Report No. 061-12

TO:  Chair and Members of the Board of Health
FROM:  Graham L. Pollett, MD, FRCPC, Medical Officer of Health
DATE:     2012 April 19

School Travel Planning:  Perspectives on a Process to Improve Active Transportation, Safety and Air Quality in School Zones in London

Recommendation

It is recommended that Report No. 061-12 re School Travel Planning: Perspectives on A Process to Improve Active Transportation, Safety and Air Quality in School Zones in London be received for information.

Background

The type of urban form that has come to predominate in Canadian communities since the 1950s tends to inhibit students from walking and cycling to school. It results in increased automobile traffic in school community zones.  This in turn creates health, safety and environmental concerns.   A variety of other well-documented social and technological factors have resulted in decreased levels of physical activity and increased rates of overweight and obesity among children and youth.  Health Unit staff members, working closely with school and community partners, have added to their repertoire of strategies to address these problems by employing a comprehensive, school community-based approach known as School Travel Planning (STP).

Traffic congestion and idling vehicles in and around school zones affect air quality. Children are vulnerable to the effects of air pollution. School Travel Planning works to reduce vehicle use, thereby reducing toxic air emissions and greenhouse gases.  According to a recent study conducted in London, Ontario, exposure to fine particulate matter from emissions was greatest among children who were bussed or driven by car to school when compared with those who used active modes of travel.  The Active Healthy Kids Canada 2011 Report Card on Physical Activity, states that 93% of children and youth are not meeting the Canadian Physical Activity Guidelines.  Using active modes of transportation to and from school is one of the easiest ways children can get regular daily physical activity which would improve healthy habits.  Overweight and obesity rates are at epidemic proportions in Canada and around the globe where obesity rates have tripled in the last 30.  In a recent study in London, Ontario, it was found that 25% of sampled children aged six to 13 were overweight or obese, a finding consistent with national data from the Canadian Community Health Survey.

The STP process has been implemented in many countries throughout the world over the past 15 years.  Recommendations for pilot testing STP in Canada were made by Green Communities Canada following a review of international STP activity.  Information and best practices from various countries informed the development of the STP process and tools used in the pilot sites. Since 2010, STP has been implemented in schools in every province and territory making it a truly national initiative.

Local Schools Participation to Date

Locally, the Elgin, London, Middlesex, Oxford (ELMO) Active & Safe Routes to School Steering Committee, comprised of stakeholders from all three counties, has implemented STP in six elementary schools in theThames Valley region as a pilot project.  The goal of the project is to create a comprehensive School Travel Plan at each school site.   School Travel Plans identify challenges and opportunities for improving active travel to school, and establish action plans to address the issues.  Green Communities Canada provided funding to support the project in four schools, in the amount of $2,000 per school.  The City of London provided matching funds to support an additional two schools.  Five of the participating schools are located in London and the sixth school is in St. Thomas.  Five schools are from the Thames Valley District School Board: White Oaks, Mitchell Hepburn, Glen Cairn, Victoria, and Eagle Heights.  A sixth school, Holy Family, is from the London District Catholic School Board.  A facilitator, who is also a member of the Steering Committee, is assigned to work with each school in all aspects of the STP project and to liaise with the Steering Committee.   

The STP process involves five phases:  1) Program Set-Up: Identify school champions, engage parents and form a school committee;  2) Data Collection & Issue Identification: Utilize STP assessment tools (e.g., family and classroom surveys, traffic and pedestrian counts, site assessment) and conduct a school community walkabout to identify key issues and opportunities for improvement;  3) Action Planning: Develop a written action plan and communicate the plan with the school community;  4) Implementation: Complete school action items within the first two years and communicate results to the school and community partners;  and 5) Monitoring: Collect follow-up data to determine progress and identify any new issues for ongoing action.  Victoria Public School’s Action Plan is presented as Appendix A(PDF 39.6KB) to illustrate the types of strategies and activities which may be included in a School Transportation Plan.

Conclusion

The School Travel Planning process not only develops an action plan that improves safety and active transportation modes, but also fosters partnerships and linkages with municipal government in transportation and planning as well as the opportunity for greater collaboration with school boards, and non-governmental and community organizations.  School Travel Planning helps create supportive environments and provides the opportunity for improved policies at the school level and Board of Education. 

This report was prepared by Ms. Denise Walsh, Public Health Nurse, Child Health Team; Ms. Lori Fellner, Health Promoter, Chronic Disease Prevention and Tobacco Control Team; Ms. Linda Stobo, Manager, Chronic Disease Prevention and Tobacco Control; and Mr. Jim Madden, Manager, Child Health Team.

Graham L. Pollett, MD, FRCPC

Medical Officer of Health

This report addresses the following requirement(s) of the Ontario Public Health Standards:

Foundations: Principles-1, 2, 4 (Need, Impact, Partnership and Collaboration); Foundational Standard: 3, 4, 8, 9, 10, 11, 12, 13; Chronic Disease Prevention: 1, 3, 7, 11; Child Health: 4, 7.