« Previous | Contents | Next »
Listen
CHILDREN'S ATTITUDES TO SUSTAINABLE TRANSPORT
CHAPTER TEN DISCUSSION
INTRODUCTION
10.1 The survey work with young people suggested an increasing awareness of sustainability issues, especially amongst younger children. Generally, however, the impact on behaviour change appeared to be low. There was no specific antipathy towards particular modes of transport, but children's preferences were amenable to change, on grounds of age, local culture and the type and condition of vehicles. Young people were likely to be influenced in the short term by these and other factors (including peer pressure) during the teenage years, but long-term understanding and attitudes were likely to be developed elsewhere.
THE ROLE AND INFLUENCE OF EDUCATION
Curriculum
10.2 In the survey work, pupils explained that they had learnt about the health benefits of walking and cycling through classroom work. Some pupils had also learnt about pollution from motor vehicles in school. However, the extent to which pupils had learnt about these concepts varied considerably. This supports the findings of the literature review that while opportunities exist for learning about sustainable transport, the extent to which these are taken up is often left to the teacher's discretion.
10.3 Road safety was the main element of curriculum work that all pupils associated with learning about transport. Younger pupils were more aware of learning about environmental and health issues at school, and as pointed out by practitioners, primary schools were more suited to integrating these kinds of issues.
10.4 All young people were aware of issues relating to sustainable transport, but some were more able to make sustainable choices than others. Levels of knowledge appeared to be affected by level of input by the school, but everyone had some basic knowledge from a range of sources. The school was important in helping pupils learn and develop knowledge, and perhaps also put knowledge into practice. However, experts felt that responsibility for learning about sustainable transport should not stop at the school gate.
10.5 There were inconsistencies in the messages that young people received in relation to transport, chiefly the conflict between widely promoted messages reinforcing the status of the private car and messages about sustainable transport.
10.6 Education specialists identified the key educational process as being enabling young people to make decisions for themselves. Greater flexibility, reduced levels of testing and possibly an issue-based rather than subject-based curriculum were seen by some as the way forward.
Whole-School Approaches
10.7 Delivering an understanding of sustainable transport through education is one of the most important factors in achieving change in travel behaviour. Pupils need to have an understanding of the basic concepts in order to know why there are benefits and disadvantages related to various modes of travel. With an appropriate level of understanding they will be able to make more informed decisions. There is a risk, however, that if this is only delivered through the classroom young people will receive conflicting messages. Young people are very quick to see examples of inconsistency, for example when they learn about the importance of recycling in the classroom, only to discover that the school does not use recycled paper. Whole-school approaches can usefully reinforce what children learn in class.
10.8 The survey activities highlighted that children in committed whole-school programmes such as Eco Schools or Health Promoting Schools showed a deep understanding of relevant issues. Their higher levels of understanding and commitment, led by the school in a cross-curricular manner, were sufficient to affect everyday behaviour and influence their parents.
10.9 However, it is possible for schools involved in these whole school programmes to 'skip' the issue of sustainable travel. It is important therefore that schools are encouraged to include travel as an element of the wider initiative in which they are involved.
10.10 One way to do this might be through developing a School Travel Plan (STP), which could be linked into other relevant initiatives already taking place in the school. Headteachers could be encouraged to see the travel plan as a way of addressing other concerns and meeting general targets, rather than as an additional, separate initiative. For example, the development of an STP is an important step towards successful involvement in Safe Routes to Schools schemes. The implementation of soft measures as part of the STP and physical measures as part of SRTS can help address parental concerns about children and safer travel (Sustrans, 2003).
Informal Education Sector
10.11 The surveys and interviews indicated that the informal education sector had some role to play in promoting particular messages, such as environmental and community development.
10.12 The informal education sector appeared well placed to help with the delivery of key messages which were recognised as vital in the development of young people yet were dealt with only to a lesser extent within formal education. These included topics such as health education, citizenship, community safety, sustainable development or more local environmental issues. Transport was likely to be a key aspect of discussions with young people, as it was often cited as a major restricting factor and general concern. The informal sector may be to able to address these topics with teenagers outside the boundaries set by conventional school subjects, and set transport in the context of issues such as family, work, and health.
10.13 There may be scope for developing further guidance and resources for the informal sector. This could consist of material relating to young people's travel needs as well as travel and transport activity needs within a wider context.
PARENTAL INFLUENCE
10.14 For many young people, the largest influence on their travel behaviour is their parents. Children might have positive attitudes towards sustainable travel, but if their parents are not signed up to the same agenda children will experience conflicts between their attitudes and what they can actually do individually. Any pro-environmental attitudes which once were strong may be lost as new habits take hold.
10.15 The focus group discussions showed that parental influence was important in encouraging young people to consider issues such as exercise and independence when making travel choices. Some parents encouraged their children to walk or cycle because of the associated health benefits. Parental support was also important in making such choices easier. Pupils referred to the fact that parents helped them to cycle or provided an important 'back-up' service, which made it easier for them to walk, cycle or use public transport.
10.16 There is a need for parents to be better informed of the issues related to the increasing number of journeys young people make by car. Parents are often misinformed about safety issues and many still feel that the safest option is to drive their children to school. How children do and might travel to school provides the basis for the experiences from which they will form their own attitudes. Therefore it is important to recognise the following:
- The health benefits of walking to school for both parents and their children. These could be tied in with the 'Healthy Living' campaign adopted by the Scottish Executive.
- Fitting School Travel Plan initiatives in with other lifestyle demands. Many parents are making other journeys after dropping off their children at school and there is a need to develop further initiatives to help address this, such as Park and Walk Schemes and Walking Buses. For older children, parents could be encouraged to drop off their children away from the school.
- Supporting parents through involving them with their children's learning is an aspect of New Community Schools (NCS). If the school journey and road safety are addressed as part of NCS, parents are less likely to promote messages at home that conflict with what their children learn at school.
- One of the reasons for educating young people (as part of Learning for Life, National Priority Five) relates to the importance of making choices for themselves and others for when they become the decision-makers as they get older.
OTHER INFLUENCES
10.17 Work within the surveys using a personal construct psychology (PCP) approach highlighted the importance of certain constructs which strongly influenced attitudes toward certain modes and behaviours. For example, being "cool" or not by others is an important construct from the P6/P7 age group and is maintained throughout school years. Other social constructs relating to group or solo activities are also important and appear to influence perception of bike use.
10.18 Young people are consumers and make choices like others in society based on their personal experiences. Those taking part in discussion groups were very vocal about specific issues that affected their transport choices, such as:
- The quality of buses that they used (both school and public) and their drivers;
- Behaviour on school buses;
- Bike storage facilities and cycling/walking routes;
- Public transport costs and information on costs.
10.19 Practical constructs (carrying equipment, safety, storage facilities) all came up in PCP work and indicated the importance of these aspects to young people as well as adults.
10.20 Young people can make the choice of sustainable transport, but only if it is made available to them, through the supply of appropriate services and infrastructure. As with everyone, the relative importance of factors affecting their choices will vary over time, and from one journey to another.
« Previous | Contents | Next »