Evaluate Street Transformations Near Schools: How To

How to
Evaluate
Street
Transformations
Near Schools
Metrics to evaluate impact, communicate,
and scale up projects
Global Designing Cities Initiative

How to
Evaluate
Street
Transformations
Near Schools
Metrics to evaluate impact, communicate,
and scale up projects
Edition I - June, 2024

About our funders About GDCI
Van Leer Foundation Global Designing Cities Initiative (GDCI)

The Van Leer Foundation is an independent Dutch organization working
worldwide to ensure that all babies and toddlers have a good start in life. The The mission of the Global Designing Cities Initiative (GDCI) is to inspire a shift
foundation inspires and informs large-scale action that improves the health toward safe, sustainable, and healthy cities through transforming streets
and well-being of young children—especially the most vulnerable—and the around the world. We are a team of designers, planners, and urban strategists
people who care for them. committed to working in support of city practitioners to get projects on the
ground. We focus on empowering local officials and communities to become
FIA Foundation changemakers, equipping them with the knowledge, tools, and tactics needed
The FIA Foundation is an independent UK-registered charity that supports to improve urban mobility and fundamentally change the role of streets in
an international program of activities promoting safe roads, clean air, and our cities.
climate action.
GDCI publications referenced

Fondation Botnar
Fondation Botnar is a Swiss philanthropic foundation working to improve
Global Street Designing
the health and well-being of young people living in cities around the world.
Design Guide Streets for Kids
Advocating for the inclusion of youth voices and the equitable use of AI and
digital technology, the foundation invests in and supports innovative programs
and research, and it brings together actors from across sectors to create
dialogue and partnerships.
How to How to How to How to

Implement Street Evaluate Street Engage Kids in Engage Kids
Transformations Transformations Street Design in Street Design
Designing streets for kids by kids
Global Designing Cities Initiative
León, Mexico
II How to Evaluate Street Transformations Near Schools How to Evaluate Street Transformations Near Schools III
About this handbook
About this handbook

As cities grow and challenges affecting children become Developed as a resource for a broad audience of
more pressing, redesigning streets, especially around designers, planners, engineers, city officials, decision-
schools, has become crucial. Transforming streets near makers, and communities, it provides guidance on how
schools not only protects the health of the youngest to plan the evaluation process, define project goals,
and most vulnerable but also leverages the central role and choose metrics to measure what matters the
of schools within communities, and it can be strategic most. It outlines specific recommendations for how
for decision-makers due to potential community to plan for on-site data collection near schools, select
support and widespread acceptance by children appropriate methods and tools, gather insights, and
themselves. Beginning with these streets can be key communicate findings and take future action. This
to testing and expanding similar types of interventions handbook emphasizes the importance of capturing how
across a city. street transformations impact children and caregivers,
enabling stakeholders to advocate for and implement
Globally, cities have been reimagining streets to long-term changes that prioritize the well-being and
create safer, healthier, and more joyful spaces outside safety of younger populations.
of schools through initiatives like “school streets”
during school hours and permanent “school zones.” The success of street transformations near schools
These efforts promote walking, cycling, and taking depends not only on individual interventions but
transit safely to schools, alongside creating inviting and also on the broader street network and behavior
accessible spaces for play and physical activity. However, change measures. However, it’s essential to note that
in order to achieve long-term outcomes, cities must while this handbook guides the evaluation of street
go beyond isolated transformations to integrate these transformations, it does not cover the comprehensive
improvements into broader city programs and policies. assessment of street network design or behavior change
Although the lack of data on children’s and caregivers’ programs.
mobility often leaves their needs unnoticed, measuring
the impact of street transformations can support With this handbook, the hope is to enable cities
evidence-based decision-making, amplify key issues, worldwide to measure impact, gather stories, and
build support, secure funding, and advocate for longer- champion safer, healthier, and more joyful streets around
term change. schools, inspiring a global movement towards child-
friendly urban environments.
This handbook builds on the guidance of the Global
Designing Cities Initiative’s Global Street Design Guide
and Designing Streets for Kids publications, and it
complements the How to Evaluate Street Transformations
handbook. Recognizing that evaluating street
transformations near schools requires a specialized
approach that acknowledges the unique needs,
vulnerabilities, and dynamics of school environments,
this handbook offers a focused lens through which
these environments can be assessed and improved.
IV How to Evaluate Street Transformations Near Schools Istanbul, Turkey

Contents
Introduction Section A Section B Section C

Measuring what matters the most 21 Evaluating streets near schools 45 Communicating and taking action 83
Starting with streets near schools 02 A1 Identify goals and key metrics 22 B1 Plan the data collection 46 C1 Communicate findings 84
What is possible? 08 Streets for Kids design strategies 24 Safeguard children’s rights 46 Understand the audiences 85
Identify data sources 47 Frame the narrative 86
Street transformations near schools 09 Goal Road safety 28 Choose the right time and place 48 Choose the appropriate format 88
Universal accessibility 30 Organize the team 52 Make findings visual and accessible 90
Why evaluate streets? 14 Active transportation 32
Air quality 34 B2 Select appropriate methods and tools 54 C2 Move towards long-term impact 92
Changing the measure of success 14 Climate resilience 36
Making children’s needs and journeys 14 Social connection 38 Who to engage 56
visible Noise pollution 40 Survey children and teenagers 58
Using short-term outcomes to support
long-term change
16 Outdoor play and learning 41 Navigate community concerns 64 Resources
Create or adapt tools to engage
Evaluation process 18 children and youth 66 Data collection tools 98
B3 Collect data on site 70 Evaluation planning 104

Site analysis and inventory 112
A little bit can go a long way 72 Counts and observations 122
Legend Air quality monitoring 148
Pro tips Noise level assessments 152
To facilitate the navigation of this handbook, look for these B4 Gather insights 74
These boxes indicate key tips and important
buttons and boxes. Surveys 158
things to keep in mind
Interactive boards 174
Review goals and identify outcomes 75
Organize and standardize collected data 75
Acknowledgements 198
Bookmark Case studies and snapshots Analyze data and generate results 78
Key terms and definitions 202
These buttons refer to external resources or parts These boxes show inspiration from cities, showing Refine design and propose future actions 80
of this handbook with complementary guidance on References and notes 204
how they’ve applied the methods and tools covered in
specific subjects this handbook
VI How to Evaluate Street Transformations Near Schools How to Evaluate Street Transformations Near Schools VII
Introduction
Starting with streets near schools 02
What is possible? 08
Street transformations near schools 09
Why evaluate streets? 14
Changing the measure of success 14

Making children’s needs and journeys visible 14
Using short-term outcomes to support
long-term change 16
Evaluation process 18

Kuala Lumpur, Malaysia

Introduction | Starting with streets near schools Introduction | Starting with streets near schools
Starting with streets near schools

Globally, nearly
Although cities should strive to reimagine and transform their streets, they can’t 240 million
change them all at once. Transforming streets around schools first prioritizes children live with
the health of children and youth (who are the most vulnerable), leverages the disabilities
central role of schools within communities, and can be strategic for decision-
makers due to potential community support and widespread acceptance by Traffic crashes are the leading cause of death constituting 1 in 10 of all children
children themselves. It can create a foundation for broader positive change and among young people around the globe1
inspire a culture of active transportation and sustainable urban development,
offering a powerful starting point to scale up similar interventions across a city.
ROAD SAFETY ACCESSIBILITY

Regrettably, children with disabilities face significant
Streets near schools are critical spaces for promoting These crashes usually happen near schools. In Chile, a
educational disparities, with 25% lower likelihood of attending
staggering 90% of child pedestrian fatalities occur within 500
equity and supporting children’s health and well-being meters of an educational institution, with 70% within just early childhood education, 49% higher likelihood of never
250 meters.2 Similar trends have also been seen in Canada attending school, and elevated risks of not attending primary
The journey to school is a critical daily routine for children and young people, but the absence of and France. In some African cities, a high percentage of
3 and secondary school.5 Improving streets near schools can
proper infrastructure poses risks to their safety, health, and access to education, especially for children walk to school, but high proportions of streets lack enhance accessibility and increase school attendance, ensuring
those with disabilities. External environmental factors such as noise pollution, air quality, and adequate sidewalks.4 Not only does this prevent some children equal access to education for all children.
temperature also significantly affect students’ experiences and learning abilities inside classrooms. from accessing schools, but it makes the journey to school
unpleasant, stressful, and unsafe. Improving road safety around
schools is key to reducing traffic injuries and fatalities among
children.
More than 90% of the world’s children 81% of children aged 11 to 17 worldwide are
breathe toxic air every day6 insufficiently physically active, and this lack of
physical activity starts at a young age
AIR AND NOISE POLLUTION PHYSICAL ACTIVITY

Air pollution significantly harms children’s health, impacting Streets near schools that are hostile to pedestrians, cyclists,
lung and organ development similar to cigarette smoke and transit users may encourage caregivers to drive children to
exposure.7 School commutes, which often coincide with peak school, depriving children of independent mobility and physical
traffic hours, increase children’s exposure to harmful pollutants. activity on their way to school. On the other hand, transforming
Schools in high-traffic streets or with heavy-polluting vehicles streets near schools can encourage children to walk or cycle
also face indoor air pollution risks. Studies have associated to school, by which they can meet the WHO recommended 60
increased exposure to fine particulate matter with behavioral minutes of daily physical activity.
issues such as hyperactivity and anxiety, plus changes in
brain regions related to language and cognition.8 Additionally,
research underscores how excessive noise from vehicular
traffic can impair children’s concentration and academic
performance.9 A 2022 study conducted in Barcelona suggest
that exposure to road traffic noise at school, but not at home,
was associated with slower development of working memory,
complex working memory, and attention over one year in
Hanoi, Vietnam schoolchildren.10
2 How to Evaluate Street Transformations Near Schools How to Evaluate Street Transformations Near Schools 3
Streets near schools play a vital role for youth, Transforming streets near schools can be a strategic
families, and communities starting point for long-term change for cities
Schools serve as focal points of education, personal growth, and community connections. Transforming streets near schools catalyzes citywide change by improving safety, encouraging
Moreover, schools often serve as hubs for resources, support services, and opportunities that sustainable transportation, garnering strong support, and promoting social equity; it's a strategic
benefit students, families, and the overall community. initiative for long-term urban improvements.
SOCIAL ISOLATION EQUITABLE MOBILITY EFFECTIVE MOBILITY SCALABILITY

Rising social isolation and loneliness among youth heighten Investing in accessibility and safety around schools supports In some cities, family services such as clinics, schools, and Transforming streets near schools offers a strategic starting
depression and mental health risks.11 In the United States, more equitable mobility. School surroundings are important daycare tend to group together, which means that one project point. Since schools are typically geographically distributed in
the suicide rate among people aged 10 to 24 increased 56% for children and their caregivers, especially women, who are can involve multiple facilities and address mobility challenges cities, they are logical choices for creating safe and playable
between 2007 and 2017. In 2021, suicide was the fourth-
12
still usually the main caregivers and may drop off and pick up of families with children for different ages. streets while offering benefits to a wide range of residents
leading cause of death for people ages 15 to 29 globally.13 A multiple children at different schools. throughout a city. The scalability and clear next steps can make
2019 study found that increased feelings of loneliness were it easier to expand the initiative to other areas.
correlated with a decrease in social interaction as digital media BEHAVIOR SHIFT
use increased.14 Improving streets near schools, where a large
Transforming streets around schools sets a powerful example
concentration of students, parents, and staff members gather
and can catalyze larger-scale changes. Schools serve as
daily, can facilitate social interactions that build social cohesion.
influential institutions that shape the behavior and attitudes
of students and their families. By showcasing safe and
pedestrian-friendly streets in these areas, cities can inspire
broader cultural shifts towards sustainable and active
transportation choices.
LOCAL EMPOWERMENT
In some cases, schools are centers for local leadership and
decision-making. Focusing on streets near schools empowers
and builds the capacity of local leadership to participate in
decision-making around mobility and public spaces.
OPPORTUNITIES FOR SOCIAL CONNECTION COMMUNITY WELL-BEING COMMUNITY SUPPORT EQUITY

Schools often play an important role as community spaces Intervening in streets near schools typically receives easier
School commutes and start/end times offer key interactions Low-income children and caregivers often rely on walking
during non-school times, providing opportunities for political and community support due to schools’ central roles
for children and families. Creating comfortable and relaxed and public transit to get to and from school. As street
recreational activities and social interactions, especially in as community institutions and concern for children’s safety.
spaces that support meaningful caregiving and connection transformations near schools aim to create better street
communities that lack other social and cultural services and Their proximity to residential areas fosters personal connections
results in more frequent, longer, and positive interactions environments for all students, regardless of their socio-
public spaces. By creating inviting and well-designed streets among parents and neighbors, and school administrations and
between caregivers and infants and toddlers, which is crucial for economic background or physical abilities, these projects can
around schools, cities can enhance the overall quality of life parent-teacher associations can be effective advocates. The
cognitive development necessary for long-term success in life ensure that every child has the opportunity to get to and from
for residents of all ages. tangible benefits and positive impact also encourage further
and valuable for the well-being school safety. In doing so, they can help bridge disparities in
engagement and investment from political leaders.
of families.15 access to education, support children with disabilities, and
promote social inclusion, fostering a more equitable and
inclusive city.
SCHOOL STREETS PROGRAM RUE AUX ÉCOLES PROGRAM

CASE STUDY
CASE STUDY
Location: London, England Location: Paris, France
Time period: 2017-present Time period: 2020-present
Stakeholders: Transport for London, London boroughs, Stakeholders: City of Paris’ Direction de la Voirie
Breath London Network, FIA Foundation, Bloomberg et des Déplacements
Philanthropies, and participating schools
Description Description
As of March 2022, London has launched over 500 street The Rue aux Écoles program is dedicated to creating
transformations near schools across 31 boroughs as safer pedestrian-oriented environments around
part of the mayor’s commitment to tackle air pollution, schools and enhancing student safety and well-being
poor health, and risk of traffic deaths. It is estimated that by reducing or eliminating vehicular traffic on nearby
almost half of London’s air pollution results from traffic streets. Initiated shortly before the COVID-19 pandemic,
emissions, leading to premature deaths and severe the program demonstrated how temporary street
respiratory illnesses. closures improved school commutes during lockdown.
Transforming streets near schools has been one way Driven by the goals of better air quality, reduced noise
to induce a mode shift, encouraging more families to pollution, cooler urban microclimates, and healthier
walk or cycle to schools and reducing children’s direct school communities, Paris has seen a significant
exposure to pollutants. increase in such projects. Streets have been fully or
partially closed to traffic to meet local needs while
London’s street transformations typically include one or School street in London Borough of Hounslow prioritizing pedestrian access and green spaces.
more streets near schools that restrict vehicle access
during school start and end times. To achieve this, the With plans to calm 300 streets by 2026, including Rue de l'Arbalète, Paris
city installs physical elements such as collapsible comprehensive redesign and capital construction for 100
bollards or uses operational aids such as enforcement of them, Paris is on track to substantially improve streets
cameras. for its youngest residents and their families.
Commenting on the program’s success to reduce

air pollution, London’s mayor, Sadiq Khan, issued a
statement that “too many lives are already lost each year
as a result of our city’s toxic air and the results of our
monitoring study show just how much of a difference Results
reducing car journeys through School Streets makes.” → By November 2023, 201 streets had been calmed,
impacting nearly half of the city’s daycares and
Street trial in Walworth, Southwark elementary schools.
Results
→ Fifty-six streets have been transformed into
→ The air quality benefits from 18 School Street
pedestrian streets, featuring light-permeable
projects were assessed and showed that children
surfaces and, where feasible, expansive green
were exposed to 23% less nitrogen dioxide during
areas with trees.
peak school hours.
→ At schools with School Streets, parents and

caregivers reported driving to school less as a Avenue Lamoricière, Paris
result of both the COVID-19 pandemic and the
School Street. However, the School Street had a
greater impact (-18%) on reducing car travel to
school compared to the impact of COVID-19 (-12%). School street in London Borough of Hackney
→ The School Streets program is ongoing in London.

The city is continuing to monitor their impact and
make permanent changes where appropriate.
Introduction | What is possible? Introduction | What is possible?
What is possible? Street transformations near schools

Streets near schools present unique challenges distinct from other urban areas, Street design projects around schools can vary in scale, See below for examples of the variability in project
primarily because of the diverse and intense flow of young pedestrians arriving spatial distribution and design, implementation duration, approaches, offering examples projects might adopt.
by different means. This mix of users—including students, caregivers, staff, and degree of permanence. Acknowledging the diverse Regardless of the chosen approach, evaluating these
and school bus drivers, among others—has specific needs that distinguish approaches being implemented globally, this handbook projects can help shape the project’s next steps.
them from typical street users. Additionally, the range and intensity of activities defines “street transformations near schools” as the Evaluation insights can inform more ambitious
around these areas are notably condensed into short periods, usually aligning redesign of streets directly in front of and adjacent designs, help expand project scope or length,
with the start and end of the school day. These dynamic environments lead to schools. or lead to permanent transformations and
to complex curb-use patterns that require specialized attention to ensure expansions to other sites.
safety and accessibility for all.
Although these streets might vary across different regions and countries, cities Key variables
around the world have been implementing various street design projects around
schools. Despite contextual differences in how children arrive at schools and Scale
who they are accompanied by, many cities have adopted similar strategies, See p. 10
albeit under different names and tailored to fit local contexts.
Streets in front of schools Area-wide: Streets in front of Area-wide: Multiple streets

and adjacent to schools in a neighborhood
SCHOOL STREETS
Streets around a school temporarily close Space
to through-traffic during school start and redistribution
end times. While there has been an and design
increasing formalization of the concept, See p. 10
it is used in slightly different ways depending
on the context. 30
Lima, Peru New York, United States

Low Medium High
SCHOOL ZONES Duration

School zones are primarily aimed at ensuring See p. 10
road safety and safe routes to school, and
have low vehicular speeds, restricted vehicular
traffic, and added safety measures on all
streets, typically within a 200-meter radius
around schools.
Hanoi, Vietnam Cali, Colombia School start School hours Every day
and end times or weekends
SAFE ROUTES TO SCHOOL Permanence

Safe routes to school is an approach that See p. 11
promotes walking and cycling to school
through infrastructure improvements,
enforcement, tools, safety education, and
sometimes incentives.
Seattle, United States São Paulo, Brazil Pop-up Interim Permanent
SCALE PERMANENCE
Cities often focus on transforming streets directly in front of or surrounding a The permanence of street transformations near schools can also vary. Short-
school. Adopting an area-wide approach enhances safety for children to walk, term transformations could be pop-ups or interim projects that last a few hours,
cycle, and play not just in front of the school but also on adjacent streets and weeks, or months using light, removable elements. Long-term transformations
throughout their journeys to school. Streets near school entrances should could be permanent projects involving capital construction (see GDCI’s How
be designed to minimize traffic conflicts and create spaces conducive to to Implement Street Transformations handbook). To successfully evaluate
pausing, socializing, and playing. The design of surrounding streets should and communicate the impact of street transformations near schools, each
support access to schools via public transit, cycles, and walking, with improved project type should be considered when determining the indicators that best
intersections to bolster the safety and experience for families. As cities consider capture changes in the way the streets are designed and used for children and
larger-scale projects, engaging stakeholders such as local communities, caregivers.
schools, and authorities is essential. Exploring diverse funding sources and
building partnerships are key to realizing and sustaining these impactful, wide-
ranging transformations. Pop-up project
Lasting a few hours up to a few days, a pop-up project is a quick
way to generate excitement, demonstrate the immediate impacts
of a design on a project site, test a new design, and make the
SPACE REDISTRIBUTION AND DESIGN case for an interim or permanent project. A pop-up project or
When redesigning streets near schools, children’s safety and well-being should event can roll out temporary design tools such as chalk, cones,
movable street furniture, stands, flexible play elements, and
be the priority. With that in mind, streets can take different shapes depending
more, and it can use music and activities to engage the school
on the various modes of transportation, available space, budgets, and political
community. When evaluating pop-up projects, choose simple
will. Projects that prioritize kids as pedestrians, cyclists, and transit users slow and straightforward metrics that can be collected in a matter of
down and reduce vehicle volumes while creating more space to incorporate hours given the short project duration.
street furniture, play areas, and greenery (see more guidance on GDCI’s Designing Pop-up in Yali, Turkey
Streets for Kids guide). These designs not only enhance safety but also foster
vibrant, enjoyable pedestrian experiences. Although final designs might differ, Interim project
they should be tailored to meet the unique needs of each community, with a Lasting a few weeks, months, or years, an interim project can
include street markings, paint, signs, freestanding delineators,
primary focus on children.
plants, movable street furniture and play equipment, barriers,
and shade structures. It gives the opportunity to experience
the project and collect data over a longer time frame, before,
DURATION during, and after the project, and with more depth. Temporary
materials can reduce people’s fear of change, allowing a site to
The duration of interventions near schools varies, influenced by the unique be returned to its original state relatively easily if needed. Seeing
dynamics of the street, school, and community. Some projects opt for time- how the space is used over time allows designs to be refined and
restricted changes during school start and end times, balancing improved adjusted before being made permanent.
safety with minimal street alterations. Others extend transformations Interim intervention in Yali, Turkey
throughout the school day or on weekends, fostering vibrant public spaces

with reduced vehicular activity. These temporary measures require active Permanent project
Often, the ultimate goal of pop-up and interim projects is
planning, stakeholder collaboration, and operational support, like posting
to lead to a permanent project and scaled impact through
signage and assigning volunteers or staff as needed. In contrast, permanent
capital construction. This type of project allows for evaluating
transformations close streets or limit access to vehicles continuously, creating long-term impacts over several years. Although this handbook’s
a pedestrian-focused environment with less operational demand. Temporary methodology can be applied to capital construction projects,
measures can serve as incremental steps towards the ultimate goal of the focus is on using data effectively during pop-up and interim
permanent interventions, demonstrating potential benefits and building a case street transformation projects to enable capital construction and
permanent change. Ideally, these best practice projects are not
for long-term change.
one-off efforts but become embedded into everyday processes
throughout the city, helping to shape safer streets for all children
Permanent project in Yali, Turkey outside all schools in a city.
ELENA GJIKA SCHOOL Time period: 2022-2023 MOQUEWAWA Time period: 2023
Municipality of Prishtina, Qendra Marrëdhënie Stakeholders: Municipality of Lima, Gerencia de
Prishtina, Kosovo Lima, Peru
SNAPSHOT
SNAPSHOT
Movilidad Urbana, Prolima, Anidare, and GDCI
The transformation of the street near the Elena Gjika The Moquewawa project was an initiative of the Municipality
School began in early 2022, when the street was of Lima, in partnership with GDCI’s Streets for Kids program,
closed for vehicles for one day and transformed into which aimed to improve safety and accessibility for students
a pedestrian-only space. During the pop-up street walking to Andrea Rosales Valencia School. Located at the
party, children and neighborhood residents expressed corner of a busy unsignalized intersection in the city’s historic
further interest and shared ideas for the future center, access to school was unsafe, noisy, and stressful. In
implementation of the project. Permanent construction order to simplify the intersection, the project pedestrianized
took place in March 2023. The area in front of the school one of the streets, Moquegua, and added benches and play
was pedestrianized to provide safety for students, elements, reclaiming 850 square meters of space for students
and bollards were placed along sidewalks to widen and residents to pause and play. The project resulted in a 42%
pedestrian space and reduce vehicle speeds. Street reduction in drivers exceeding the speed limit and a 107%
furniture, play elements, and greenery were added to increase in caregivers’ feeling of safety. Noise on Moquegua
create a more inviting environment for children and also reduced by 95%, and the city is working to make the
Elena Gjika School, Prishtina
neighborhood residents. transformation permanent by proposing that Moquegua be "Moquewawa", Lima
included in the historic center’s pedestrian network plan.
PLANALTO AYRTON SENNA Time period: 2020-2021 Time period: 2023

Stakeholders: Fortaleza Traffic Authority, Municipal SUKARIA
Fortaleza, Brazil Stakeholders: Solo Department of Transportation,
SNAPSHOT
SNAPSHOT
Office of Regional Management (SEGER), the Science, Solo, Indonesia SMP Muhammadiyah 1 Surakarta School, Young
Technology, and Innovation Foundation of Fortaleza Surakarta, Kelurahan Kampung Baru, community
In 2019, Fortaleza established the Caminhos da (CITINOVA), the Secretary of Education (SME), and GDCI The Reclaiming Streets for Kids initiative, or SUKARIA, is leaders and residents of Kampung Baru, Kota Kita,
Escola (Pathways to School) program with the goal of
a neighborhood pilot aimed at creating safer streets for and GDCI
reducing the number of children killed and injured in
the children of SMP Muhammadiyah 1 Surakarta School.
road crashes. Under GDCI’s Streets for Kids program,
Located near the city center and Surakarta City Hall, it was
the local team transformed two adjacent streets
chosen for its strategic potential to inspire broader changes.
near a school, Rua Antônio Pereira and Avenida Chico
The project tackled the issue of narrow, overcrowded streets
Mendes. The project repurposed motor vehicle areas
causing congestion and safety concerns for students.
into shared spaces with new pavement, a play area,
Involving students and neighborhood children in co-design
added greenery, and street furniture like planters and
workshops, a child-friendly street design was developed.
benches. This transformation resulted in 1,900 square
This included temporary street paintings on Flores Street
meters of pedestrian space, 120 square meters of play
to establish a shared space for pedestrians and vehicles, a
areas, and 22 new seating spots. The initiative had a
seating area with a green canopy in front of the school, and
great response, significantly enhancing the safety and
Streets for Kids “Planalto Ayrton Senna,” Fortaleza vibrant mural paintings. These changes transformed the
comfort of students and the community. Streets for Kids “Sukaria”, Solo
street into a safe, interactive space for children after school.
“A LUTA CONTINUA” PRIMARY SCHOOL Time period: 2021 34TH AVENUE OPEN STREET Time period: 2021-present
Stakeholders: Maputo Municipal Council, the Services Stakeholders: NYC Department of Transportation,
New York City, United States
SNAPSHOT
Maputo, Mozambique
SNAPSHOT
of Social Affairs, Maputo City, Maputo City Government, 34th Ave Open Streets Coalition
ANE (National Road Administration), INATRO (National
A Luta Continua Primary School, along with several The Open Streets program was established during the
Institute of Road Transport), the Mozambique Road Fund,
other schools, is located near a major intersection in COVID-19 pandemic in response to the need for open space
the World Bank Mozambique, the FIA Foundation, ATCM
Maputo, Mozambique, where vehicles travel at high and social distancing for city residents. Throughout the years,
(Automovel Touring Clube de Mozambique), Amend, iRAP,
speeds. Many children from these schools have been the program has further grown to transform over 380 streets
A Luta Continua Primary School, and other local schools
injured in traffic in recent years. After engaging with the into public spaces chosen through community-based appli-
school community—including children, educators, and cations. Near schools, over 70 streets are temporarily closed
staff—and the Maputo Municipal Council, several road to vehicles to support school drop-off and pick-up, recess,
safety measures were designed and installed, including and outdoor learning. The largest, Queens’ 34th Avenue
sidewalks, speed humps, and pedestrian crossings, Open Street, spans 26 blocks (1.8 km) and, after extensive
among others. The speed limit was reduced to 30 km/h community engagement, features low-vehicle-volume shared
around the schools, and there was a 24% reduction in spaces and plazas that prioritize pedestrian and cyclist
34th Avenue, New York City
average speeds post implementation. movement. This well-received initiative significantly benefits
students, ensuring safe walking and cycling routes to seven
“A Luta Continua” Primary School, Maputo
nearby schools.
Introduction | Why evaluate streets? Introduction | Why evaluate streets?
Why evaluate streets? COUNTING CHILDREN CYCLING FOR INFRASTRUCTURE IMPROVEMENTS
SNAPSHOT
Location: Niterói, Brazil
Time period: 2013-present
Changing the measure of success Stakeholders: Niterói Department of Urbanism and
Mobility
Measuring the success of each street project requires Cities should also evaluate street transformations within
a comprehensive, interdisciplinary approach and the broader context of public health, safety, quality of Description
methodology so that the many benefits of street life, environmental and economic sustainability, and “Niterói de Bicicleta” is responsible for promoting
cycling in Niterói. Since joining the Urban95 network
transformations near schools can be captured. For equity goals and policies. Measuring and monitoring
in 2020, the agency also integrates an early childhood
decades, streets have been evaluated based on vehicle project outcomes is important for amplifying key issues
perspective. Its strategies for safer and healthier
movement and driver safety, but the true mobility or needs, making a compelling case for future projects, commutes for children and caregivers include
function of a street can only be measured when the understanding effective strategies, building support, expanding the cycling network, installing cycle parking
safety and movement of all users are considered, and securing funding for longer-term change, such as near schools, updating cycle lane design standards, and
particularly of children and their caregivers on streets making projects permanent and scaling them to other offering educational activities. The city has seen a 400%
increase in cyclist numbers since it started tracking
near schools. parts of the city.
them on key cycle paths in 2016, and it has continued to
improve and expand monitoring and evaluation efforts.
It currently employs automated cycle counting sensors
on three main avenues and manual counts using
Making children’s needs and journeys visible existing cameras on other streets, categorizing cyclists
by cycle type and gender. In 2023, they began counting
cycles with child seats to better assess infrastructure
Data plays a crucial role in highlighting key issues Niterói, Brazil
use through an early childhood lens.
affecting children and their needs, as well as facilitating
evidence-based decision-making. Furthermore, by
measuring the impact of streets near schools, projects COUNTING SCHOOLCHILDREN AND VEHICLE SPEEDS TO PRIORITIZE SAFETY
can provide new indicators of success while creating
Location: Lusaka, Zambia
healthy spaces for children.
Time period: 2023
SNAPSHOT
Stakeholders: Zambia Road Safety Trust (ZRST),
→ The lack of data on children’s and caregivers’ Lusaka City Council (LCC), Road Development Agency
mobility within cities makes their movement (RDA), and Global Designing Cities Initiative
largely invisible. By collecting information on the
number of children and families, and their travel Description
modes, origins, and school commute patterns, The Safer Street Routes project aimed to transform
data makes this somewhat invisible population streets in Chilenje that were essential routes for
1,250 students aged 3-5 and 12-15 attending
and their needs visible.
Chilenje Primary School and My Smart Kids Academy.
→ Mapping traffic crashes involving children, high Collecting baseline data was crucial for the project and
Students from Chilenje Primary School in Lusaka
levels of air pollution, health statistics such as demonstrated that 95% of drivers were exceeding 30
asthma and obesity rates, and other demographic km/h, and 3.5% were surpassing 80 km/h on the busy
data helps identify areas of high risk and can arterial, Burma Road. Additionally, pedestrian counts
inform targeted interventions. showed that 255 students per hour were walking along
the route during school start and end times. This data
→ The data collected also enables a deeper
underscored the need to redesign the Burma Road and
understanding of who is being harmed by current
Monument Road intersection, and it convinced local
conditions and who is benefiting from street authorities of the urgent need for speed reduction
transformations, helping designers create measures to safeguard students. The response included
spaces that cater specifically to children’s needs redesigning Burma Road, Monument Road, and
Maltepe/Istanbul, Turkey
and desires. Luwembu Streets with safer infrastructure, including
sidewalks, pedestrian crossings, speed humps, and Transformed Burma Rd and Monument Rd intersection
clear street markings and signage. Seating and resting
areas were also added, creating a welcoming space for
students and enhancing pedestrian safety.
Using short-term outcomes to support long-term change CAMINHOS DA ESCOLA PROGRAM
CASE STUDY
Recognizing the scarcity of evidence on how street Measuring the physical and operational changes of a Location: Fortaleza, Brazil
transformations affect people’s health, especially that street project and documenting the shifts in use and Time period: 2019-present
Stakeholders: Municipal Office of Regional
of children, metrics become essential for generating function of the space allow the larger impacts of a
Management, Fortaleza Traffic Authority, the
the necessary data to build that evidence. Data can be project to be tracked over time. The evaluation of Secretary of Education, Science, Technology, and
crucial for policy makers to make informed decisions completed projects informs the design of future streets Innovation Foundation of Fortaleza, Global Designing
and allocate political and financial resources towards and is therefore vital to building public and political Cities Initiative, and local partners such as school
street transformations near schools. By showcasing support for change. communities Results
the positive outcomes of these projects, stakeholders Physical and operational changes
Description
can effectively communicate the benefits and encourage
In 2019, Fortaleza created the Caminhos da Escola → 355 m of transformed street
continued support for creating safer, healthier, and more (Pathways to School) program with the goal of reducing
comfortable and joyful streets for kids. the number of children killed and injured in traffic crashes. → Over 1,000 square meters of space reclaimed for
pedestrians
Between 2015 and 2018, 1,153 children under the age of
What to measure: 14 were injured or killed as a result of car crashes. Most → 13 improved crosswalks
schools’ surroundings in the city lack adequate mobility
infrastructure. Nonetheless, around 55% of municipal school → 6 improved intersections
students walk to school in Fortaleza, and the city wanted to
30 encourage and safeguard active mobility. Resulting impacts
→ As of 2023, the program has implemented five projects.

