Characteristics associated with US Walk to School programs

• Main Authors: Neelon Brian (Author), Vaughn Amber (Author), Linnan Laura (Author), Ward Dianne S (Author), Martin Sarah L (Author), Fulton Janet E (Author)
• Format: Book
• Published: BMC, 2007-12-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

<p>Abstract</p> <p/> <p>Participation in Walk to School (WTS) programs has grown substantially in the US since its inception; however, no attempt has been made to systematically describe program use or factors associated with implementation of environment/policy changes.</p> <p>Objective</p> <p>Describe the characteristics of schools' WTS programs by level of implementation.</p> <p>Methods</p> <p>Representatives from 450 schools from 42 states completed a survey about their WTS program's infrastructure and activities, and perceived impact on walking to school. Level of implementation was determined from a single question to which respondents reported participation in WTS Day only (<it>low</it>), WTS Day and additional programs (<it>medium</it>), or making policy/environmental change (<it>high</it>).</p> <p>Results</p> <p>The final model showed number of community groups involved was positively associated with higher level of implementation (OR = 1.78, 95%CI = 1.44, 2.18), as was funding (OR = 1.56, 95%CI = 1.26, 1.92), years of participation (OR = 1.44, 95% CI = 1.23, 1.70), and use of a walkability assessment (OR = 3.22, 95%CI = 1.84, 5.64). Implementation level was modestly associated with increased walking (r = 0.18).</p> <p>Conclusion</p> <p>Strong community involvement, some funding, repeat participation, and environmental audits are associated with progms that adopt environmental/policy change, and seem to facilitate walking to school.</p>

Item Description

10.1186/1479-5868-4-67
1479-5868