Photo: Forskning & Framsteg

It was not uncommon for children to have long and difficult, sometimes even dangerous, journeys to school. For children from poor families, there were often several factors that made it difficult to get to and from school; the more factors, the more difficult the route to and from school, but it was also more difficult at school.

Socio-economically disadvantaged children, for example in crofting families, often had long distances to walk, which meant that they had to get up earlier and come home later than children who lived closer. Children from poor families also had poorer shoes and clothing, little or no food and needed to help with more work at home.

However, various efforts were made to make things easier for the children. Parents, teachers and other adults tried to alleviate the burdensome conditions in various ways. At the same time, there are documented testimonies from children that the route to school could also be characterised by play and mischief, especially during warmer seasons. The route to school became a pocket of time and space in an everyday life that was otherwise filled with duties and work. Both siblings and children from neighbouring farms now had the opportunity to socialise without the presence of adults.

Although the article highlights the conditions that prevailed 100 years ago, there are many similarities with today's debate and society. Walking to school is something that affects children's daily lives and is a factor in parents' concerns, no matter what era they live in.

You can read the full text Some went to school in broken shoes on Forskning & Framsteg's website (text in Swedish).