The program focused on priority zones, which were selected So far, it has transformed the surroundings of nine
based on four main indicators: (i) areas with the highest schools, impacting over 3,000 students.
concentration of car crashes near schools (200-meter
radius), (ii) schools with the highest number of students, → Initial assessments of five interventions showed a
(iii) availability of underutilized public properties near the 15% reduction in traffic injuries and fatalities. One of
PHYSICAL AND CHANGES IN USE RESULTING the sites, Conjunto Palmeiras, showed a significant
school, and (iv) percentage of low-income households in the
OPERATIONAL CHANGES AND FUNCTION IMPACTS decrease in the number of people injured after the
school area.
intervention, from 23 to 14 (-64%) in a three-year period.
Document new or improved Measure how a street is used Evaluate the long-term impacts In another location, Barra do Ceará, this number went
A site in the Cristo Redentor neighborhood was chosen to
facilities, technologies, and differently as a result of the of design changes, assessing if from six to zero.
pilot the program. Effective traffic-calming measure were
infrastructure project they meet goals related to public
adopted, such as widened sidewalks, compact intersections
health, safety, quality of life, → The program was recently formalized as part of the city’s
with shorter crossings, and narrower traffic lanes.
environmental and economic Early Childhood Municipal Plan and the goal is to benefit
Additionally, a vast underutilized asphalt area was converted
sustainability, and equity 50 schools in the coming years.
into a safe public space for children to play and socialize with
Examples
other children in the neighborhood, while also maintaining
access to the municipal and school bus systems.
→ Length of added or improved → Number of kids walking in safe → Number of children killed or
sidewalks facilities seriously injured on streets
→ Vehicle-free area or other new → Number of kids and caregivers → Reduced rates of kids exposed
public spaces visiting, spending time, and to noise levels above the WHO
playing in the space standard of 53 decibels
→ Length of new protected cycle → Number and percentage of → Percentage of kids meeting
facilities kids and caregivers using cycle recommended daily minimum
facilities for physical activity
Project evaluation should encompass both quantitative and qualitative indicators and incorporate data collected before,
during, and after project implementation. This approach allows for an overall understanding of the achievements of Cristo Redentor Cristo Redentor
BEFORE AFTER
street transformations and supports ongoing improvement and adaptation.
Evaluation process
Map out your evaluation process from start to finish and consider all of the
For the purposes of this handbook, the evaluation process is broken down into steps and organized into three
components that are part of a successful project as shown in the diagram
phases. Note that the activities outlined here can occur in many different sequences, not necessarily in this
below. Understanding each step, including the time and resources they require, order, and often occur simultaneously. Depending on the context or project, some steps might not be possible
will lead to more accurate and efficient planning. and might need to be adjusted. Each topic listed below will be explained in more depth later in the handbook.
Understand and prioritize Determine the Identify goals Plan the data Select appropriate Collect and analyze Communicate
issues at hand purpose of the and key metrics collection methods and tools “before” data preliminary results
evaluation
Plan A1 p. 22 B1 p. 46 B2 p. 54 B3 p. 70 Implement
and design
Once a site is selected, collect Outline the evaluation’s Define project goals Plan what data to Create a plan for the methods Go on-site to understand behavior, Plan to
preliminary data through existing aim early on to to help prioritize collect, who to engage, used to gather data and activities, and characteristics of the project communicate
databases, observation, and strategically guide design strategies and when, where, and insights. Use observation site, as well as needs, mobility patterns, back to the
engaging with local stakeholders decisions on design and choose the most how to carry out data tools to record site conditions, priorities, and insights and feedback from community, project Implement
to understand existing challenges refinement, advocacy, important metrics collection around user counts and behaviors, children and young people, caregivers, team, and other project
and opportunities. Examine funding, stakeholder to measure expected schools, taking into activities, and environmental school staff, community members, and stakeholders on
current policy directions, city engagement, policy outcomes and project account the ethical quality. Use interactive tools other stakeholders. Take photos of “before” initial findings
planning documents, and strategic influence, and impact success. considerations and to capture travel patterns, conditions and document community to build project
plans to align the project with city measurement, and to logistical preparations students’ profiles and habits, testimonials. Organize and consolidate support.
goals and identify data gaps and ensure alignment with for fieldwork. and perception and support “before” data you've collected and
potential impediments. intended objectives. rates in the community. summarize findings, which can inform
project design or shift goals. B
After assessing the street transformation Share results with the Review project goals and Collect the same data and photos before If doing a pop-up
project, make recommendations on community, caregivers, school identify outcomes. Study and after the project was implemented. or interim project,
how this project can advance in the officials, designers, policy the standardized datasets Observe how people use the street on collect data during
Collect
long term. Identify changes needed to makers, and media outlets and extract meaningful different days, and their perception of the project launch
“during”
make it permanent, opportunities for so that they can access information that relates to transformed street. Organize and standardize and programming B3
activities to gather p. 70
data
expanding to citywide programs/policies, information about the project’s your project goals, comparing all collected data from different sources into
and opportunities to make practices impact, methodologies, and activities, behaviors, and spreadsheets, and make sure results are initial feedback.
mainstream. outcomes. perceptions before and after. comparable and use the same methodologies.
Take further
action C2 p. 92 C1 p. 84 B4 p. 74 Evaluate
Move towards Communicate Gather insights: compare Collect, organize, and

long-term impact findings before and after data standardize data
A C
B
A
Measuring what
matters the most
A1 Identify goals and key metrics 22
Streets for Kids design strategies

24
Goal Road safety 28

Universal accessibility
30
Active transportation 32
Air quality 34
Climate resilience 36
Social connection 38
Noise pollution 40
Outdoor play and learning 41
Milan, Italy
Measuring what matters the most | Identify goals and key metrics Measuring what matters the most | Identify goals and key metrics
A1 | Identify goals and key metrics

Identifying goals will help teams prioritize design strategies and choose the PROJECT GOALS:
most important metrics to measure expected outcomes and project success.
Considering the often fast-paced timelines of projects and the limited financial
and human resources of cities, it is essential to prioritize what data to collect,
measure, and analyze. Depending on the local challenges and specific needs
and interests of decision-makers and communities, metrics can be selected
to align with their priorities and concerns, as well as with current policy
directions, planning documents, and strategic plans. This ensures a focused
approach to data collection while still gathering the necessary information for
a comprehensive evaluation of the project’s success. See p. 106 for the Goal-
setting worksheet to help you prioritize your efforts.
The following pages illustrate different examples of goals that projects have Page 28 Page 30 Page 32
set to achieve by transforming streets near schools and the metrics used to
ROAD SAFETY UNIVERSAL ACCESSIBILITY ACTIVE TRANSPORTATION
evaluate them. While there can and should be multiple benefits to a street
transformation near a school, it is helpful to identify one to three priority
goals and the corresponding metrics that will define project success and help
frame the purpose of the project to key audiences.
Page 34 Page 36 Page 38
AIR QUALITY CLIMATE RESILIENCE SOCIAL CONNECTION
Design strategies to
achieve each goal can
be found on pages 24-27.
Luckily, most strategies
that prioritize kids over
vehicles support multiple
goals simultaneously.
Page 40 Page 41
NOISE POLLUTION OUTDOOR PLAY AND LEARNING

Salvador, Brazil
Streets for Kids design strategies

Design complements broader initiatives like updating Evaluation is crucial for linking design to successful
policies, changing behavior, building local capacity, and outcomes. By assessing the impacts of street redesign,
refining processes to foster long-term change. Effective stakeholders can refine their approaches, ensuring
street redesign not only enhances infrastructure but also that the design continues to meet evolving needs
prioritizes the safety and mobility of children and their and priorities. For a comprehensive understanding
caregivers, whether they are walking, cycling, or using of effective street design strategies for all ages and
public transit. This involves multiple design strategies, abilities, see Chapter 3 of GDCI’s Designing Streets for
which can vary in intensity and investment, ranging from Kids guide. The table below provides entry points for
low-cost measures to large-scale capital projects or redesigning streets near schools and associated goals
systemic changes. and benefits.
GOALS
Streets for Kids Road Universal Active Air Climate Social Noise Outdoor play
Design Strategies safety accessibility transportation quality resilience connection pollution and learning
• • •
Ensure pedestrian crossings are clearly marked,
closely spaced, and at grade
• • •
Ensure sidewalks are usable, continuous, safe, and
accessible, with a minimum 1.8-meter clear path
Ensure safety for cyclists by adding protected cycle

facilities to higher-volume streets or by turning lower-
volume and lower-speed streets into shared streets • • • • •
Clean and maintain the street
• •
Implement or improve basic utilities such as street
Upgrade
lighting and stormwater management. Consider
Meet Basic Needs
adding amenities like water fountains, public toilets,
and trash cans.
• • • •
Reduce speed limits and match them to design
• •
speeds of 30 km/h. Smaller streets, including shared
streets and pedestrian-priority streets, should have
maximum speed limits of 10 to 20 km/h.
• • • •
Reduce vehicle speeds by minimizing the number
•
of traffic lanes and adding horizontal and vertical
30
deflection elements such as chicanes and speed
tables where needed
• •
Narrow vehicle lanes to encourage slower speeds.
Vehicle travel lanes should be no more than 3 m wide
on urban streets. On streets with buses, freight, and
other large vehicles, one travel lane may be up to
3.3 m wide.
• •
Protect
• • • • •
Provide cyclist protection through buffers or raised
Design for Appropriate Speeds
facilities to increase comfort and safety for cyclists
Use operational strategies such as low-speed signal

progression, leading pedestrian intervals (LPIs),
leading bike intervals (LBIs), and banning turns • • •
GOALS
Streets for Kids Road Universal Active Air Climate Social Noise Outdoor play
Design Strategies safety accessibility transportation quality resilience connection pollution and learning
Replace mixed travel lanes with transit-only lanes,

protected cycle facilities, or sidewalks to move more
people using less space and fewer vehicles • • • • •
Manage vehicular volumes and parking demand by
removing travel lanes and through limited access
areas, parking and curbside management, and road • • • • •
pricing
Reclaim vehicle lanes for pause and play, or use

them for curb extensions, buffers, utilities, or
stormwater management
• • • • • • • •
Reclaim
• • • • • • • •
Allocate Space for People
Create pedestrian-only and shared streets
Integrate both small and large spaces for children

and caregivers to pause and enjoy streets • • • •
Provide opportunities for unstructured play on
sidewalks, medians, and plazas and near transit
stops by adding elements like murals, artwork, and • • •
installations
Incorporate nature, trees, and landscaping

• • • • • • •
Add programming for temporary events such as open
Activate
Incorporate Play and Learning
streets and play streets that offer kids and families
more space to play
• • •
Consider the use of adjacent spaces, including
• •
private spaces such as setbacks and school
playgrounds and around museums, libraries,
and more
Define a frontage zone on wider sidewalks, and

allow and regulate the use of this space for
commercial activities, dining, and general public use
• • •
Activate empty lots
• • • •
Activate adjacent facades and encourage
Extend
Integrate Adjacent Spaces
transparency for fences and gates. Blank walls can
be activated by murals and other artwork.
• •
• • •
Update zoning regulations and other policies to
promote active building frontages and streets
Goal: Road safety SAN BARTOLO SCHOOL ZONE

Reduce traffic fatalities and injuries among children
CASE STUDY
Location: Quito, Ecuador
Timeline: 2021-2022
In many cities around the globe, students are walking to
Stakeholders: Empresa Pública Metropolitana de Movilidad y
school on streets with unsafe spaces for people walking, KEY METRICS
Obras Públicas (EPMMOP), Secretaría de Movilidad, Agencia
cycling, and using public transit, making them vulnerable ... to measure short-term change Metropolitana de Tránsito (AMT), Administración Zonal Eloy
to vehicle crashes. Street transformations near schools Alfaro, Comités Barriales, Casa Somos, Bloomberg Initiative
can improve road safety by reducing vehicle volumes Physical and operational changes for Global Road Safety (BIGRS), Global Designing Cities
and speed limits and implementing traffic-calming Length and width of sidewalks with unobstructed clear paths Initiative
measures; dedicated pedestrian, cycle, and transit Square footage of pedestrian-only space
infrastructure; and improved signage.

Safety and speed reduction elements (crossings, pedestrian Description
refuge islands, speed bumps, distance between crossings, Metrics Used
With the goal of improving road safety for students and
etc.) Physical and operational changes
residents, and prioritizing pedestrians, cyclists, and transit
Vehicle lane widths
users, the Municipality of Quito redesigned the streets → Increase in safe space dedicated to pedestrians
Crossing distances
surrounding the schools in San Bartolo.
Pedestrian crossing time
→ Number of intersections redesigned
Speed limit
San Bartolo is a residential neighborhood located in the south
→ Total space transformed
of Quito, where over 4,000 students attend two large schools,
Changes in use and function
the Virginia Larenas School and the Fiscal Sucre Educational
Average vehicle speeds Changes in use and function
Institution. Residents and students were at great risk daily,
Vehicle volumes especially around the Virginia Larenas School, due to high → Percentage of vehicles reducing speeds after the
Percentage of vehicles complying with the speed limit vehicle speeds, wide travel lanes, complex intersections, and intervention
Traffic conflicts the lack of safe areas for pedestrian crossings.
Number of children walking or being carried in the roadbed → Increase in number of pedestrians crossing the street
Number of children crossing street outside of the pedestrian in safe pedestrian crossings
Using temporary, affordable, and quick-to-install materials,
crossing more than 12,000 square meters of streets were transformed → Decrease in number of pedestrians walking on the
Caregiver-and/or child-perceived safety (from traffic) and traffic-calming measures were installed, including new roadbed
Caregiver reports that they feel safe about their children street markings, signage, planters, and a new traffic light with
walking or cycling independently a pedestrian phase aimed at reducing speeds and improving
Results
pedestrian and cyclist safety.
→ 15 intersections were transformed
... to achieve long-term impacts In order to assess the impact of the transformation and
%
→ 1,850 square meters of horizontal signaling, and over
plan for a permanent intervention in 2023, the project team
Salvador, Brazil 2,500 square meters converted into pedestrian space
collected data on site before and after.
Resulting Impacts → 40% reduction in vehicle speeds in critical areas of
Reduction in killed and seriously injured (KSI) children the project
SUPPORTING EVIDENCE → Increase in safe crossings:
→ Data from Latin American cities reveals that for every prohibitions. 4 In Seoul, crashes decreased by 30% in → More than twice as many pedestrians using the
additional meter in pedestrian crossing distance, there’s school zones after improved design and traffic-calming new signalized crosswalk at Av. Maldonado
a 6% increase in the likelihood of vehicle collisions and measures were put in place.
→ Three times fewer pedestrians crossing through
pedestrian crashes.1 → New York City's Safe Routes to School program consists
areas without marked pedestrian crossings
→ Research from Norway indicates speed humps lead to a of adding new traffic and pedestrian signals, exclusive
roughly 50% reduction in the number of injury crashes pedestrian crossing times, speed bumps, speed boards, → Twice as many pedestrians using the marked
for a given amount of traffic.

2 high-visibility crosswalks, and new parking regulations. crossings in intervened areas
→ The data available on chicane schemes showed a 54% This program has contributed to a 44% reduction in
→ Three times fewer pedestrians using roadbed to walk
decrease in injuries from crashes, along with a reduction school-aged pedestrian injuries.5
in crash severity.3 → In the first eight months since the project was
→ South Korea reduced child traffic fatalities by 95% implemented, there were no reported crashes or
between 1988 and 2013 by introducing over 9,000 pedestrian incidents

San Bartolo, Quito
school zones with a 30 km/h speed limit and parking
Goal: Universal accessibility SAFE AND INCLUSIVE SCHOOL ZONE

Increase school attendance by children with disabilities
CASE STUDY
Location: Banjarmasin, Indonesia
Time period: 2019-2021
Children and caregivers with disabilities often confront
KEY METRICS Stakeholders: Kota Kita, Deutsche Gesellschaft für
significant challenges accessing schools due to
Internationale Zusammenarbeit GmbH (GIZ), Asian
inadequate infrastructure. Insufficient ramps, lack ... to measure short-term change Development Bank (ADB), Transformative Urban Mobility
of proper sidewalks, and the absence of accessible Initiative (TUMI), City Government of Banjarmasin, Urban+
Physical and operational changes
transportation options can create barriers that prevent Institute, Kaki Kota Banjarmasin
Length and percentage of sidewalks and cycle lanes within
their safe and timely arrival at educational institutions.
school surroundings (e.g. 500-meter buffer)
This not only affects their educational experience and Description
Number of accessibility devices (handrails, tactile paving,
social engagement within the school community, but accessible wayfinding signage, or similar facilities) within In 2019, Kota Kita began collaborating with the City of
also means they may not be able to use resources that school surroundings (e.g. 500-meter buffer) Banjarmasin, urban designers and practitioners, academics, Metrics Used
schools provide, such as assistive technologies, meal Length of obstacle-free clear paths on sidewalks (obstacle and civil society organizations to implement a multi-year initia-
Physical and operational changes
and health programs, and extracurricular/recreational and pothole removal, pavement repair, etc.) tive to promote a disability-inclusive city. One of the outcomes
Percentage of signalized and accessible crossings (e.g. was the Safe and Inclusive School Zone pilot project launched → Length and area of street transformation
activities. Addressing these accessibility shortcomings
with painted crosswalks, accessibility ramps, accessible in 2021, which used participatory approaches to understand
is pivotal to fostering an inclusive and equitable → Number of added traffic-calming elements
signals) the perceptions and aspirations of students from inclusive
educational environment that caters to the diverse needs schools and relevant stakeholders in Banjarmasin towards
Pedestrian crossing time (if pedestrian signal provided) → Amount of added accessible pedestrian infrastructure
of all students and caregivers. Percentage of parking spaces for mobility-impaired creating more inclusive streets in the city.
accessibility
→ Length of added shading elements
Street lighting The co-design process resulted in the transformation of

the streets near two inclusive schools in Banjarmasin, with Results
Changes in use and function design features that improved the safety and accessibility of → 63 m of street transformed
the sidewalks, parking area, and drop-off and pick-up areas.
Number and percentage of children and caregivers with
disabilities accessing educational facilities
Shading structures were added to provide a comfortable and → 172 m2 of added pedestrian space
sheltered space for students to wait for their parents during
Number of children with disabilities spending time in → 8 m of added pick-up/drop-off zone
after-school hours, and greenery is planned for the canopy. A
space
participatory mural was created outside of the SDN2 Gadang → 4 rumble strips and 10 new signs added
Vehicular traffic, speed, and associated street noise
School, bringing students from both schools together to
• Change in perception regarding sensory overload
showcase a school environment that reflects inclusive values. → 3 new pedestrian crossings and 10 new pedestrian
ramps added
Traffic-calming elements were also added to reduce vehicle
→ 21.2 m of added sheltered space
speeds around the school zone, and pedestrian crossings,
... to achieve long-term impacts %
curb ramps, and tactile paving were installed to provide a safe
and accessible entrance for people with visual impairments
and physical disabilities. Additionally, a drop-off and pick-up
Resulting impacts zone was especially created for “Angkot Pelajar Ceria,” a free
Increase in safer choices to access school public transport service for students with special needs run
Increase in school attendance by children with disabilities by the Banjarmasin City Transportation Agency. The approach
Milan, Italy also inspired the Banjarmasin Transportation Agency to build
Increase in school performance by children with
disabilities school zones in four other sites in Banjarmasin.
SUPPORTING EVIDENCE
→ In Ontario, Canada, half of children with disabilities → A qualitative study of 10 children with diverse mobility
interviewed for a study claimed that they had to use a impairments in Southeast Queensland, Australia, found
different mode of transportation to get to school than other that the spatial conditions of streets—lack of sidewalks,
non-disabled children in their neighborhood, and one-fifth parked cars, street width, curb ramps—and social
accessed school facilities using a different entrance. These conduct or norms—driver behavior, fear of traffic, etc.—
differences in commute habits decrease the opportunities are bigger influences of independent mobility rather than
children with disabilities have to interact socially with the disability itself.7
Mural co-created by students Improved sidewalks and crossings
other children, affecting their sense of inclusion.6
Goal: Active transportation OPEN STREETS TRIALS

Increase children’s independent mobility, physical activity, and well-being
CASE STUDY
Location: Merri-bek, Melbourne, Australia
Journeys to school are often short and within
Stakeholders: Merri-bek City Council, Bicycle Network
a neighborhood, making them ideal for active KEY METRICS
transportation and helping children meet the daily levels ... to measure short-term change
Description
of physical activity recommended by the World Health
Physical and operational changes Ride & Stride is a behavior change program designed to get
Organization. Streets near schools should be designed to
Width of sidewalks with obstacle-free clear paths
more kids riding, striding, and scooting to school in Merri-bek, Metrics Used
create safe spaces for kids to walk, cycle, or take transit
a city located in Melbourne’s metropolitan area. The program’s
• Transformation into pedestrian-only space (street Physical and operational changes
to school. This would benefit not only those who rely on goal is for 80% of all school trips to be made by sustainable
closure for vehicles)
these options to get to school, but also encourage others forms of transportation by 2030, in alignment with Merri-bek → Number of open street events
• Presence of traffic-calming elements
who have the luxury to choose to consider these modes Number of safe crosswalks
City Council’s Zero Carbon Merri-bek Strategy. Ride & Stride
Changes in use and function:
as realistic and viable alternatives. These modes not only works closely with schools to understand specific barriers to
Length of protected cycle lane network
benefit students’ physical health and mental well-being, active travel in their local area and deliver a tailored suite of → Percentage of children walking, cycling, and scooting to
Number of bicycle racks or storage, in particular for
initiatives: Open Streets is one of them. school
but also nurture caregiver-child interactions, which are smaller bikes and cargo bikes
crucial for cognitive growth. Unsupervised commutes Number of bike share stations with children’s bikes or → Increase in overall active travel (perception and
The program started in 2021 by carrying out pilots in two
seats intention for the future)
can also foster children’s social, physical, and emotional schools, with three more schools in 2022 and another four
development, leveraging the rich environments of local schools in 2023. Trials take place one day per week over three → Number/percentage of children and caregivers
neighborhoods.8 To fully leverage active transportation, weeks and involve implementing a pedestrian- and cycling- participating in programming activities
Number of children walking and/or cycling to school
infrastructure improvements should align with programs only street on one or more streets surrounding each school
Number and percentage of children cycling on safe
for a short period at the start and end of the school day. → Increase in caregivers using Open Streets to socialize
ensuring safe walking and cycling, such as walk/cycle infrastructure
Schools also help activate streets with recreational and social (counts of caregivers standing on open street)
buses, school crossing guards, and initiatives promoting Number of caregivers driving children to school
activities.
awareness, skills, and motivation for active school • Propensity to shift travel mode to active travel → Traffic counts, speeds, and movements on critical side
commutes. streets and intersections

The impact of the initiative is measured through “hands-up”
counts; caregiver, resident, and student surveys (before, → Percentage of perception of safety
during, and after events); observations (how users interacted

with the street space and activities provided); and traffic → Percentage of caregivers and resident satisfaction
monitoring (comparing traffic volumes at two or three critical with event
Resulting impacts
intersections near each school). “Hands-up” counts are a
Increase in number of children/caregivers meeting → Percentage of children’s enjoyment of event
method by which children raise their hands to respond to
WHO’s recommendation for daily physical activity due
how they traveled to school; the data is gathered via Bicycle → Percentage of people interested in ongoing Open Streets
to school commute
Network’s Ride2School app. (daily/weekly/monthly/yearly)
Decreased self-reported (or reported by caregivers)
cardiovascular illness
Increased overall well-being of students and school Results
community → Over three years, 31 Open Streets days were held at
Increased academic performance of students participating schools, raising active travel among
Lisbon, Portugal • Improvement of air quality around schools and children by 20% (from 50% to 70%).
decreased respiratory illness among children
→ Results indicate a boost in physical activity: families
SUPPORTING EVIDENCE
reported 60% more cycling and 46% more walking
→ In a variety of contexts, significant positive correlation → A study from China demonstrated that children who during events, with 17.5% planning more school
has been found between the introduction of traffic- walk or cycle to school prefer to commute on streets commutes by foot or cycle in the future.
calming measures and the use of active transportation, with sidewalks or cycle lanes, few intersections, low
particularly for trips to school.9 traffic speeds, greenery, and stores.12 → Safety perceptions soared during Open Streets, with
→ A study in the United States found that schools with → As part of the School Streets program in London, 97% feeling safe, compared to 40% on a typical day.
infrastructure improvements increased walking and there has been a 50% increase in children cycling to
→ 93% of caregivers and residents surveyed across all
cycling to school by 18%.10 participating schools since the program launched in
schools would like to see Open Streets more regularly at
→ An Irish study reported that the rates of active Waltham Forest.13
their school in the future.
transportation to school increased among adolescents → A study from Denmark suggested that walking or cycling Open Streets, Merri-bek
if safe crossings for walking or cycling to school were to school can enhance educational outcomes, including
available.11 improved concentration among students.14
Goal: Air quality PIAZZA APERTA VIA SACCHINI

Reduce respiratory illnesses among children
CASE STUDY
Location: Milan, Italy
Time period: 2023
Air quality issues around schools can significantly
Stakeholders: Agenzia Mobilità Ambiente Territorio (AMAT),
impact children’s health and well-being. Proximity KEY METRICS
Bloomberg Associates, and the Global Designing Cities Initiative
to busy roads and high vehicular traffic can expose ... to measure short-term change
students to elevated levels of pollutants such as fine Description
particulate matter and nitrogen dioxide, which are linked Physical and operational changes
Number of vehicle lanes
Since 2018, the City of Milan has developed an innovative
to respiratory problems and developmental issues.
Distance between vehicle lanes and school, pedestrian
public space program named Piazze Aperte or “Open Plazas.” Metrics Used
Addressing these air quality concerns is essential for Piazze Aperte aims to enhance public spaces and turn
infrastructure, cycling facilities, and/or transit facilities Physical and operational changes
creating a conducive and healthy environment that them into community gathering places, extend pedestrian
More pavement (on unpaved streets)
supports students’ academic success and overall growth. areas, promote sustainable forms of mobility to benefit the → Number of vehicles on the street before and after the
• Transformation into pedestrian-only space (street
environment (such as by reducing traffic emissions), and intervention to estimate the emissions removed
Number of trees and plants
improve quality of life in the city. As of 2023, the city has
→ PM2.5 levels before and after the street transformation
implemented 43 interim interventions, among them Piazza
Changes in use and function Aperta Via Sacchini, and continues to plan new ones.
Results
Vehicle volumes
Part of Via Sacchini is adjacent to a school and one of its main → Emission reductions were equivalent to 35 small trucks
• Replacement of motorized travel with active or
entrances. During school start and end times, the street is passing during the four peak hours
sustainable travel
full of young people walking, waiting, gathering, and playing.
Number of heavy-polluting vehicles
However, most of the street section was dedicated to vehicles, → 7.5% reduction in PM10 levels (or 5.5 µg/m3)
although they represented less than 30% of the street users → 6.6% reduction in PM2.5 levels (or 2.1 µg/m3)
during the peak period, when students were arriving in the
morning. Additionally, though in small numbers, passing → Even apparently small changes in air quality scale up to
vehicles were emitting a significant amount of pollution only important impacts at the societal level. For instance, a
Resulting impacts a few meters away from other street users, mostly children and 10 µg/m3 increase in PM10 levels is associated with a
• Reduction in levels of nitrogen dioxide (NO2) and teenagers, who are more susceptible to the effects of 12% increase in the risk of death by respiratory causes.
particulate matter (PM) air pollution.

