Barriers and facilitators of active commuting to school: a qualitative study with families and students in south-central Chile

Active commuting to school has emerged as a key strategy to increase physical activity levels among school-aged children and to promote more sustainable urban environments. However, its effective implementation depends on multiple individual, family, social and structural factors. The aim of the study was to analyze the barriers and facilitators perceived by parents and their children regarding the adoption of active commuting to school in Chile. This qualitative study explored the barriers and facilitators perceived by parents and high school students regarding the use of active commuting to school in a city in south-central Chile. Through semi-structured interviews (n = 9) and focus groups (n = 3; total participants = 17), data were collected and analyzed using a reflective thematic approach with the support of Nvivo15 software. The results revealed barriers related to adverse environmental conditions, deficiencies in urban infrastructure, family sociocultural practices, economic constraints and the absence of effective public policies. On the other hand, facilitators such as social support, timetable organization, the role of families as promoters, and education in road safety and cycling were identified. These findings show the need to address active commuting to school as a complex and situated phenomenon, which requires intersectoral interventions, coherent local policies and educational strategies that promote autonomy, safety and well-being on the school route. The study provides contextualized evidence to guide future interventions and public policies in similar urban contexts in Latin America.