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Background <p>Active and autonomous school mobility has various benefits, including improved physical health, environmental awareness, and social integration. However, little research has explored how children perceive their school journeys and the factors that facilitate or hinder their mobility.</p> Objective <p>This study investigates how children perceive and represent their school journeys through drawings. It identifies key landmarks, obstacles, and facilitators and explores how these perceptions vary according to mobility levels.</p> Methods <p>A total of 659 students from the 5th and 6th grades of seven educational centers in the Basque Autonomous Community participated. Each student created a drawing depicting their journey to school. The drawings were analyzed using visual content analysis, categorizing elements into four themes: reference points, obstacles, environmental characteristics, and facilitators.</p> Results <p>Homes and schools were the most frequently depicted landmarks. Children identified obstacles such as roads, roundabouts, and crosswalks—especially in drawings from those with lower active mobility. In contrast, students with higher active mobility included more green spaces and facilitators like pedestrian paths and bike lanes, reflecting a more positive view of their environments.</p> Conclusions <p>The findings highlight the need for child-centered urban planning that supports active mobility. Enhancing pedestrian infrastructure and integrating children’s perspectives into urban design can lead to safer, more engaging school routes that foster autonomy and environmental awareness.</p>

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Children’s Active and Autonomous School Journeys and Their Implications: An Investigation Using Drawing Methodology

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月23日

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  • Naiara Berasategi Sancho,
  • Amaia Eiguren Munitis,
  • Idoia Legorburu Legorburu Fernandez,
  • Nahia Idoiaga Idoiaga-Mondragon

摘要

Background

Active and autonomous school mobility has various benefits, including improved physical health, environmental awareness, and social integration. However, little research has explored how children perceive their school journeys and the factors that facilitate or hinder their mobility.

Objective

This study investigates how children perceive and represent their school journeys through drawings. It identifies key landmarks, obstacles, and facilitators and explores how these perceptions vary according to mobility levels.

Methods

A total of 659 students from the 5th and 6th grades of seven educational centers in the Basque Autonomous Community participated. Each student created a drawing depicting their journey to school. The drawings were analyzed using visual content analysis, categorizing elements into four themes: reference points, obstacles, environmental characteristics, and facilitators.

Results

Homes and schools were the most frequently depicted landmarks. Children identified obstacles such as roads, roundabouts, and crosswalks—especially in drawings from those with lower active mobility. In contrast, students with higher active mobility included more green spaces and facilitators like pedestrian paths and bike lanes, reflecting a more positive view of their environments.

Conclusions

The findings highlight the need for child-centered urban planning that supports active mobility. Enhancing pedestrian infrastructure and integrating children’s perspectives into urban design can lead to safer, more engaging school routes that foster autonomy and environmental awareness.