Among younger children, active commuting shows negative associations with grades and reading comprehension in some studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Two studies with children found negative associations: ACS was associated with poorer grades and lower odds of high grades compared to passive commuters, and with poorer reading comprehension among girls but not boys. → Phansikar 2019

Evidence¶

Phansikar 2019¶

Phansikar, M.; Ashrafi, S.A.; Khan, N.A.; Massey, W.V.; Mullen, S.P. (2019). Active Commute in Relation to Cognition and Academic Achievement in Children and Adolescents: A Systematic Review and Future Recommendations. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph16245103

q3 · i? · quant-synthesis · r2

Review synthesis of ACS–academic achievement studies among children (mean age 7 or ages 6–12). The review reports "ACS was associated with poorer grades, and lower odds of having high grades" versus passive commuters, and negative reading comprehension associations among girls only.

"Both studies found negative associations as well, such that ACS was associated with poorer grades, and lower odds of having high grades in all of the courses, as compare to passive commuters [51], and with reading comprehension, among girls, but not boys, who actively commuted to school [44]."

Discussion¶

Related Claims¶

• Active commuting to school is associated with better cognitive performance among girls but not boys in two reviewed studies — related
• Active commuting to and from school is not significantly associated with language-related skills (pooled ES = −0.37, considerable heterogeneity) — related
• Active commuting to and from school is not significantly associated with cognitive performance in children and adolescents (pooled ES = −0.02) — related
• Active commuting to school shows a positive association with at least one academic achievement measure in a majority of reviewed adolescent studies — related
• Active commuting to school shows a positive association with at least one cognitive measure in a majority of reviewed studies, though findings are inconsistent across measures — related
• Longer duration of active commuting relates to better cognitive performance in a dose–response pattern among girls — related
• Active commuting to and from school is not significantly associated with mathematics-related skills (pooled ES = −0.33, considerable heterogeneity) — related
• Active commuting to and from school is not associated with improvements in mathematics and language achievement — reports the opposite