• Compliance with air quality standards (e.g. increased
number of days when the daily average of pollutants By fully pedestrianizing the street, the intervention on Via
complies with local/WHO standards) Sacchini eliminated traffic emissions from where young
• Decrease in self-reported (or reported by caregivers) people gather before and after classes. The intervention
respiratory illness also contributes to improving air quality by providing a
• Increased overall well-being of students and school school commute that promotes walking, cycling and transit.
community This helps avoid traffic emissions as trips shift away from
Paris, France
private motorized modes.
SUPPORTING EVIDENCE
→ In Brent, Enfield, and Lambeth in London, closing off
streets for vehicles during school hours led to a 23%
reduction in nitrogen dioxide pollution.15
→ In the Sant Antoni superblock in Barcelona, reclaiming
space for pedestrians and vegetation, adding traffic-
calming measures, and restricting vehicles from accessing
the intersection decreased nitrogen dioxide levels by 25%
and particulate matter (PM10) levels by 17%.16
→ In Paris, the concentration of nitrogen dioxide decreased
by 25% between 2021 and 2023 near the Saint-Merri
school, where one traffic lane was reclaimed for two-way
cycle lanes and the adjacent street was pedestrianized as
San Antoni Superblock, Barcelona Students gathering during school start and end times Pedestrianization of Via Sacchini, Milan
part of the Rue aux Écoles program.17
Goal: Climate resilience BRIDGET JOYCE SQUARE

Decrease flooding and local temperatures during warmer months
CASE STUDY
Location: London, UK
Time period: 2015
Redesigning streets near schools offers a chance to
Stakeholders: London Borough of Hammersmith & Fulham,
tackle environmental challenges like heat, flooding, KEY METRICS
Robert Bray Associates
and other climate change-related issues. Introducing ... to measure short-term change
trees, plants, and rain gardens, and utilizing permeable Description
pavement materials, can counter the urban heat Physical and operational changes
• Change in permeability of sidewalks and roadbeds
A section of Australia Road, located in London, was
island effect and improve drainage and water retention Metrics Used
Areas with shelter/shade
pedestrianized and incorporated sustainable drainage systems
capacities. Additionally, designs with shade structures, (SuDS) to increase the community’s safety and resilience. The Physical and operational changes
Number of trees and plants
permeable surfaces, and water features contribute area, named Bridget Joyce Square, is set between a school
Increase in percentage of green areas around schools → Square meters of transformed space
to cooler microclimates. Beyond improving resilience, (e.g. within 500-meter buffer)
(Randolph Beresford Early Years Centre) and two playgrounds.
incorporating nature into projects has health benefits. → Square meters of permeable surface
Number of water features
Access to nature has also been shown to improve mental Number of vehicle lanes and on-/off-street parking
Prior to the project implementation, the street was unsafe for
→ Number of trees and and plants
•
children accessing school and parks, and it was also at high
health in young people.18 These changes not only facilitate Transformation into pedestrian-only space (street
risk of surface water flooding. Located in the Counters Creek → Volume of rainwater drained
safer access to sustainable transportation options and
Cycle lanes
Sewer catchment area, the creek was previously incorporated
lower vehicle emissions, but they can also help streets into the sewer network and its catchment had been suffering
Results
mitigate and adapt to climate change. This fosters a more from sewer flooding after heavy rainfall.
resilient environment and improves the overall health of → The project transformed 2,700 m2 of streetscape,
Vehicle volumes installing 1,320 m2 of permeable paving; planting 50
students, pedestrians, and the broader community. Thus, the strategy adopted by Hammersmith & Fulham
Number of heavy-polluting vehicles trees, 2,500 shrubs, and many other drainage elements
Council was to pedestrianize the street, with limited access
Number of children walking and/or cycling to school that help the site drain 55 m3 of rainwater; increasing
for emergency and maintenance vehicles. Permeable block
• Replacement of motorized travel with active travel biodiversity; and making the area more attractive.
paving and school roofs now drain stormwater and direct it
Perception of comfort
to a series of bioretention basins and rain gardens. While → The new square was adopted spontaneously by the
Perception of the school environment
adapting the school surroundings to environmental needs, community. Beyond addressing the environmental and
Perception of proximity to nature
this SuDS project also provides an enticing and playful safety concerns, it is also contributing to social cohesion
environment for children and their families, creating fun and increasing children’s exposure to nature.
routes and pleasant gathering spaces.
Resulting impacts
• Decrease in local temperature during warmer months
• Decrease in number of flooding events on transformed
streets
• Increased overall well-being of students and school
“Microparque Aconchego,” Fortaleza, Brazil
community
• Increased awareness of climate change and health-
related issues among school community
SUPPORTING EVIDENCE
→ A study in Nigeria found that evergreen and broad-leaved
trees can reduce temperatures by as much as 12 degrees → In a study from Canada, teachers, parents, and
Celsius / 54 Fahrenheit.19 administrators at schools with added green grounds
→ Green alleys or streets, rain barrels, and tree planting are reported an increase in physical activity and behavior
estimated to be 3-6 times more effective in managing improvements among children.22
stormwater per US $1,000 invested than conventional → Social interaction can be difficult for children with
methods. In Houston, Texas, trees provide $1.3 billion disabilities. Different studies show that nature may
in stormwater benefits based on $0.66 /cubic foot of facilitate social interaction by supporting cooperative
play.23 Australia Road, London Australia Road, London
storage.20
→ Studies have shown that people living with nature nearby → Research indicates that early experiences with nature
had better relationships with their neighbors and felt safer can cultivate lifelong environmental stewardship
than those with fewer trees near where they live.21 attitudes, as studies have shown that environmental
activism often begins with childhood connections.24
Goal: Social connection PIAZZE SCOLASTICHE

Increase interactions between youth, families, and the school community
CASE STUDY
Location: Bologna, Italy
Time period: 2022
Redesigning streets near schools to be safer and Stakeholders: Fondazione Innovazione Urbana, Navile
KEY METRICS District, Municipality of Bologna, European project EX-TRA
accessible, with comfortable and attractive spaces,
“EXperimenting with city streets to TRAnsform urban
can provide more opportunities for children, youth, ... to measure short-term change mobility,” in collaboration with the Politecnico di Milano and
and caregivers to have meaningful interactions and for TransformTransport
families to pause and meet. Oftentimes, streets and Physical and operational changes
public spaces are designed to limit and discourage use Size of pedestrian-only space in front of schools
Description
Sidewalk widths in front of schools
by young people. However, opportunities for young people
Number of seating elements As part of Bologna’s Emergency Pedestrianism Plan, a segment
to gather with their friends and meet new people is an of Via Procaccini was temporarily transformed into the first Metrics Used
Number of play elements
important developmental need.25 In addition to social Number of shading elements school plaza in the city. The goal of the intervention was to pilot Physical and operational changes
relationships with peers, they also need opportunities Number of age-appropriate recreational elements a new temporary pedestrian space while guaranteeing students
→ Area of pedestrian-only space in front of schools
to engage with adults and younger children.26 Spaces on Family-friendly or educational signage and murals on greater autonomy and safety on their journeys to school and
streets to pause, play, and connect are important for the streets around schools creating new spaces for waiting and meeting. Change in use and function
health and well-being of children, youth, their families, Programming outside of school hours
Before and after the intervention, local teams carried out an → Time spent on the streets surrounding the school
and local communities.27
Changes in use and function evaluation to monitor changes in the use of space. Data was
→ Vehicular speeds turns
collected through quantitative analysis tools, including on-site
Number of caregivers pausing with children
observations of activities and interactions, and video analysis → Perception of beauty and safety
Number of caregivers talking to each other
of pedestrian and vehicular flows. Additionally, qualitative tools
Number of children and youth spending time in space, by
such as surveys were used to assess perception about the Results
age and gender
space, and interviews with school staff and caregivers were held
Time spent on the streets surrounding the school → 300 square meters of street space were reallocated to
to gain a deeper understanding of students’ needs and habits.
Perception of connectedness or social cohesion between pedestrians through the use of paint, street furniture,
caregivers/community members play elements, and planters.
The results created local evidence of the effectiveness of the
street transformation on Via Procaccini, and the evaluation → 43% increase in the cumulative time spent by
... to achieve long-term impacts % process introduced a new methodology, based on the use of pedestrians in the transformed area, with an increase
sensors and innovative analysis technologies, for data collection of 216% specifically in the school square.
and evaluation.
Resulting impacts → Analysis of vehicular flow showed a relevant reduction
The experience with the initial pilot and subsequent in average speeds near turns, contributing to increased
Increase in self-reported sense of belonging
evaluations of Via Procaccini and Via Milano led to the safety of pedestrians using crosswalks.
Decrease in levels of self-reported loneliness, stress,
and/or mental illness among children, youth, and
permanent transformation of the school square between the
→ Qualitative data showed that the improvement was also
caregivers
Tambroni schools and the local market of Chiesa Nuova. Now,
confirmed by citizens: on a scale of 1 to 5, perceptions
three other interventions are underway. Creating new school
of beauty and safety of the space changed from 1.9 to
plazas is part of the transformation of Bologna into “Città30,”
3.4 and from 1.7 to 3.4, respectively.
a public policy initiative to improve road safety by reducing
Parents waiting in front of school in Lima, Peru
speed limits and redesigning streets.
SUPPORTING EVIDENCE
→ In Kingston, Canada, a survey showed that 49% of parents
found that transforming streets in front of schools helped
them meet other parents.28
→ In Fortaleza’s Planalto Ayrton Senna school zone project,
surveys showed that 90% of caregivers found it easier to
connect socially with their children and with each other.
See Snapshot on p. 12.
Shaded waiting area in Solo, Indonesia Via Procaccini, Bologna Students involved in implementation
Goal: Noise pollution Goal: Outdoor play and learning

Reduce noise pollution to minimize harm and improve children’s focus, well-being, Increase children’s physical activity, contact with nature, and overall well-being
and academic performance
For children and young people, exposure to noise Playing outdoors is fundamental to children’s well-being,
pollution at school can lead to decreased concentration, KEY METRICS health, and development. Streets that are car-free or KEY METRICS
increased stress levels, and reduced cognitive function.29 ... to measure short-term change slower by design encourage kids to engage in active ... to measure short-term change
Rush hour, in particular, can be especially noise-intensive, play and outdoor activities safely, while wider sidewalks
with sudden noise intrusions such as honking. Physical and operational changes and designated play areas encourage children and their Physical and operational changes
Younger children are much more susceptible to noise Number of trees and plants caregivers to enjoy meaningful and playful interactions Pedestrian-only area in front of schools
Percentage of green areas around schools Dedicated area for play on street
pollution than adults, with children in their primary school during their daily commute to school. When streets near
• Use of “quiet pavement” on roadbed around schools Number of play elements
years experiencing greater detrimental effects of noise schools provide street furniture such as benches and
• Access restrictions for heavy vehicles Number of art and culture elements
and reverberation,30 and those with autism, in particular, outdoor learning spaces, they can also foster a conducive Number of educational elements
often very sensitive to specific types of noise.31 This can Changes in use and function environment for informal learning and social interaction. Number of trees and plants
be especially problematic before and after school, which Vehicle volumes Shading elements
is often an opportunity for caregiving (for younger school Heavy vehicles volumes
children) and socializing (for teenagers). Vehicle speeds Changes in use and function
• Replacement of motorized travel with active travel Number of children (of different ages) playing outdoors
Time spent by children on the street
The WHO strongly recommends reducing traffic-
Number of open air classroom sessions being held
related noise levels to under 53 decibels, as long-term ... to achieve long-term impacts %
outside
exposure to higher levels is associated with critical health Number of kids interacting with nature
outcomes including cardiovascular disease, annoyance, • Perception of level of playability of school surroundings
Resulting impacts
and cognitive impairments.32 Because vehicular traffic is Daily average of screen time among children, young
a major source of noise pollution, it can be reduced near • Reduction in noise levels in school surroundings to people, and caregivers
healthy levels (under 53 decibels)
schools and improve the health of children and adults
• Improvement in children’s self-reported stress levels
by lowering speed limits and redesigning streets near
• Increase in children’s school performance
schools. This can include incorporating better street ... to achieve long-term impacts %
surfaces, using trees and vegetation to buffer noise, and

discouraging speeding and driving.33
Resulting impacts
Increase in number of children meeting WHO’s
recommendation for daily physical activity
SUPPORTING EVIDENCE
Increase in children’s school performance
→ To mitigate noise pollution, trees can absorb, reflect, and Increased overall well-being of students
refract noise levels. Trees and vegetation have been found
to reduce urban noise by 5 to 10 decibels.34 Maltepe/Istanbul, Turkey
→ The city of Delft, Netherlands, managed to reduce road
traffic noise by 6 decibels using quiet asphalt. Studies
confirm that the limit for this technology is between 4 and
SUPPORTING EVIDENCE
6 decibels.35
→ Restricting vehicles on the street in Gurgaon, India, for car- → In Fortaleza’s Planalto Ayrton Senna school zone project, → Children aged 3 to 4 are more physically active when
free Raahgiri Day decreased noise levels on the street by 90% of surveyed children agreed that reducing the speed they play in outdoor areas compared to indoor play
16 decibels.36 limit, implementing traffic safety measures, and adding a areas.38
→ Reducing speed limits from 50 km/h (30 mph) to 30 km/h dedicated play area created safer conditions for walking → In a study from the United States, early childhood
(20 mph) can reduce traffic noise by around 3 decibels and and playing in the streets near the school. teachers and providers reported that going outside gave
up to 6 decibels at peak periods. Aggressive acceleration See Case Study on p. 12. children more room to run and expend energy, and that
increases noise by as much as 6 decibels, so a 30 km/h → Surveys and observations carried out in Barcelona show children seemed more creative outdoors. Teachers also
(20 mph) limit, plus calmer acceleration, could reduce that in the spaces transformed under the “Let’s protect noted that children more freely expressed themselves
noise by nearly 10 decibels.37 the schools” program, children played more spontaneously when they were outside.39
and engaged in a wider range of activities.
Street closed to vehicles in Cerrillos, Chile
See Case Study on p. 42.
“PROTEGIM LES ESCOLES” PROGRAM

CASE STUDY
CASE STUDY
Location: Barcelona, Spain
Stakeholders: City of Barcelona
Description
The “Protegim les escoles” (“Let’s protect the schools”) Metrics Used Results / Impact
program was officially launched by the city of Barcelona
The program was evaluated through two research studies. Results from the first study included:
in 2020. The goal of the program is to enhance school
One of them used both quantitative and qualitative → 2x more active school surroundings. There was an
surroundings to promote the safety and well-being of
methods. Three main tools were applied between May increase in the number of areas where people spent
children through four main strategies:
2021 and February 2022: observations and counts of 72 time after school. Before the implementation, 25%
→
1 Reduce motor vehicle speeds and volume. school surroundings before and after implementation; of schools had people staying in their surroundings
semi-structured individual and group surveys with
→
2 Improve comfort and overall liveability by expanding within 25 minutes of school closure. After
children, young people, and adults from 51 schools; implementation, this increased to 56%. No changes
pedestrian-only streets, increasing greenery, and
and online questionnaires with school principals and were observed in the control group.
incorporating urban furniture and playful elements.
representatives from schools’ parent associations. Some of
→
3 Increase access and visibility of school facilities the metrics evaluated included: → More playable school surroundings. 39% of school
by adding signage, relocating parking spaces, and principals and parent associations claimed that the
changing vehicular flows. → Number of institutions with an increased number of space was more playable after the implementation.
people staying in their surroundings after school hours Site observations show that in these new spaces
→
4 Engage children and school communities throughout
children played more spontaneously and in a wider
the process, and include them in the design of pilot → Perception of level of playability in school Barcelona, Spain
diversity of play activities.
projects. surroundings
As of publication, the program has already transformed → More comfortable school surroundings. 67% of school
→ Perception of level of comfort
217 school surroundings, translating into 1 in 3 nurseries, principals and 66% of parent associations believed
primary schools, and secondary schools in the city. It was → Perception of level of safety that there was an increase in the level of comfort with
included under the new city vision “Superilla Barcelona” the school surroundings.
and it is aligned with other urban strategies that address → Perception of overall well-being of the school
community → Increased well-being: 80% of school principals and
climate change (Climate Emergency Action Plan 2030)
83% of parent associations believed that there was
and a child-friendly and playable city (Plan for Play in
→ Satisfaction with the overall project and specific an increase in school community well-being.
Public Spaces 2030).
strategies/elements
→ High satisfaction level: Average score among children
→ Satisfaction with engagement/communication efforts was 7.3/10 and 7.8/10 among teenagers.
The second study was carried out in at eight schools and Results from the second study included:
eight control sites in May/June 2021 and 2022 using site BEFORE Barcelona, Spain
→ 3x increase in the number of users on fully
observations and counts. The data was collected during
pedestrianized streets.
two periods (after school start and end times)
and included: → 4x increase in the number of children playing on the
fully pedestrianized streets.
→ Number and profile (gender and age) of public
space users → Increase in the number of girls playing, reducing the
average disparity between genders.
→ Pedestrian counts
→ 80% reduction in vehicular traffic.
→ Vehicle counts
→ Reduction in NO2 levels between 2% and 7%.
Barcelona, Spain → Number of children playing/type of activity
→ No changes in pedestrian movement when compared
→ Air quality (NO2 levels) to control sites.
AFTER Barcelona, Spain
B
Evaluating streets
near schools
B1 Plan the data collection 46
Safeguard children’s rights 46

47
Identify data sources
Choose the right time and place 48
52
Organize the team
B2 Select appropriate methods and tools 54

Who to engage 56
Survey children and teenagers 58
Navigate community concerns 64
Create or adapt tools to engage children
and youth
66

B3 Collect data on site 70

A little bit can go a long way 72

B4 Gather insights 74
Review goals and identify outcomes 75

Organize and standardize collected data 75
Analyze data and generate results 78
Refine design and propose future actions 80
New York City, Unites States

Evaluating streets near schools | Plan the data collection Evaluating streets near schools | Plan the data collection
B1 | Plan the data collection

Identify data sources
On-site data collection can provide valuable insights into children’s and
caregivers’ well-being, safety, and overall experiences near schools. It can Existing data from city agencies and research data for a project is lacking. On-site data collection
complement existing datasets with more localized and age-specific information, organizations can offer insights into safety, accessibility, and documentation, on the other hand, offers a more
identify new topics for research, and support other community and kid and health, complementing technical information about nuanced view of how the street is being used, by
engagement efforts. However, collecting data about children, caregivers, and the school’s built environment. Such data also plays a whom, and their experiences in these spaces through
schools requires a nuanced approach due to their unique circumstances. This crucial role in providing more context about students, observation and interaction-based methods, which is
section outlines how to plan for on-site data collection, taking into account the the community, and the equity implications of a project. covered in Section B2 Select appropriate methods and
ethical considerations, relevant stakeholders to involve, and the spatial, mobility, This is particularly useful when site-specific “before” tools.
and scheduling specificities that streets near schools engender. Once you have
defined a goal and the key metrics to evaluate, proceed to planning your data
collection.
TYPES OF DATA:
Safeguard children’s rights Existing databases Interviews, focus groups,

and archival research intercept surveys, and other
Gathering, sharing, and using data related to children demands sensitivity to interactive methods
Child-health indicators, such as traffic
privacy and security. fatalities or asthma rates, can typically be To understand the needs, mobility
sourced from your city’s health or police patterns, priorities, insights, and feedback
departments. Demographic data, age of children and young people, caregivers,
groups, student enrollment, attendance school staff, community members, and
and commuting patterns, and general other stakeholders.
information about schools can often be
See p. 55.
found via local government websites,
education departments, educational
institutions, school district reports, school
mobility plans, and/or in the census.
Observational data
To understand behavior, activity,

challenges, and characteristics of a
G
S Information from project site. This can be qualitative and/or
D
G technical drawings quantitative.
Study and confirm dimensions of existing See p. 54.
basemaps or create new ones to include

León, Mexico Maltepe/Istanbul, Turkey
the necessary details that can influence
your design decisions and operational
Respect their freedom and privacy Photos, time-lapses, and videos are the most common and accessible Photos and videos
changes. These can also be a base to track
Children’s best interests should be a primary consideration in all tools for documenting a project. They can help run longer observation
physical changes before and after the Before-and-after photos and videos taken
evaluation efforts. Remember that they have the right to disengage and periods, and illustrate and communicate your findings. When
street’s redesign. at street level, as well as aerial shots,
re-engage, and they should not be forced into participating. Make sure photographing or filming an area near a school, consider putting up
are very effective for demonstrating the
to have transparent communication with caregivers, school authorities, signs informing passersby and providing contact information, and ask
process, appreciating the exact changes
and children and youth themselves to establish trust. If required, for individual consent when appropriate.
that were made to the geometry and the
request permission to survey children from the local research board or
Online research operations of the street, and the core
school. Ensure parents and guardians give consent and/or children give See the Evaluation notice template to inform data collection and
beneficiaries of the project.
assent to participate in research and be photographed. Keep sensitive documentation in the Resources section on p. XX. Organizations and research institutions
information anonymous, and adhere to applicable data protection focusing on child welfare, education, or See GDCI’s How to Evaluate Street
regulations or norms. community development might have data Transformations handbook for more
on children and students in the city. guidance on visual documentation.
Choose the right time and place

WHEN TO COLLECT DATA
Once priorities are set, create a plan to measure and collect data before, Unlike other streets, those near schools experience rapid shifts in pedestrian
during, and after your street transformation project is implemented. Examine flows, vehicle congestion, and activity levels within short timeframes,
the variation between datasets to understand changes in street conditions, demanding dynamic data collection methods that adapt to these fluctuations.
measure shifts in use and function, and evaluate the resulting impacts of the
project.
Collect data before implementing the project to: Be strategic about when to collect different As schools operate differently from one
→ Understand the site and define a vision data. If you can, prepare for data collection another, also make sure to check if there are
→ Have a benchmark to compare to future data. Remember that by scheduling a walking tour with a school different schedules for different grades or
“after” data needs to be collected at the same time/conditions/ contact to get familiar with the streets near activities, additional evening/night classes,
place as the baseline data. the school, and conduct site and accessibility or other uses during the weekend to capture
→ Document and understand community members’ and other analysis before peak hours start. Time the different activities throughout the day,
stakeholders’ needs, interests, and knowledge observations and surveys to capture key week, or school year.
→ Identify activities, obstacles, and opportunities to implement moments, which can vary depending on what
specific design elements and take plenty of “before” photos to you are measuring. For example, measure
show the change! noise when traffic is most intense, and count
pause-and-play activities when kids are
expected to be present.
Collect data during or immediately after implementing

the project to:
→ Keep up momentum and continue to be transparent by Recognize the dynamic nature of children’s Conduct pedestrian and vehicle counts
communicating short-term results and initial reactions to the routines and align data collection efforts during school start and end times to help
community with school hours, vacations, and capture the impact of busy travel patterns
→ Document immediate physical and operational changes extracurricular activities to ensure accurate on safety, comfort, and pollution. This would
→ Refine the design based on new observations insights while minimizing disruptions to also be the time to observe any hazardous
→ Begin to build the case for a more permanent project caregivers, and students’ routines and vehicle movements such as idling cars
academic commitments. blocking pedestrian access or dangerous
vehicle maneuvers such as reversing while
children are walking on the roadbed. On the
other hand, conducting speed measurements
Plan ahead to collect data and conduct
Collect data weeks, months, or years after during these busy times could be deceiving,
surveys around key dates related to project
implementing the project to: as vehicles’ dangerous accelerations are only
goals, such as “mobility week” or similar
→ Assess longer-term changes in usage, function, and perception of likely to be observed during off-peak hours
dates and events, when other activities are
the site such as evenings and weekends.
already taking place.
→ Inform new policies and future designs for similar projects
→ Evaluate the impact on the frequency and severity of road traffic
injuries, air quality, etc.
→ Make the case for a more permanent project
In order to replicate the data collection methodology and accurately measure change, the research design needs to remain
stable throughout studies conducted over successive months and years. It is crucial to collect the before and after data and
documentation at the same time of day, the same day of the week, and in comparable conditions.
WHERE TO COLLECT DATA
Begin by visiting the site to observe key behaviors and spatial characteristics, and Hopefully, once relevant design strategies have been identified and the
identify the most relevant locations to collect data. It will be impossible to measure interventions have taken place, the same data can be collected at the same
everything everywhere, so be strategic about prioritizing certain locations with location, demonstrating improvements to identified challenges (i.e. raised
specific types of data and aligning with goals and available resources. crossings implemented, travel lanes narrowed, social space added, truck routes
redirected, maintenance for flooding applied).
In order to have a full understanding of children’s routes to school, try to assess
streets in front of the school, as well as adjacent streets and routes between
EXAMPLES:
school, where students live, and other key destinations, such as parks, libraries,
community centers, etc.
High volumes of students Travel lanes are very wide Caregivers and students Pedestrians perceive the
crossing the street without and motor vehicles are don’t have enough space street as an unsafe and
crossing facilities. traveling at high speeds. to wait, socialize, or play unpleasant place to walk and
outside of school entrance. spend time.
1 Mark pedestrian desire Measure vehicle speeds and 3 Count and map pedestrians Survey how pedestrians,
2 4
lines and note where there count vehicles to determine if and pause-and-play including children and
are existing pedestrian lanes can be redimensioned activities to demonstrate caregivers, perceive the
Daycare crossings, or if they are or reallocated for other uses. where additional pedestrian street at different locations
crossing at risk on the infrastructure is needed. and how it can be improved.
Parks and playgrounds roadbed.
Community center
School entrance
Key destinations
Streets in front of schools

and adjacent streets School entrance
Transit stops
3
1
4 2
Truck and large vehicle Access to school is

movement is very loud challenging because of 6
5
outside of the school. flooding and large puddles.
Hanoi, Vietnam Bogotá, Colombia
5 Measure noise to assess Take photos of existing
6
if levels are unhealthy for conditions and survey = Identified challenges
Understanding peak school hours dynamics is crucial due to the Besides school entrances, plan to collect data on the adjacent children. pedestrians to understand
unique spatial patterns they present. Children, parents, and caregivers streets, as well as near bus stops and transportation hubs. If other how the situation affects = Surveyor
their commute.
often converge around school entrances, creating concentrated points family services exist close by, such as community centers, daycares,
of activity, which can sometimes be distributed to different entrances playgrounds, health centers, or convenience stores, identify them and
according to age. Oftentimes, there are also specific zones and times plan data collection points strategically to capture pedestrian, cyclist,
for children with special needs or disabilities to enter. transit, and vehicular movements, as well as pause-and-play activities.
Organize the team

TRAINING COMMUNITY SURVEYORS
Consider the following steps as you’re preparing to gather Salvador, Brazil
data. For a detailed breakdown of activities, see GDCI’s In Brazil, the City of Salvador and GDCI partnered on the
How to Evaluate Street Transformations handbook. “Caminho Legal” project, an extension of the “Picula” program
SNAPSHOT
by the city’s Special Early Childhood Support Center (NEAPI),
Collaborate with different stakeholders focusing on child-friendly urban spaces. The inaugural
project centered around CMEI Olga Benário and nearby public
Engage with different stakeholders to support data collection. In cities where departments lack
services. Prioritizing community involvement, GDCI and locals
shared databases, early involvement is crucial to allow time for gathering and standardizing
collaborated on data collection. A training session prepped
datasets. Inviting department representatives and community members to take part in on-site
14 community members, including teachers and caregivers,
data collection is also valuable for offering firsthand experience with the challenges and potential
on street design and data-gathering tools, like vehicle and
solutions and encouraging collaborations.
pedestrian counts, speed and desire line measurements, and
activity mapping. After an initial presentation, participants
Identify surveyors and resources were able to test the tools and share their experience during
a meeting. Post-training, they actively participated in on-site Salvador, Brazil
→ The team of surveyors can be composed of city staff, consultants, volunteers, students, and/or
surveys, capturing essential data about street users that later
community members.
informed the proposed design.
→ Identify a team leader to coordinate logistics and serve as the main point of contact.
→ Team size affects data collection methods; a larger team of surveyors may be able to change
shifts and cover more ground, while a smaller group may benefit from installing cameras at
MATCHING THE SCHEDULE TO SURVEYOR LOCATION MAPS
various locations to analyze recorded videos later.
Lusaka, Zambia
Train and brief surveyors In 2023, GDCI supported the Zambia Road Safety Trust to Data was collected on pedestrian and vehicle
→ Clear, approachable training sessions are crucial to inform team members about project goals, design and implement a safe route to school intervention in movements to assess the impact of the project
SNAPSHOT
methodology, tools, and tasks, and to situate them within the site. the vicinity of two schools, Chilenje Primary School and My design on road safety. The chart below notes the data
→ Begin with an overview of the project’s goals and scope, emphasizing key observations. Smart Kids Academy in Lusaka. The project scope included types, responsible surveyors, and timeframe. The
→ Aim to have surveyors reflect their community. Training community members to collect data the redesign of a critical intersection on Burma Road and the data codes correspond with locations on the map.
can be a great way to enhance involvement and support, as well as build local capacity. streets on the main route to the schools, as well as the creation
→ Give instructions on how to collect data on the specific tools, and conduct trial counts of safe and attractive spaces for children to pause and play
and surveys. Review surveyor results and make corrections or retrain as needed. Be open to after school.
adjusting methodologies and tools according to surveyors’ opinions and experiences.
→ Stress the importance of child safety during data collection, including obtaining consent Weekdays (Example: Monday, Wednesday)
from caregivers and assent from students, and ensuring school staff and/or caregivers are Surveyor 1 Surveyor 2 Vc1
Sc1
always present. Vs1 Burma Rd
6:00 - 7:00 am Vs1, Vs2, Vc1 Sc1, DL1, Pc1
Morning
Define data collection schedule DL1
7:00 - 8:00 am Am1, Vc2, Vs3 Sc2, DL3, Am2 Vs2
Pc1
→ Develop a surveyor schedule to plan time commitments. 8:00 - 9:00 am Vc3, Vs4 Pc2, DL2 Am1 Kids
→ Decide how often and for how long data should be collected, considering school hours, Academy
Monumental Rd
holidays, and vacations. 12:30 - 1:30 pm Vs1, Vs2, Vc1 Sc1, DL1, Pc1
afternoon
Old State Chilenje
→
Early
When staffing time is limited, instead of the ideal one-hour counts during the morning,
1:30 - 2:30 pm Am1, Vc2, Vs3 Sc2, DL3, Am2 House Primary
School
afternoon, and evening, gather data for 15-, 20-, or 30-minute intervals and use them to Vs3
estimate the hourly total. These short interval counts should be repeated at least three times 2:30 - 3:30 pm Vc3, Vs4 Pc2, DL2
a day to get an accurate sample.
3:30 - 4:30 pm Vs1, Vs2, Vc1 Sc1, DL1, Pc1 Vc2
afternoon
→ The team leader or supervisor should be tasked with checking collected data on a daily basis
Vc3 Pc2 Am2
Late
to make sure that all surveyors are doing it correctly. 4:30 - 5:30 pm Am1, Vc2, Vs3 Sc2, DL3, Am2 DL2
5:30 - 6:30 pm Vc3, Vs4 Pc2, DL2 Vs4 DL3 Sc2

