A descriptive study of North American traffic gardens: Examining programming and reach among underserved populations

Background: Child pedestrian/cyclist safety remains a concern, particularly in marginalized and underserved communities where access to resources is an issue. Traffic gardens (TG) offer purpose-built, authentic, and engaging informal learning environments. They are cost-effective, adaptable, and simple to implement, making them readily deployable in communities with greater disparities.

Purpose: To examine the logistics of program delivery and reach among underserved populations for TG in North America.

Methods: An online survey invitation was sent to TG representatives from across North America. Participants reported details on TG logistics, programming, curriculum, and reach with fixed and open-ended questions. Frequencies and descriptives summarized the sample and open-ended responses were coded using qualitative methods.

Results: Participants represented TG (n=50) from across the USA and Canada. The majority (n= 38, 76%) were fixed/permanent facilities, established within the last 5 years (84%), with early elementary as the most commonly served age group (n=48, 96%). Non-profit organizations, schools and local governments were the most common partners for planning, installation and routine operations. Free play (n=41, 82%) was the most common type of activity at the TG, followed by rodeos (n=28, 56%), lessons (n=26, 54%), and physical education class (n=20, 40%). Most (n=30, 60%) reported having established curriculum for bicycle safety or bicycle skill-building (n=22, 44%) or promotion of bicycling (n=10, 20%). Most (n=44, 88%) respondents indicated there was some programming to reach specific groups: low income (n=27, 54%), Spanish speaking (n=5, 25%), specific racial/ethnic groups (n=3, 6%) and special needs (n=2, 4%).

Conclusions: TG offer a range a programming and can serve as a resource to their communities and an asset to encourage the development and practice of bicycling skills and enjoyment for all.

Practical implications: TG can serve as a partner for building children’s bicycling skills thereby encouraging lifelong participation in active transportation and address existing inequities.