Enablers and barriers of active school commuting in regional Australia: a mixed-methods study

Introduction Active school commuting (ASC) offers many health benefits yet remains underexplored in regional settings. This study examined ASC prevalence and determinants among primary schoolchildren in northwest Tasmania, Australia.Methods A convergent mixed-methods design integrated findings from an online survey with geospatial and multivariable logistic regression analyses of 213 parents and reflexive thematic analyses of semi-structured interviews with 13 children, 11 parents, and 7 school and local council representatives.Result Only 21% of children commuted actively. Longer perceived commuting duration and frequent parental accompaniment reduced ASC likelihood, whereas greater street connectivity and land-use diversity increased it. Although children enjoyed ASC which fostered confidence and independence, parents highlighted safety concerns, scheduling conflicts, weather, and the convenience and prevailing norm of driving as major barriers. Both groups supported interventions addressing safety and enjoyment, such as crossing guards and walk safely to school activities. School and council representatives recognised ASC benefits but highlighted car dependency, competing priorities, and limited capacity as barriers.Discussion ASC in northwest Tasmania is shaped by an interplay of individual, social, environmental, and institutional factors. Alongside children’s enthusiasm and support from parents, effective promotion requires context-specific interventions supported by infrastructure investment, policy alignment, and cultural shifts from car dependency.