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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Physical Activity.

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Strategy. Walking School Buses

Approach. Implement community-led walking school buses to improve physical activity

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Overview. Walking school buses (WSBs) are an organized mode of active transportation for students walking to school. There is strong evidence that WSBs increase instances of walking to school and physical activity for participating students.[1, 2, 3] WSBs have a fixed route, with designated stops and pick up times when children can join adult chaperones to walk to school. Walking school bus programs can be implemented in neighborhoods of various financial and social status, and frequently are in urban and suburban areas where many children live close enough to walk to school. Children who live farther than walking distance from school may join WSBs at pre-appointed spots along the route, especially in rural areas.[4]

Evidence. Scientifically Rigorous Evidence. Strategies based on scientifically rigorous evidence are proven effective across multiple robust studies. While success is highly likely, local impact may vary. Monitor outcomes and use data to tailor these strategies to the community's unique needs.

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Potential Data Sources. Data to support this strategy can be accessed through:

  • Walking school bus participation logs
  • Pre/post-program surveys for participating children and parents
  • Volunteer feedback and traning completion records

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Environmental Health. This strategy improves the impact of physical, chemical, and biological factors in the environment on health.
  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Community Organizing (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. Access descriptions of ESMs that use this strategy or aligned components.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of Walking School Bus routes established in the community. (Measures the scale of implementation efforts)
  • Number of adult volunteers trained as WSB leaders. (Measures capacity building for program sustainability)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of WSB routes that undergo safety audits before implementation. (Measures adherence to safety standards)
  • Percent of schools with WSB programs that integrate them into wellness policies. (Measures institutional commitment to the initiative)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of partnerships formed with local organizations to support WSB programs. (Measures community engagement and resource leveraging)
  • Number of data collection points established to monitor WSB program impacts. (Measures commitment to program evaluation and improvement)
  • Number of additional minutes of physical activity gained by WSB participants per week. (Quantifies the direct health impact of the program)
  • Number of car trips reduced due to WSB participation. (Measures the program's impact on reducing vehicular traffic)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of WSB routes designed to serve areas with high childhood obesity rates. (Measures strategic deployment of resources to address reach)
  • Percent of WSB programs that incorporate community relevant elements. (Assesses efforts to ensure program relevance across communities)
  • Percent increase in overall active transportation rates among students in schools with WSB programs. (Measures broader impact on active transportation habits)
  • Percent reduction in childhood obesity rates in neighborhoods served by WSBs. (Assesses long-term health impacts of the program)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

1 Jones RA, Blackburn NE, Woods C, et al. Interventions promoting active transport to school in children: A systematic review and meta-analysis. Preventive Medicine. 2019;123:232-241.

2 Villa-González E, Barranco-Ruiz Y, Evenson KR, Chillón P. Systematic review of interventions for promoting active school transport. Preventive Medicine. 2018;111:115-134.

3 Smith L, Norgate SH, Cherrett T, et al. Walking school buses as a form of active transportation for children: A review of the evidence. Journal of School Health. 2015;85(3):197-210. https://onlinelibrary.wiley.com/doi/full/10.1111/josh.12239

4 SRTS-Walking school bus – National Center for Safe Routes to School. Starting a walking school bus.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.