Make a surveyor location map
1
2 → Pair a surveyor location map with a data collection schedule to help communicate the plan to Note: For each data type, surveyors count
your team as clearly as possible. for 15 minutes at a time at 3 different Surveyor position Pc Pedestrians on/off Sc Pedestrians Vc Vehicle counts
→ Map out locations for data collection so surveyors can easily return to the same exact location periods (morning, early afternoon, and sidewalks crossing
to measure the “after” data. late afternoon). Each count is then Roadbed DL Pedestrian desire Am Activity mapping Vs Vehicle speeds
extrapolated for the hour. lines
Evaluating streets near schools | Select appropriate methods and tools Evaluating streets near schools | Select appropriate methods and tools
B2 | Select appropriate methods

and tools
Data collection through interactive methods provides an
Observation methods refer to data collection techniques opportunity for engaging children and youth, caregivers,
that involve systematically observing and recording and the school community. They play a vital role in
specific aspects of a situation or behavior. They can assessing the outcomes of street transformations near
capture direct, tangible data to assess the impact of schools by capturing nuanced aspects that observation
street transformations on various dimensions, including methods may not fully convey. Interactive methods can
transportation behavior, safety, environmental quality, be used quantitatively to capture travel patterns, details
and overall user experiences. In the context of evaluating about student background, and support rates in the
the impact of street transformations near schools, community. They can also be used as a qualitative tool
several observation methods can be used, including to better understand needs and priorities before project
those listed below. More comprehensive information, implementation and demonstrate how transformed
instructions, and templates for each method are provided streets affect their daily lives, feelings of safety, social
in the Resources section. Solo, Indonesia interactions, and overall well-being. León, Mexico
Site analysis and inventory Counts and observations Surveys Interviews

Document specific existing street conditions, Count and observe pedestrian, cyclist, and Surveys capture community attitudes, Interviews utilize structured or open-ended
such as its geometry, universal accessibility, vehicle flows and behaviors before and after opinions, and behaviors. They can reveal questions to explore personal experiences
presence of greenery, street furniture, transformation to identify mobility shifts, travel preferences, perceptions about and are conducted in diverse formats like
parking, public spaces, etc. interactions, use of amenities, and changes in streets, and project satisfaction. See more face-to-face, phone, or video conferencing.
activities. guidance on p. 158.
Forms: → School surroundings, p. 112
→ Accessibility, p. 114 Forms: → Pedestrian counts: Sidewalks, p. 122 → Caregivers, p. 158
Focus groups
Forms: → School staff, p. 162
→ Peak school hours circulation, p. 118 → Pedestrian counts: Crossing, p. 124
Focus groups gather individuals with
→ Pedestrian desire lines, p. 128 → Teens (ages 13-18), p. 164
shared traits, such as groups of teachers or
→ Street activities, p. 132 → My school street activity packet, p. 166
caregivers, to exchange perspectives and
→ Pause-and-play activities, p. 134
experiences, fostering group insights on
→ Cyclists and micromobility counts, p. 138
common interests or experiences.
→ Vehicle counts, p. 142
Interactive boards
→ Vehicle speeds, p. 144
Interactive boards using posters and canvases
can ask questions or solicit input from a larger
Shadowing
group of people in the school or passing by
Air quality monitoring Noise level assessments a street, and can be an opportunity to make
Shadowing involves following, observing, and
talking to pedestrians as they navigate streets
Measure pollutants like particulate matter Monitor noise levels before and after the connections with local residents and the
IN
near schools, documenting their actions,

T1
and nitrogen dioxide in the air to assess transformation to understand changes in the school community.
interactions, and reactions. Photography and
improvements in environmental conditions. acoustic environment and potential effects on
videos can complement notes.
student well-being. Boards: → Interactive boards, p. 174
Tools: → Vehicle volumes and air quality
estimate, p. 148 Forms: → Ambient noise, p. 152
→ Particulate matter levels, p. 150 → Noise perception, p. 154
See p. 70 in Section B3 Collect Tools you’ll need:

data on site for instructions on → Portable speed radar → Measuring tapes and wheels → Visual documentation tools In addition to data collection tools, make sure surveyors and staff have what they need for safety, such as safety vests and sun
how to use these methods using → Tally counters → Noise and air quality devices (cameras, smartphones) protection gear. They also need to be aware of local laws related to filming and photography, and should have the appropriate
GDCI data collection tools. → Timers → Sensor and digital counter → Surveys, street audits, and insurance, consent forms, and waivers. For a more comprehensive printable checklist of what your data collection team might
technology count forms need on site, see the Surveyor Checklist on p. 108 in the Resources section.
Who to engage
Engaging different stakeholders will bring unique perspectives and solicit
more information for the project. Collaborating with these diverse stakeholders
ensures a holistic and accurate perspective, enriching the data’s relevance and
impact.
Children and young people themselves are integral See Create or adapt tools to engage children and youth
stakeholders when collecting data in and around schools. on p. 66 for more details on how to engage children in
Their firsthand experiences and perspectives offer invaluable the data collection process, and GDCI’s How to Engage
insights into travel patterns, safety and health concerns, Kids in Streets Design handbook for an overview on
interests, and their overall well-being. Engaging children and how to engage children in street design projects.
youth through age-appropriate methods, such as surveys
and interactive activities, empowers them to share their
thoughts and elevates their voices and aspirations.
Primary caregivers, including parents and grandparents, Teachers and educators have a deep School administrators and staff are School guards, bus drivers, walk-cycle- Include children and caregivers
play a crucial role in identifying early childhood priorities due understanding of children’s habits and familiar with student commuting to-school guides, and traffic agents with disabilities—physical, sensory,
to their intimate knowledge of daily routines and commuting neighborhood dynamics. Their involvement patterns, common conflicts during can offer further insights into safety and cognitive, and mental health
challenges. Their involvement ensures young children feel is key to tailoring activities that resonate peak hours, and family profiles, the dynamics of streets surrounding conditions—to identify key challenges in
safe and supported. Engaging caregivers not only addresses with students and incorporating street including the number of students schools. As authority figures who creating universally accessible streets.
safety concerns but also considers the broader family design concepts into the curriculum and with disabilities and their proximity children encounter daily, data pertaining Their experiences inform solutions from
context in urban planning. broader educational goals. to school. to their use and perceptions of the sidewalk design to surface conditions,
space is also valuable. emphasizing accessibility as a
fundamental human right.
Residents, business owners, local institutions, Local childcare service providers, Advocacy groups, nonprofit organizations, and local Representatives from accessibility advocacy
associations, and community members around the school often located near schools, collectives are sources of information regarding children’s groups can provide valuable insights into the
will provide additional insights about uses and concerns offer valuable insights into the and caregivers’ needs in cities due to their expertise specific challenges faced by individuals with
beyond school hours and activities. When collecting data, community and are connected with in local issues and specific topics such as education, disabilities, identify potential barriers, recommend
making sure observations and surveys have an appropriate multiple families they serve. children’s rights, environment, disabilities, and more. They adjustments for improved accessibility, and make
sample size of community members outside the school are also reliable partners for advocating, communicating sure that the transformations genuinely cater to
community will ensure the street is kept inclusive of about, and implementing street transformation projects. the diverse needs of the entire community.
multiple uses and abilities and continues to serve the Youth-based organizations, in particular, can provide
community beyond school needs. direct insights into young people’s needs and aspirations.
Survey children and teenagers

INCREASING YOUR REACH
Surveys are crucial for capturing the perceptions of children and caregivers Since schools often build communities of children, families, and alumni, they
Remember to ask for caregiver
about street transformations, offering specific insights into their experiences might have internal communication channels such as social media groups,
consent when surveying
and needs. While interactive methods can be more engaging for children and newsletters, or email blasts. These could be used to collect data focused on
children, and to check local
young people to share their perspectives, surveys can be helpful for getting a laws and ethical regulations specific groups and ages to help compare perceptions about the project and
larger sample of answers from different age groups and backgrounds, ensuring with respect to data collection its impact.
that diverse needs and experiences are captured. Additionally, as younger involving children.
children are often accompanying their caregivers, who might be responding to
surveys themselves, preparing questions specifically for them can complement
adults’ answers.
→ Design your survey according to children’s ages and → It can often be hard to get children’s and youth’s attention
abilities. If sending out a questionnaire, it is helpful to answer online questionnaires. To ensure more
if children can read and write. For younger children, responses, conduct in-person surveys, or ask schools or
Tailor your questions to match the audience’s attention span and Schools offer other opportunities for survey delivery. Consider
questions can be created using icons or photos, or an adult partner organizations to share the questionnaires during
understanding. As people will be filling out the questionnaire if your questions could become a board in a classroom, with
or older child can read them the questions. See template school hours or scheduled programs/activities.
without guidance, it might be more effective to gain fewer answers collected over time, or if it could be a type of “homework
for My School Street Activity Packet on p. 168. → If possible, partner with a teacher to include surveys
accurate insights than multiple rushed and confused answers. assignment” where children and caregivers respond and start a
→ If surveying children in person, make sure they feel and questionnaires in the class curriculum. Students can
Make sure to translate surveys into other languages if need be. conversation.
comfortable, and make sure they know it’s fine to decline help create the questions and conduct the survey with
to answer a question. Show that you are listening carefully other students.
and that you care about what they are saying, and take → Consider pairing these with other engagement strategies
notes to communicate them back later. and methods, such as interactive boards (p. 174). See
→ Ask questions slowly and clearly, and give people time GDCI’s How to Engage Kids in Street Design handbook for
to answer. more guidance.
→ Use age-relevant terms and terms relevant to children’s
everyday life and their use of media.
Combine goals. Often, other stakeholders are conducting surveys Additionally, partnering with local stakeholders and community-
as part of their regular operations. Joining forces could motivate based groups can be helpful for distributing questionnaires and
respondents and facilitate partnerships. reaching a large population given their connections.
ENGAGING WITH COMMUNITY SURVEYORS

Recife, Brazil - 2023
SNAPSHOT
As a part of GDCI’s Streets for Kids program, the City of Recife
was selected to transform the streets surrounding three schools
in the Jordão neighborhood. For their engagement and data
collection process, the project team enlisted community leaders
and members to conduct surveys with residents and students’
caregivers. Before going on site, the group of surveyors received
training about the project and the survey methods. They also
received a stipend and a surveyor kit with ID, a t-shirt with the
program logo, and a tablet. Over the course of a week, they went
door to door to talk to residents and spoke to caregivers during
school start and end times. Their proximity to the community
enabled them to survey 321 caregivers (representing over 50% of
students) and 55 residents within a week.
Recife, Brazil
Fortaleza, Brazil
CREATING YOUR SURVEY
Surveys can be designed in different ways and with different goals in mind.
This section provides tips for developing questions and prompts. Besides
choosing the right format and the different stakeholders you need to engage,
think about what you are trying to learn from respondents. This could include
their perception about the street or project, behavior (for example, travel time,
transport mode, or time spent outdoors), resources (such as owning a bike),
preferences, or additional information you might be missing for a project or
that you would like to evaluate before and after. Choosing the right questions
thoughtfully is also important to guarantee answers that are helpful to support
León, Mexico Cerrillos, Chile
the design or advocate for a project, for example.
11. When developing a survey, discuss the 22. Brainstorm questions and determine how 31. Pilot the survey. This test could include: Tips for developing questions
rationale for your chosen method and try to people will respond to them.
answer the following questions:
→ Collect only what you need, and keep the
→ Brief site assessment to choose the best locations
questionnaire as short as possible. Respondents can
→ What information are you trying to collect? What is → Open-ended questions can be great for obtaining and times for surveying.
get tired and give up midway if a survey is too long.
the most important thing to know? quotes and stories from respondents, but they’re
harder to analyze when you have a big sample. → Testing survey format, content, and response time.
→ Keep questions as clear and specific as possible.
→ Who do you want to know this from? What groups of
Avoid technical jargon, and use words that are
people will you collect information from (what ages, → Use multiple choice when you have expected Tip: When carrying out in-person surveys,
relatable to the audience.
ethnic groups, schools, neighborhoods)? answers and you want to facilitate analysis. remember that closed-ended questions
can be asked in two ways: either “prompted”
→ Have the questions follow a logical flow, going from
→ Will you use words, icons, or photos? How do you commute to school? with options voiced by interviewers to elicit
general to more specific.
Walking / Cycling / Public transit / School responses, or “unprompted” where respondents
→ How many people should you collect this bus / Private car / Taxi choose without hearing options aloud. Both
→ Group questions on a similar topic together. For
information from? types offer predefined answers, but differ in
example, separate questions into themes such as
→ Use a scale when you want to represent a range of presentation—either verbally by the surveyor
mobility patterns, public space use, road safety,
→ Will you conduct the survey in person or online? perceptions, using words and numbers: or left to respondent interpretation. Choosing
environment, etc.
between prompted or unprompted depends
→ How will you use this information once it’s On a scale of 1 to 5, how safe do you feel on on the survey’s objectives, information needs,
→ In multiple choice questions, include a full range
collected? this street? and considerations of control versus bias and
of options, options, including “I don’t know” and
1 (very unsafe); 2 (unsafe); 3 (neither safe respondent flexibility.
“Not applicable to me.”
→ Are you doing surveys before and after, or only nor unsafe); 4 (safe); 5 (very safe)
before? Only after? How do questions need to be
→ When asking respondents to choose among options,
adapted accordingly? For example, if only after, How often do you cycle to school?
limit the number of options so that you can observe
questions need to be framed to consider the space/ Never / At least once a month / At least once
their top concerns or priorities. Make sure options are
design both before vs. after. a week / Every day
clearly different from each other and do not overlap.
→ Use icons or emojis when asking about young

→ In general, if including a few open-ended questions,
people’s attitudes or feelings.
put them after structured questions.
How much do you enjoy spending time on

→ If using a survey to evaluate change in perception
this street?
or behavior, make sure to include similar questions
when conducting the survey before and after.
very sad sad neutral happy very happy
QUESTION LIBRARY
Below are some examples of questions you might want to include in your survey
Remember to adjust
or questionnaire, based on your project goal. If your project is trying to achieve
questions depending on
multiple goals, choose the questions that will better demonstrate the impact how old kids are and if you’re
of the street transformation for the stakeholders involved. Remember to keep surveying adults.
your survey short to keep your audience engaged.
If your goal is:
ROAD SAFETY, then consider asking: SOCIAL CONNECTION, then consider asking:
→ How safe do you feel walking/cycling on the streets outside of the school? [Scale] → How often do you talk to others (parents, teachers, children, colleagues) on the streets outside of
→ (If caregiver) How safe do you feel about your kids walking or cycling on this street alone? [Scale] the school? [Scale]
→ How much do you agree with the following statement: The street outside of the school offers
opportunities for me to spend time with and talk to others (parents, teachers, children). [Scale]
→ For youth: How much do you enjoy spending time outside the school? [Scale]
UNIVERSAL ACCESSIBILITY, then consider asking:
→ For youth: How much do you agree with the following statement: I feel welcome in this space.
[Scale]
→ Do you have any disabilities or functional diversity? If yes, please specify which one(s).
→ Would you like to see more space outside the school for gathering? [Multiple choice/open-ended]
→ On a scale of 1 to 5, how comfortable do you feel moving around on this street? [Scale]
→ How easy/difficult is it to get from your home to school? [Scale]
→ Where in your journey to school is it the most difficult to access? [open-ended]
→ What would you do to make your school commute more accessible? [Open-ended or non-prompted NOISE POLLUTION, then consider asking:
multiple choice]
→ How do you experience the noise level on this street? [Scale]
(See Noise Perception survey on p. 157)
ACTIVE TRANSPORTATION, then consider asking:
→ (If caregiver) Does your child walk to school? / Does your child cycle to school? [Multiple choice]
→ How do you/does your child commute to school? [Multiple choice] OUTDOOR PLAY AND LEARNING, then consider asking:
→ Do you/does your child own a cycle? [Multiple choice]
→ (If caregiver) How likely are you to let your child walk/cycle to school? [Scale] → How often do you/your kids play/spend time in the streets outside of the school? [Scale]
→ (If child) Would you like to walk/cycle to school? [Multiple choice] → How much do you agree with the following statement: I feel comfortable and safe allowing children
→ What would be necessary for you or your kids to choose to walk or bike to school? [Multiple to play on the streets outside of the school. [Scale]
choice or open-ended] → How much do you agree with the following statement: There is appropriate space for children to
play in the streets around the school. [Scale]
CLIMATE RESILIENCE, then consider asking:
→ How much do you agree with the following statement: As I walk on the streets near the school, I Additional questions across all goals:
feel protected from the heat. / (...) from the rain. [Scale]
→ How much do you agree with the following statement: I have/children have easy contact with → What are the top 3-5 changes you would suggest to make the street better for…? [Open-ended]
nature on the streets around the school. [Scale] → Are you supportive of the transformation of this street? [Multiple choice]
→ [Flagging a multi-barreled question] How often do you/your children miss class due to heavy rain, → How would you rate the street before and after the transformation? [Scale]
floods, excess heat, and/or other climate-related issues that may affect your journey? [Scale]
→ How does flooding affect your or your child’s ability to access school safely? [Open-ended]
Navigate community concerns BRINGING THE COMMUNITY TO EXPERIENCE THE STREET AT 95 CM
SNAPSHOT
Location: Kuala Lumpur, Malaysia
Similar to other street transformations, interventions a more personal way. By presenting quantitative and Time period: 2023
Stakeholders: Dewan Bandaraya Kuala Lumpur (DBKL),
around schools can encounter resistance from neighbors qualitative data together, project teams can foster a
parents of schools such as SMK Danau Kota and SK Danau
or other stakeholders who might have concerns about shared understanding of the project’s positive impact,
Kota, Bike Commute Malaysia, Bloomberg Initiative for Global
changes in traffic patterns, noise, public space use, build trust, and effectively address any resistance Road Safety (BIGRS), Global Designing Cities Initiative
or other perceived disruptions. It is vital to engage the by demonstrating the project’s benefits for all
community, build trust, and invest time in addressing stakeholders involved. Description
these concerns, emphasizing that the primary aim
Road traffic injuries are responsible for 14% of deaths
is the health and safety of children. Despite possible On the other hand, engaging communities in the among children aged 5-14 years in Malaysia, making it the
opposition, the focus must remain on the benefits for data collection process, effectively turning them into leading cause of child mortality in the country. To reverse
kids, ensuring that their needs take precedence over researchers, can be a powerful strategy for building this situation, Malaysia is committed to achieving a 50%
vehicles and that the loudest voices do not overshadow support for projects near schools. This approach not reduction in road traffic deaths and injuries by 2030, as
the common goal of creating a safer, more inclusive only empowers community members by involving outlined in Malaysia’s Road Safety Plan 2022-2030. To support
Malaysia’s ambitious road safety goals, the city of Kuala
environment around schools. them in decision-making but also fosters a sense of
Lumpur and GDCI launched the first phase of a school street
ownership and stewardship over the project. When
transformation project for two schools in Jalan Danau Saujana
Data itself can help persuade stakeholders about the residents actively participate in data collection, they 1. Before beginning the street redesign, the GDCI team
merits of such projects. Using data such as numbers often become project ambassadors, advocating for the engaged with students, caregivers, and teachers from the
of kids or people killed or seriously injured in the city initiative, mobilizing local support, and ensuring its long- schools through participatory activities, gathering valuable
or near schools, or current air quality levels, can help term success. This grassroots involvement strengthens insights to set a vision for safer streets near schools.
people understand the sense of urgency and potential community bonds and enhances the chances of project
Learn more about the project’s engagement strategy for
impact of the project. Qualitative data collected through sustainability. See Case Study: Engaging with community Community members explore the street
children in GDCI’s How to Engage Kids in Street Design
surveys and other methods can capture community surveyors in Recife, Brazil, on p. 59. handbook.
with the reverse periscope
perceptions and needs, as well as tell their stories in
Besides the extensive engagement activities with students
aged 7-15, the project team also engaged teachers and
caregivers, important stakeholders for improving streets
near schools. The activity consisted of using GDCI’s Streets
for Kids Reverse Periscope, a tool designed to help adults
and adolescents experience streets from a child’s height
(approximately 95 cm). Using the observation forms included
in the toolkit, workshop participants were able to note their
impressions of different aspects of the street and rate their
experience in terms of safety, comfort, and enjoyment.
The activity allowed adults to perceive the different needs

and challenges of children on the streets near the school.
Viewing the incoming traffic, design elements, and street
conditions from the lens of a three-year-old is an effective way
to communicate the need and urgency for change required on
our streets. It also helps with gaining support for the process of
redesigning streets near schools. Participants noting their perceptions around the school
For more information on building and using the periscope,

consult GDCI’s Reverse Periscope Companion Guide.
Recife, Brazil
Create or adapt tools to engage children and youth

Methods for engaging children and youth involve to be more innovative, inclusive, and comprehensive. Below are some ideas for tools and methods that can For more details on how to engage children and
employing approaches that resonate with their unique By tailoring methods to suit a young audience, teams be used to gather children’s and caregivers’ insights. youth in the design process, see GDCI’s How to
perspectives, abilities, and communication styles. can capture authentic insights that amplify the impact There are no one-size-fits-all solutions, and engagement Engage Kids in Street Design handbook.
Kids are experts of their lived experiences and are eager of street transformations from their own perspective, strategies can range from informal conversations, walks,
to contribute. Their participation will help them gain legitimizing decisions, strengthening accountability, and and play to drawings, mapping, and photo stories.
confidence and encourage them to voice their concerns, enhancing the effectiveness of street transformations
leading to more involved future adults. Projects that near schools.
actively engage children and integrate their ideas tend
Child-to-child Visual surveys

Older children can guide younger children Use a visual preference survey to get quick
and hear perceptions about their school results. Make it accessible for those who
environment and street improvements cannot read.
through guided walkshops and tours.
León, Mexico Istanbul, Turkey Tyre, Lebanon
Journaling Mapping
→ Take an inclusive approach → Respect their freedom and privacy → Create a safe space where children feel
Encourage kids to keep a journal. For Help identify, prioritize, and evaluate sites,
Make sure to engage different age Remember children have the right to welcome, confident, and protected from
example, ask kids to document how they routes, and mobility areas. Use large-scale
groups, abilities, and contexts, and disengage and re-engage, and should not harm. Choose an accessible location and
travel to school, the paths they take, how long maps to document children’s environments,
treat them equally. Take into account be forced into participating. Make sure meet them where they are.
this takes, and how they feel before and after perceptions, and habits.
specific needs and shape engagement that children and caregivers consent
a street transformation.
tools accordingly. Children express to voluntary participation in the project → When possible, avoid standalone
themselves in different ways. Offering and to being photographed. Protect any activities. Aim for ongoing engagement
multiple mediums can allow participants sensitive information about children to support learning through practice and
Street audit Technology
to communicate their thoughts more collected through participation and in-depth insights.
effectively. project analysis. Do a street audit with children and Ask children to report poor street conditions
caregivers. Compare their different and document their travel to school by
perspectives and discuss key challenges and walking and cycling via gamified apps.
potential solutions.
Photo story Observations and counts

Ask children to take pictures of places they Understand how the street is used by kids
like around their school and things that need of different ages and who the users are with
to be improved on the streets. Share and quantitative counts.
Fortaleza, Brazil Cerrillos, Chile Lima, Peru
discuss their findings.
→ See schools and local organizations → Give kids agency → Encourage play
as your allies. Connect activities to Involve them in designing, carrying Learning, exploring, interacting, sharing
the school curriculum to integrate out, and documenting activities. This feelings, and even resting are all part Child-led tours Interactive boards
real-world applications into education will promote ownership of the data of their experience, often facilitated Children are passionate about the places Use interactive boards to ask students
and make learning experiential and collection process, help them better through play. where they live and study. Let children lead targeted questions about their routines,
relevant. Partner with school-based understand their communities, and and show what works and what does not. behaviors, and preferences.
clubs/organizations and extracurricular enhance their critical thinking and
activities to connect with youth more problem-solving skills. See templates in the Resources section.
deeply and intentionally.
MAPPING ROUTES TO SCHOOL OBSERVE PROGRAM
CASE STUDY
Location: São Paulo, Brazil Location: Chennai, India
SNAPSHOT
Time period: 2018 Time period: 2018-present

Stakeholders: CET-SP, ITDP Brazil, Global Designing Cities Stakeholders: Urban Design Collective, The Center for
Initiative Urban Living
Description Description
José Bonifácio, a neighborhood located on the outskirts The Observe program offers a dynamic platform for
of São Paulo, was chosen to pilot the city’s Safe Routes to youth to critically engage with and assess their urban
School program due to its history of road fatalities involving environments. Through structured workshops that unfold in
children and its high concentration of schools. Based on Discover, Connect, and Take Action segments, the program
locally collected data, CET-SP, the city traffic management empowers participants to explore their neighborhoods
agency, designed a project to improve road safety at using all five senses, encourages understanding through
select sites. As part of the design and validation process, diverse community characters and roles, and culminates in
project partners carried out two workshops, one with 51 actionable solutions communicated to local authorities.
students from a local school and another with community
members. Workshop goals were to gather information about In the Discover phase, participants are prompted to reflect Street audit
participants’ commuting habits and their insights about the on what constitutes a city and its streets, bringing to light
design proposals, which were presented by CET-SP. São Paulo, Brazil common urban challenges. This foundation sets the stage for
a guided neighborhood walk, where they’re encouraged to use
Using interactive boards and maps, participants Tools used all five senses to identify and document what they appreciate
shared information about their most common modes of → Mapping and wish to improve in their surroundings.
transportation and routes to school. The activity revealed → Interactive boards
that over 60% of students walked to school on a daily basis. The Connect phase further enriches this learning experience
See Interactive Boards templates on p. 174
The mapping exercise, combined with interactive boards, by having participants draw mental maps based on their
helped local teams prioritize on-site interventions. observations, focusing on some of the things that stood out
for them. This fosters a reflective discussion that reveals
SITE VISITS AND SURVEYS diverse viewpoints on the neighborhood’s characteristics.
Students talking to residents
Location: Paris, France
SNAPSHOT
For the closing segment, Take Action, participants

Time period: 2021-present decide collectively on actions that can foster change in
Stakeholders: City of Paris, Paris’ Roads and Transport their neighborhoods using simple tools. In this segment,
Department, Conseil d’architecture, d’urbanisme et de participants are also introduced to concepts of urban
l’environnement (CAUE) de Paris governance as a way to understand the role of local governing
bodies and identify channels to work with these bodies for
Description positive action. Taking action may include writing postcards
The “Rue aux Écoles” program is dedicated to creating safer to local governing bodies highlighting the urban issues they
pedestrian-oriented spaces around schools and enhancing identified on their walks while also touching upon solutions
student safety and well-being. In collaboration with the that were discussed collectively. It can also include small-
City of Paris’ Roads and Transport Department, the CAUE scale, community-driven activities such as planting drives,
de Paris spearheads initiatives to engage schoolchildren setting up compost pits, and putting up signage.
Mapping
in understanding and discussing changes to their streets.
Through site visits, children are introduced to concepts like As of 2024, UDC has conducted the Observe workshop
permeability, biodiversity, and the inclusive use of public spaces. in 3 private schools and 7 public schools with over 400 This comprehensive approach not only fosters a deeper
participants. Highlighted below are some observations from understanding of urban challenges and opportunities for
These visits, coupled with visual surveys, encourage students participating students: change but also prepares participants for future roles as
to critically observe their surroundings and contemplate Paris, France empathetic, informed urban planners and active citizens
the benefits of street transformations, including improved → “I would fight to preserve the trees, parks, and water dedicated to fostering healthier, more inclusive urban
air quality, reduced noise pollution, and enhanced climate bodies in my neighborhood.” spaces.
and biodiversity. By assessing the streets, children share Tools used → “This open rainwater drain smells like feces; maybe the
their perceptions, preferences, and suggestions, offering → Street audit people here don’t have public toilets. That is something Tools used
insights into how they might utilize or redesign these areas. → Visual survey for us to think about.” → Street audit
This approach not only educates children on sustainable → Mapping
urban design but also empowers them to contribute to the See Visual Survey template on p. 166
conversation about their community’s development.
Evaluating streets near schools | Collect data on site Evaluating streets near schools | Collect data on site
B3 | Collect data on site 1 Make sure surveyors and staff are 3 Have a camera on hand to photograph 5 Set up video devices that can capture
set up to work safely. This could include existing challenges to how the street on-site activities for your team to revisit
Once the on-site data collection is planned, it’s time to proceed to the site. Refer to the Surveyor working in pairs, making sure they’re functions, such as people walking on and document later if needed. Choose
See Data collection tools in the Resources section to analyze existing site Checklist on p. 108 in the protected from vehicles, and providing the roadbed, running to cross the street, a safe location for the camera such as a
conditions, count street users, document activities, measure noise levels and Resources section. them with safety vests and sun protection or cycling in speeding traffic. Be careful window in the school or nearby store or
air quality, and assess community members’ perceptions of the street. Make gear. They also need to be aware of local about potential legal constraints around the top of a street light. Check batteries
laws related to filming and photography, taking close-up photos of people, and select the right memory card capacity.
sure to check local laws and ethical regulations tied to data collection about
and they should have the appropriate especially children. Always bring printed
children and to ask for consent for caregivers when surveying children. Below
insurance, consent forms, and waivers. confidentiality/consent waivers on site.
6 For air quality sensors or sound level
are some tips for gathering data on site: See Visual documentation tools in
2 Consider shade on hot days when meters, aim to measure in a way that best
GDCI’s Evaluate Street Transformations
surveyors will be outside for a long time. represents how children are exposed to
handbook.
traffic emissions and noise, i.e. closer to
4 A surveyor should focus on only these sources and simulating children’s
one street user and type of movement heights. However, if this poses logistical
at a time. challenges, prioritize ensuring the devices
are safe from interference (e.g. vandalism
and theft).
5 7 Use a tally counter for the most

common user type and draw tally
marks on your count form for all others.
For instance, if most pedestrians are
children, use a tally counter for them and
tally marks on your count form for adult
caregivers and older people.
8 When counting people walking on the
4 roadbed, count at pinch points, such as

locations where utility poles, tree pits,
etc. obstruct the sidewalk to highlight
extreme behaviors.
12
2
6 9 Ensure a position where surveyors’
views remain unobstructed during
counts. For instance, when counting
11 vehicles across multiple lanes, choose
a location where larger vehicles such as
8 buses and trucks won’t block the view
7 1 9 of traffic.
10 When finding a place to count or survey

people, make sure not to block clear
paths on the sidewalk or push people
onto the roadbed.
3 11 For speed data, pick strategic corners

or stretches after traffic signals vs.
before when vehicles are still beginning to
10 accelerate.
12 When using interactive boards, have
Surveyors team members on hand to listen and

document community input.
Elements observed/counted
Evaluating streets near schools | Collect data on site Evaluating streets near schools | Collect data on site
A little bit can go a long way

