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    <title>Transport Research International Documentation (TRID)</title>
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    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
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    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
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      <title>Transport Research International Documentation (TRID)</title>
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      <title>Active school travel and spatial cognition: Exploring associations and moderating roles among children</title>
      <link>https://trid.trb.org/View/2680140</link>
      <description><![CDATA[Active school travel (AST), such as walking or biking to/from school, involves physical effort and situational awareness, making it a potentially health-enhancing cognitive activity. However, whether AST is related to cognitive functioning among children has rarely been explored. Hence, this study aims to examine associations between AST and spatial cognitive functions and explore potential moderating factors. Cross-sectional study. Primary caregivers of 510 children aged 8–12 years from Australia reported patterns of AST. Children completed three visuospatial cognitive tests: working memory, mental rotation, and situational awareness (recalling route landmarks and directions). Adjusted linear regressions were conducted to test associations. Interaction terms were used to explore moderation by gender, independent travel experience, moderate-to-vigorous physical activity (MVPA), and team sports participation. Adjusted regression analysis showed no significant associations between AST and cognitive outcomes. MVPA moderated the association between walking to school and route directions (B = −0.59, 95% CI [−0.99, −0.19], p = 0.004), with weak evidence of moderation of the association between biking to school and route landmarks (B = −0.90, 95% CI [−1.98, 0.17], p = 0.099). Team sports moderated the association between biking and working memory (B = 8.71, 95% CI [2.01, 15.42], p = 0.011). While regular AST was not directly linked to better spatial cognition, some moderating effects of MVPA and team sport were found. Future research should include longitudinal or experimental study designs, incorporate objective active (school) travel measures, and explore additional dimensions like distance, duration, speed, and cognitive engagement.]]></description>
      <pubDate>Wed, 08 Apr 2026 15:32:50 GMT</pubDate>
      <guid>https://trid.trb.org/View/2680140</guid>
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    <item>
      <title>Children’s transport mode choice for active school trips in Switzerland: An exploratory approach using national census data</title>
      <link>https://trid.trb.org/View/2682990</link>
      <description><![CDATA[Children’s mobility behavior plays a critical role in shaping mobility habits and public health outcomes. Despite growing interest among communes, cities, and schools, little is known about key predictors of children’s choices of transport mode for school trips in Switzerland. This study addresses this gap by applying an explorative statistical modeling approach to data from the Swiss Mobility and Transport Microcensus (MTMC). The authors use a sequential modeling strategy. The authors first establish a logistic benchmark and then, second, use a random forest to assess non-linear patterns. The results indicate that distance emerges as the most important predictor across all models. However, the probability of walking or cycling falls by about 50 percentage points once the home–school distance exceeds 1–1.5 km. Furthermore, older children and those from larger households are more likely to travel actively. In contrast, children in French- and Italian-speaking regions have lower rates of active commuting than their German-speaking peers. On the other hand, the built environment and weather conditions play a minor role. The findings provide municipalities and schools with evidence on distance thresholds, socio-demographic determinants, and regional disparities, enabling targeted interventions to reduce car dependency and foster active school travel—insights that are also valuable for researchers studying children’s mobility behavior beyond the Swiss context.]]></description>
      <pubDate>Wed, 08 Apr 2026 15:32:50 GMT</pubDate>
      <guid>https://trid.trb.org/View/2682990</guid>
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    <item>
      <title>Transforming Transportation with an Innovative and Talented Workforce: A Transportation Careers Workshop</title>
      <link>https://trid.trb.org/View/2689410</link>
      <description><![CDATA[The proposed event will be a two-day workshop in Durango, Colorado at both Ft. Lewis College and another community site or high school which will include several key presentations, a keynote, and a panel discussion. The first day will consist of speakers and presentations. The second day will consist of interactive feedback at separate locations regarding results of vocational assessment inventories. The target population of workshop participants will be high school and college students interested in learning more about careers in the transportation industry. Participants will complete surveys and career planning instruments and receive detailed interpretations of their results to assist them in narrowing down their career choices. Representatives from trucking, transit, state departments of transportation (DOTs), and the supply chain industry will participate as experts delivering presentations describing careers and opportunities in the transportation industry. In addition, there will be an interactive session designed to assist participants in prioritizing their vocational interests and preferences. Lastly, a networking event with presenters will also be arranged.

