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Delayed school start saves money but creates problems
Delaying the start of the school day can reduce the costs of school transport and public transport. However, when such changes are implemented without involving schools, pupils and other affected stakeholders, the savings can lead to new problems. This is shown by a study conducted in two Swedish municipalities.
The morning rush hour is the most expensive time for public transport, as it requires more drivers and greater vehicle capacity than during the rest of the day. One way to use resources more efficiently is to spread travel demand over a longer period. For this reason, some municipalities and regional public transport authorities have experimented with later school start times.
In a new study, researchers analysed two Swedish cases in which the first lesson was moved back by 30 and 35 minutes respectively. Through interviews with regional public transport planners, municipal officials, school leaders and school staff, the researchers investigated how the changes were implemented and what consequences they had for different groups.
The results show that the main objective was achieved in both cases: transport costs were reduced through more efficient planning. In one case, the municipality’s expenditure on school transport fell from SEK 14 million to SEK 11.2 million between 2022 and 2024. In the other case, fewer buses were needed, while the public transport system gained the capacity to offer more services.
Uneven distribution of benefits
However, the study also shows that the organisations responsible for school transport gained the greatest benefits, while schools, pupils and staff were more likely to experience disadvantages. A recurring observation from the education sector was that schools’ operational needs did not have sufficient influence on the planning process. In both cases, school staff felt that the altered timetables effectively came to dictate how the schools operated. It became more difficult to schedule meetings, coordinate teaching and provide homework support after school hours.
“We consider this important feedback to take on board if staggered school start times are to work effectively in practice. Making changes to the scheduling of school transport and school timetables means that two complex planning processes need to be taken into account and coordinated, which in itself entails costs in terms of both time and money,” says Eva-Lena Eriksson, a doctoral student at K2 and Linköping University and lead author of the study.
Longer time away from home
The researchers also found that many pupils ended up having longer days overall. In one of the cases, the time spent away from home increased by between 20 and 35 minutes for some pupils, even though the school day itself was only ten minutes longer. This was due to longer journey times and an additional transfer. Longer journeys and later school days affected pupils’ ability to take part in after-school activities, which is a negative consequence that should be considered from the perspective of pupils’ health and wellbeing.
An important conclusion is that the way in which new school transport arrangements and school start times are introduced has a major impact on the perceived outcome of the measure. In the cases studied, the process was driven primarily by the actor responsible for school transport, with a focus on cost savings within the school transport system. School staff, pupils, parents and community organisations were involved only to a limited extent. This contributed to resistance to the changes and meant that several negative consequences were not identified in time.
“How implementation is organised and carried out has a significant impact on the outcome. A more inclusive process can help ensure that both transport efficiency and the needs of schools are taken into account,” says Helene Lidestam, Professor at VTI and researcher at K2, who also contributed to the study.
The researchers emphasise that later school start times can still be an effective tool for reducing the costs of public transport and school transport and for creating a more resource-efficient transport system. However, for the solution to be sustainable in the long term, the perspectives of schools, pupils and other affected stakeholders need to be taken into account from the outset.
Link to the study:
Staggered school start times for reducing peak travel demand: A case study of implementation processes and stakeholder impacts – K2