The walk to school – could more time to play mean better outcomes for all?

Why have the schools led this behaviour? Because they believe – based on very strong evidence – that the walk to school is when children:

These, surely, are outcomes all children and young people’s professionals want for all children?

When you think back on your own school days, how much did you get out of that simple walk to and from school? Because chances are, if you were at school any time before the 1990s, you did walk yourself to school. In 1971, 86 per cent of primary-aged children did, as shown by a longitudinal study led by Mayer Hillman. But by 2010, less than 25 per cent of the same aged children walked themselves to school.

I suspect, from observation, that number is far less in many places. So think about all they miss out on – the extra 10 minutes active play around the playgrounds, deepening friendships, spending time watching green things growing.

And from the other perspective, when I was teaching, I could identify every child that hadn’t had a good run about before school. That did not mean they all had ADHD. They were just children.

So what can be done?

I was at a meeting with Stephen Moss (TV producer, naturalist and author of the National Trust’s Natural Childhood report) who mentioned that a primary school near him has recently banned children being driven within half a mile of school. Consequently, walking levels have increased dramatically.

The great Living Streets Walk to School campaign – where they are working with more than 2000 schools nationally – is also beginning to see real traction as children and parents recognise the benefits.

In Hackney, where I live, I was very happy to read the current consultation on the new transport strategy with a target to increase the percentage of children travelling to school on foot back up to 70 per cent.

But could they, I wonder, go just a little further? Could Hackney and other councils lead the way – emulating other European cities – by stretching their targets to read for those aged, say, eight and above to be making that journey to school independently? It might mean working together with schools, and with others in youth services and play provision, and more widely with parks and police. But think what a dramatic improvement there would be in the time those children and young people have to play, to be active, to talk with their friends, get to know their own neighbourhoods and neighbours.

Not to mention all the boxes it would tick for reducing sedentary behaviour and increasing resilience. And the cost? What do you think?