In addition to providing career information about the activities, salary and other opportunities for employment and careers in the transportation industry, the proposed workshop will also address two main needs with respect to recruitment of potential entrants to the transportation industry. First, identifying a transportation career profile for prospective applicants to target highly congruent prospective applicants to the industry. This profile will provide researchers with an opportunity to develop an interest and preference profile of prospective students whose interests are congruent with the industry. Identifying those persons who are likely to be congruent allows outreach efforts to be tailored and targeted, and limited funds and resources used more effectively.

The second need addressed by the workshop will be the development of a centralized web page that can be offered to participants, prospective students and prospective job seekers or applicants. Currently, there are few tools related to assisting students in high school or college with choosing a career in the transportation industry. There is a need for the development of a short easy-to-use web page that could assist students in obtaining information about transportation careers in general with a short survey/questionnaire that would help narrow down interests in transportation careers which then directs users to more targeted information. This web page could then be made available to other University Transportation Center (UTC) programs that conduct transportation career outreach events. The web page will be used to tally hits and requests for applications will help measure the impact of the workshop outreach efforts more accurately. This outreach project will also incorporate the development and implementation of a prototype webpage that can be used to evaluate the workshop and be used by other UTCs.]]></description>
      <pubDate>Wed, 08 Apr 2026 17:37:26 GMT</pubDate>
      <guid>https://trid.trb.org/View/2689410</guid>
    </item>
    <item>
      <title>Navigating School Journeys: Barriers and Enablers for Children and Caregivers in Nassau, Bahamas</title>
      <link>https://trid.trb.org/View/2646174</link>
      <description><![CDATA[This study explores the multiple enablers and barriers to school transportation and their broader social implications in Nassau, the capital of The Bahamas. We examine the complex interplay between physical, functional, and social factors shaping children's, parents', and caregivers' daily access to school. A central revelation is the profoundly gendered nature of school transportation responsibilities in Nassau, with women constituting 83% of our sample who organize or undertake these daily journeys. Drawing on semi-structured interviews, focus groups, and a survey of 477 caregivers across Nassau, we adopt a mixed-methods approach combining descriptive statistics, factor analysis, and cluster modelling. We identify four distinct groups based on their perceptions of traffic safety, harassment risks, and climate-related barriers, including one cluster for whom flooding and other extreme weather concerns are central drivers of school transportation challenges. Our findings reveal that inadequate infrastructure, minimal enforcement of school zone traffic laws, and the perceived threat of harassment or violence pose significant barriers to children's safe and enjoyable access to education. At the same time, extended family support and targeted school-zone measures emerge as notable enablers, alleviating some of the burdens placed on caregivers. Building on these insights, we offer evidence-based recommendations for policy and practice, underscoring the need for cross-sector collaboration to enhance infrastructure, strengthen traffic law enforcement, and address social vulnerabilities. By highlighting cluster-specific concerns-from gender-based violence to climate impacts-this paper provides a nuanced understanding of how school transportation challenges intersect with gender norms and broader societal issues, offering practical pathways toward more inclusive and resilient mobility systems for children and their caregivers. The paper also outlines future research directions around the consequences of these barriers and enablers for caregivers time use, labor participation and well-being.]]></description>
      <pubDate>Fri, 03 Apr 2026 12:12:46 GMT</pubDate>
      <guid>https://trid.trb.org/View/2646174</guid>
    </item>
    <item>
      <title>How do parents' subjective perceptions about the built and social environments relate to objective indicators of the built environment? Investigating direct associations between major context factors of children's mobility</title>
      <link>https://trid.trb.org/View/2652366</link>
