in organizational rewards, engagement, and evaluation.
• Low-sustainability programs highlighted built environment, resources, and knowledge access.
• Key themes included planning, coordination, resources, and benefits.

Conclusions:

• Student, parent, and community engagement are critical for walking school bus program success.
• Findings can guide the selection of implementation strategies to overcome barriers.
• This research supports increasing the long-term effectiveness of community-based physical activity interventions.