How do School Streets work in practice to bring about changes in urban areas that could, or do, affect important aspects of children’s health?

This thesis examines (RQ1) how School Streets (SS) operate in practice to bring about changes that impact aspects of children's health. It assesses (RQ2) for whom SS are effective and under which circumstances. The research shows SS's success depends on the operational model and local context, underscoring the crucial role of environmental factors' influence. The study employed a convergent parallel methodology in nine Bradford primary schools from 2021 to 2024, collecting survey data from 273 participants and interviews from 36 pupils, parents, staff, and local/regional authorities.
To address RQ1, this research explored relationships between SS, environmental contexts, and actors. It identified two operational models:
1. Sign-only School Streets: Characterised by regulatory signage, these faced challenges due to resource limitations, fragmented relationships with the local authority, parents, staff, and a lack of clear leadership, causing operational tensions.
2. Actively marshalled School Streets: Featuring community members or school staff managing traffic, these initiatives showed positive change and sustainability, supported by the community and school. This model shows that success depends on collective responsibility.
To address RQ2, the thesis used an active school travel determinants framework to show that the benefits of SS are not universally distributed but depend on community mobilisation and resources. This research utilises children's voices, showing pupils see marshals as vital for reinforcing road safety and community bonds. This support boosts confidence in walking and encourages socialising, especially among independent, active travellers. The study finds that SS operate differently across contexts, most effectively when enforcement is consistent and development is collaborative, fostering community ownership and motivation. They benefit active travellers, children, communities, and well-resourced authorities. The thesis highlights national funding for local authorities to enable lasting change. Although SS improve relationships and shared child-safety responsibility, success requires multi-component strategies to overcome limitations.