QUICK ACTIONS, BIG FINDINGS
Often, teams lack the capacity or resources to deploy numerous surveyors over
Bogotá, Colombia
SNAPSHOT
an extended period for on-site data collection. However, observations, counts,
and photos/videos remain potent tools for comprehending and highlighting In Bogotá’s Alquería neighborhood, a site visit led to an
existing challenges, thereby advancing projects. Regardless of the scale of impromptu data collection session on AK 68 Street, as the
project team noticed high volumes of people crossing the
what data can realistically be collected, remember that a little data can go
street outside of protected, marked crossings. One surveyor
a long way in helping tell a compelling story about a specific site, project, or
was available to count for 15 minutes using a paper, pen, and
challenge. The snapshots on the following page share a few examples of how a a timer on a phone. When extrapolated for the hour, the team
range of resources were used to collect data in various projects. realized there were 800 people crossing the street per hour.
No matter your resources, use them strategically to measure what matters This finding was coupled with a series of photographs clearly
the most. demonstrating the challenge and highlighting the fact that
many of the people crossing were kids and the elderly. This
was an important finding to start a conversation about the
Bogotá, Colombia
need for more at-grade crossings in the area.
People INCREASING CAPACITY WITH STUDENTS

A couple of Class of Full dedicated São Paulo, Brazil
SNAPSHOT
1 person
colleagues students team In 2017, the Santana Slow Zone was selected to receive
enhanced traffic-calming infrastructure. As a part of their
design process, which included engagement with residents
and business owners, the team also collected data with the
support of students from the FIAM-FAAM Architecture School.
A group of approximately 30 students were trained and
collaborated on data collection to measure pedestrian flows,
Time vehicle volumes, traffic signal times, and compliance with
15 min - existing pedestrian infrastructure, in addition to observations
1 hour Hours Days Months on land use and street activity. Partnering with educational
institutions can be an opportunity to increase human
São Paulo, Brazil
resources while building local capacity.
PARTNERSHIPS AND TECHNOLOGY Ride & Stride

2023 Report
Merri-Bek, Australia
SNAPSHOT
In 2023 we worked with 6 new Merri-bek primary schools; Fawkner,
Money Glenroy West, Coburg, St Margaret Mary’s, Brunswick South West and
Oak Park Primary. Across these schools we delivered a range of behaviour
change initiatives to increase kids walking, riding and scooting. We also
Ride & Stride is a behavior change program designed to

continued working with Ride & Stride schools from previous years to keep
momentum in building their active travel community and capacity.
$ $$ $$$ $$$$
get more kids walking, cycling, and scooting to school in Open Streets trials
Working with Bicycle Network to trial opening
Merri-bek. See Case Study on p. 33. To measure its impact, streets at drop off and pick up times to children
walking and riding, safe from car traffic.
Read the report Watch video
the initiative uses different methods, including the Bicycle

11 at 4 16%
Network’s Artificial Intelligence Road Survey (AIRS) program, Open Streets
trial days
new
schools
increase in active
travel compared to
a normal school day
which uses AI technology to identify and count different 66%

of students
93%
of parents surveyed felt
50%
of families
33%
of families
97%
of parents surveyed want
road users; “hands-up” counts (a method where children are

walked, rode or the street was safer than rode more walked more to see Open Streets at
scooted to school a normal school day their school more often
asked to raise their hands to respond to how they traveled School-led Open Streets
Taking trials to the next level! Coburg North
Locations to school, and the data is gathered via app); surveys with
Primary and Merri-bek Primary launched
monthly Open Streets last year through a
Multiple spots parent volunteer program, an Australian first.
measured
Running Open Streets more often provides
caregivers, residents, and students (before, during, and after safer streets for kids, embeds healthier habits
One spot in front of school Adjacent streets Area-wide and builds school and community capacity to
lead their own street transformations.
events); observations on street use and activities; and traffic Read more
monitoring. The data is then shared in an annual report 14

Open Streets
18
parent
65%
average active
It’s been a joy volunteering to make Open Streets
Fridays volunteers travel rate on
happen each month at my kids school, being outdoors
to communicate the project’s impact. Using technology Open Streets days
with happy children in a playful, quiet street. Seeing
children riding, scooting and enjoying the Open Street
- +
makes volunteering more than worth it!
can support data collection by automatizing counts, and

Resources partnering with local organizations can increase resources.
Evaluating streets near schools | Gather insights Evaluating streets near schools | Gather insights
B4 | Gather insights
Review goals and identify outcomes
Assessing the impact of a street transformation near a school requires
organizing the collected data in order to interpret the results, highlight valuable At the beginning of the project, specific goals were set
insights, and communicate them back to your key audiences. Clear before- (see Section A: Measuring what matters the most
and-after comparisons reveal changes in the way people, especially children on p. 21). Objectives might have included enhancing
and caregivers, move, pause, and play on the street, which can inform future road safety near a school or expanding opportunities
design decisions, influence policies, and inspire the scaling up of similar types for outdoor play and learning. Revisiting these goals
of projects. enables an assessment of how successful the project
was when compared to the final outcomes, and offers a
framework for organizing, analyzing, and presenting the
Review goals and identify outcomes data. It also presents an opportunity to identify if goals
Revisiting the goals set at the beginning of the project will help and priorities have shifted, highlighting potential gaps in
you analyze insights, identify any shifts in priorities, and set data collection for future stages of the project.
Salvador, Brazil
the stage for proposed solutions or actions.
See p. 75
Organize and standardize collected data Organize and standardize collected data
Standardize all collected data from different sources into
spreadsheets. Compile notable quotes, observations, photos, Data collection can involve tools and forms, drawings,
and anecdotes related to street activities, demographics, and observations, photographs, quotes, and other outputs.
specific locations. Digitize and save all data forms, drawings, and printed
See p. 75 questionnaires, and create a comprehensive list of
takeaways, including notable quotes, observations,
and anecdotes if applicable.
Analyze data and generate results
With your goals in mind, examine key metrics. Use quantitative Standardize all collected data from tools into
and qualitative data, whether through observations, surveys, spreadsheets and organize it into categories to help
or other interactive methods, to verify changes in areas such with accurate data comparisons. Examples:
as traffic volumes, speed patterns, types of activities, safety
perception, community feedback, and overall satisfaction.
→ Location of data collection point
See p. 78
→ Before, immediately after, or some time after
project implementation
Refine design and propose future actions → By day (weekday or weekend, school in session Istanbul, Turkey
or not, holiday or workday, etc.)
Insights from the data analysis will guide future action. That
→ By time (peak or off-peak hour, morning or
might mean iterating on the design, making recommendations
evening, etc.)
for future projects, advocating for scaling to other sites, or
communicating results back to key stakeholders.
Data collection often entails sorting through large Review data collection tools
See p. 80
quantities of information retrieved by multiple surveyors. instructions in the Resources
Make sure your results are comparable, with datasets section on p. 98.
collected over similar lengths of time (e.g. intervals
of 15, 30, or 60 minutes) and areas using the same
methodologies.
Evaluating streets near schools | Gather Insights Evaluating streets near schools | Gather Insights
SAMPLE SPREADSHEET TO ANALYZE PEDESTRIAN DATA NEAR SCHOOLS

SNAPSHOT
GDCI’s Streets for Kids project in León, Mexico, aimed to

improve road safety around the Lomas de la Trinidad DIF
Club and reduce the number of pedestrians, particularly
children, walking outside designated facilities. The sidewalk
closest to the school was extended to incorporate new Fill out forms Digitize Transfer to
seating and play elements along the street. Pedestrians were spreadsheet
counted before and after the street transformation to assess for analysis
shifts in pedestrian volumes.
1 General information
Pedestrian Volume Counts
Note the day(s) of the week, date(s),
and time(s) the data was collected, Location / Code 1 Day type (use dropdown menu) Time (use dropdown menu)
plus weather conditions and notes. School entrance Weekday (Tue-Thu) 6 pm - 7 pm <<< I
5 6 4
2 User types Project Goals Totals <<< E
Description of project goal Outcome Goal achieved? Before After Erase t
Clearly note the relevant data subjects
Increase in pedestrians volume 67% Yes 224.0 336.0
on the spreadsheets. Edit th
Reduction in pedestrians walking on the roadbed -6% Yes 6.3% 0.0%

BEFORE
3 Before/after Reduction in children and teens walking or being carried on the roadbed -5% Yes 5.4% 0.0%
Standardize data collection so that Increase in share of children and teen volumes 74% Yes 33.04% 44.64%
you can easily make before-and-after
comparisons, e.g. collect data at the
Input Data
same time of day before and after
project implementation.
2
4 Totals
Total <<< U
Separate totals by street user per hour Total Young child Older adult Edit th
AFTER (All types) (All types) (0-3) Child teen Adult (+75)
type to compare.
Before Counts <<< I
The spreadsheet on the next page shows data from the Hour 6:00 PM Erase t
5 Variation over time 1
pedestrian counts on/off sidewalks, which were collected Day Tue, April 25, 2023 + Thu, April 27, 2023 Edit th
using the Pedestrian counts: Sidewalks form and digitized. Compare the differences between Counted for: 30 Minutes
before-and-after data to evaluate the Sidewalk A (side of school) 194 97 4 15 11 67
It includes the total number of pedestrians observed by age 3 Roadbed (always use this line for roadbed) 14 7 1 1 5
groups from two weekday evenings, before and after the impact of implementations.
BEFORE
Sidewalk B (identify with reference point) 16 8 1 4 3
street transformation (see p. 77). Other (if applicable) 0 0
6 Project goals met? Other (if applicable) 0 0
To demonstrate the safety gains of the project, the team Total 112 6 20 11 75 0
Analyze relevant metrics to see if
Total p/ hour 224 12 40 22 150 0
highlighted the most powerful metrics, such as change in you’ve achieved the project’s goals.
% walking on the roadbed 6.3% 16.7% 5.0% 0.0% 6.7% 0.0%
percentage of children walking on the roadbed.
After Counts <<< I
Here are findings after the street transformation: Hour 6:00 PM 1 Erase t
Day Tue, Nov 14, 2023 + Thu, Nov 16, 2023 Edit th
Counted for: 30 Minutes
→ 74% increase in children and teen volumes,
Sidewalk A (Side of school) 228 114 19 22 11 60 2
indicating the project was successful in attracting and For more examples of how to
3 Roadbed (always use this line for roadbed) 0 0
accommodating more children and teens. analyze street data, see GDCI’s How Sidewalk B (identify with reference point) 108 54 9 5 9 31
AFTER
→ After the installation of the sidewalk extension, there to Evaluate Street Transformations Other (if applicable) 0 0
were no more children or teens observed walking or handbook, pages 64-67. Other (if applicable) 0 0
Total 28 27 20 91 2
being carried on the roadbed.
Total p/ hour 336 56 54 40 182 4
% walking on the roadbed 0.0% 0% 0% 0% 0% 0.0%
Analyze data and generate results EXAMPLE: ANALYZING ACTIVITY COUNTS TO EVALUATE DIFFERENT PROJECT GOALS
Analyzing pre- and post-transformation data can possibly reflected in speed or crossing data. This The following example illustrates data analysis for The tables below show activity count data collected
highlight changes in street conditions, measure shifts approach ensures data informs expectations and guides a project that aimed to encourage outdoor play and using the Pause-and-play activities form on p. 137.
in use and function, and evaluate the resulting impacts. future improvements. increase social interactions. To assess if goals were met, Data was collected before, during, and after school
Aligning your data analysis with the initial project the team analyzed activities observed before and after hours pre- and post-project implementation.
goals, new priorities revealed through the process, and Be strategic and identify additional data to help push the street transformation.
the narrative you aim to convey can be a good starting the project forward.
point. For instance, if enhancing play near schools was a Sometimes, post-transformation data may not reflect
goal, monitoring demographics and activities could show significant changes or met goals, indicating a need for Activities Counts
notable shifts, like increased play among specific groups. additional data collection or strategic reassessment to
Location / Code Day type (use dropdown menu) Time (use dropdown menu)
Qualitative feedback supplements quantitative data, advance the project or make it permanent. Using survey School entrance Avg. multiple days Avg. multiple times of the day <<< INPUT LOCATION POINT, TIME, AND DATE
helping validate or challenge findings and uncover results, anecdotes, and other qualitative data can be
Project Goals Totals <<< EXAMPLE ASSESSMENT OF GOALS, HERE
new insights, such as community perceptions of safety instrumental to supporting the project. Description of project goal Outcome Goal achieved? Before After Erase the content from the green cells and update the relevant project goals
Increase in people observed playing 500% Yes 2.0 12.0 Edit the green cells only, don't change grey cells
Increase in people observed socializing 37% Yes 89 122
Increase in the share of people observed sitting comfortably 90% Yes 6.67% 97.01%
Fill out forms
Extracting and interpreting significant information that Categorize data, identify common themes, and generate
Input Data
resonates with key stakeholders and substantiates a project’s insights from engagement
value is just as important as data collection. Prioritizing and Try looking for keywords that relate to some of the metrics you
strategically utilizing resources in this manner is essential. It’s are collecting through other tools (e.g. connect kids’ perceptions
Pause and play activities
also vital to balance quantitative data with qualitative insights such as “I feel scared when crossing this street” to a larger topic <<< UPDATE RELEVANT USER GROUPS HERE
Sitting Sitting Edit the green cells only, don't change grey cells
to appeal to a diverse audience. While numbers are critical, the about “safety”), find recurrences, and use resources such as word (formal) (informal) Socializing Playing
power of storytelling should not be underestimated in conveying clouds to identify patterns and themes. Try to match findings Before Counts <<< INPUT BEFORE DATA HERE
Hours 8:00, 12:30, 14:30, 16:30 Erase the content from the green cells and add data from your project
impact and significance. with illustrative photos. Days Tuesday, Thursday and Saturday (5 days) Edit the green cells only, don't change grey cells
Counted for: 15 Minutes Digitize
Weekdays 1 4 65 0
Remember to compare the same metrics before and after, For more guidance on gathering insights from interactive
BEFORE
Weekends 0 10 24 2
and ensure they can be read in a relatable and simple way to activities and engagement, see GDCI’s How to Engage Kids in
understand changes and the resulting impact. Street Design handbook. Total 1 14 89 2
After Counts <<< INPUT AFTER DATA HERE

Examine engagement Review meeting notes and Use survey and observation Time 8:00, 12:30, 14:30, 16:30 Erase the content from the blue cells and add data from your project
Date: Tuesday, Thursday and Saturday (5 days) Edit the blue cells only, don't change grey cells
maps to identify key recordings to categorize and %
results to understand if and
Counted for: 15 Minutes
locations and perceptions identify common themes how goals were achieved Weekdays 60 2 118 9
Transfer to spreadsheet
AFTER
Weekends 5 0 4 3
for analysis
Tally results from forms and Total 65 2 122 12
interactive boards
Before the transformation, 79% of “When I went to school before, I had After the transformation, only 4.4% of Results
vehicles were exceeding 20 km/h. to worry about cars parking, but vehicles exceeded 20 km/h.
Goal 1: Goal 2:
not anymore. Now I just walk the
As a consequence, observed play activities
Students shared concerns and transformed route, knowing it will be OUTDOOR PLAY AND SOCIAL INTERACTIONS
tripled following the transformation,
wishes about their school street. safe!”
especially active play.
LEARNING
Following previous crashes, they
worried about getting hit by School student, Over 75% caregivers reported that they → Five times more people were observed playing → 37% more people were observed engaging in
vehicles. 15 years old or their children now play on the street on the street after the transformation. conversations after the transformation.
five times a week or more,
increasing physical activity → This may be, at least in part, a result of increased
among children. comfort. Before the transformation, only 6% of people
sat on benches, compared to 97% after.
Refine design and propose future actions TIRANA SCHOOL STREET PROGRAM
CASE STUDY
After the initial results of a project become apparent, this is an optimal time Location: Tirana, Albania
to refer back to the project goals and assess whether the design has achieved
Stakeholders: Municipality of Tirana, Tirana’s Department
them. This step can hint at adjustments that need to be made to the current
for Transport and Mobility, Qendra Marrëdhënie, and Global
design, such as adding or changing physical elements, or to future projects, Designing Cities Initiative
programs, and policies. For example, if your project aims to improve road safety
around schools and vehicle speeds are still high, this could mean including Description
additional traffic-calming elements to reduce speeds, or making policy Results
In 2020, GDCI began to working with Albanian nonprofit Qendra
regulations to reduce speed limits around schools. Marrëdhënie and the Municipality of Tirana to transform a After completing the project, there was a:
busy street, Kahreman Ylli, around Gjon Buzuku, a primary
school. Kahreman Ylli is a wide street where drivers travel
→ 16% decrease in vehicular speeds, and a 59% decrease
Consider some of these solutions: in vehicles per hour.

at high speeds, and where over a 1,000 students attend the
school each day, putting students, caregivers, and teachers → The project converted 1,680 square meters of street
Review and improve the design to incorporate additional traffic-calming at risk. During the COVID-19 pandemic, the team engaged the space into dedicated pedestrian space and transformed
measures and spaces to pause and play. school community and tested different design strategies to 310 square meters of underused parking space into a
slow vehicles down and create more play space for students. dynamic play space.
Develop policies and programs that formalize or memorialize street
In May 2021, the team successfully completed the Streets → Additionally, the city planted 25 trees and installed 25
transformations and maintenance. This might include drafting design
for Kids project and made significant safety improvements square meters of new seating. The project introduced
guidelines, proposing amendments to city planning regulations, adjusting —making this area of Kahreman Ylli the first school zone sustainable stormwater management elements and
budgeting processes, or updating internal processes. in Tirana. This first pilot was important for the city to installed lighting that added a layer of perceived safety.
Cerillos, Chile evaluate results, learn key lessons, and scale up their
The success of the Gjon Buzuku interim project led to a
Launch or support campaigns aimed at advocating for more street efforts to other sites.
capital construction project at Edith Durham—a school
transformations near schools.
located in Rruga Pjeter Bogdani in the city center of Tirana.
The Edith Durham project’s success hinged on extensive
Emphasize and enhance the environmental and health benefits of street
community engagement, featuring diverse pop-up activities
transformations, like reducing air pollution and promoting physical activity, to like street parties with mobility discussions, live music,
garner broader support. cooking classes, and a cycling school for kids. Surveys
captured local mobility needs and desired changes,
Establish long-term monitoring and evaluation frameworks to continually fostering community support and momentum. This
Abuja, Nigeria assess the effectiveness of the transformations, and to make informed approach not only secured municipal investment for the
decisions about future projects and policy adjustments. project’s accelerated construction but also highlighted
its wide-ranging benefits to neighbors, showcasing the
value of transforming street parking into a vibrant, multi-
Identify and secure sustainable funding sources for ongoing and future
Edith Durham generational public space. The approach to pop-up street
transformations and maintenance. This could involve applying for grants, BEFORE
parties that developed at Edith Durham became a model for
seeking private sponsorships, or collaborating with nonprofit organizations.
all project sites across the city, as did as surveys to document
perceptions and collect key indicators:
Develop models for scaling up successful transformations and replicating
them in other areas. Document best practices and lessons learned to guide → Mode share of all students to track mode shift
other communities interested in similar projects.
Lima, Peru → Vehicle speeds
Strengthen partnerships with key stakeholders, including city officials, school → Air pollution levels
boards, parent-teacher associations, and local businesses. These partnerships
→ Number of benches, trees, and lighting
can provide support in terms of resources, policy influence, and community
support. → Number of people on sidewalk before and after
Edith Durham
AFTER The Municipality of Tirana is now planning on implementing
Encourage and support community-led initiatives around schools. You could
20 projects per year over the next three years, beginning
involve local residents in maintaining and monitoring street transformations, in 2024.
thereby fostering a sense of ownership and responsibility.
Merri-Bek, Australia
C
Communicating and
taking action
C1 84
Communicate findings

Understand the audiences 85
Frame the narrative 86
Choose the appropriate format 88
Make findings visual and accessible 90

C2 Move towards long-term impact 92
Recife, Brazil
Communicating and taking action | Communicate findings Communicating and taking action | Communicate findings
C1 | Communicate findings
Clear and compelling communication about positive project impacts can help
secure ongoing support and funding for street transformations near schools.
Understand the audiences
Plan to communicate evaluation results either as a standalone update or
as part of broader project communications. Tailor this information to meet Different stakeholders have varying levels of knowledge, interests, and
the needs of diverse audiences, allowing them to understand the project’s concerns. Identifying your audience can help you choose the right language,
significance, methodologies, and outcomes. By summarizing the findings and tone, and complexity of your messaging, making it more relevant and engaging.
adapting the presentation format, results can resonate more effectively with This not only ensures clarity, but also strategically influences the project’s
various groups. For internal stakeholders, condense results into a brief report future by addressing the specific needs of various groups, from policy makers
or presentation. This facilitates sharing key lessons with the project team, to the general public. For example, communicating effectively with funders
supports internal development, celebrates achievements, and helps allocate or elected officials can lead to continued or increased support, while clear
resources for future initiatives. Consider people’s busy schedules and create communication with caregivers and the community can enhance public buy-in
engaging summaries with visuals, data, and stories to highlight clear results. and participation.
Sharing findings with diverse audiences allows project leads to:
Understand the audiences

Define the audience to make sure you’re communicating
strategically to foster engagement, education, and advocacy, not PLACEHOLDER
just disseminating information. Tailor your communication to
audience needs and expectations.
See p. 85
Delhi, India Cuenca, Ecuador
Frame the narrative

Recife, Brazil Istanbul, Turkey Leon, Mexico
1
5
Frame the narrative by aligning project goals, like improving
2
4 air quality or road safety near schools, with broader aims such
3
as making the project permanent or expanding it to other → Give kids, caregivers, and → Invite other schools, city officials, → Encourage policy makers, city
neighborhoods. Base messaging on evaluation results, but tell communities a sense of ownership or professional peers to undertake officials, and elected officials to
a story supported by community engagement outcomes and over the project and allow them similar initiatives, and motivate advocate for and invest in more
evidence from similar projects or research, making sure it is to provide additional feedback, individuals and organizations to get street transformations near schools.
relevant to key audiences. voice concerns, or suggest further involved in creating safer and more
See p. 86 improvements. accessible streets near schools. → Inspire leaders to see the impact of
street transformations near schools
Choose the appropriate format → Raise public awareness about → Nurture support from civil society and encourage them to scale up
street transformations to highlight organizations, research institutions, initiatives across the city.
Selecting the right format ensures information is accessible their benefits to communities. and professionals who can help
and resonates with the intended audience, whether they are Sharing project outcomes through spread the word about the project’s → Remind practitioners of the impact
decision-makers, community members, or the general public, media educates people about and impact and collaborate on future of their daily decisions in shaping
effectively conveying the project’s impact. builds public support and advocacy efforts. urban streets and mobility options.
See p. 88 for such initiatives.
Make findings visual and accessible

Make sure communications are visual and accessible to enhance
understanding and engagement across diverse audiences.
Break down complex data into digestible, appealing formats
that effectively convey the message and impact of the project.
Combine evaluation numbers with stories.
See p. 90
Frame the narrative

KEY INFORMATION TO INCLUDE
Plan how to communicate results and frame the narrative. It should reflect
project goals and be rooted in results and findings from the analysis, as Why Where What Who When
these provide concrete evidence of the project’s impact and effectiveness. → What is the goal of → Where is the → What was done? → Who was involved? → When did the
Integrating global, national, and local statistics can highlight the significance the project? What project located? What design Who benefited transformation
of the challenges faced by children on urban streets, enhancing the narrative’s is the end goal of What is the name strategies were from the street take place? How
urgency. Furthermore, the narrative should tell a story that connects with the the evaluation? of the street, employed? What transformation? long did the
intended audience, making the data and outcomes relatable and compelling. Why is this urgent/ neighborhood, activities took How many people pop-up or interim
important? school? place? were impacted? transformation
last?
→ Reflect on the audience and → Reference the primary goals → Beyond sharing results, tell
what matters to them. of the project and share the a story. Incorporate elements The example below illustrates how a social media post might begin to tell the
For example, if the audience is numbers, whether it’s improving of community and kids’ story of a street transformation. Use a combination of before-and-after images
local caregivers, their primary air quality and how particulate engagement, demonstrating and insights from data collection to highlight key lessons learned and showcase
concern might be children’s matter levels changed, or community benefits and how the impact of the project.
safety and well-being; city enhancing road safety near the project resonates on a
engineers may focus on schools and how vehicle speeds personal level. Technical and
traffic flow and infrastructure were reduced, or other goals as data-centric descriptions of
efficiency; and for decision- outlined on page 23 in Section street transformations can
Cali, Colombia Cali, Colombia Cali, Colombia
makers, the financial viability A1. Use results to convey how be challenging for engaging
and long-term economic project goals were met and audiences, yet by humanizing
BEFORE AFTER
benefits could be key. Keep how stakeholders benefit from them, the narrative becomes 83%
these factors in mind when the street transformation. more relatable and captivating. adherence
choosing what information Additionally, emphasize the Consider potential headlines to posted
to highlight. sense of urgency and the and taglines for a local news speed limit
scale of the issues addressed, story or the approach for
→ Strengthen the message with underscoring the critical need for sharing the project’s story in 30
supporting evidence from such transformations in urban seconds with a community or 72.6%
similar projects and other environments and the substantial political leader. See Storytelling agreed with
research. This not only validates impact these changes have on Worksheet on p. 110 of the the project
findings but shows that they community health, safety, and Resources section. implementation
are not a standalone result. overall well-being.
Supporting evidence will give → Consider how the goals and
context and enrich the narrative, → Use visuals to emphasize the achieved results align with
allow you to compare the scale story. Before-and-after photos broader objectives, like
of different outcomes, and are powerful tools to illustrate securing funding and support
the previous challenges of a to advance the project, make global.streets In Cali, Colombia, GDCI Drone footage before and after the project In a survey conducted afterward, the city
give credibility to results by
implemented a safe school zone after intervention showed how pedestrian found that 72.6% of the 600 participants
showing they align with previous street and the benefits of the it permanent, or scale it to
extensive consultation with the local crossings combined with pedestrian refuge were happy with the outcome of the school
findings. Using information transformation for kids and other neighborhoods. Use the community, students, teachers, and islands made it easy for school kids to cross zone project and the standard of road
from other databases, previous caregivers. Feature photos of information to support and caregivers. safely and encouraged vehicles to move safety compared to before.
interventions, cost-benefit them using the spaces and advocate for the end goal, which more slowly and stop for pedestrians.
the activities taking place before is to move towards long-term GDCI transformed streets near two schools We’re proud to work with @alcaldiadecali,
analyses, scientific articles, or
attended by about 5,000 school children! During the design phase and before the @movilidadcali,
referencing experts will help and after the transformation. change.
Approximately 300 m2 of public space was pop-up intervention, only 5% of drivers @infraestructuracali, and @educacioncali
strengthen the argument that created for students and other pedestrians adhered to the legal speed limit. This to create streets for people!
the street transformation project → Collaborate with knowledge- to walk safely in the area. percentage increased to 83% once the
being evaluated has bigger or brokers, advocates, journalists, transformation was completed. @BloombergDotOrg
longer-term impacts beyond the and other stakeholders who can #roadsafety #safeschools
data collected. help with translating findings #streetsforpeople
and crafting a compelling
narrative that aligns with
communication objectives.
Choose the appropriate format SHARING FINDINGS WITH THE COMMUNITY
CASE STUDY
Location: Tyre, Lebanon
Presenting information in different formats can make Engaging young people, schools, communities, and the
Timeline: 2023-2024
results resonate with different audiences. general public often requires a more interactive and
Stakeholders: Municipality of Tyre, The Chain Effect,
Summarizing results internally in a report, summary visual format. Find age-appropriate formats to share Lebanese Evangelical School Tyre, and Global Designing
document, or presentation can be helpful for sharing with kids, such as organizing exhibitions or sharing Cities Initiative
lessons learned beyond the project team with decision- videos, allowing them to learn about the change they
makers, city officials, and funders; growing internal helped affect in their environment. If possible, plan to
Description Key results shared before the street
capacity; celebrating accomplishments; and helping conduct feedback sessions with children and community
In 2023, Tyre was one of 10 cities selected to receive GDCI’s
transformation:
allocate resources for future projects. Moreover, this members, giving them an opportunity to share their
technical assistance and a grant to implement their vision for → 68% of children were not allowed to use their cycles to
allows teams to assess how the project is contributing thoughts and validate the results of the evaluation and move around/for transport.
child-friendly streets. As part of the Streets for Kids program,
to specific program or citywide goals. overall process. their goal was to raise awareness of active travel and safe
→ 77% of respondents chose parked cars as the most
streets through a series of activities with students, parents,
limiting factor to walking in their neighborhood. Lack of
The table below shows some format suggestions for and teachers from the Lebanese Evangelical School Tyre. The
lighting, lack of public spaces, and parked cars were the
different audiences: engagement ultimately led to the implementation of a pop-up
top three limiting factors to walking for teachers.
street transformation on the street in front of the school,
changing the experience of children arriving at school and → Sidewalk space and crossings, cycle lanes, and street
showcasing the potential of creating child-friendly streets and lighting were cited as the top three things that would
spaces in Tyre. encourage both residents and teachers to allow their
Caregivers and Policy makers, city children to walk or cycle to school.
Format Kids Teens community leaders, and elected Student engagement began with different activities about the
importance of safe, accessible, and attractive streets for kids. → Students cited narrow sidewalks, traffic disorganization
members officials
Approximately 150 elementary and middle school students, and illegal driving, street pollution, and traffic
• • • •
Exhibit or fair showcasing aged 10-12, were involved in a variety of activities, allowing congestion as the main things they didn’t like about their
engagement outputs them to explore their neighborhood through cycle rides and school street.
photo walks. They also assessed and reflected on their routes to
Before-and-after photos → 34% of residents and 59% of teachers did not allow
from transformation with key
statistics
• • • • school, street environment, behaviors, habits, and perceptions
through mapping activities, visual surveys, and interactive
boards. Students were also involved in painting and planting to
their children to play on the street outside their homes,
and only 54% of children said they were able to play on
the street.
• • •
create a mural and plant gardens in front of the school. For more
Podcasts on Tyre’s engagement activities, see GDCI’s How to Engage Kids in → 88% of people enjoyed the painted mural and new
Street Design handbook, p. 188. planters, and 94% expressed support for implementing
Posters and flyers
• • • • Educators, caregivers, and the broader community were
a street intervention outside the school.
• • • •
also engaged through meetings and surveys, and students
Presentations
brainstormed how to improve school surroundings through
hands-on design workshops with the project team. Input
Press release and media
coverage • • • • from these workshops, as well as feedback from residents,
students, and teachers, was incorporated into an exhibition
• • •
for the school community.
Radio interviews
The project team created posters with key findings that were
Street signage
• • • • displayed on canvases spread throughout the school, and they
were present to answer questions and provide further details
• • •
to the students and other stakeholders. This event was also
Social media posts
an opportunity for students to showcase their designs and
vote for their favorite ideas. Some of these elements were then
Videos and testimonials
• • • • incorporated into the pop-up transformation implemented
weeks later. The Tyre project illustrates how engaging the
• • •
school community and sharing back results can meaningfully
Visual reports Istanbul, Turkey
engage and rally support for street transformations, turning
Design exhibition in Tyre
insights into action for a child-friendly city.
Make findings visual and accessible

