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Contact Information:
Loranda Jenifer, SRTS Coordinator

kid walking with backpack

Safe Routes to School is an initiative that works to make it safe, convenient, and fun for children to walk and bicycle to and from schools. The goal is to get more children walking and bicycling to school, improve kids' safety, and increase health and physical activity.

5k walk wednesdaysAs the stats bear out, kids today have become less active, less independent, and less healthy. In 1969, nearly 50 percent of all children in the United States (and nearly 90 percent of those within a mile of school) walked or bicycled to school. Today, that number has plummeted to fewer than 15 percent.

Studies show that Safe Routes to School programs are effective at increasing rates of bicycling and walking to school and decreasing injuries.

Concerned by the long-term health and traffic consequences of this trend, in 2005 Congress approved funding for implementation of Safe Routes to School programs in all 50 states and the District of Columbia. Communities use funds to construct new bicycle lanes, pathways, and sidewalks, and launch Safe Routes to School education, promotion, and enforcement campaigns.

At the local level, Safe Routes to School practitioners run education and encouragement programs with families and schools and push for strong municipal and district policies to support safe walking and bicycling.  The most successful Safe Routes to School programs incorporate the 5 E’s: evaluation, education, encouragement, engineering, and enforcement. At the regional and state level, Safe Routes to School practitioners work to find new funding and ensure proper spending of existing funding for Safe Routes to School.  And at the federal level, the Safe Routes Partnership and its allies maintain a steady voice for policy and funding support and provide a source of expert help, ideas, and resources for leaders at all levels.

kids running out of school

Neighborhoods are becoming increasingly clogged by traffic. By boosting the number of students walking and bicycling, Safe Routes to School projects and programs reduce traffic congestion.

Safe Routes to School projects and programs reduce traffic congestion
  • In 2009, school travel by private vehicle accounted for 10 to 14 percent of all automobile trips made during morning rush hour. 1
  • While distance to school is the most commonly reported barrier to walking and bicycling, 2 private vehicles still account for half of school trips between 1/4 and 1/2 mile 3 —a distance easily covered on foot or bike.

Safe Routes to School supports increased physical activity, helps form healthy habits that can last a lifetime, and decreases the risk of chronic disease and obesity. 

Safe Routes to School supports increased physical activity
  • Walking one mile to and from school each day is two-thirds of the recommended sixty minutes of physical activity a day.
  • Children who walk to school have higher levels of physical activity throughout the day. 4,5

Student health has been linked to academic performance. Walking and biking to school can help ensure students arrive ready to learn. 

  • One study found that after walking for 20 minutes, children responded to test questions with greater accuracy and had more brain activity than children who had been sitting. Children also completed learning tasks faster and more accurately following physical activity. 6
  • Physically fit children have larger hippocampal volume and basal ganglia, brain components both connected with learning. 7

Safe Routes to School programs can improve air quality by reducing vehicle trips and miles traveled.

  • Over the last 25 years, among children ages 5 to 14, there has been a 74 percent increase in asthma cases.8 In addition, 14 million days of school are missed every year due to asthma. 9
  • One-third of schools are in "air pollution danger zones." 10
  • Children exposed to traffic pollution are more likely to have asthma, permanent lung deficits, and a higher risk of heart and lung problems as adults. 11


  1. McDonald N., Brown A., Marchetti L., Pedroso M. (2011). U.S. School Travel 2009: An Assessment of Trends. American Journal of Preventive Medicine, 41(2), 146-151.
  2. U.S. Centers for Disease Control and Prevention, Morbidity and Mortality Weekly Report September 30, 2005, “Barriers to Children Walking to or from School, United States 2004.” Available at
  3. Federal Highway Administration, National Household Travel Survey 2001; NHTS Brief on Travel to School, January 2008.
  4. Alexander et al., The broader impact of walking to school among adolescents. BMJonline.
  5. Cooper et al., Commuting to school: Are children who walk more physically active? Amer Journal of Preventative Medicine 2003: 25 (4)
  6. Hillman CH, Pontifex MB, Raine LB, Castesli DM, Hall EE, Kramer AF. The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience. 2009;159(3):1044-1054. doi:10.1016/j.neuroscience.2009.01.057
  7. Castesli, D.M., Glowacki, E., Barcelona, J.M., Calvert, H.G., & Hwang, J. (2015). Active Education: Growing Evidence on Physical Activity and Academic Performance. [Research brief.] Active Living Research.
  8. Centers for Disease Control and Prevention. Surveillance for Asthma—United States, 1960-1995: CDC Surveillance Summaries, April 24, 1998. MMWR Morbidity and Mortality Weekly Report, Vol. 47 (SS-1), 1998, pp. 1-27.
  9. Centers for Disease Control and Prevention. Healthy Youth! Health Topics: Asthma. Available at
  10. Appatova, A. S., Ryan, P., LeMasters, G., Grinshpun, S. “Proximal exposure of public schools and students to major roadways: a nationwide US survey,” Journal of Environmental Planning and Management, Volume 51, Issue 5, 2008.
  11. Gauderman, W. J., E. Avol, F. Lurmann, N. Kuenzli, F. Gilliland, J. Peters and R. McConnesl, “Childhood Asthma and Exposure to Traffic and Nitrogen Dioxide,” Epidemiology, Volume 16, No. 6, November 2005. AND Gauderman, W.J., H. Vora, R. McConnesl, K. Berhane, F. Gilliland, D. Thomas, F. Lurmann, E. Avol, N. Kunzli, M. Jerrett, and J. Peters, “Effect of exposure to traffic on lung development from 10 to 18 years of age: a cohort study,” The Lancet, Volume 368, February 2007.

