Examining the impacts of school bus travel on students' academic performance in two major cities

School buses are a prevalent mode of school travel that may negatively affect students’ academic performance due to numerous factors, including longer commutes. These extended travel times can introduce or exacerbate mental and physical stressors, including air pollution exposure and bullying, while reducing opportunities for health-promoting activities like physical activity and sleep. While a few researchers have explored the effects of school bus transportation on academic achievement, the research is limited. In this study, we used data from two major Canadian cities, Toronto and Ottawa, to investigate the relationship between the proportion of students commuting by bus to and from school and the percentage meeting standards on standardized tests. We employed beta regression models to analyze performance in reading, writing, math, and literacy across Grades 3, 6, 9, and 10 while controlling for family and income variables that may influence school travel mode and student achievement. Our findings indicate a significant inverse correlation between school bus transportation and academic achievement for Grade 10 literacy. Longer commutes appear to impair academic performance, given that Grade 10 students presumably spend more time on the bus than younger students. Notably, the negative effects on literacy outcomes are greater than on math.