Magdalena project | Quito, Ecuador
Inform the public about project goals and impacts in a visually engaging way.
Remember to ask for
Depending on who the audience is, the metrics can be visualized as a table,
permission to use and
infographic, graph, map, plan drawing, or something else. Most people
share images, videos,
respond best to photos and simpler graphics, as well as specific statistics.
voice recordings, or
One well-chosen photo combined with a quote can speak volumes.
materials produced by
children (e.g. drawings).
Children’s perceptions can be expressed through their own words, photos,
and even artwork. Words and images from interactive evaluation methods
and kids’ engagement can be helpful to link the evaluation to the engagement
process and convey the authenticity of young people’s perception and ideas BEFORE AFTER
for the street. The following visuals exemplify a few different ways that results Before and after photos
can be shared:
Planalto Ayrton Senna | Fortaleza, Brazil Tyre Streets for Kids | The Chain Effect | Tyre, Lebanon Parkwatch report | Make Space for Girls | United Kingdom Loma de la Trinidad Streets for Kids | León, Mexico
Photo, quote, and data

Infographics Video
Pimpri-Chinchwad on Foot and Cycle | ITDP | Pimpri-Chinchwad, India
Jalan Danau Saujana 1 project | Kuala Lumpur, Malaysia Piazze Aperte report | Comune di Milano | Milan, Italy
Quotes and illustrations Infographics
Word cloud Maps, infographics, and photos
Communicating and taking action | Move towards long-term impact Communicating and taking action | Move towards long-term impact
C2 | Move towards long-term impact

Formalizing projects and processes through programs and policies
→ Make it permanent → Update policies and practices → Implement additional efforts
Evaluating street transformation projects near schools
can create the evidence needed to influence future Evaluation of pop-up and interim Update design guidelines, codes, Your findings may suggest the need
projects, citywide policies, and programs. Ideally, after street transformations can generate and procurement lists to include the for complementary measures and
insights into how street design and successful components of a street synergies with other agencies.
assessing the street transformation project, make
operations can be adjusted when transformation near a school.
recommendations for how it could progress over the
implementing permanent projects.
long term. Doing this can help increase the chances
of maintaining impact across changes in political
→ Create a citywide program → Future research
administrations, ensuring the project’s benefits and
objectives continue to be prioritized and integrated into Use the lessons from your street Be conscious and honest about the
transformation project near a school limitations of the data collection and
urban planning irrespective of these changes.
and scale them up into citywide evaluation process. Acknowledge
initiatives and programs. gaps in existing evidence and identify
Street Design Manual, Recife, Brazil
opportunities to improve methodologies
and expand research efforts.
FROM INTERIM TO PERMANENT: CAMINHOS DA ESCOLA FROM PRACTICE TO DESIGN GUIDELINES: SAFE ROUTES TO SCHOOL DESIGN GUIDE
Location: Cristo Redentor, Fortaleza Location: Ireland
SNAPSHOT
SNAPSHOT
Time period: 2021-2023 Time period: 2021-present
Stakeholders: Ireland Department of Transport, Department of
Description: Education, An Taisce Safe Routes to Schools (SRTS) Programme,
In 2019, Fortaleza created the Caminhos da Escola program National Transport Authority (NTA), and local authorities
with the goal of reducing the number of children killed and
injured in traffic crashes. The first project in the Cristo Description:
Redentor neighborhood was key for the city to pilot the Ireland’s Safe Routes to School (SRTS) program aims to
program through an interim street transformation and encourage schoolchildren to walk and cycle to school.
measure the design’s effectiveness and impact. Two years Launched through an open call to schools, it focuses on
later, leveraging funds initially designated for the “Meu accelerating walking/scooting and cycling infrastructure
Bairro Empreendedor” program, which aims to stimulate enhancements along key school routes, improving school
local economic growth in commercial areas, the project area access, and boosting cycle parking facilities at schools. With
underwent permanent transformation. This funding, allocated over 900 schools (25% nationwide) showing interest and
due to the project’s vicinity to the Cristo Redentor school, nearly 300 selected for participation, the NTA and SRTS teams
facilitated the capital construction phase. Streets received produced the Safe Routes to School Design Guide in 2022.
permeable paving, while sidewalks were upgraded with BEFORE This guide offers technical guidance, design principles, and
tactile strips and pedestrian ramps to improve accessibility. examples to assist local authorities, school communities,
Additionally, raised crossings and street furniture were and professionals with making safer streets around schools.
introduced to enrich the pedestrian experience. In 2023, with the increase in construction costs, the targets
set by the national Climate Action Plan led to a need to
deliver SRTS infrastructure using rapid-build, cost-effective
methods both to maximize the amount of Safe Routes to
School infrastructure delivered within available budgets and
to increase the speed of delivery. Therefore a companion
design guide was produced: Rapid Build SRTS Front of School
Improvements Advice Note.
AFTER - INTERIM AFTER - CAPITAL
Communicating and taking action | Move towards long-term impact Communicating and taking action | Move towards long-term impact
PROGRAM EXPANSION: PIAZZE APERTE PER OGNI SCUOLE FROM LOCAL TO INTERNATIONAL: SARSAI AND SAFE SCHOOLS AFRICA
Location: Milan, Italy
CASE STUDY
Locations: Botswana, Côte d’Ivoire, Ghana, Kenya, Malawi, Mozambique, Namibia,
SNAPSHOT
São Tomé and Príncipe, Senegal, Tanzania, and Zambia
Stakeholders: Municipality of Milan, Agenzia Mobilità Ambiente Territorio
(AMAT), Bloomberg Associates, and the Global Designing Cities Initiative
Stakeholders: Amend, FIA Foundation, Agence Française de Développement,
Description the World Bank, the African Development Bank, the Puma Energy Foundation,
In 2018, the City of Milan launched its Piazze Aperte (Open Fondation Botnar, the Embassy of Switzerland to Tanzania, FedEx, Vital Strategies,
Plazas) program with the aim of transforming public spaces the US Centers for Disease Control
into vibrant community hubs, expanding pedestrian areas, and Prevention, various government road agencies, city councils, NGO partners,
and fostering sustainable mobility to enhance urban quality and participating communities
of life. The program’s success over the years led them to
expand to improve streets and public spaces near schools in Description
the recently launched “Piazze Aperte per Ogni Scuola” (Open Over the last decade, the road safety NGO Amend has
Plaza for Each School) program. expanded its vital pedestrian infrastructure improvements
from a single school in Tanzania to hundreds across 11
The program focuses on testing flexible and low-cost design African countries. With Africa suffering the world’s highest
solutions and uses diverse interim strategies to transform traffic fatality rates, the World Health Organization’s 2023
streets through pedestrianization or other redesigns. The Piazza Dergano report showed a troubling increase in deaths to over 225,000,
program also collaborates with residents through open calls. representing 19% of global traffic fatalities.
The first phase received 65 proposals, including many from The “Piazze Aperte per Ogni Scuola” initiative,
schools. By 2023, following the program’s initial success, invited Amend’s School Area Road Safety Assessments and
43 interventions had happened, including six major collaboration from schools, parent committees, and Improvements (SARSAI) program, recipient of the 2019 WRI
construction projects reclaiming 30,000 square meters for local businesses for creating and activating open Ross Center Prize for Cities, embraces “people-centered
Accra, Ghana
pedestrian use, ensuring a plaza is within 800 meters for plazas near educational institutions. Launched design.” This approach ensures streets near schools
half of Milan’s residents. in late 2022, it garnered 87 applications, with 110 prioritize pedestrians over vehicles, acknowledging the
projects proposed across 250 schools, potentially dense pedestrian activity in these areas.
Near schools, these plazas enrich educational and benefiting 100,000 students. With two pilot plazas
community life, integrating children into urban design already implemented, Milan plans to introduce at A key to SARSAI’s success was a comprehensive 2015
projects and inspiring parents to rethink commuting least nine more by summer 2024, demonstrating evaluation by the US Centers for Disease Control and
habits. Schools evolved into collaboration centers for local a significant expansion and impact on urban and Prevention (CDC), initially focused on Dar es Salaam,
initiatives, improving play areas and air quality, providing a educational spaces. Tanzania. This study evaluated pedestrian infrastructure
compelling argument to overcome community resistance. improvements—sidewalks, speed humps, signage, and
more—at nine schools and compared the data with nine
schools lacking these enhancements. Findings revealed a
significant reduction in child injuries by over 26% as well as
a reduction in the severity of injuries that did occur.
Tanga, Tanzania
These results, published in the Injury Prevention journal and

showcased globally, led to expanded support and funding.
By 2016, Amend received funding to extend SARSAI to eight
more African countries, significantly broadening its reach
between 2017 and 2019.
In 2022, Amend launched the Safe Schools Africa initiative

with the FIA Foundation and Agence Française de
Développement (AFD). This partnership offers pro bono
consulting to government street projects, emphasizing
the safety of vulnerable street users and building local
capacity. Through Safe Schools Africa, SARSAI’s people- Bouaké, Côte d’Ivoire
centered design principles are influencing major street
projects, benefiting hundreds of thousands of children, and
contributing to safer streets across the continent, ultimately
saving lives and setting new standards for child-friendly
urban environments.
Location of 38 Piazze Aperte in Milan

Resources
Data collection tools 98
Evaluation planning 104

Site analysis and inventory 112
Counts and observations 122
Air quality monitoring 148
Noise level assessments 152
Surveys 158
Boards 176
Acknowledgements 198
Key terms and definitions 202

References and notes 204
96 How to Evaluate Street Transformations Near Schools Salvador, Brazil

Resources | Data collection tools Resources | Data collection tools
Data collection tools

This section contains basic ready-to-print checklists, data collection tools,
surveys, and interactive boards, plus instructions on how to use them to
support project evaluation. City leaders, designers, and practitioners are invited
to continuously test, refine, and adapt these tools to their unique contexts.
This process enhances collective knowledge and the effectiveness of these
methods and activities.
Tools included:
EVALUATION PLANNING AIR QUALITY MONITORING
Define goals and prioritize key metrics to → Goal-setting worksheet, p. 106 Measure pollutants like particulate matter → Vehicle volumes and air quality
collect. Organize data collection locations, → Organizer checklist, p. 107 and nitrogen dioxide in the air to assess estimate, p. 148
IN
T1
teams, and tools beforehand. → Surveyor checklist, p. 108 improvements in environmental conditions. → Particulate matter levels, p. 150
→ Counting locations, p. 109
→ Storytelling worksheet, p. 110
SITE ANALYSIS AND INVENTORY NOISE LEVEL ASSESSMENTS
Document specific existing conditions of → School surroundings, p. 112 Monitor noise levels before and after the → Ambient noise, p. 152
the street, such as its geometry, universal → Accessibility, p. 114 transformation to understand changes in the → Noise perception, p. 154
accessibility, presence of greenery, street → Peak school hours circulation, p. 118 acoustic environment and potential effects on
furniture, parking, public spaces, etc. student well-being.
COUNTS AND OBSERVATIONS SURVEYS
Count and observe pedestrian, cyclist, and → Pedestrian counts: Sidewalks, p. 122 Survey community members to understand → Caregivers, p. 158
vehicle flows and behaviors before and after → Pedestrian counts: Crossing, p. 124 attitudes, opinions, and behaviors. They can → School staff, p. 162
transformation to identify mobility shifts, → Pedestrian desire lines, p. 128 reveal travel preferences, perceptions about → Teens (ages 13-18), p. 164
interactions, use of amenities, and changes in → Street activities, p. 132 streets, and project satisfaction. → My school street activity packet, p. 166
activities. → Pause-and-play activities, p. 134
→ Cyclists and micromobility counts, p. 138
→ Vehicle counts, p. 142
→ Vehicle speeds, p. 144 BOARDS
Use interactive boards to ask questions or → Interactive boards, p. 176

solicit input from a larger group of people in → Notice boards, p. 194
the school or passing by a street.
Summary table: Project goals and data collection tools

The table below illustrates how GDCI data collection tools align with
specific project evaluation goals outlined in Section A. While these tools are
recommended starting points, other tools may also be used as needed.
Road Universal Active Air Climate Noise Social Outdoor play Road Universal Active Air Climate Noise Social Outdoor play
safety accessibility transportation quality resilience pollution connection and learning safety accessibility transportation quality resilience pollution connection and learning
Evaluation planning Air quality monitoring
Goal-setting worksheet | p. 106

Vehicle volumes and air quality
estimates | p. 148 • •
Organizer checklist | p. 107 Particulate matter levels | p. 150
• •
Surveyor checklist | p. 108
Noise level assessments
Counting locations | p. 109 Ambient noise | p. 152

•
Storytelling worksheet | p. 110 Noise perception | p. 154
•
Site analysis and inventory Surveys
School surroundings | p. 112

• • • • • • • • Caregivers | p. 158
• • • • • • • •
Accessibility | p. 114
• • School staff | p. 162
• • • • • • • •
Peak school hours circulation | p. 118
• • • • • Teens (ages 13-18) | p. 164
• • • • • • • •
Counts and observations My school street activity packet |
p. 166 • • • • • • • •
Pedestrian counts: Sidewalks | p. 122
• • • Boards
Pedestrian counts: Crossing | p. 124

• • • Interactive boards | p. 176
• • • • • • • •
Pedestrian desire lines | p. 128
• • • Notice boards | p. 194
Street activities | p. 132

• •
Pause-and-play activities | p. 134
• •
Cyclist and micromobility counts |
p. 138 • • •
Vehicle counts | p. 142
• • •
Vehicle speeds | p. 144
• •
How to use the templates

To use the templates, digitally add basemaps of project sites where needed or 3. Edit as needed
draw them by hand after printing. Refer to examples of what the forms might Modify the text and images in the forms as desired:
look like when completed to estimate the scale and detail level desired. If you Add project name
prefer to customize the forms, a digital version is provided. Use the editable
file below and follow the instructions to prepare and adapt forms from GDCI Form title Add basemap
templates.
PAUSE-AND-PLAY ACTIVITIES Project Name
1. Access the editable file

Surveyor name Basemap (indicate the surveyed area)
Date/time
Edit instructions
Click on the buttons below to access the online templates. Day of the week
Weather and icons to

→ Depending on the form length, there are 1-2 A4-sized slides Notes match context
(sheets) for each form. and needs
→ Interactive boards are in A0. 1 Count for at least 15 minutes in the defined area. In this section, tally the number of children and adults pausing or playing on the
street by age, gender, and visible abilities.
Counting street users

(indicate people with
disabilities by marking
them in both the age and
disability columns). 0-3 4-12 13-18 19-74 75+ Disability
Data collection tools, Female
surveys and boards Change user Male
bit.ly/evaluatestreetsnearschools
groups as needed Other
Total
In this section, categorize each observed play activity by type. For example: a group of 10 children playing ball together will be
2 counted as 1 physical activity. Icons are shown to illustrate the types of activities, but surveyors are encouraged to adapt/add to
fit their local context and use their best judgment to categorize.
Joy and
Social Caregiving Learning
Physical activities well-being
2. Create a personalized copy

connection activities activities
activities
Start by making a copy of the file on on your personal drive to Examples ➔ Talking/laughing
Early childhood
games Playing ball scooting/balancing Reading Exploring nature
work freely: Group games Joint exploration Jumping/running Dancing Studying Enjoying music
Playing cards Active games Climbing Hula hooping Exploring objects Watching a performance
Count here ➔
→ In the menu, click File and then Make a copy.

→ Choose Entire presentation to copy all of the forms, or select
Choose the Total
the ones needed and choose Selected slides. information How to Evaluate Street Transformations Near Schools 137
→ Name file and choose where to save it. to be collected
4. Print forms
After completing the edits, export the forms as PDFs and print them.
→ In the menu, click on the printer icon or go to Menu > Print.
Resources | Evaluation planning
Resources Evaluation planning
Evaluation planning forms

The forms and checklists below will help prioritize what data to collect,
organize the team, and make sure the evaluation organizer, on-site data
collection team, and school community have all of the necessary resources
for a successful evaluation.
What forms could look like:
GOAL-SETTING WORKSHEET Project Name ORGANIZER CHECKLIST Project Name SURVEYOR CHECKLIST Project Name COUNTING LOCATIONS Project Name STORYTELLING WORKSHEET Project Name
While your data collection today may not require you to directly engage with the public, some community While your data collection today may not require you to directly engage with the public, some community Draft a media pitch leveraging your project evaluation.
Mark up to three key project goals. Consider aligning with stakeholders’ agendas as they appear in official members may be curious to learn what you are doing here. Please feel free to share the following information, members may be curious to learn what you are doing here. Please feel free to share the following information,
1 policy, media, or informal communications. and invite them to learn more about the project through the contacts below: and invite them to learn more about the project through the contacts below: Surveyor name Legend
Project description Example: This [name] project is meant to improve the safety of routes near Project description Example: This [name] project is meant to improve the safety of routes near [school 1 Project: Describe your future street design project
SS School surroundings A Accessibility
[school name] and encourage [goal(s)]. It's led by [organization] with the name] and encourage [goal(s)]. It's led by [organization] with the support of [name Date/time
Road safety Noise pollution support of [name any other partners], and is meant to be completed by any other partners], and is meant to be completed by [month/year].
PH Peak school hours circulation S Survey
[month/year]. Day of the week
Pedestrian
PP Pause-and-Play activities PC
Project contact information Example: You can read more about the project at [web page/QR code] and contact Notes counts: Crossing
Universal accessibility Social connection Project contact information Example: You can read more about the project at [web page/QR code] and contact
[name] with questions or concerns about the project or evaluation/engagement Vehicle speeds
[name] with questions or concerns about the project or evaluation/engagement
activities. (Include their title/role and contact information.)
activities. (Include their title/role and contact information.) V
(1 -midblock/ 2 - turning)
“Invisible” line
2 Champions: Identify three possible champions to speak up in support
AN Ambient noise Observation area

When preparing to go on site, consider which of the following materials you may need:
Active transportation Outdoor play and learning 1
When preparing to go on site, consider which of the following materials you may need: Place a basemap into the space below and mark where surveyors should stand for data collection. Define symbols in the
SAFETY AND ORIENTATION GEAR 2
legend above to identify the specific data to be collected in each spot.
ORIENTING THE TEAM TO THE SITE Reflective safety vests / uniform, identifiable t-shirts
Air quality Other: 3
Nearest convenience store for snacks and water: Mobile phone / charger
Closest bathroom: The organizer’s cell phone number
A copy of the surveyor map and schedule 3 Headline: Imagine the project is complete. What’s the headline and tagline in the local media?
Climate resilience Closest medical facility: (Think of the story you hope to tell!)
Other: PPE (reflective vests, hard hats, as necessary)
Closest hardware store for materials like tape or extra safety vests:
Closest print shop: A letter from the project lead explaining surveyor’s data collection tasks
Identification
EXTRA TOOLS AND MATERIALS
2 Name key stakeholders and their priorities. Detail which metrics may increase their involvement MEASUREMENT AND ENGAGEMENT TOOLS
and support for the project : Extra tools: timers, speed radars, measuring tools, counters, clipboards, etc. 4 Images: Describe three images or visuals you would provide to journalists
Plenty of extra printed forms and flyers Timer (can be a downloaded app on mobile phone)
1
A USB with all forms and legal permits needed on it Speed radar V-1
Stakeholders Priorities Metrics
Extra pens/pencils Measuring tool (laser, tape, or wheel) 2
Counter
SS A
Decibel meter (can be a downloaded app on mobile phone) 3
EMERGENCY PREPAREDNESS
Clipboard
Medical emergency kit Plenty of printed forms, or downloaded digital forms 5 Data: Detail key metrics or insights you could use to support the story
Local emergency phone numbers Writing utensils (pens and pencils) 1
S PH PP PC
Extra water bottles Printed posters / flyers (and a pre-approved plan for posting on nearby buildings, poles, or walls) AN
2
Sticky dots for public engagement with interactive boards
CONTACT INFORMATION FOR SCHOOL CONTACTS AND SURVEYORS ON SITE WITH YOU: V-2
3
DOCUMENTATION TOOLS
In one year’s time, what would the team aspire to say about the project? Think about various audiences: Camera (DSLR camera or mobile phone) 6 Global stats: What global evidence could you draw from to support your story?
3 caregivers, school children, residents, the community at large, media, other city agencies. How would the
#
Name, title Contact information
#
Name, title Contact information Child/general photography consent forms or general announcement posters, if applicable
project be communicated? When writing your answer, reflect on the data that could help support it. 1
Timelapse video camera
1 6
Drone camera (with printed permit, if applicable) 2
2 7 Any other printed permits potentially needed to access buildings or rooftops near the site
3
3 8 OTHER RECOMMENDATIONS
Comfortable clothing, and a bag or backpack 7 Emotional hook: What themes or outcomes can your audience most relate to?
4 9
Sunscreen and/or a hat and sunglasses
5 10 Umbrella, rain jacket, gloves, heat packs
Water and snacks
106 How to Evaluate Street Transformations Near Schools How to Evaluate Street Transformations Near Schools 107 108 How to Evaluate Street Transformations Near Schools How to Evaluate Street Transformations Near Schools 109 110 How to Evaluate Street Transformations Near Schools
p. 106 p. 107 p. 108 p. 109 p. 110

GOAL-SETTING WORKSHEET ORGANIZER CHECKLIST SURVEYOR CHECKLIST COUNTING LOCATIONS STORYTELLING WORKSHEET
GOAL-SETTING WORKSHEET Project Name ORGANIZER CHECKLIST Project Name
While your data collection today may not require you to directly engage with the public, some community
Mark up to three key project goals. Consider aligning with stakeholders’ agendas as they appear in official members may be curious to learn what you are doing here. Please feel free to share the following information,
1 policy, media, or informal communications. and invite them to learn more about the project through the contacts below:
Project description Example: This [name] project is meant to improve the safety of routes near
[school name] and encourage [goal(s)]. It's led by [organization] with the
Road safety Noise pollution support of [name any other partners], and is meant to be completed by
[month/year].
Universal accessibility Social connection Project contact information Example: You can read more about the project at [web page/QR code] and contact
Active transportation Outdoor play and learning

ORIENTING THE TEAM TO THE SITE

Air quality Other:
Nearest convenience store for snacks and water:
Closest bathroom:
Climate resilience Closest medical facility:
Other:
Closest hardware store for materials like tape or extra safety vests:
Closest print shop:
EXTRA TOOLS AND MATERIALS

2 Name key stakeholders and their priorities. Detail which metrics may increase their involvement
and support for the project : Extra tools: timers, speed radars, measuring tools, counters, clipboards, etc.
Plenty of extra printed forms and flyers
Stakeholders Priorities Metrics A USB with all forms and legal permits needed on it
Extra pens/pencils
EMERGENCY PREPAREDNESS
Medical emergency kit

Local emergency phone numbers
Extra water bottles
CONTACT INFORMATION FOR SCHOOL CONTACTS AND SURVEYORS ON SITE WITH YOU:
In one year’s time, what would the team aspire to say about the project? Think about various audiences:
3 # #
caregivers, school children, residents, the community at large, media, other city agencies. How would the Name, title Contact information Name, title Contact information
project be communicated? When writing your answer, reflect on the data that could help support it.
1 6
2 7
3 8
4 9
5 10
SURVEYOR CHECKLIST Project Name COUNTING LOCATIONS Project Name
While your data collection today may not require you to directly engage with the public, some community
members may be curious to learn what you are doing here. Please feel free to share the following information,
and invite them to learn more about the project through the contacts below: Surveyor name Legend
Project description Example: This [name] project is meant to improve the safety of routes near [school
name] and encourage [goal(s)]. It's led by [organization] with the support of [name Date/time
any other partners], and is meant to be completed by [month/year].
Day of the week
Project contact information Example: You can read more about the project at [web page/QR code] and contact Notes
SAFETY AND ORIENTATION GEAR Place a basemap into the space below and mark where surveyors should stand for data collection. Define symbols in the
legend above to identify the specific data to be collected in each spot.
Reflective safety vests / uniform, identifiable t-shirts
Mobile phone / charger
The organizer’s cell phone number
A copy of the surveyor map and schedule
PPE (reflective vests, hard hats, as necessary)
A letter from the project lead explaining surveyor’s data collection tasks
Identification
MEASUREMENT AND ENGAGEMENT TOOLS
Timer (can be a downloaded app on mobile phone)

Speed radar
Measuring tool (laser, tape, or wheel)
Counter
Decibel meter (can be a downloaded app on mobile phone)
Clipboard
Plenty of printed forms, or downloaded digital forms
Writing utensils (pens and pencils)
Printed posters / flyers (and a pre-approved plan for posting on nearby buildings, poles, or walls)
Sticky dots for public engagement with interactive boards
DOCUMENTATION TOOLS
Camera (DSLR camera or mobile phone)

Child/general photography consent forms or general announcement posters, if applicable
Timelapse video camera
Drone camera (with printed permit, if applicable)
Any other printed permits potentially needed to access buildings or rooftops near the site
OTHER RECOMMENDATIONS
Comfortable clothing, and a bag or backpack

Sunscreen and/or a hat and sunglasses
Umbrella, rain jacket, gloves, heat packs
Water and snacks
STORYTELLING WORKSHEET Project Name
Draft a media pitch leveraging your project evaluation.
1 Project: Describe your future street design project
2 Champions: Identify three possible champions to speak up in support
This page
3 Headline: Imagine the project is complete. What’s the headline and tagline in the local media?
(Think of the story you hope to tell!)
4 Images: Describe three images or visuals you would provide to journalists

is left blank
1
5 Data: Detail key metrics or insights you could use to support the story
1
6 Global stats: What global evidence could you draw from to support your story?
7 Emotional hook: What themes or outcomes can your audience most relate to?
110 How to Evaluate Street Transformations Near Schools

Resources | Site analysis and inventory Resources | Site analysis and inventory
School surroundings
SCHOOL SURROUNDINGS Project Name
Spend time understanding the school surroundings, with accessibility features and challenges. During your
key destinations and routes to the school, and the site site visit, mark exact dimensions, geometries, street Marking street elements on the basemap
You will find this list of suggested icons at the top of the provided Site Analysis form template,
where the intervention will take place. Place relevant elements, and operational information to create an
but we encourage you to add more as needed or develop your own.
information from existing plans or maps of the site accurate basemap. In your notes, highlight differencesSurveyor Legend
Learn more about the process on page 42. in GDCI’s How to Evaluate Street Transformations
in the blank space on the form. Use the Accessibility between documents and site conditions and where name Optional: Use the spaces below to count or measure the elements before/after the transformation
handbook.
form on the following page to supplement analysis further or missing information is needed.
Date/time Active entrance Improvised seating Bus shelter
Inactive entrance Waste bin Bus lane

Day
Tools you’ll need: Why is this important? Notes Marked crossings Light pole Metro station
→ To have a comprehensive site analysis to develop evidence-based Traffic signal Signage School bus stop
Counting elements to
design proposals
Ramp / curb cut Tree pit/tree Parking evaluate the site
→ To understand what elements are missing or obstructing
Use your judgment to
opportunities for children and caregivers to move, pause, or stay Tactile paving Green space Staff parking
decide which elements to
Measuring tools Camera Basemap Forms + near the school Shelter/shade
Accessibility issue Accessibility parking count. Counting elements
writing tools → To confirm dimensions and placement of elements that are not structure
is time-consuming, but
always coded in maps Speed bump/
Cycle rack Pick up/drop off point it can help show physical
cushion
→ To communicate key changes to the site conditions
changes after street
Seating Cycle lane Street vendor
transformation.
Fill in the basemap below with legend items. Use the notes or the map to document impressions and personal evaluations of
What your form could look like: 1 specific elements.
1 General information 4 Map Insert a basemap below, clearly defining pedestrian spaces such as sidewalks and pedestrian refuge islands.
]+JJ=]iYYJiD.D&] VîßÌ¨ùD×¨
Prepare and insert a Add dimensions and adjust the scale to the appropriate level of detail.
Evaluating and communicating impact:
2 Notes basemap, and mark
1 3
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Note differences legend items as they By counting the items you map, you can set a baseline to
ù¨ĭùÁ×¨ ùÁĉ¨¨ØùîØ¨ .×ëîßĉÁò¨¤ò¨ùÁØ¹
uòù¨ÁØ
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đ .ØùÁĉ¨¨ØùîØ¨ þòÑØ¨
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documentation and site possible, fit the items improvements. Depending on project goals, you may want
2 dî³µòÁ¹ØÑ ]Á¹Ø¹¨ ]¾ßßÑþòòùßë
conditions or missing to the scale and add
Y×ëĭþîþù dî¨¨ëÁùĭùî¨¨ VîÏÁØ¹ to analyze the number of accessibility elements, marked
information that needs measurements.
crossings, or trees around the school before and after the
dùÁÑ¨ëĉÁØ¹ &î¨¨Øòë¨ ]ù³³ëîÏÁØ¹
clarification through
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future site visits or

