@article{ref1,
title="The journey to learn: perspectives on active school travel from exemplar schools in New Zealand",
journal="Journal of transport and health",
year="2019",
author="Hawley, Greer and Witten, Karen and Hosking, Jamie and Mackie, Hamish and Smith, Melody",
volume="14",
number="",
pages="e100600-e100600",
abstract="Introduction In New Zealand, as elsewhere, active school travel has declined over recent decades. The emergence of physical inactivity as a global health concern has heightened the need for strategies to reverse this decline. In this paper we question whether 'exemplar schools' - those with comparatively high active school travel rates - offer lessons for other schools. We report on a qualitative investigation in these schools to understand school-level enablers and interactions across socio-ecological domains.  Method Nine schools (three primary, four middle, and two secondary) were identified through local government contacts across New Zealand - reported estimates of active school travel rates were between 43% and 61%, compared to the New Zealand national rate of 31%. Semi-structured interviews with school representatives explored: school values, policies, and practices; local culture and norms; and perceptions of the street environment. Interviews were transcribed verbatim, coded, and analysed thematically.  Results Interview data suggest an interaction between: local community culture and values; school culture and practices; and the physical environment, whereby these elements positively reinforce each other to contribute to active school travel rates above the norm. This interaction was common across all schools; however, context-specific variation in active school travel enablers was evident. Schools supported active travel because physical activity is believed to aid student learning, and this support was conditional on a traffic safety threshold being met.  Conclusion This qualitative inquiry complements other quantitative research by providing narrative around the complex socio-ecological interactions underpinning active school travel. Findings suggest that a thorough understanding of school values and priorities, and community culture are needed to design a context-specific mix of interventions to increase active school travel. Several other implications for research, policy, and practice are discussed.  Keywords: SR2S<p /> <p>Language: en</p>",
language="en",
issn="2214-1405",
doi="10.1016/j.jth.2019.100600",
url="http://dx.doi.org/10.1016/j.jth.2019.100600"
}