Barriers and facilitators to cycling to school for children in the UK: A systematic review.

Abstract

The benefits of cycling as a means of active transport are well known and there is recent UK Government interest in promoting cycling. Few children in the UK cycle to school and little research has explored the factors that affect this. This systematic review aimed to identify the barriers and facilitators for children cycling to school in the UK.

We searched seven electronic databases and grey literature for sources, from 2010 onwards. In total 16 papers/articles were included. The capabilities approach (CA) was used as a framework for analysis to identify personal, social, and environmental barriers and facilitators. Personal barriers and facilitators centred around gender and age, but also related to concerns about safety or confidence. Social barriers and facilitators related to parental attitudes and wider social norms. Environmental barriers included distance, infrastructure, and deprivation. Using the CA revealed the complex interweaving of factors that must be addressed by interventions seeking to promote children’s cycling to school. For example, parental fears about children’s safety when cycling are linked to prevailing social norms and to local cycling infrastructure. Local authorities can promote cycling by developing well-connected accessible and safe cycle routes, but this alone is likely to be insufficient. Schools can enhance personal, social, and environmental conversion factors by developing and implementing active transport plans, increasing children’s personal competences, reassuring parental fears, and providing secure storage and changing facilities. Further research exploring how barriers can be addressed, together with local and national policies and targeted funding which focus on facilitation
of cycling to school are warranted.