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Use the form to the form:

ƍ %ÁÑÑÁØù¾¨ò¨×ë¨ÑßĊĊÁù¾Ñ¨¹¨Ø¤Áù¨×òİiò¨ù¾¨Øßù¨òßîù¾¨×ëùß¤ßþ×¨ØùÁ×ëî¨òòÁßØòØ¤ë¨îòßØÑ¨ĉÑþùÁßØòß³ interviews.
calculate key
òë¨Áµ¨Ñ¨×¨Øùòİ
.Øò¨îùò¨×ë¨ÑßĊįÑ¨îÑđ¤¨µØÁØ¹ë¨¤¨òùîÁØòë¨òòþ¾òòÁ¤¨ĊÑÏòØ¤ë¨¤¨òùîÁØî¨³þ¹¨ÁòÑØ¤òİ
¤¤¤Á×¨ØòÁßØòØ¤¤Ìþòùù¾¨òÑ¨ùßù¾¨ëëîßëîÁù¨Ñ¨ĉ¨Ñß³¤¨ùÁÑİ
Legend and counts information about
3
4 Use legend items to physical conditions.
After mapping and Element Before After Change Example for use
map the site. When
appropriate for your measuring the
site, calculate how Encouraging social connection and play:
context, count or
the street serves There was an increase in number (or percentage) of
measure the elements Seating
to help communicate pedestrians and 0 4 4 seating elements, creating more seating opportunities/
elements
site conditions. cyclists around the making it more convenient for caregivers with younger
school. This could be children.
done manually or using
³ù¨îµØÁò¾ÁØ¹ù¾¨òÁù¨ØÑđòÁòį×¨òþî¨ßîÑþÑù¨Ï¨đ×¨ùîÁòùßëùþî¨ù¾¨òÁù¨ōòò¨ÑÁØ¨ßØ¤ÁùÁßØòİď×ëÑ¨òî¨ò¾ßĊØ¨ÑßĊį
computer software.
þùßî¹ØÁĖ¨îòî¨¨Øßþî¹¨¤ùß¤ëùĭ¤¤ùßÑÁ¹ØĊÁù¾ù¾¨ÁîëîßÌ¨ùōò¹ßÑòĲ
Improved accessibility and connectivity:
ƍ Ǝ Ə
Ɛ Minimum
There was an increase in the minimum sidewalk width
&ù¾¨îÁØ¹ĭ
After finishing the site analysis, measure or calculate key metrics to capture the site’s baseline conditions. Examples are shown below,
5
CÁØÁ×þ× uÁ¤ù¾ß³ ĉ¨î¹¨
ëÑđî¨
Ñ¨î ëîßù¨ù¨¤ îßòòÁØ¹
ëù¾
C¨ù¨îò
đÑ¨ùîÏ
C¨ù¨îò
¤ÁòùØ¨
C¨ù¨îò A clear, unobstructed path for pedestrian movement should but organizers are encouraged to adapt/add sidewalk 1 mproject’s goals:
to align with their 3m 2m
by 2 m, which allows stroller accessibility and larger
]íþî¨
C¨ù¨îò
be wide enough to accommodate several people walking width
side by side, including children, people in wheelchairs, and 4groups and families to walk together.
116 How to Evaluate Street Transformations Near Schools 1 2 3
Gathering/
people with strollers. The clear path should be at least Minimum Width of Average
play area
clear protected crossing
1.8–2.4 m wide in residential settings and 2.4–4.5 m wide in path cycle track distance
downtowns, school zones, or commercial areas with heavy Meters Meters Meters Square
pedestrian volumes. See p. 115 of GDCI’s Designing Streets Meters
for Kids guide for more guidance.
Accessibility
Enhance site analysis by focusing on universal accessibility and dimensions, geometries, elements, and operational details
potential barriers, ensuring school access for all abilities. Prior crucial for accessibility.1 In notes, highlight discrepancies SHADOWING CHILDREN AND CAREGIVERS
to the survey, conduct a walkthrough with a school community between plans and actual conditions, identifying areas where WITH DISABILITIES
SNAPSHOT
member and/or disability advocacy group to gain more additional accessibility information is needed. Consider using São Paulo, Brazil
perspectives on accessibility needs. Use the form to include the results to support a more rigorous evaluation that can
data from existing plans or maps. During the visit, document address more comprehensive needs and regulations. Guided site tours with school community members and
shadowing activities could be a great way to prepare for an
accessibility assessment or critically review its findings.
As part of their “Safe Routes to Schools” program, the
Tools you’ll need: Why is this important? city of São Paulo in Brazil worked together with the World
→ To have a comprehensive site analysis to develop evidence-based Bank, IDOM, and Cidade Ativa to identify accessibility and
design proposals mobility challenges of children with disabilities. During one
→ To understand what elements are missing or obstructing of these activities, a researcher followed a four-year-old
opportunities for children and caregivers of all abilities to move, girl with Down syndrome and her mother during their walk
Measuring tools Camera Basemap Writing tools pause, or stay near the school to school on a rainy day, revealing that most of their route
→ To confirm dimensions and placement of elements that are not had to be covered through the roadbed as sidewalks had
always coded in maps too many obstructions. Read more about this case study
→ To communicate key changes to the site conditions and other ways to engage school communities in GDCI’s
How to Kids Engagement handbook, p.85. São Paulo, Brazil
What your form could look like:
]]..=.d| VîßÌ¨ùD×¨
1 3 2 Notes Add additional items
]þîĉ¨đßîØ×¨ =¨¹¨Ø¤Ž¤¤ßù¾¨î¨òòÁÁÑÁùđ¨Ñ¨×¨ØùòòØ¨¨¤¨¤ž By reviewing your notes and counting the items you map,
JëùÁßØÑĲiò¨ù¾¨òë¨ò¨ÑßĊùßßþØùį×¨òþî¨įßîùÁ×¨¨Ñ¨×¨Øùò Note differences to capture context-
ù¨ĭùÁ×¨ Ñ¨îëù¾ĊÁ¤ù¾
ŽÁØ¤Áù¨×¨òþî¨×¨Øùž
dî³µòÁ¹ØÑŽÁØ¤Áù¨ù¾¨
¤þîùÁßØß³ù¾¨ë¨¤¨òùîÁØ between site specific elements and you can set a baseline to evaluate the current conditions
đß³ù¾¨Ċ¨¨Ï ë¾ò¨đz×ÁØþù¨òž
and communicate future improvements. For example,

ùƇ¹î¤¨ĭîÁò¨¤îßòòÁØ¹ò
documentation and site regulations accurately.
%
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2 dùÁÑ¨ëĉÁØ¹
¨òòÁÁÑÁùđ
ÁØ³ßî×ùÁßØòÁ¹Ø conditions or missing depending on your resources, you may want to document
¨òòÁÁÑÁùđÁòòþ¨ò
information that needs 4 Map
the number of curb cuts or the minimum width of clear
ØùÁƇòÑÁëòþî³¨
Prepare and insert

]¨ùÁØ¹
clarification through
¨òòÁÁÑÁùđëîÏÁØ¹
¨òòÁÑ¨¨Ñ¨×¨Øù
paths. Examples of metrics that can be extracted from
a basemap, and add
ùƇÑ¨ĉ¨ÑùîØòÁùßî¤ÁØ¹î¨ Žò¨ùÁØ¹ĭëÑđĭßù¾¨îž
future site visits or

CîÏÑ¨¹¨Ø¤Áù¨×òĊÁù¾ÁØ¤¨µØ¨¤î¨ßØù¾¨ò¨×ë¨ÑßĊİ,IDSSOLFDEOH×¨òþî¨Ø¤¤ßþ×¨ØùßØù¾¨×ëù¾¨ĊÁ¤ù¾ß³
legend items to the site. the form:
ƍ Ñ¨îëù¾òŽù¾¨î¨ĊÁù¾ßþùßòùîþùÁßØò³ßîë¨¤¨òùîÁØòžßØòÁ¤¨ĊÑÏòØ¤ù¾¨¤þîùÁßØß³ù¾¨ë¨¤¨òùîÁØòÁ¹ØÑë¾ò¨İiò¨
ù¾¨Øßù¨òßîù¾¨×ëùß¤ßþ×¨ØùÁ×ëî¨òòÁßØòØ¤ë¨îòßØÑ¨ĉÑþùÁßØòß³òë¨Áµ¨Ñ¨×¨Øùòİ
interviews.
If possible, fit the items
.Øò¨îùò¨×ë¨ÑßĊįÑ¨îÑđ¤¨µØÁØ¹ò¾ßßÑ¨ØùîØ¨òØ¤ë¨¤¨òùîÁØòë¨òòþ¾òòÁ¤¨ĊÑÏòØ¤ë¨¤¨òùîÁØî¨³þ¹¨ÁòÑØ¤òİ
¤Ìþòùù¾¨òÑ¨ùßù¾¨ëëîßëîÁù¨Ñ¨ĉ¨Ñß³¤¨ùÁÑİ
3 Legend and counts to the scale, and add
4 Use legend items to measurements.
Element Before After Change Example for use
map the site. When
appropriate for Expanding sidewalks and removing accessibility
your context, count, obstacles increased the clear path for pedestrians by
measure, or time Clear path
over 2 meters, making it safer and more convenient
the elements to help minimum 0 4 4
for larger groups and families and more accessible
communicate site width
conditions. for students and school community members with
disabilities.
Sidewalks must be wide enough to allow two people in
wheelchairs to pass one another, with clear paths on The transformation added eight new curb cuts near the
5 low-volume streets wider than 2 m and never less than Accessibility school, enhancing accessibility for strollers and people
1.8 m. Clear paths should be unobstructed and level, and 1 9 8
have a smooth surface. See p. 73 of GDCI’s Global Street
ramps using wheelchairs or other mobility aids.
How to Evaluate Street Transformations Near Schools 117
Design Guide for more guidance.
SCHOOL SURROUNDINGS Project Name ACCESSIBILITY Project Name
Legend Surveyor name Legend (add other accessibility elements as needed)

Surveyor
name Optional: Use the spaces below to count or measure the elements before/after the transformation Optional: Use the spaces below to count, measure, or time elements
Date/time Clear path width Traffic signal (indicate the
Date/time Active entrance Improvised seating Bus shelter
(indicate measurement) duration of the pedestrian
Inactive entrance Waste bin Bus lane Day of the week phase by X minutes)
Day At-grade/raised crossings
A
Light pole
Notes Accessible signals (audible
Notes Marked crossings Metro station and vibrotactile)
Accessibility ramps
Traffic signal Signage School bus stop Accessibility
Tactile paving information sign
Ramp / curb cut Tree pit/tree Parking
Accessibility issues Anti-slip surface
Tactile paving Green space Staff parking
Shelter/shade Seating
Accessibility issue Accessibility parking Accessibility parking
structure
Speed bump/ Accessible element
Cycle rack Pick up/drop off point
cushion At-level transit boarding area (seating/play/other)
Seating Cycle lane Street vendor
Mark legend items within a defined area on the basemap below. If applicable, measure and document on the map the width of
Fill in the basemap below with legend items. Use the notes or the map to document impressions and personal evaluations of 1
1 specific elements.
clear paths (the area without obstructions for pedestrians) on sidewalks and the duration of the pedestrian signal phase. Use
the notes or the map to document impressions and personal evaluations of specific elements.
Insert a basemap below, clearly defining pedestrian spaces such as sidewalks and pedestrian refuge islands.
Add dimensions and adjust the scale to the appropriate level of detail. Insert a basemap below, clearly defining school entrances and pedestrian spaces such as sidewalks and pedestrian refuge islands.
Adjust the scale to the appropriate level of detail.
After finishing the site analysis, measure or calculate key metrics to capture the site’s baseline conditions. Examples are shown below,
but organizers are encouraged to adapt/add to align with their project’s goals:
1 2 3
4
Gathering/
Minimum Width of Average
play area
clear protected crossing
path cycle track distance
Meters Meters Meters Square
Meters
Peak school hours circulation

On many streets near schools, the moments before and Use the Peak school hours circulation form to
after school hours create an overflow of excited students understand the dynamics of the site and communicate
walking and cycling with peers and family members. key challenges and opportunities to address. Mark
Depending on school location, this scene is sometimes legend items for 15 minutes within a defined area.
overshadowed by a queue of idling cars or motorcycles, Combine with other counts for a better understanding of
as well as school buses or transit maneuvering around volumes and behaviors.
pedestrians and cyclists.
Tools you’ll need:

Why is this important?
→ To understand challenges for children and caregivers
walking, cycling, and taking transit to school
Measuring tools Camera Basemap Writing tools → To estimate the negative effects of motor commutes to
school, including noise and air pollution Caregivers on motorcycles
→ To identify key areas where children and the school waiting outside school gates
Hanoi, Vietnam
community gather before or after school in Vietnam.
PEAK SCHOOL HOURS CIRCULATION Project Name
2 Map circulation
1 Surveyor name Legend: Mark observed activities within a defined area
Stand in a central location
overlooking the school
Date/time Marked Legally parked Caregiver waiting
crossing car/van/truck for child
Day of the week Traffic queue + Illegally parked Caregiver cyclist
Weather
length motorcycle
Illegally parked
waiting/stopping
Child getting on/
entrance and mark legend
Pedestrian
items on a basemap. Add

Notes barrier car/van/truck off bicycle
Transit Idling Child waiting for
additional elements and note

stop car/van/truck private vehicle
Active school Idling Child waiting for

entrance motorcycle transit
Inactive school
Formal impressions as they apply to
pick-up/drop-off
entrance
or gathering area
your context. If applicable, add
1
Mark legend items for 15 minutes within a defined area on the basemap below to capture peak school mobility
patterns. If applicable, add estimated number of items near your marks.
estimated number of items
Insert a basemap below, clearly defining school entrances and pedestrian spaces such as sidewalks and pedestrian refuge islands. near your marks.
Adjust the scale to the appropriate level of detail. Add additional elements and note impressions as it applies to your context.
Students exiting school
2 entrance. Some are walking and
3 Count obstructions others are waiting for drivers
If vehicles are illegally parked/ to pick them up with private
stopped in front of the school León, Mexico
vehicles.
entrance and blocking children
from entering the school,
tally the number of vehicles Evaluating and communicating impact:
obstructing pedestrian desire
lines during your observation By counting the number of vehicles obstructing children
3 Optional: If parked or idling vehicles are obstructing pedestrian desire lines for exiting or entering the school, count for 15 minutes.
period by type. on their way into or out of the school, you will be able to
Car Motorcycle Bicycle Other communicate to others:
Entrance 1
Entrance 2
→ Number of vehicles obstructing children when going to or leaving school

→ Fewer idling vehicles emitting harmful pollutants near the school

→ Obstructions to children’s access to transit stop, school bus, crosswalk, or cycle lane
PEAK SCHOOL HOURS CIRCULATION Project Name
Surveyor name Legend: Mark observed activities within a defined area
Date/time Marked Legally parked Caregiver waiting

crossing car/van/truck for child
Day of the week Traffic queue + Illegally parked Caregiver cyclist
length motorcycle waiting/stopping
Weather
Pedestrian Illegally parked Child getting on/
Notes barrier car/van/truck off bicycle
Transit Idling Child waiting for

stop car/van/truck private vehicle
Active school Idling Child waiting for

entrance motorcycle transit
Formal
Inactive school
pick-up/drop-off
entrance
or gathering area
Mark legend items for 15 minutes within a defined area on the basemap below to capture peak school mobility
1 patterns. If applicable, add estimated number of items near your marks.
Insert a basemap below, clearly defining school entrances and pedestrian spaces such as sidewalks and pedestrian refuge islands.
Adjust the scale to the appropriate level of detail. Add additional elements and note impressions as it applies to your context. This page
is left blank
Optional: If parked or idling vehicles are obstructing pedestrian desire lines for exiting or entering the school, count for 15 minutes.
Car Motorcycle Bicycle Other
Entrance 1
Entrance 2

Resources | Counts and observations Resources | Counts and observations
Pedestrian counts: Sidewalks Measuring before street transformation:

Pedestrians are forced to walk on the roadbed due to narrow sidewalks and obstructions to the clear path
Safe, accessible sidewalks are the most fundamental on the sidewalk near the school. Remember to count
aspect of infrastructure for walking safely. Count during school start and end times to understand the
pedestrians on/off sidewalks to highlight shifts in scale of the issues when children are most exposed to
sidewalk use. If applicable, separate the counts to traffic. Count for a period of at least 15 minutes, and
identify different pedestrian types according to age multiply by 4 to arrive at a count for the hour.
groups and capture the number of pedestrians walking
Tools you’ll need: Why is this important?

→ To understand who uses the street
→ To count pedestrian volumes Count the number of people walking on the roadbed vs.
→ To understand if existing pedestrian facilities such the sidewalk to document areas where more pedestrian
as sidewalks are adequately maintained, free of space is needed
Forms
Tally counters Camera Timers
+ writing tools obstructions, wide enough, etc.
→ To assess pedestrian exposure to risk from
oncoming traffic Measuring after street transformation:
→ To demonstrate pedestrian volume, particularly
What your form could look like: school children, accessing the school by foot
PEDESTRIAN COUNTS: SIDEWALKS Project Name
1 2 2 2 Location map 3 Pedestrian types

→
Surveyor name Basemap (indicate the “invisible line” used to count)
Date/time
Include a location Mark pedestrians by
Day of the week
map with data age groups. Indicate
Weather collection points. people with disabilities
Decide on an with two marks: one
Notes
Tally pedestrians by age, gender, and ability that are walking on the sidewalks, and on the roadbed,
“invisible line” on in the appropriate age
1 separately. Separate sidewalk counts by side of the street if appropriate. Count for a period of at least
15 minutes. On high-volume streets, you may need to be selective with what information is collected. the project site and group and one in the
3 mark it to guide disability column.
Symbol (Optional) Perceived gender: Female ( X ) , Male ( / ), Other ( + )
Pedestrian type surveyors. Count

(indicate people
with
Total
only pedestrians 4 Tally counts
disabilities
with two marks) (do not count Count from the same location after
0-3 4-12 13-18 19-74 75+ Disability people with
disabilities twice) crossing that line.
the project has been implemented
→
On
sidewalk
Near
Add conventions
school
and notes to
describe the
4
Total
On
sidewalk context. Highlight
Opposite Sidewalk Extended pedestrian space Surveyor Pedestrians counted off sidewalk
side
crossings leading to
the school entrance New space for bicycles Invisible line surveyed Pedestrians counted on sidewalk
Total Roadbed
On if applicable. Road users not counted
roadbed
Total
Total

By counting pedestrian movement on or off the sidewalk, you → Decrease in street users walking on the roadbed on their
will be able to inform your design and communicate about: way to school
→ Average volumes of students accessing school by foot at
specific times
→ Proportion of children, teenagers, or people with disabilities
no longer using unsafe infrastructure
Pedestrian counts: Crossing Measuring before street transformation:

Pedestrians have to rush to cross the street to reach the school entrance as vehicles maneuver around them
Crosswalks are a key component of safe walking signal cycle. Rushing may indicate the distance is too
networks and how kids in particular are taught to long, or the signal is too short. If you are counting in
navigate streets. Identify how many caregivers, children, a signalized crossing, adjust the counts to match the
teenagers, and people with disabilities cross the street signal cycle. For instance, if the cycle is 1.5 minutes,
on marked crosswalks or the roadbed. The Pedestrian count 10 cycles for 15 minutes.
counts: Crossing form also identifies whether
Use with the Pedestrian desire lines form on p. 130
pedestrians walk or rush across the street during a
to help inform additional crossing locations and
improvements.

→ To measure pedestrian volumes at crossings Identify different pedestrian
→ To justify the need for new crossings types and if they are crossing
within designated pedestrian
→ To evaluate the effectiveness of existing crossings
Forms facilities or on the roadbed
+ writing tools → To observe whether the implemented design serves
pedestrian desire lines
→ To measure pedestrian comfort crossing the street
Measuring after street transformation:
(running vs. walking, during signal vs. without signal)
→ To observe if crossing distances are too long
→ To design curb extensions, pedestrian refuge islands,
What your form could look like: wider crossings, and other solutions
V]dY.DJiDd]ĲYJ]].D& VîßÌ¨ùD×¨
1 General information 3 Pedestrian types

1 2 Mark pedestrians by
ò¨×ëŽÁØ¤Áù¨ù¾¨òþîĉ¨đ¨¤î¨ž
age groups. Consider
]þîĉ¨đßîØ×¨
ù¨ĭùÁ×¨ 2 Location map

→ Include a location using different
đß³ù¾¨Ċ¨¨Ï
u¨ù¾¨î map with data symbols to indicate if

Dßù¨ò collection points. pedestrians walk or
Decide on an rush as they cross the
ƍ
dÑÑđë¨¤¨òùîÁØòÁØ¤¨µØ¨¤î¨Ċ¾ßî¨ĊÑÏÁØ¹ßØØ¤ß³³ù¾¨×îÏÁØ¹òįò¨ëîù¨Ñđİiò¨ù¾¨ “invisible line” on street. Indicate people
òþ¹¹¨òù¨¤òđ×ßÑò¨ÑßĊÁ³ù¾¨đî¨îþò¾ÁØ¹ùßîßòòù¾¨òùî¨¨ùİßþØù³ßîë¨îÁß¤ß³ùÑ¨òùƍƑ×ÁØþù¨òİ
the project site and with disabilities with Collect the same data after the crossing has been built to
]đ×ßÑ ŽßëùÁßØÑžŽĭžuÑÏÁØ¹Ž2 Yþò¾ÁØ¹
mark it to guide two marks: one in the observe whether it better protects pedestrians
V¨¤¨òùîÁØùđë¨
3 ŽÁØ¤Áù¨ë¨ßëÑ¨
ĊÁù¾ dßùÑ surveyors. Count appropriate age group
¤ÁòÁÑÁùÁ¨ò
and one in the
Ž¤ßØßùßþØù
ĊÁù¾ùĊß×îÏòž ƌƇƏ ƐƇƍƎ ƍƏƇƍƔ ƍƕƇƓƐ ƓƑũ ÁòÁÑÁùđ ë¨ßëÑ¨ĊÁù¾
¤ÁòÁÑÁùÁ¨òùĊÁ¨ž only pedestrians
crossing that line. disability column.
.Ø×îÏ¨¤ → Add conventions

îßòòÁØ¹ 4 Tally counts Sidewalk Extended pedestrian space
and notes to Surveyor Pedestrians counted outside
4 describe the
of crossing
context. Highlight Roadbed New space for bicycles Area surveyed Pedestrians counted in crossing
dßùÑßØîßòòÁØ¹
crossings Reference desire line Road users not counted
JþùòÁ¤¨×îÏ¨¤
îßòòÁØ¹
ßØòÁ¤¨î leading to school
ƎƇ×¨ù¨îß³³ò¨ùßØ
¨¾òÁ¤¨òØ entrances if
¨ëùÑ¨î¨
ß³ÁØ·þ¨Ø¨
applicable.
→ Increase in types of pedestrians, particularly children,
By counting the movements of pedestrians crossing crossing the street using safe crossings
dßùÑßþùòÁ¤¨
Shorter crossing distances reduce exposure and risk the street, you will be able to inform your design and → Reduction in types of pedestrians rushing to cross the
dßùÑŽÑÑž of kids getting hit by moving vehicles. See p. 112 of the
Designing Streets for Kids handbook for more guidance
communicate about: street due to improved conditions
127
How to Evaluate Street Transformations Near Schools
on crosswalks.
PEDESTRIAN COUNTS: SIDEWALKS Project Name PEDESTRIAN COUNTS: CROSSING Project Name
Surveyor name Basemap (indicate the “invisible line” used to count) Surveyor name Basemap (indicate the surveyed area)
Date/time Date/time
Day of the week Day of the week
Weather Weather
Notes Notes
Tally pedestrians by age, gender, and ability that are walking on the sidewalks, and on the roadbed, Tally pedestrians in a defined area who are walking on and off the markings, separately. Use the
1 separately. Separate sidewalk counts by side of the street if appropriate. Count for a period of at least 1 suggested symbols below if they are rushing to cross the street. Count for a period of at least 15 minutes.
15 minutes. On high-volume streets, you may need to be selective with what information is collected.
Symbol (optional) ( / ) Walking ( O ) Rushing
Symbol (Optional) Perceived gender: Female ( X ) , Male ( / ), Other ( + )
Pedestrian type
(indicate people
Pedestrian with Total
type Total disabilities (do not count
(indicate people with two marks) 0-3 4-12 13-18 19-74 75+ Disability people with
with disabilities twice)
disabilities
(do not count
with two marks) 0-3 4-12 13-18 19-74 75+ Disability people with
disabilities twice)
On
sidewalk In marked
Near crossing
school
Total
On
sidewalk Total on crossing
Opposite
side
Outside marked
crossing
Consider a
Total 2-meter offset on
each side as an
acceptable area
On
of influence
roadbed
Total Total outside
Total Total (all)
Resources | Counts and observations
Resources | Counts and observations
Pedestrian desire lines

Desire lines indicate pedestrians’ desired paths of Why is this important? Measuring before street transformation:
movement. Drawing where people cross the street High pedestrian volumes crossing long distances without crossing facilities
→ To document the need for pedestrian facilities
can reveal specific locations where there is a need for
at specific locations such as curb extensions or
improved or additional facilities to allow pedestrians to improvements, pedestrian refuge islands, or new
cross safely. This can be especially important to observe pedestrian crossings (where existing crossings are too
in the middle of a block and at intersections. Use far apart
multiple forms to allow you to focus on small sections of → To count pedestrian volumes
the street at a time. → To explain pedestrian exposure to risk by documenting
long crossing distances without protection
→ To improve access to popular origins and destinations
Timelapse cameras can be especially

effective for capturing desire lines and Observe pedestrians’ desire lines
pedestrian gathering areas. to determine where a new crossing
Timers Forms Tally counters Cameras would allow them to safely cross to key
+ writing tools
destinations

1 General information Measuring after street transformation:
PEDESTRIAN DESIRE LINES Project Name
2 Instructions
1 Surveyor name Notes Helpful for larger teams or
Date/time
to reinforce methods
Day of the week

3 Location map
Weather
Surveyors should mark their
position and the area they
2
Desire lines indicate pedestrians’ desired paths across a street. Draw where people cross the street to
1 reach key destinations to reveal where there may be a need for improved or additional facilities. Use a
tally counter to track the number of people crossing during a 15-minute period.
can observe
Insert a basemap below, and draw the paths of pedestrians.
3
Count the volumes of pedestrians using
the new crossing to share how many
pedestrians are walking in protected
facilities
Sidewalk Extended pedestrian space Surveyor Pedestrians counted outside

of crossing
Safe, accessible crossings should be provided every
Roadbed New space for bicycles Area surveyed Pedestrians counted in crossing
80-100 m, and at all legs of an intersection, to ensure
a connected walkable network. See p. 112 of GDCI’s Invisible desire line Road users not counted
Designing Streets for Kids handbook for more guidance
on crosswalks.
PEDESTRIAN DESIRE LINES Project Name
Surveyor name Notes
Date/time
Day of the week
Weather
Desire lines indicate pedestrians’ desired paths across a street. Draw where people cross the street to
1 reach key destinations to reveal where there may be a need for improved or additional facilities. Use a
tally counter to track the number of people crossing during a 15-minute period.
Insert a basemap below, and draw the paths of pedestrians.
This page
is left blank

Street activities Measuring before street transformation:

Pedestrians are crowding near the school entrance, standing and waiting for their kids
Street transformations near schools can generate new Why is this important?
public spaces as they redistribute space to pedestrians,
→ To enhance understanding of the place, dynamics, and
cyclists, transit users, and people socializing and playing. activities around the school, and changes after the
Define the boundary of the area being surveyed and project is implemented
create a route to walk around it once an hour. If the site is → To inform design according to observed activities
not too large, stand in a central location and observe for → To demonstrate that streets can be used for more
at least 15 minutes, and then multiply by 4 to extrapolate functions and activities than moving vehicles
results for the hour. Refer to the Pause-and-Play → To measure shifts in street activities as a consequence
activities form on p.137 to supplement your findings. of new design
Tools you’ll need: Note key locations, such as where children

or caregivers are setting up informal seating
or where lack of adequate space could block
pedestrian clear paths
Forms
+ writing tools Basemap Camera

4 Location map
1 General information Walk around the site
STREET ACTIVITIES Project Name
(follow the boundary
2 Activities legend to be consistent) or
1 Surveyor name Legend
Define codes or icons stand in a central
Date/time Mark observed activities and users’ ages within a defined area below
2 3 for each activity. location and mark

Day of the week CA Caregiving activities SF People sitting Infant-toddler
where activities are

formally
3 User legend
Weather CP Children playing SI People sitting Child
informally
SW Standing/waiting B Breastfeeding happening using the
When appropriate,
Notes X Teen
WT Waiting for transit TS Teaching/studying

A Adult codes defined in the
note the type of user
legends. If applicable,
V/S Vending/shopping E Exercising
A Older adult
S Socializing according to their age

add estimated number
DI Visible disability
Walk along a defined boundary or stand in a central location observing the area for at least 15 minutes. Mark where and visible disability to Count from the same location after the
1 activities are happening and users’ perceived ages. If applicable, add the estimated number of activities near your marks. of items near your
gain insights into how project has been implemented
Insert a basemap below. Adjust the scale to the appropriate level of detail. marks.
the space is used by
different users.
5 Optional:
4 Count activities
Sidewalk Extended pedestrian space Surveyor Pedestrians counted staying
After completing your
/ doing an activity
map, tally activities Roadbed New space for bicycles Path that the surveyor walks Road users not counted
that are crucial to to observe the site
achieving your project
goals.

