Transport is a key issue for rural youth in the Nordic Region, as it affects the accessibility of education, employment, services and social activities (Norwegian Ministry of Local Government and Rural Affairs, 2023). Rural youth often have longer distances between their homes and schools, workplaces or other destinations compared to their urban peers. Mobility is often limited for rural youth, and there are fewer and less frequent public transport options and services. This is particularly limiting to those who do not have a driver’s licence or access to a car. Public transport is an important enabler for both rural youth and social cohesion, as it holds the key to accessing diverse educational and labour market options, as well as social and cultural services (Future Challenges of the Nordics, n.d.).
For example, Sweden generally lacks reliable public transport in rural regions. This particularly impacts access to amenities that are often inaccessible by foot or by bike. It is therefore important to develop cross-sectoral approaches to public transportation solutions in the Swedish rural regions, e.g. various types of bundling municipal services, as well as demand-responsive transport and multi-modal systems that support the availability of transportation options in areas where demand is lower or distances are longer (Kershaw, 2020). In Norway, the Norwegian Rural Youth Panel has proposed reducing ticket prices for existing public transport, and investing in eco-friendly transport options such as railways, short-haul flight networks, buses, and ferries. They also suggest lowering the minimum age to 16 years for driver’s licences for vehicles with lower speeds in rural areas. It is important to bear in mind that the ability to move around independently is not decoupled from economic privilege. So-called EPA tractors are a popular measure in both Sweden and northern parts of Norway, but it is questionable whether such vehicles are available to all or is a sustainable solution.
Moreover, this raises the question of mobility more broadly. Many young Nordic people need to leave home as early as 15 or 16 in order to avoid long daily commutes to their places of education (Future Challenges of the Nordics, n.d.). In this, the broader social context of mobility also comes into play. The lack of transport options, combined with a lack of education opportunities, contributes to the idea of “learning to leave” (Corbett, 2001), i.e. that rural areas offer little to no future potential. In this way, transport and mobility – both social, green, and geographical – are pertinent to young people staying in Nordic rural regions.
Recommendations:
Increase the efficiency of transport routes by splitting routes through hybrid bus systems and by combining larger and smaller buses (as well as other vehicles). The routes should reflect the settlement structure, and must reflect peak times for work and school commuting.
Ensure that prices for diverse public transportation options in rural areas are socio-economically and spatially just. All actors responsible should evaluate the sustainability and environmental impact of existing transport options, ensure that lower-impact options are prioritised, and adjust accordingly. In places where there is an infrequent but essential need for public transport, rural carpooling and on-demand services could be an option.
Ensure participatory processes in local and regional transport planning. Public transport is for the people, and the timetables should be regularly re-evaluated to reflect the needs of the public in rural areas. This can be done through simple surveys, e.g. via QR codes at bus stops.
Prioritise infrastructure to ensure connectivity, to connect rather than isolate rural areas. A plan that enables the inhabitants of rural areas to travel safely all year round, and therefore makes it possible to live in rural areas, is necessary. Frequent ferry services are an important part of this infrastructure.