      <description><![CDATA[Built and social environments and parents' perceptions of these environments are major influences of children's practices. Thus, many studies consider these influences in understanding independent mobility, physical activity or mode choice. Given this importance, it is surprising that only few studies touch upon direct interconnections between built environments and parental perceptions, independent from children's practices. The present study aims to provide insights on how objectively measured built environments are associated with parental perceptions of built and social environments, with a particular focus on the role of residential environments. Furthermore, as conceptual models of children's mobility understand parental perceptions mainly as mediators of built environments, the study considers factors unrelated to built environments to assess potential limits to planning intervention. Overall, we find rather weak associations between built environments and parental perceptions. While ANOVA results show that parental perceptions of built and social environments partly vary with the residential environment families live in, variables related to school routes exhibit stronger associations than variables representing residential environments in regression analyses. Foreign citizenship emerged as a surprisingly influential factor and should be considered in future research and practice.]]></description>
      <pubDate>Fri, 03 Apr 2026 12:12:45 GMT</pubDate>
      <guid>https://trid.trb.org/View/2652366</guid>
    </item>
    <item>
      <title>Delivering Accessible School Transportation Services in Canada’s Greater Toronto and Hamilton Area: A Study of Education Professionals’ Perspectives</title>
      <link>https://trid.trb.org/View/2679685</link>
      <description><![CDATA[Accessible school transportation is often essential to disabled students’ equitable access to education. This study centres on the experiences of education professionals with disabled students’ school transportation in Ontario, Canada’s Greater Toronto and Hamilton Area. Grounded in a Critical Disability Studies perspective, the paper is organized around three key themes: operational barriers, communication complexities, and inclusive practices. Student transportation problems can give rise to serious safety concerns and excessive missed classroom time, and impose severe limitations on extracurricular participation. These issues, often overlooked in policy and practice, are exacerbated by bus driver shortages and the prioritization of cost-minimization over disabled students’ experiences and well-being. Communication gaps between school boards, schools, families, and student transportation providers undermine both reliability and student safety. The paper concludes with recommendations for improving accessible student transportation. The study illuminates the need for cross-sector collaboration, including meaningful engagement with families, to address transportation inequities.]]></description>
      <pubDate>Mon, 30 Mar 2026 08:56:43 GMT</pubDate>
      <guid>https://trid.trb.org/View/2679685</guid>
    </item>
    <item>
      <title>Supporting success: teaching driving to learners with neurodevelopmental disorders</title>
      <link>https://trid.trb.org/View/2681383</link>
      <description><![CDATA[Driving education can be challenging for individuals with neurodevelopmental disorders (NDDs) due to the various symptoms which accompanies the disorders. However, previous research on NDDs and driving has prioritized cognitive deficits over specific mitigation strategies for driver training. This study aims to explore driving instructors' experiences of teaching individuals with NDDs with the research questions: (i) what challenges do driving instructors experience when working with individuals with NDDs during the process of teaching and learning to drive? and (ii) how do driving instructors address these challenges in terms of teaching methods and strategies? Thirteen certified Swedish driving instructors with experience teaching students with NDDs participated in semi-structured interviews which were analyzed using qualitative content analysis. The findings reveal both cognitive and structural challenges, for example difficulties processing information in various traffic situations and the need for additional resources. The driving instructors emphasized the importance of clear communication and creating a structured and supportive environment. To meet the needs of learners with NDDs, they described using a range of adaptive strategies. These include breaking down tasks into smaller steps, using repetition, giving clear and concrete instructions, and incorporating illustrations and demonstrations to enhance understanding. The results highlight the importance of targeted, individualized support within driver education for learners with NDDs. They also provide practical insights into current teaching approaches and highlight areas for recommended focus. By shedding light on instructional strategies, this study informs both practice and policy, contributing to a more inclusive, effective and accessible driver education system for individuals with NDDs.]]></description>
