Bejarano Carolina M, Koester MacKenzie N, Steel Chelsea, Carlson Jordan A
Clinical Child Psychology Program, University of Kansas, 1000 Sunnyside Avenue, Lawrence, Kansas 66045.
Center for Children's Healthy Lifestyles & Nutrition, Children's Mercy Kansas City, 610 E. 22nd Street, Kansas City, Missouri 64113.
J Transp Health. 2021 Sep;22. doi: 10.1016/j.jth.2021.101126. Epub 2021 Jul 10.
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.
Semi-structured interviews were conducted with key informants from 7 remote drop-off programs to capture descriptive information and qualitative content ( barriers, facilitators, outcomes). Qualitative content was analyzed using inductive thematic analysis and identified themes were organized within implementation science frameworks.
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.
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.
远程下车计划允许居住在距离学校“无法步行”距离的儿童乘坐私家车或公交车在离学校较近的地方下车，然后步行一段路，以支持身体活动和健康。然而，几乎没有证据可指导此类计划的实施。
对来自7个远程下车计划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（障碍、促进因素、结果）。使用归纳主题分析法对定性内容进行分析，并将确定的主题组织在实施科学框架内。
这些计划来自社会经济水平较低和较高的地区（免费/减价午餐范围为4%-92%），由不同的倡导者发起（学校工作人员占29%，家长占29%，外部人员占42%）。29%的计划采用了黄色校车，43%的计划涉及100多名学生，71%的计划涉及路线距离≥0.5英里。在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）中确定了20个主题。积极结果包括学生的身体活动、社交和注意力提高；交通流量减少；学生、家长以及学校工作人员/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。促进因素包括有倡导者以及学校领导和社区的支持、进行流程改进和激励参与。
远程下车对于支持积极的上下学通勤是可行的，但未得到充分利用。支持此类计划采用和实施的有前景的策略包括宣传益处、培养倡导者、让学校和社区领导参与以及改善邻里建筑环境。
