Background

Remote drop-off programs allow children living “unwalkable” distances from school to walk partway by being dropped off by personal vehicle or bus closer to the school, supporting physical activity and health. However, little evidence exists to guide implementation of such programs.

Methods

Semi-structured interviews were conducted with key informants from 7 remote drop-off programs to capture descriptive information and qualitative content (e.g., barriers, facilitators, outcomes). Qualitative content was analyzed using inductive thematic analysis and identified themes were organized within implementation science frameworks.

Results

Programs were from low and high socioeconomic areas (free/reduced price lunch range = 4%–92%) and initiated by various champions (school staff = 29%, parents = 29%, external = 42%). 29% of programs incorporated the yellow school bus, 43% involved >100 students, and 71% involved route distances ≥0.5 miles. Twenty themes were identified across 5 implementation science domains (Intervention Characteristics, Inner Setting, Outer Setting, Implementation Process, and Outcomes). Positive outcomes included physical activity, socialization, and improved focus for students; decreased traffic; and positive perceptions of the program by students, parents, and school staff/administrators. Barriers included traffic, weather, and student engagement. Facilitators included having a champion and support from school leaders and the community, conducting process improvements, and incentivizing participation.

Conclusions

Remote drop-offs are feasible for supporting active school commuting but underutilized. Promising strategies for supporting uptake and implementation of such programs include communicating benefits, developing champions, engaging school and community leaders, and improving the neighborhood built environment.

中文翻译：

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学校远程下车步行计划的实施：定性访谈的结果

背景

远程接送计划允许居住在距离学校“无法步行”的地方的孩子们可以乘坐离学校较近的私家车或公共汽车接送，以步行中途，支持身体活动和健康。然而，几乎没有证据可以指导此类计划的实施。

方法

对来自 7 个远程投放项目的关键信息提供者进行了半结构化访谈，以获取描述性信息和定性内容（例如，障碍、促进因素、结果）。使用归纳主题分析对定性内容进行分析，并在实施科学框架内组织确定的主题。

结果

这些计划来自低社会经济地区和高社会经济地区（免费/减价午餐范围 = 4%–92%），并由各种倡导者发起（学校工作人员 = 29%，家长 = 29%，外部 = 42%）。29% 的项目采用黄色校车，43% 涉及超过 100 名学生，71% 涉及路线距离 ≥0.5 英里。跨 5 个实施科学领域（干预特征、内部环境、外部环境、实施过程和结果）确定了 20 个主题。积极的成果包括体育活动、社交和学生注意力的提高；交通量减少；学生、家长和学校工作人员/管理人员对该计划的积极看法。障碍包括交通、天气和学生参与度。促进者包括学校领导和社区的支持和支持、改进流程以及激励参与。

结论

远程下车对于支持活跃的学校通勤来说是可行的，但尚未得到充分利用。支持此类计划的采用和实施的有前途的策略包括沟通利益、培养冠军、吸引学校和社区领导以及改善社区建筑环境。