      <pubDate>Fri, 27 Mar 2026 13:40:02 GMT</pubDate>
      <guid>https://trid.trb.org/View/2681383</guid>
    </item>
    <item>
      <title>An Experiment with RFID Application for Safety and Monitoring of the School Buses</title>
      <link>https://trid.trb.org/View/2660010</link>
      <description><![CDATA[This paper intends to introduce the concept of safe travel for school children from the point of boarding at the bus stop nearby the residences to the alighting from the bus at the and back to residences home by reverse process on return journey. Bus tracking system will ensure safe transportation of children to the school and back. Many a times, supervision of children during the boarding and alighting from the bus can be difficult. Sometimes small kids forget to leave the bus. This has often led to serious problems of many children as well as their parents caused due to lack of attention of drivers and attendant of the bus looking after the children. An intelligent transportation system (ITS) based system of the such travel for the school children for daily school trips is proposed that can be further undertaken for evolving the standards and specifications of this technology associated with safety for school students. The system proposed will identify children on the basis of information stored in a radio-frequency identification (RFID) tag itself, which is exchanged over radio waves through reader that transmits the name of each student to be displaced on LCD display in the bus. Along with RFID, other elements namely global positioning system (GPS), general packet radio service (GPRS), GSM (Global System for Mobile Communications), router/modem and bazaar are also used in monitoring and validating the data generated. The combination of GPS and GSM/ GPRS plays an important role towards effective tracking and monitoring the situation on real time working system.]]></description>
      <pubDate>Tue, 24 Mar 2026 09:08:29 GMT</pubDate>
      <guid>https://trid.trb.org/View/2660010</guid>
    </item>
    <item>
      <title>Assessing the air pollution exposure to school children in different modes of transport while commuting to school: A Case of Kharagpur, India</title>
      <link>https://trid.trb.org/View/2659316</link>
      <description><![CDATA[Children commuting to school in urban areas face heightened health risks from vehicular emissions and poor air quality. This study assessed exposures to PM2.5, PM10, and NO2 in Kharagpur, India, by measuring pollutant concentrations with Aeroqual S-500 sensors across six transport modes (bus, van, three-wheeler, two-wheeler, walking, and cycling). Sensors were mounted at children’s breathing height during morning and afternoon commutes. Results revealed significantly higher pollutant concentrations near school entrances and parking areas, with active commuters (walking and cycling) inhaling greater doses than those using passive modes (e.g., bus, van). Despite many children residing within walkable distances, reliance on private transport exacerbated congestion and localized pollution hotspots. Notably, green routes with fewer vehicles recorded substantially lower pollutant levels. These findings underscore the urgent need for policies promoting sustainable commuting—such as walking school buses along cleaner routes and traffic restrictions near schools—to mitigate harmful exposure and protect children’s health.]]></description>
      <pubDate>Mon, 23 Mar 2026 15:20:59 GMT</pubDate>
      <guid>https://trid.trb.org/View/2659316</guid>
    </item>
    <item>
      <title>School commute safety: Comparing objective and perceived safety of the journey to School in Urban Areas in Uganda and Ghana</title>
      <link>https://trid.trb.org/View/2666646</link>
      <description><![CDATA[This paper contrasts the objective safety conditions of the children's route to school with their perception of the safety of their commute in Kampala and Kumasi. While walking would be the ideal mode due its health benefits, children in these cities have to walk on unsafe routes with no sidewalks and crossings few and far between. There is hardly a systematic effort to improve the safety of the school commute and safety interventions around schools are often implemented in an ad hoc manner following complaints from the school or community. The study findings confirm that 69–82% of the children in the selected schools commute by walking for about 19 to 23 min, with 74.6–78.8% having to cross at least one paved road during their commute. Analysis of the objective risk of the routes around selected schools showed them to be unsafe with the absence of sidewalks and low number of crossings of about one crossing per km, contributing to the overall risk rating of the road network around the selected schools. In contrast, 66.5–72% of the children perceived their commute to school as very safe or fairly safe. This should cause transport planners and other decision makers to pause and not only consider the children's views but also understand why they hold those views, to inform how to provide the children and the adults around them the right information, tools and environment to ensure a safe commute.]]></description>
