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The Diabetes Educator

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Health Promotion Practice
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Implementing Safe Routes to School: Application for the Socioecological Model and Issues to Consider

Sarah Levin Martin, PhD

Maine Center for Public Health in Augusta, Maine

Refilwe Moeti, MA

Centers for Disease Control and Prevention’s Division of Nutrition, Physical Activity, and Obesity in Atlanta, GA

Nancy Pullen-Seufert, MPH

National Center for Safe Routes to School

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.

Key Words: active travel • disparities • physical activity • Safe Routes to School • socioecological model

This version was published on October 1, 2009

Health Promotion Practice, Vol. 10, No. 4, 606-614 (2009)
DOI: 10.1177/1524839907309378
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