title: Implementing safe routes to school: application for the socioecological model and issues to consider.
abstract: The newly established national Safe Routes to School (SRTS) program has the potential to positively influence individuals, communities, and the environment regardless of race, ethnicity, or socioeconomic status. Many communities are applying their interest in physical activity promotion toward creating policies and programs to encourage active travel, though many barriers exist. SRTS legislation provides funds to address some of the barriers and improve the ability of students to safely walk and bicycle to school. SRTS requires that 70% to 90% of the funds be used for infrastructure projects (i.e., engineering treatments, such as sidewalk construction), and 10% to 30% for noninfrastructure activities, such as education, encouragement, and enforcement. The socioecological model (SEM) is widely used in public health and includes five levels of influence on behavior, from individual to public policy. Application of the SEM to SRTS provides a framework for a comprehensive approach to improve active travel to school.
authors.affiliation: Maine Center for Public Health in Augusta, Maine, USA.
authors.forename: Sarah
authors.initials: S
authors.lastname: Levin Martin
authors.forename: Refilwe
authors.initials: R
authors.lastname: Moeti
authors.forename: Nancy
authors.initials: N
authors.lastname: Pullen-Seufert
mesh_terms: D001642:Bicycling; D003256:Community Participation / Q000379:methods; D004777:Environment; D006266:Health Education / Q000458:organization & administration*; D006801:Humans; D017751:Safety Management / Q000458:organization & administration*; D012574:Schools; D012959:Socioeconomic Factors; D016138:Walking