Parenting ‘on the move’? Active school commuting is linked to parents’ well-being and children’s academic performance

Abstract

Introduction

In recent years, growing attention has been given to the creation of ‘active environments’ across key aspects of everyday life. Two particularly relevant settings in this regard are school and transport. Therefore, examining school commuting through active or slow mobility modes may offer valuable insights into how these travel patterns may relate to specific indicators of parents’ well-being and their children’s academic performance.

Aim

This cross-sectional study compared a set of literature-supported variables related to parents’ health and well-being, and children’s academic performance –namely, body mass index, life satisfaction, travel satisfaction, commuting stress, and children’s average academic score– using data from Spanish school-commuting parents categorized by the type of transport they use: active (walking or cycling), private motorized, or public transport.

Method

For this purpose, the study utilized information provided by a sample of 542 Spanish parents or guardians (mean age = 37.7; 59 % women) who regularly take their children to and from school. They completed an electronic questionnaire assessing the five outcome variables mentioned above.

Results

There were found key differences across the three commuting groups, particularly regarding commuting stress, travel satisfaction, and subjective well-being. Significant differences were observed across the three commuting groups, particularly in commuting stress, travel satisfaction, life satisfaction, and body mass index, as well as children’s academic performance. Active commuting modes were consistently associated with more favorable outcomes across these indicators.

Conclusion

These findings underline the relevance of promoting active mobility as a potentially advantageous school commuting option for families. While the results do not imply causal effects, they highlight patterns that may warrant further investigation. Longitudinal and experimental studies are recommended to better understand the mechanisms underlying these associations and their practical implications for educational and transport policy.