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As stated in School Board Policy AC and GBA, Hampton City Schools (“HCS”) does not discriminate with regard to race, color, religion, national origin, sex, sexual orientation, gender, gender identity, age, disability, ancestry, marital status, pregnancy, child birth or related medical conditions, status as a veteran, genetic information, or other characteristic protected by law in its programs, activities and employment practices and provides equal access to the Boy Scouts and other designated youth groups.  

HCS also prohibits retaliation under School Board Policy GBAB for the purpose of interfering with a person’s rights and/or privileges under federal civil rights laws, which can include: (i) raising concerns with Division personnel about a civil rights violation; (ii) asserting a right or advocating for the rights of a student or employee under federal civil rights laws; or (iii) participating in a complaint investigation or related proceedings. 

All individuals are encouraged to promptly report any incident they believe to be discrimination, harassment or retaliation in violation of HCS School Board Policy.  All reports should be made to the HCS Compliance Officer, who also serves as the HCS Executive Director of Human Resources and Title IX/ADA Coordinator.  Upon receiving a report of alleged discrimination, harassment or retaliation, the Compliance Officer shall promptly authorize an investigation into the complaint, determine whether the alleged act occurred, and determine whether any action must be taken to end or prevent further harassment, discrimination, or retaliation.  For more information about this process, please review the Formal Resolution Process and/or Informal Resolution Process.    

Should you have any questions about these procedures or the contents of this notice, please contact:

Executive Director of Human Resources
Title IX and ADA Coordinator
Department of Human Resources
One Franklin Street
Hampton, VA 23669
(757) 727-2300



Hampton City Schools (HCS) is committed to making its website accessible for all, including individuals with disabilities, and strives to ensure accessibility currently and as new technologies emerge.  The division welcomes questions and feedback on the site’s accessibility at each development phase.  By clicking on “Contact” at the upper right of the main webpage, all users are able to “Help Resolve a Concern,” “Share a Story,” “Provide Feedback,” and “Ask a Question.”  Additionally, the Contact Us page provides direct email access to HCS Webmaster Vickie Carper,


HCS’s computer systems and networks include all of the computer hardware, operating system software, application software, stored text, data files, electronic mail (email), local databases, externally accessed databases, CD-ROM, optical media, clip art, digital images, digitized information, communications technologies, and new available technologies.

Please note that some pages on the HCS website contain links to third-party sites.  HCS is not responsible for the content, facts, opinions or accessibility of third-party sites.


The majority of pages in our site are available in HTML format that can be deciphered by screen readers. Some documents are in Portable Document Format (PDF), which require Adobe Acrobat Reader to view.

  • To download this free program, visit the Adobe website.
  • To read PDF documents with a screen reader, please link to the Access Adobe website, which provides useful tools and resources.

Also, many popular browsers contain built-in accessibility tools, and there are other plug-ins that make websites more accessible.

The HCS website is designed and monitored by HCS Webmaster Vickie Carper, who serves as the gatekeeper for website content and accessibility.   The Webmaster is under the direction of the Executive Director of Public Relations and Marketing, supervised by the Director of Graphics.
Web visitors using assistive technology who may have trouble accessing information on the website may contact the HCS Webmaster,, the Executive Director of Public Relations and Marketing, and/or the Director of Graphics,

When submitting a question or concern via email, “accessibility” should be included in the subject line.  Every reasonable attempt will be made to address the user’s concern within twenty-four hours.  To assist HCS in responding appropriately, all inquiries should include the following information:

  • A description of the accessibility concern or question;
  • The webpage address of the requested material;
  • The format in which the user prefers to receive the material;
  • The user’s contact information, including preferred method of contact.


HCS monitors all technology resource activity and requires all employees, students and individuals with access to HCS computer systems and networks to annually read and sign an Acceptable Use Policy.  See School Board Policy IIBEA for Students; School Board Policy GBBB for Employees.

Our continuing goal is for the HCS website to be accessible to individuals with disabilities in compliance with the requirements of Section 504 of the Rehabilitation Act of 1973 and that statute's implementing regulations at 34 C.F.R. Part 104, and Title II of the Americans with Disabilities Act of 1990 and that statute's implementing regulations at 28 C.F.R. Part 35.

Good faith efforts are being made to ensure that our website complies with web accessibility standards. In addition to the federal regulations above, we are actively working to conform to level AA of the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) 2.0.
Prior to posting new website content, the HCS Webmaster determines if the proposed content meets the criteria of the World Wide Web Consortium (W3C).  Periodically the HCS Webmaster checks the website with a recognized website checker such as 508 Checker and WAVE.  If the audit identifies issues of concern or content errors that impede accessibility to any user, the concerns/errors are evaluated and remedied within a six-week period.


HCS’s website and computer systems and networks are provided on an “as available” basis.  HCS makes no warranties, expressed or implied, without limitation, regarding the fitness for a particular purpose regarding any service provided by the system and any information contained or software used therein.  The division uses hardware and software provided by third-party technology vendors.  Therefore, the division does not warrant that the functions or services performed by, or that the information or software on the system, will meet the user’s requirements.