      <pubDate>Mon, 23 Mar 2026 15:15:32 GMT</pubDate>
      <guid>https://trid.trb.org/View/2666646</guid>
    </item>
    <item>
      <title>An observational survey of the use and non-use of footbridges by school children in Ghana</title>
      <link>https://trid.trb.org/View/2647740</link>
      <description><![CDATA[Pedestrian facilities, especially footbridges, are provided to minimize pedestrian-vehicle interaction, which may result in pedestrian crashes. Schoolchildren constitute a critical pedestrian population group, and their use of footbridges to cross highways is highly encouraged. However, studies have shown that the use or failure to use footbridges by school children are characterized by certain behavioral patterns. This study aims to investigate the behaviors exhibited by school children in Ghana when using and not using footbridges. Seven behaviors (i.e., accompanied, talking among themselves, talking on the phone, wearing earpieces, carrying luggage, running, and riding a bicycle) were observed together with demographic and contextual factors. A total of 8056 schoolchildren were observed during seven days in the vicinity of seven footbridges in the Greater Accra (6) and Kumasi (1) Metropolitan areas of Ghana. Most of the schoolchildren who used the footbridges were talking among themselves, wearing an earpiece, or being accompanied. A binary logistic regression was fitted to establish an association between the seven behaviors, using demographic and contextual explanatory variables and the use of the footbridges. The results revealed that gender, location of the footbridges, day of the week, time of observations, being accompanied, wearing of the earpiece, carrying a piece of luggage and riding a bicycle were significantly associated with the use of footbridges in Ghana. The findings of this study have significant policy implications for the development of targeted education and footbridge policing.]]></description>
      <pubDate>Mon, 23 Mar 2026 15:15:32 GMT</pubDate>
      <guid>https://trid.trb.org/View/2647740</guid>
    </item>
    <item>
      <title>The social life of the sidewalk: tracing the mobility experiences of youth in Westlake, Los Angeles</title>
      <link>https://trid.trb.org/View/2643474</link>
      <description><![CDATA[Although many young people travel independently in the city, transportation research seldom considers the experiential qualities of their routes, focusing instead on the functional aspects of mode choice. More in-depth understanding of how adolescents experience, negotiate, and perceive everyday mobility can support informed design, policy, and planning interventions to make these journeys safer and more enjoyable. This study explores the mobility experiences of 28 youth aged 11 to 15 as they travel to after-school activities in Westlake: a dense, underserved Los Angeles neighborhood. We use the concept of ‘sidewalk ecologies’ to investigate the spatially-situated social and material features that shape mobility experiences, and employ a range of interdisciplinary, youth-centered, mobile methods including thick mapping and walk-along interviews. We uncover how youth negotiate travel through adaptation rather than avoidance, how they develop agency to travel without supervision, and how social and material conditions create a lack of continuity between safe and enjoyable spaces. These insights inform design and programmatic interventions to enhance mobility for young pedestrians; five propositions for urban planners and designers include tending to the social determinants of safety, reinforcing familiar routes, and demonstrating care for people and place.]]></description>
      <pubDate>Fri, 20 Mar 2026 14:47:19 GMT</pubDate>
      <guid>https://trid.trb.org/View/2643474</guid>
    </item>
    <item>
      <title>Whose streets? Our streets! Bicibús in Barcelona through a justice lens</title>
      <link>https://trid.trb.org/View/2643447</link>
