nefits: “coordination of projects, programs, and policies to avoid duplication; mobilization of partners; builds lasting and trusting relationships; increases credibility and community support; partners bring unique perspectives, which increases knowledge and capacity to problem solve; builds greater sense of community; and provides opportunity for internal and external funding”
- Challenges: “inexperience of volunteers; lack of time for outreach and support; difficulties to integrate programs and policies; lack of staff/volunteers; reactive responses and pushback from the community; lack of and dependence on funding support; loss of credibility; difficulties to maintain partnership; and absent stakeholders slows progress”
- Lessons learned: “communication and consideration of viewpoints; partner with schools early to identify champions and establish support; implement multiple project, program and policies strategies for greater participation; expect slow progress and gradual change; target children for long-term investment; identify key partnership leaders; have strong evaluation components to monitor progress and success; involve partners when relevant to them; build on small success and community response; and collaborate with preexisting groups, including youth groups”
- Data collection methods varied across studies, and tools were often not provided, making it difficult to assess effective evaluation strategies.
- This study conducted a qualitative review of 15 journal articles about Safe Routes to School programs in the U.S. and Canada.
Elementary schools were more than twice as likely to have a walking school bus (WSB) if district and state policies supported safe active transportation than if no such policies were in place.
- The percentage of schools nationally with WSB programs increased from 4.2% in 2008-2009 to 6.2% in 2009-2010.
- Schools were 2.14 times as likely to organize a WSB program if a district policy concerning safe active transport to school was in place than if no policy existed.
- Schoo