School Street in Fingal North Co. Dublin

By project STEP UP

Published on 30 January 2025

Ireland

Eastern and Midland

Fingal

About this good practice

This GP was implemented by Fingal County Council (local authority), to address the issue of front of school traffic congestion outside St. Oliver Plunkett’s School, Malahide, and its related negative impacts including threat of traffic collision for vulnerable road users, unfriendly environment for active travel, poor air quality due to tailpipe emissions. Ongoing complaints from school wardens, Gardaí and residents highlighted the danger to vulnerable road users and poor air quality.

The School Streets pilot supports core pillars: road safety, sustainable travel and climate action. The GP reaches its objective by creating car-free zones, promoting walking, wheeling, cycling to school. Fingal County Council implemented traffic restrictions, improved pedestrian infrastructure, and engaged with schools and parents to encourage active travel.

The School Street pilot limits vehicular access during school opening/closing times to manage traffic flow. Exemptions are made for residents and disabled badge holders. Supporting measures include Park & Stride zones, parking permits, and improved pedestrian infrastructure. A comprehensive consultation process ensured the scheme's risks were addressed.

The main stakeholders are the school community, Fingal County Council, residents, businesses, police, traffic wardens. The main beneficiaries are the school community, and people walking and wheeling, who now experience safer, healthier, and more welcoming school environments.

Expert opinion

The School Street initiative tackles a significant issue that affects many settlements; that of road safety around schools, while also helping to reduce congestion and carbon emissions and improve air quality. The mixture of measures is very good, not only limiting car access, but also encouraging active mobility – indeed, promoting active transport is most impactful when alternative modes, such as motor vehicles, are prohibited. The inclusion of measures for those with limited mobility, as well as the Park and Stride system for those who live far from the school are also good initiatives. The comprehensive approach has many lessons for other regions which may replicate parts, or all, of the activities as required.

Simon Hunkin

Works at Interreg Europe Policy Learning Platform

Resources needed

Funded by the National Transport Authority, cost approximately €45,000

Human Resources: Local authority designed and managed the initiative. Road safety wardens manage daily road closures.

Evidence of success

3-month impact assessment report found that the School Streets programme successfully delivered on key objectives: 

-20% reduction in air pollution around the schools 
-43% reduction in school-related traffic 
-Increases in sustainable travel modes by students 

Results indicate that the initiative is meeting its goals of improving air quality, promoting sustainable transport, and reducing traffic congestion.

Potential for learning or transfer

This practice offers a robust model for enhancing road safety and promoting sustainable travel around schools, making it highly transferable. Key success factors include robust and meaningful community engagement, flexible solutions tailored to local needs, and supporting measures like Park & Stride zones. Extensive consultation- engaging parents, schools, local businesses, and residents ensured the initiative addressed concerns like displaced traffic and pedestrian safety. Challenges were mitigated through adaptive strategies such as traffic revisions. Continuous monitoring, including traffic counts, air quality data, ensures the initiative meets its objectives and identifies areas for improvement. Clear communication and stakeholder buy-in are crucial, demonstrating the importance of adaptability and data-driven decisions. Regions with similar school traffic challenges can adopt this tested framework, benefiting from its community-centred approach and evidence-based practices.