An active school run need not mean walking several miles or completely changing your routine. For some families it means walking the final five minutes. For others it means wheeling along a suitable path, scooting with an adult or choosing a safer route with more opportunities to move.
These eight ideas help parents and carers in the UK fit activity into ordinary school journeys without sacrificing safety, accessibility or a calm start to the day.
What counts as active travel?
Walking, wheeling, cycling and scooting are all ways to make a journey more active. Different children have different mobility, sensory and supervision needs. A child who uses a wheelchair or mobility aid may need an accessible route and a different pace. There is no single “correct” school journey.
The NHS physical activity guidelines identify walking to school as one way to be active. For children and young people aged 5–18, the general recommendation is an average of at least 60 minutes of moderate or vigorous activity a day across the week, with tailored guidance for disabled children. A short school journey can form one part of an active week.
Eight practical school-run ideas
1. Walk or wheel the last part of the journey
If you use a car or public transport, identify a safe, lawful stopping point away from the school gates. Finish the journey together along a suitable pavement or accessible path. Start with a short distance and increase it only if it works for your family.
2. Practise without the morning rush
Explore a potential route at a quieter time. Notice crossings, gradients, kerbs, noisy sections and places to rest. Invite your child to point out what feels comfortable or difficult. A practice journey can be useful even if you decide not to use that route regularly.
3. Make a noticing game
Choose a simple challenge: spot three trees, find a round sign or listen for birds. Keep games away from road crossings and other hazards. For children who do not enjoy counting, describe colours or shapes instead.
4. Offer two realistic route choices
Where practical, let your child choose between a quieter street and a familiar park path. Both options must be suitable and safe. Giving children a manageable choice can help them take part in planning without placing responsibility for road safety on them.
5. Build in time to pause
Some children need more time to move, communicate or manage sensory input. Set off early enough for a rest stop or slower pace. A rushed journey can turn an enjoyable activity into a stressful one.
6. Plan for wheels and mobility aids
Check for dropped kerbs, sufficient path width, reliable surfaces and accessible crossings. Ask the child what assistance is helpful. Do not assume that a route described as “walkable” will suit every wheelchair, walker or scooter.
7. Prepare for darker days
In autumn and winter, use appropriate clothing, well-lit routes and crossings. Make sure children are visible to other road users. Check the weather and surface conditions; when travel is unsafe, choose another activity later.
8. Keep the journey social—or quiet
Some children like travelling with friends; others value a quiet start to the day. Ask whether your school has a supervised walking group or school-travel plan, and choose arrangements that meet your child’s supervision and safeguarding needs.
Put road safety before movement targets
- Use suitable pedestrian crossings and practise road-safety decisions with an adult.
- Keep phones put away and take headphones off when approaching a road crossing.
- Consider route lighting, traffic, weather and accessibility before leaving.
- Use protective equipment where appropriate for cycling and scooting.
- Do not expect a child to travel independently until they can manage the journey safely.
The Child Accident Prevention Trust explains how to help children develop safer road-crossing habits. Sustrans recommends planning and practising active school routes in advance.
A simple five-day trial
- Monday: Ask what your child likes and dislikes about the usual journey.
- Tuesday: Check one possible safe route together.
- Wednesday: Try a short active section if conditions allow.
- Thursday: Repeat it, adapt it or choose another activity.
- Friday: Ask what worked and whether the change is worth keeping.
This is a flexible example, not a timetable families must follow. One manageable change is a good place to start.
Frequently asked questions
What if school is too far away?
Walking the full route is not necessary. Consider part of the journey, an accessible nearby route or a different movement opportunity after school.
What if my child dislikes traffic noise?
Try a quieter route where possible and explain the journey beforehand. Never compromise the ability to hear essential safety information.
Does wheeling count?
Wheeling is part of inclusive active travel. The amount and type of physical effort varies, so focus on a safe journey suited to the child rather than comparing children.
Explore more: Our after-school movement menu offers flexible options for the rest of the day. Families can also try everyday active jobs for children when the school journey itself cannot be changed.
This article offers general educational ideas. Follow school travel policies, road-safety guidance and individual professional advice where relevant.
