From childhood to adolescence: changes in determinants of active commuting to school and daily travel in the Basque Country
DOI:
https://doi.org/10.55040/brarq384Keywords:
active mobility, school travel, childhood, adolescence, urban environment, socioeconomic inequalitiesAbstract
Active commuting represents a relevant opportunity to integrate physical activity into the daily lives of schoolchildren; however, available evidence has commonly examined its determinants using broad age ranges and without distinguishing between different mobility domains. The aim of this study was to examine whether sociodemographic, socioeconomic, and territorial determinants of active commuting differ between childhood and adolescence, and whether these associations vary between active commuting to school and daily active commuting. A cross-sectional study was conducted in a sample of 1,032 schoolchildren aged 6 to 18 years from the Basque Country. Two dichotomous outcomes (active/passive) were analysed separately: active commuting to school and daily active commuting. Analyses were stratified by educational stage (childhood: 6–11 years; adolescence: 12–18 years), and multivariable logistic regression models were adjusted for sex, socioeconomic deprivation index (MEDEA), province, urban environment, type of school, and participation in organised sport. In childhood, active commuting was mainly associated with territorial and contextual factors, reflecting the influence of the physical environment and local mobility conditions, with a limited influence of socioeconomic deprivation. In adolescence, a consistent socioeconomic gradient was observed, particularly for daily active commuting, with higher odds of active commuting among individuals living in areas with intermediate and medium–low socioeconomic deprivation compared with those from the most advantaged areas. Patterns of association differed between commuting domains. In conclusion, determinants of active commuting vary according to educational stage and mobility domain, supporting the need for stage-specific interventions and highlighting the importance of incorporating an equity perspective, particularly during adolescence.
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Copyright (c) 2026 Xabier Mateos-Marañón, Arkaitz Larrinaga-Undabarrena, Neritzel Albisua-Kaperotxipi, José Ramón Sánchez-Isla, Xabier Río (Autor/a)
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