      <description><![CDATA[Mobility justice examines how power and injustice shape unequal (im)mobility patterns along gendered, class, and racialized lines. Even grassroots cycling initiatives may be entangled in systemic inequities and mobility injustice. Bicibús is a growing movement of children and adults who go to school together by bikes, skates, or scooters, occupying the streets for safer and healthier cities. We analyze whether and how Bicibús initiatives reflect and reproduce inequalities based on gender, class, or migration in Barcelona. Through interviews with 22 parents, including Bicibús organizers and non-participants, we outline processes of exclusion and inclusion. While we find gender parity, the movement is also comprised mostly of middle-class and white families. The schools that mobilize and benefit are predominately in higher-income neighborhoods, while no routes connect marginalized students from lower-income schools. Barriers to participation include work obligations, materials, confidence and physical abilities, social integration, and logistics. This analysis suggests unequal active mobility to school and biased representation in cycling initiatives. To help address mobility injustice in grassroots cycling initiatives such as Bicibús, we recommend raising awareness about racist and classist inequalities, creating supporting structures, and involving schools to make pro-cycling actions more inclusive and diverse.]]></description>
      <pubDate>Fri, 20 Mar 2026 14:47:18 GMT</pubDate>
      <guid>https://trid.trb.org/View/2643447</guid>
    </item>
    <item>
      <title>Highway Investigation Report: Collision between School Bus and Combination Vehicle, with Postcrash Fire, Rushville, Illinois, March 11, 2024</title>
      <link>https://trid.trb.org/View/2679455</link>
      <description><![CDATA[​​On Monday, March 11, 2024, about 11:29 a.m. central daylight time, a 2020 Micro Bird MB II 25-passenger school bus was traveling east on US Highway 24 (US 24) near Rushville, Schuyler County, Illinois. As the school bus negotiated a right-hand curve, it crossed the centerline and collided head-on with a westbound 2001 Mack CH613 truck tractor in combination with a 2001 Vantage 39-foot end-dump semitrailer. The impact ignited an immediate fire involving the school bus. Both vehicles then departed the north side of the roadway, where the combination vehicle’s semitrailer overturned. The post-crash fire spread, engulfing both vehicles. As a result of the crash, the drivers of both vehicles and the three student passengers on the school bus were fatally injured.​ The National Transportation Safety Board (NTSB) determined that the probable cause of the Rushville, Illinois, crash was the school bus driver’s impairment and fatigue from multiple prescription medications, which resulted in the school bus crossing the centerline into the path of the combination vehicle.​]]></description>
      <pubDate>Fri, 20 Mar 2026 08:38:24 GMT</pubDate>
      <guid>https://trid.trb.org/View/2679455</guid>
    </item>
    <item>
      <title>Parents' Beliefs Underlying Modal Choice in Kids' School Trips in Mid-Sized Czech City</title>
      <link>https://trid.trb.org/View/2661831</link>
      <description><![CDATA[This study examined individual, social, and environmental predictors of active school transport (AST) among eighth-grade students (ISCED 2) in Olomouc, a mid-sized Central European city. Data were collected from 141 parent–child dyads using one-week travel diaries, child and parent questionnaires, and standardized audits of the school surroundings. Children's trips to and from school were classified as active (walking or cycling) or non-active (car or public transport). Seven separate hierarchical logistic regression models were estimated, each representing one analytically distinct construct at the individual, social, or environmental level. Home–school distance emerged as the most consistent environmental predictor of AST, with active commuting declining sharply beyond approximately 2 km. At the individual and social levels, children's habitual use of AT for extracurricular activities and parents' beliefs about AST—particularly evaluations related to safety, convenience, reliability, and enjoyment—were strongly associated with children's school travel mode. In contrast, perceived barriers reported by children and most objectively assessed characteristics of the school surroundings showed comparatively modest associations with AST. These findings suggest that interventions aiming to promote AST may benefit from supporting habit formation outside school hours, strengthening parental beliefs about walking and cycling, and ensuring walkable distances between homes and schools. Methodologically, the study demonstrates the value of combining subjective and objective data sources to better understand school travel behavior and to inform context-sensitive strategies in mid-sized European cities.]]></description>
      <pubDate>Wed, 18 Mar 2026 09:00:15 GMT</pubDate>
      <guid>https://trid.trb.org/View/2661831</guid>
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