Linking Children’s Emotional Experiences of Space with Health-Oriented Urban Design: Towards School Streets in Belgrade

Children’s everyday routes to school are increasingly recognised as important environments shaping physical and mental well-being. Yet, their emotional dimension remains insufficiently integrated into health-oriented urban design research, particularly in cities without formalised School Street policies. This study examines how children in Belgrade perceive and emotionally experience their everyday school routes and how such evidence can inform context-sensitive urban design. A mixed-method, child-centred participatory approach was applied with primary school pupils, combining participatory evaluation boards, cognitive route mapping, photo documentation, and facilitated classroom discussion. The material was analysed through qualitative coding, triangulation, and a health-oriented reinterpretation of the SCORELINE framework (hSCORELINE). The findings reveal recurring stress nodes associated with traffic-dominated streets, complex crossings, obstructed sidewalks, and poorly legible route segments, which children linked to fear, discomfort, and insecurity. By contrast, greenery, recognisable landmarks, visually calm environments, and wider pedestrian spaces emerged as joy nodes associated with comfort, enjoyment, and emotional ease. These patterns suggest that children’s emotional-spatial evidence can enrich the assessment of school-route environments beyond conventional traffic indicators alone. By linking children’s lived experiences with health-oriented urban design, the study provides evidence-based support for the gradual introduction of School Streets in Belgrade. It offers a transferable framework for integrating child-centred experiential knowledge into healthier street design.