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CHILDREN'S ATTITUDES TO SUSTAINABLE TRANSPORT
ACKNOWLEDGEMENTS
The authors wish to acknowledge the help and assistance provided by the staff and pupils of the case studies schools, and the many other individuals who assisted with interviews and other discussions throughout the research.
EXECUTIVE SUMMARY
INTRODUCTION
Much of the existing research understanding about attitudes towards sustainable transport relates to adults. Little is currently known about the attitudes of young people towards sustainability, particularly in relation to transport choice, and how these attitudes affect behaviour. The influences on children from parents, schools, peers, the media, advertising and other factors may give conflicting perspectives on sustainable transport. The aim of this study is to provide a better understanding of how children resolve these conflicts within the context of their own lifestyles.
The study was undertaken in 2003 by Derek Halden Consultancy and comprised the following stages:
- A review of existing research and understanding of this topic, including comments on the influence of education on transport choices in later life, both within the UK and further afield.
- Consultation with experts and professionals on the place and priority given to transport issues within broader environmental education.
- Using a case study approach, identifying primary and secondary school children's attitudes to sustainable transport, and establishing whether environmental education within the curriculum influences children's, parents', guardians' or childcare workers' attitudes to the school journey.
- Characterising the place and influence of sustainable transport education within Scottish education; and setting out recommendations for policy-makers and practitioners.
CURRENT ROLE OF EDUCATION
When considering formal education, the review identified considerable opportunities within the 5-14 National Guidelines to deliver learning related to sustainable transport. For many curriculum planners within schools, it may not be immediately obvious that they can use examples relating to transport, and sustainable transport in particular. In the Standard Grade syllabi, it was found that although a number of subjects offer opportunities for teaching about sustainable development and sustainable transport, the extent to which the relevant topics are covered can and will vary, from school to school and even from teacher to teacher.
The importance of Education for Sustainable Development (ESD) (at school, government and intermediate levels) is increasingly recognised and can focus personal responsibility and changes at individual lifestyle, rather than on exploring whether the structures and systems within which people live are conducive to the changes being sought. Sustainable transport does not currently have a high profile within ESD and effort is needed to change this.
In the informal education sector, the activities and priorities of the many organisations involved will be guided in the main by the adults that are involved in delivery, although varying amounts of guidance and "curriculum" themes are produced by some. Resources and material relating to sustainable transport are limited.
PERCEPTIONS OF TRANSPORT
Young people are significant users of public transport, but not considered to be valuable customers by providers (or their drivers/operatives), for reasons of mistrust or lower revenue potential. Similar barriers to use exist for young people and adults when considering alternative transport choices, such as perceived reliability, convenience, cost, quality, and safety.
Perceptions of transport evolve throughout young life in three phases. Younger children consider the fun aspects of transport important. Older teenagers appreciate the independence that not being reliant on lifts can bring. The use of buses for purposes other than to school or college increases sharply at around the age of 13, when independent travel with friends becomes commonplace. Older teenagers and young adults use public transport for reasons of cost and mainly not out of choice. The aspiration for car ownership and use is high.
CHANGING ATTITUDES
The research highlighted the importance of taking into account both age and gender of young people when targeting specific messages about transport and developing future initiatives. For example, boys of lower secondary age will be more open to messages relating to health and fitness than girls, whilst the latter put greater importance in walking and bus use for social reasons.
The survey activities highlighted a deeper understanding of issues from children in committed whole-school programmes such as Eco Schools or Health Promoting Schools. Their higher levels of understanding and commitment, led by the school in a cross-curricular manner, was sufficient to affect everyday behaviour and influence parents. Programmes such as these, and others which enable transport to be linked to other priorities such as health are likely to be a key way of influencing children's and their parents' attitudes. Success in primary schools needs to be extended to secondary schools where different challenges exist.
For many young people, the most important influence on travel behaviour is parents. Children may 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 is possible individually. As well as developing attitudes in the next generation of adults, current work should focus on ways of reducing conflicting messages both at home and elsewhere.
CONCLUSIONS AND RECOMMENDATIONS
Recommendations are drawn out in a number of areas, including travel campaign development and education policy, development of resources and other support mechanisms for schools, and ways of involving parents and wider communities in adopting and acting on positive attitudes to sustainable transport.
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