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Health Education & Behavior
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Article

Barriers to and Facilitators of Walking and Bicycling to School: Formative Results From the Non-Motorized Travel Study

Kathryn N. Ahlport, MSPH, Laura Linnan, ScD, Amber Vaughn, MPH, Kelly R. Evenson, PhD, and Dianne S. Ward, EdD*

University of North Carolina at Chapel Hill

* To whom correspondence should be addressed. E-mail: dianne_ward{at}unc.edu.


  Abstract
Barriers to and facilitators of walking and bicycling to school were explored through 12 focus groups made up of fourth- and fifth-grade students and their parents who lived near their respective schools. The barriers and facilitators reported by parents and children generally fell into one of three categories: intrapersonal and interpersonal characteristics of parents and children, environmental characteristics of the neighborhood, and environmental and policy characteristics of the school. Findings indicate that a supportive environment is a necessary but insufficient condition to increase walking and biking to school. Initiatives to increase active school travel may need to include multiple levels of intervention to be effective.

First published on December 19, 2007, doi:10.1177/1090198106288794

Health Education & Behavior 2008;35:221.

A more recent version of this article appeared on April 1, 2008

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