Evaluating the impact of a School Streets intervention on personal vehicle use and air quality: Pilot studies at four suburban schools in Canada
Notice bibliographique
Résumé
Active School Transportation (AST) has declined globally, coinciding with increased personal vehicle use. School Streets interventions aim to reverse this trend by temporarily closing streets adjacent to schools during drop-off and pick-up times to promote AST and reduce vehicle use while offering additional benefits like improved air quality. While grey literature suggests effectiveness, rigorous evaluations are lacking. This study examined School Streets at four suburban schools in two Canadian cities, where implementation strategies differed. Changes in personal vehicle use were assessed through vehicle counts, while traffic, emissions, and dispersion models estimated fluctuations in vehicle emissions and related ambient air pollution. Results showed School Streets reduced personal vehicle use by 35 %, vehicle emissions by 31 %, and related ambient air pollution by 93 %. However, post-intervention reductions fell to 5 %, suggesting that the benefits are primarily constrained to the days when School Streets are active. Effectiveness varied by implementation strategy. In the city where a cross-disciplinary team was involved, benefits were greater, suggesting broader stakeholder engagement may enhance impact. In the city where the school board led implementation, effects were more sustained, highlighting the value of school-driven leadership. Afternoon-only interventions were less effective in the morning but equally or more effective in the afternoon. Closing only drop-off and pick-up areas was less impactful than restricting a larger street section. Morning reductions were larger, likely due to higher initial vehicle volumes, while afternoon reductions were more sustainable, likely reflecting students’ increased likelihood of walking home. These findings highlight School Streets' potential to reduce vehicle use and emissions, emphasizing the need for strategic implementation and stakeholder involvement. • School Streets reduced vehicle use by 35 %, vehicle emissions by 31 %, and related ambient air pollution by 93 %. • Post-intervention reductions in vehicle use, emissions, and air pollution were more modest (5 %). • Greater benefits were observed with cross-disciplinary teams, highlighting the value of broad stakeholder involvement. • Interventions led by school boards showed more sustained effects, emphasizing the importance of school-driven leadership. • Morning reductions in vehicle use were larger, while afternoon reductions were more sustainable.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».