Between 'broken windows' and the 'eyes on the street:' Walking to school in inner city San Diego

摘要

While research on active school travel usually focuses on physical activity benefits, this study proposes a conceptual framework to understand children's well-being, cognitive development, and community life associated with walking to school in an inner-city neighborhood. A series of children-centered activities (surveys, cognitive mapping, and focus groups) revealed that students who walk to school develop an acute understanding of their environment and a distinct sense of community.