5
Optional: After finishing the activity mapping, tally the number of all or part of the activities observed. By mapping the activities of people in the space, you will → Types of prominent activities taking place in the space
CA CP SW WT V/S S SF SI B T/S E
be able to inform your design and communicate about: → Key obstructions or challenges you observed
→ Activities that could be encouraged by design
→ Changes in activities that take place in the street before
and after the project
Pause-and-play activities Measuring before street transformation:

Pedestrians are standing on a narrow sidewalk, with little room to play or socialize
While activity mapping can help inform your design capture their benefits, such as increased social
with insights on how the school community uses the connection, caregiving, physical activity, learning
streets near the school, focusing on pause-and-play and development, and joy and well-being.
activities helps quantify who is using the streets
Count for at least 15 minutes at times when
to pause and play, and what type of play activities
children are expected to be present, and then
they conduct. Separating types of play activity helps
multiply by 4 to extrapolate results for the hour.

→ To understand who uses the street and design to
include those who are not.
→ To demonstrate change and highlight age, gender,
Forms and ability groups that will benefit from playing near Define the boundary of the area being surveyed and
+ writing tools the school stand in a central location. Count users and play
→ To communicate the benefits experienced by users activities.
after the transformation, such as physical activity,
social interactions, and well-being.

1 General information 4 Play type counts

PAUSE-AND-PLAY ACTIVITIES Project Name Review the examples
2 Location map and and use your judgment
1 2
Surveyor name Basemap (indicate the surveyed area) notes categorize observed
Date/time
Use the legend items pause-and-play
Day of the week
to document where activities.
play is happening in the
Weather
Notes
defined area.
3 User counts
Count for at least 15 minutes in the defined area. In this section, tally the number of children and adults pausing or playing on the
1
3 street by age, gender, and visible abilities.

(indicate people with Use a tally mark in
disabilities by marking
appropriate rows to
Female capture users pausing
or playing by age and
Male Count users and activities in
gender. Count people
Other newly designated areas
Total
with visible disabilities
In this section, categorize each observed play activity by type. For example: a group of 10 children playing ball together will be by adding a tally mark
to the appropriate
Joy and
Social
connection
Caregiving
activities
Physical activities
Learning
activities
well-being row, noting both their
activities
Sidewalk Extended pedestrian space Surveyor Pedestrians counted playing
gender and disability.
Early childhood
4 Examples ➔ Talking/laughing games Playing ball scooting/balancing Reading Exploring nature
Roadbed New space for bicycles Path that the surveyor walks Road users not counted
Group games Joint exploration Jumping/running Dancing Studying Enjoying music to observe the site
Count here ➔
This form is flexible. You can change icons to
offer surveyors examples that resonate locally or →
Evaluating and communicating impact: Increase in play for specific users. For example:
Total change types of play to capture the impacts that → Teens
matter most to evaluate your goals. By counting the types of users and their play activities, → Caregivers
you will be able to inform your design and communicate → Girls
about: → Increase in type of play activity. For example:
→ High-energy play that contributes to physical activity
STREET ACTIVITIES Project Name PAUSE-AND-PLAY ACTIVITIES Project Name
Surveyor name Legend Surveyor name Basemap (indicate the surveyed area)
Date/time Mark observed activities and users’ ages within a defined area below Date/time
Day of the week CA Caregiving activities SF People sitting Infant-toddler

formally Day of the week
Weather CP Children playing SI People sitting Child Weather

informally
SW Standing/waiting B Breastfeeding Notes
Notes X Teen
WT Waiting for transit T/S Teaching/studying

A Adult
V/S Vending/shopping E Exercising

A Older adult
Count for at least 15 minutes in the defined area. In this section, tally the number of children and adults pausing or playing on the
1 street by age, gender, and visible abilities.
S Socializing
DI Visible disability

Walk along a defined boundary or stand in a central location observing the area for at least 15 minutes. Mark where (indicate people with
1 activities are happening and users’ perceived ages. If applicable, add the estimated number of activities near your marks. disabilities by marking
Insert a basemap below. Adjust the scale to the appropriate level of detail.
Female
Male
Other
Total
In this section, categorize each observed play activity by type. For example: a group of 10 children playing ball together will be
Joy and
Social Caregiving Learning
Physical activities well-being
connection activities activities
activities
Early childhood
Examples ➔ Talking/laughing games Playing ball scooting/balancing Reading Exploring nature
Group games Joint exploration Jumping/running Dancing Studying Enjoying music
Optional: After finishing the activity mapping, tally the number of all or part of the activities observed. Count here ➔
CA CP SW WT V/S S SF SI B T/S E
Total
Cyclists and micromobility users Measuring before street transformation:

Cyclists are cycling unprotected on the roadbed, or sharing the sidewalk with pedestrians.
Count all cyclists and micromobility users riding through Why is this important?
the project site according to age, type of vehicle, or other
→ To assess cyclists’ and micromobility users’ exposure
category that corresponds most with the project goals. to risk (riding on cycle infrastructure, pedestrian
Separate counts by row: One row counts users riding infrastructure, or the roadbed)
within a cycle facility, the second row is for users riding on → To assess potential conflicts between cyclists riding on
sidewalks and pedestrians, especially children
the sidewalk, and the third row is for users riding on the
→ To understand cycling volumes and the change as a
roadbed. Count for at least 15 minutes. result of the project, particularly among specific groups
such as children, caregivers, and families
→ To justify the addition or change of cycling
infrastructure, including parking, storage, lane width,
Tools you’ll need: and two-directional paths
Count the number of cyclists and

micromobility users on the street
as they cross the imaginary line
Forms Tally counters Camera Timers
+ writing tools

CYCLISTS/MICROMOBILITY COUNTS Project Name
2 Location map
1 2
Surveyor name Basemap (Indicate the “invisible line” used to count) → Include a location map
Date/time with data collection points.
Day of the week Decide on an “invisible line”
Weather on the project site, and
Notes mark it to guide surveyors.
Tally cyclists riding on the cycle lane, sidewalk, or roadbed separately. Adjust the "other" column to note Count only cyclists and
additional types of vehicles such as electric or cargo bicycles. To indicate an adult cycling with children,
1 mark the adult in the “adult + child(ren)” column and the child in the “child” column. If the adult has micromobility users crossing
3 additional characteristics (older adult, with child seat), consider documenting them in the notes section.
that line.
Perceived gender: x Female / Male + Other
→
Symbol (optional)
Add conventions and notes Count the number of cyclists and
Total
(all types) to describe the context. micromobility users on the street
Child Adult Adult + Adult + child Older adult Scooter Other
as they cross the imaginary line
(up to 18) child(ren) seat (75+)
3 User type in the same position as before.
In cycle lane
4 Tally counts
4 Total in cycle lanes
On sidewalk Sidewalk Extended pedestrian space Surveyor Cyclist or micromobility user

Documenting counter-flow cyclists can also be counted off dedicated facility
helpful to understand whether this street could Roadbed New space for bicycles Invisible line surveyed
Total on sidewalk
Cyclist or micromobility user
Roadbed benefit from a two-way cycle lane. Road users not counted counted on protected facility
Total on roadbed
Total (all)
Evaluating and communicating impact: → Increase in users riding on protected infrastructure
→ Increase in observable variety of riders (more women,
By counting the type of cyclists and micromobility children, caregivers with children)
users, you will be able to inform your design and → Fewer cyclists and micromobility riders on pedestrian
communicate about: infrastructure
→ Fewer crashes involving cyclists over time
CYCLISTS/MICROMOBILITY COUNTS Project Name
Surveyor name Basemap (Indicate the “invisible line” used to count)
Date/time
Day of the week
Weather
Notes
Tally cyclists riding on the cycle lane, sidewalk, or roadbed separately. Adjust the "other" column to note
additional types of vehicles such as electric or cargo bicycles. To indicate an adult cycling with children,
1 mark the adult in the “adult + child(ren)” column and the child in the “child” column. If the adult has
additional characteristics (older adult, with child seat), consider documenting them in the notes section.
Symbol (optional) Perceived gender: x Female / Male + Other
Total
This page
is left blank
(all types)
Child Adult Adult + Adult + child Older adult Scooter Other

(up to 18) child(ren) seat (75+)
In cycle lane
Total in cycle lanes
On sidewalk
Total on sidewalk
Roadbed
Total on roadbed
Total (all)

Measuring before street transformation:

Vehicle counts Pedestrian and cyclist crash rates and fatalities are high at this location
Count different vehicle types driving through the project Why is this important?
site. It is recommended to separate counts by direction, → To count vehicle volume by type and movement
especially if there are high volumes. This can be measured
→ To understand movements of taxis, transit, buses, etc.
in the middle of a block and at intersections. Adjust the
→ To compare space distribution by mode
tally counts to the signal phasing, if applicable.
→ To understand if low-traffic areas can be pedestrianized
at certain hours or permanently

It may be helpful to distinguish Count the number of motor vehicles
between short and long trucks (e.g. as they cross the imaginary line to
trucks with trailers) because their understand street use by mode
size can influence what is possible in
Forms Tally counters Cameras Automated counting terms of reducing turning radii.
+ writing tools technology
1 General
t+.=JiDd] VîßÌ¨ùD×¨ information
1 ]þîĉ¨đßîØ×¨ &EWIQETŽ.Ø¤Áù¨ù¾¨ŏÁØĉÁòÁÑ¨ÑÁØ¨Őþò¨¤ùßßþØùž
2 Vehicle type
ù¨ĭùÁ×¨
đß³ù¾¨Ċ¨¨Ï
→ Car → Mini-vehicle
u¨ù¾¨î
→ Bus → School vehicle
Dßù¨ò
→ Truck
→ Motorcycle
2 ƍ
ßþØù×Á¤ÑßÏİdÑÑđĉ¨¾ÁÑ¨òÁØ¨¾ùîĉ¨ÑÑØ¨ë¨î¤Áî¨ùÁßØįđùđë¨įò¨ëîù¨Ñđİiò¨ù¾¨ùĊßŒßù¾¨îŒ
ßÑþ×ØòùßØßù¨ùđë¨òß³ĉ¨¾ÁÑ¨òù¾ùî¨ëîß×ÁØ¨ØùÁØù¾¨î¨įßîß³òë¨ÁÑÁØù¨î¨òùßîßØ¨îØ³ßî
→ Bicycle
ù¾¨ò¾ßßÑß××þØÁùđİ
NOTE: Mark loading/unloading locations on the

t¨¾ÁÑ¨ùđë¨
Count the number of motor vehicles by type to
basemap if applicable.
î þò dîþÏ CßùßîđÑ¨ ÁđÑ¨ CÁØÁƇ
ĉ¨¾ÁÑ¨
]¾ßßÑ
þò
understand the change in use of the street by
]đ×ßÑ ĭ z d Ƈ J C ] Jù¾¨îĶ Jù¾¨îĶ mode after the project has been implemented
Áî¨ùÁßØ =Ø¨ =Ø¨ dßùÑòŽÑÑž
Sidewalk Extended pedestrian space Surveyor Vehicles counted
Roadbed New space for bicycles Invisible line surveyed Vehicles not counted
îĲ þòĲ dîþÏĲ îĲ þòĲ dîþÏĲ îĲ þòĲ dîþÏĲ
dßùÑòë¨îÑØ¨
Žđĉ¨¾ÁÑ¨ž CßùİĲ đÑĲ CtĲ CßùİĲ đÑĲ CtĲ CßùİĲ đÑĲ CtĲ
]Ĳ ]ĲĲ ]ĲĲ
dßùÑòë¨îÑØ¨
ŽÑÑž
→ Decrease in motor vehicle volumes, leading to safer
146 How to Evaluate Street Transformations Near Schools By counting the number and type of vehicles, you will be conditions for pedestrians
able to inform your design and communicate about: → Decrease in motor vehicle and truck volumes, contributing
Counting vehicles in Lima, Peru
to air quality benefits
Vehicle speeds
The speed of moving vehicles is directly related to Why is this important?
the safety of the street and other users. Use compact How to use your speed radar:
→ To observe characteristics of the site that affect vehicle
speed radars to document vehicle speeds on specific → The radar must be pointed at oncoming traffic
speed, such as extra-wide lanes, and identify design
corridors and corners, according to vehicle type. solutions (instead of across the road) in order to work.
Count a minimum of 40 vehicles to have a significant → To identify peak speeds at specific locations → A compact speed radar has the advantage
sample size, and more if possible. Count turning → To document speeds of different vehicle types moving of being more discreet (it looks like a
through the site, before and after smartphone) than classic “speed guns.”
speeds at corners and freeflowing speeds at mid-
→ To understand if the operating speed of the street If drivers identify the surveyor as speed
block locations.
segment is appropriate for its surrounding context enforcement by the city, this may influence
their behavior and survey results.
→ Note that compact radars may be inaccurate
Tools you’ll need: Measure speeds near your school during peak for speeds below 15-20 km/h, limiting their
hours to determine the risk to school community usefulness for turning speeds.
members walking or cycling to school. Always
supplement this by measuring speeds in
freeflowing conditions such as evenings and
Count forms Tally counters Speed radar weekends to understand peak speeds. To capture
+ writing tools other potentially dangerous vehicle movements,
use the Peak school hours circulation form
on p. 120.
General information Midblock or turning MEASURING SPEED

1 4
Bosa - Bogotá, Colombia
VEHICLE SPEEDS Project Name
speed
SNAPSHOT
1 2 → Check one of the Due to street parking, this two-lane street regularly
Surveyor name Basemap (indicate surveyor location)
2 Location map boxes operates as a wide one-lane street, encouraging

Date/time
higher traffic speeds and exposing a high volume
5
Day of the week
Speed of pedestrians to traffic violence. The first pop-up
3 Vehicle type
Weather
chicane project in Bogotá narrowed the street with
Posted speed Register speed of all
→ Car paint and cones as a traffic-calming strategy to
Notes
vehicles passing by
→ Motorcycle reduce speeds.
3 Document the midblock or turning speeds of vehicles by type at free-flow conditions. Circle the highest
1 and lowest speed of each vehicle type, and write the posted speed in the space above. The absolute
→ Bus
minimum sample size should be 30 vehicles in total, and the recommended minimum is 50 vehicles.
Speed reduction during pop-up:
4 → Truck
Vehicle type BEFORE
→ Mini-vehicle
Private car 31% reduction
Car Motorcycle Bus Truck Mini- :
Other
→ Other
vehicle
NOTE: If vehicle volumes are too high, divide

Check one:
▢ Midblock
vehicle types into multiple forms to facilitate data Taxi 25% reduction
▢ Turning
5 collection
Motorcycle 37% reduction
Urban streets should be designed to support a maximum Truck 8% reduction

of 40 km/h. In the densest urban areas and when sharing
a lane with cycles, speeds should be at or below 30 km/h.
When shared with pedestrians, it may be necessary to
limit speeds to 15 km/h or below. See p. 121 of the Global Bus 28% reduction POP-UP
How to Evaluate Street Transformations Near Schools 147 Street Design Guide for more guidance on vehicle speeds.
VEHICLE COUNTS Project Name VEHICLE SPEEDS Project Name
Surveyor name Basemap (Indicate the “invisible line” used to count) Surveyor name Basemap (indicate surveyor location)
Date/time Date/time
Day of the week Day of the week
Weather Weather
Notes Posted speed
Notes
Count midblock. Tally vehicles in each travel lane per direction, by type, separately. Use the two "other"
1 columns to note types of vehicles that are prominent in the area, or of special interest or concern for Document the midblock or turning speeds of vehicles by type at free-flow conditions. Circle the highest
the school community. 1 and lowest speed of each vehicle type, and write the posted speed in the space above. The absolute
minimum sample size should be 30 vehicles in total, and the recommended minimum is 50 vehicles.
Vehicle type
Vehicle type
Car Bus Truck Motorcycle Bicycle Mini- School

vehicle bus
Symbol / X T - O M SB Other… Other… Car Motorcycle Bus Truck Mini- :

Other
vehicle
Direction Lane A Lane B Totals (all)
Check one:
▢ Midblock
▢ Turning
Car: Bus: Truck: Car: Bus: Truck: Car: Bus: Truck:
Totals per lane

(by vehicle) Mot.: Cycl: MV: Mot.: Cycl: MV: Mot.: Cycl: MV:
SB: SB:: SB::
Totals per lane

(all)
Resources | Air quality monitoring Resources | Air quality monitorin
Vehicle volumes and air quality estimate
Streets near schools attract children, who are especially Evaluating physical changes to the site can also indicate Compare site conditions before and after
vulnerable to the effects of harmful pollutants.2, 3 School that vulnerable users have been made more protected street transformation
grounds usually host intense physical activities such as from transportation emissions.
Pollution levels are higher near emissions sources, Use the School Surroundings form on p. 116 to
play and sports that may further expose children.
Why is this important? meaning that the air quality tends to be worse right compare site conditions before and after the
There is a wide range of tools to evaluate air quality near the roadbed, close to transport emissions. transformation to highlight air quality benefits
near schools, which involve varying levels of required → To estimate the reduction of traffic-emitted pollution
Physical measures, such as widening sidewalks, near the school.
resources and scientific accuracy.4 Counting vehicles produced on streets near schools and children
adding curb extensions, and implementing cycling
before and after project implementation is one way to → To offer initial evidence to make the case for more
rigorous and long-term air quality monitoring infrastructure (separated by buffers) help protect
assess air pollution, as vehicle volumes can indicate a people from polluted air.5 Aim to create distance
reduction in traffic emissions. from both moving and parked vehicles.
Compare vehicle volumes before and after street

transformation Before After
Count motor vehicle volumes by type of vehicle to

evaluate how many motorized vehicles were successfully Counting polluting vehicles before
deterred from traveling on streets near the school.
Complete pedestrianization, permanent or temporary,
05 150 60
is one of the most effective measures of improving air
quality in an area. Use the Vehicle counts form on p. 146
to evaluate these benefits.
Additional things to keep in mind:
→ Air pollution results from many factors. Insights from Site analysis could help highlight:
vehicle counts could speak to the harm caused by → Areas that are more susceptible to air pollution, → Elements that could extend the distance between
the volume of traffic and its emissions. such as narrow sidewalks or cycle lanes. traffic pollution and protect vulnerable users, such
→ On streets near schools, consider locating the → Locations that are more vulnerable, such as where as sidewalk extensions, vegetation, and protected
surveyor near especially vulnerable areas where children are likely to gather or conduct physical cycle tracks.
students gather or play. Counting polluting vehicles after
activities such as sports or play.
02 75 30 Evaluating and communicating impact:

By evaluating physical changes, you can communicate air
quality benefits, such as:
When applicable, evaluate the reductions
in heavy-duty vehicle volume. In many
Square meters of pedestrianized street, Sidewalk extended by X meters, distancing
cities, they emit disproportionately more
removing motor vehicle pollutants from schoolchildren from polluting motor vehicles.
pollution than other vehicles. They are
the street.
commonly associated with air pollution,
which helps communicate impact. Square meters/length of protected cycle Number of plants added, expected to grow to
lanes added (with buffer), reducing cyclists a height of Y and serve as a buffer from traffic
exposure to pollution from traffic emissions. emissions for children walking to school.
Resources | Air quality monitoring Resources | Air quality monitorin
Particulate matter levels
Different platforms and tools, including microsensors, Why is this important? What the process could look like:
are available to measure PM levels for street
→ To evaluate the impact of transportation emissions Measure pollution levels at the intervention site before Collect data for at least four weeks prior to
transformations. AirBeam is recommended due to its
on PM levels on site and after the implementation. At the same time, conduct the implementation and four weeks after the
versatility and user-friendly interface, which makes → To offer initial evidence to make the case for more the same measurements at a similar site that is not implementation once traffic patterns have stabilized.
it easier to extract evaluations; engage stakeholders, rigorous and long-term monitoring affected by the intervention.
including youth or school community members; and
support communication efforts. Intervention site Comparison site
Similar area unaffected by the intervention
In order to conduct reliable comparisons of before-and-
after conditions near schools, data collection should
Before
take place for at least four weeks. To control for trend
effects, you will also need to simultaneously collect data
from a comparison site: a similar area, unaffected by
the intervention. Depending on your expertise, you may An AirBeam device
also want to consult experts to support your evaluation safely located on a
efforts. Partnering with researchers at local universities window ledge facing Redesigned streets Unchanged
can be a good starting point. the street
After
Choose where to locate the device6
→
1 The device must be at a distance of
Ideal: 5 m or less (max 10 m) 10 meters or less from the roadbed
1
(ideally 5 meters).
Max 4 m
→
2 The device must be located at a
height of 4 meters or less (ideally, at a PM microsensors such as the AirBeam The comparison site must have a
breathing height of around 1.5 meters must be calibrated to the local context by similar context to the intervention,
for adults or 95 cm for young children), an expert to be compared with reference e.g. near similar schools on a similiar
but its security should be prioritized. levels, like WHO’s standards for air type of street.
→
3 The device should be at least 3 meters quality. If you are using an uncalibrated
3 away from other pollution sources
2 device, avoid comparisons to absolute
Ideal: 95-150 cm (like exhaust vents, food kiosks) and values. Instead, evaluate relative change.
at least 10 cm away from obstructions
to the air circulation like signs, and
horizontal surfaces.
→ Try to position the device where it
By comparing the relative changes in daily averages → Avoid using absolute values. This can be done only when
will not be displaced/altered by the
before and after the street transformation and at the the device has been calibrated to the context.
intervention (e.g. traffic signs and → A positive change doesn’t have to be an absolute reduction
comparison site, you will be able to inform the design
lampposts can be removed). in PM levels. If the comparison site shows an increase
and communicate to others. When communicating your
in PM levels, the transformation could demonstrate a
findings:
smaller increase.
→ A positive change is indicated if there is a meaningful
distinction of at least 10% difference between the
changes in the intervention site and the comparison site.
Resources | Noise level assessments Resources | Noise level assessments
Ambient noise
Elevated street noise levels result from different Record between two and five sessions for a period of Measurement results on moderately noisy streets
15 minutes, at appropriate and consistent times and may fail to capture relevant aspects of street noise. To capture a more nuanced impact,
causes, such as vehicle movements, construction sites,
locations, to compare before and after average noise For example, pedestrianizing a street with periodic conduct perception surveys as well,
or outdoor play. If your site has high vehicle volumes,
levels (LAeq) as well as peak impulse noises (LCpeak). motorcycle movements and introducing recreational comparing how people experience
movement from noisy vehicles such as motorcycles and
activities such as play may elevate average noise different types of noise and the joy or
trucks, or repeating impulse sounds like sirens, conduct
levels despite improving the overall experience stress they attribute to them. See Noise
an initial noise measurement to evaluate ambient
of noise. perception form, p. 157 .
noise levels.7 Why is this important?
Sound measurement devices are available in different
→ To demonstrate the connection between street
formats. Professional sound level meters, sometimes
design and use and dangerous levels of noise
operated by experts, are the most reliable option. The pollution, especially in close vicinity to schools and Concepts to keep in mind:
NIOSH app is a simple alternative currently available play areas
exclusively on iOS devices.8 → To offer initial evidence to make the case for more
rigorous and long-term monitoring → Sound measurements commonly use
decibel levels (dB). However, on its own,
the level of noise will not reflect how loud or 60 70 80 90 100 110
40 50
30
disturbing people perceive it to be. People 0 10 20
Tools you’ll need: tend to find noise that is impulsive (such

as a honk), socially inappropriate (such as
an accelerating motorcycle), or mechanical
especially disturbing.
→ Perceptions of decibel changes are not
linear. While humans can barely notice
Sound level meter Forms Surveys
a 3-dB increase, a 5-dB increase will be
dB
or phone with app + writing tools
dB
00
40
noticeable, and a 10-dB increase will sound
.1
0-
dB
dB
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.3
er
63
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ds
twice as loud as the baseline. For this reason,
et
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un
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so
af
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it’s important to communicate the changes
n
tr
l
ra
or
er
vy
u
rh
nv
at
ea
in noise levels with references to well-known
Co
Ca
N
H
standards (dB) and relatable references to
C.DdDJ.] VîßÌ¨ùD×¨ common sounds, as shown in this example.
1 ]þîĉ¨đßî
Ø×¨
ò¨×ëŽ×îÏòþîĉ¨đÑßùÁßØòž
2 2 Location map
Dßù¨ò with typical street
Choose a location with
Žßþ×¨Øù
ë¨î¨Áĉ¨¤
ØßÁò¨į
ù¨¾ØÁÑ sound levels.
Áòòþ¨òį
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before the transformation, 3 Measurements Evaluating and communicating impact:
or that is expected to For each session,
DJdd¾¨ÁØòùîþùÁßØòò¾ßþÑ¤¾¨Ñëđßþß×ëÑ¨ù¨ØÁØÁùÁÑ
ØßÁò¨×¨òþî¨×¨Øùİ%ßî¨òùî¨òþÑùòįòþëëÑ¨×¨Øùù¾¨×ĊÁù¾
]dYd]JiD=t=]Y%YD]
improve as a result of the Collecting noise measurements could help inform your
ù¾ßò¨ß³đßþî¤¨ĉÁ¨įØ¤þò¨ù¾¨ò×¨¤¨ĉÁ¨ù¾îßþ¹¾ßþù ƏƌƇƐƌ¤ document the time,
đßþî¨ĉÑþùÁßØë¨îÁß¤İ
䚉 =ßù¨đßþîò¨Ñ³òÁØ¤Áù¨¤ÁØù¾¨ò¨×ëßĉ¨İ
DùþîÑòßþØ¤ò
|ßþò¾ßþÑ¤¨Ñ¨ùß
¾¨îÁî¤ò¾ÁîëÁØ¹
change. Mark the locations location, device brand, design and communicate about:
䚉 C¨òþî¨ƎƇƑÁØù¨îĉÑò¤þîÁØ¹ë¨Ï¾ßþîòŽò×¨ßî
¤Á³³¨î¨Øù¤đòžİ¾ùÁ×¨įî¨ßî¤ùÑ¨òùƍƑ×ÁØþù¨òİ ƔƑ¤
+¨ĉđùî³µ
where measurements and app. Note the
took place to maintain
䚉 ĉßÁ¤òßþØ¤ßòùîþùÁßØòİßØßùùßþ¾ù¾¨¤¨ĉÁ¨Ċ¾ÁÑ¨ Ñ¨ĉù¨¤ØßÁò¨Ñ¨ĉ¨Ñò¤þ¨
î¨ßî¤ÁØ¹įØ¤Ï¨¨ëđßþî¤ÁòùØ¨³îß×¤Áî¨ùòßþî¨ß³ ùßĉ¨¾ÁÑ¨ĉßÑþ×¨Ø¤
average LAeq and
→ Percentage reduction in the average or peak noise
òë¨¨¤įĉ¨¾ÁÑ¨ùđë¨òįßî
ØßÁò¨ÑÁÏ¨¾Á¹¾ĊÁØ¤òßîßØòùîþùÁßØĊßîÏİ.³đßþî¨ ù¾¨òùî¨¨ùòë¨İDßÁò¨
×¨òþîÁØ¹þòÁØ¹¨ÑÑþÑî¤¨ĉÁ¨įî¨×ßĉ¨ù¾¨ò¨İ
䚉 ùÁĉù¨ù¾¨ØßÁò¨Ƈ×¨òþîÁØ¹¤¨ĉÁ¨İ.³ëëÑÁÑ¨į
Ñ¨ĉ¨Ñ×đ¨¾î×³þÑÁ³
¨ďëßòþî¨ÁòßØùÁØþßþò
consistency. LCpeak results. If
¾Ø¹¨ŏùÁ×¨Ċ¨Á¹¾ùÁØ¹Őùßŏ³òùİŐ
Ø¤ÑßØ¹Ƈù¨î×İ
level
Sound references LAeq surpasses 53 dB,
4
䚉 +ßÑ¤ßîëÑ¨ù¾¨¤¨ĉÁ¨ùî×ōòÑ¨Ø¹ù¾įùÑ¨òù×¨ù¨î ƍƌƌ¤
→ Sounds that children are able to hear on the street

î¾ßîØŽƑ×¨ù¨îòž
ßĉ¨ù¾¨¹îßþØ¤įßîòßù¾¨îĊÁò¨¤Áî¨ù¨¤İ.³ëßòòÁÑ¨į
consider conducting a
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Ø¹Ñ¨ù¾¨¤¨ĉÁ¨ùƏƌƇƐƑ¤¨¹î¨¨òùßĊî¤òù¾¨òÁù¨İ
䚉 ³ù¨îß×ëÑ¨ùÁØ¹¨¾ò¨òòÁßØįòĉ¨ù¾¨î¨ëßîùİ.³
ĊÁù¾ëîßÑßØ¹¨¤¨ďëßòþî¨
4 Review the references
ëßòòÁÑ¨įò¾î¨Áù¤Áî¨ùÑđĊÁù¾ù¾¨ßî¹ØÁĖ¨îİ
䚉 ßþ×¨ØùÏ¨đ×¨òþî¨×¨ØùòÁØù¾¨ùÑ¨¨ÑßĊİ
u+Jùî³µƇî¨Ñù¨¤ÑßØ¹Ƈù¨î×¨ďëßòþî¨
î¨ß××¨Ø¤¨¤ÑÁ×ÁùĲƑƏ¤Ž¤đžįƐƑ¤ŽØÁ¹¾ùž to understand how your more rigorous evaluation. given the noise level
3 Ŕ ù¨ dÁ×¨ =ßùÁßØ ¨ĉÁ¨įîØ¤įĉ¨îòÁßØ ëëįĉ¨îòÁßØ =¨í =ë¨Ï measurements compare
ƍ
Ə
The WHO recommends that long-term and continuous
exposure to noise from road traffic should not exceed
Ɛ
53 dB during the day to avoid adverse consequences
Ƒ
on critical health outcomes including cardiovascular
156 How to Evaluate Street Transformations Near Schools disease and cognitive impairments.
Resources | Noise level assessments Resources | Noise level assessments
Noise perception
Perception surveys can show how street users, Why is this important?
especially children, are experiencing noise exposure and MOQUEWAWA
→ To demonstrate the connection between street
its effects. Survey a representative group of street users Location: Lima, Peru
design and use and dangerous levels of noise
to capture how their perception of the noise changed Year: 2023
SNAPSHOT
pollution, especially in close vicinity to schools and
after the transformation. play areas Actors involved: Municipality of Lima, Gerencia de Movilidad Urbana,
→ To make the case for more rigorous and long-term Gerencia de Planificación, Gestión y Recuperación del Centro Histórico
Respondents’ assessment of the noise levels of nearby de Lima – PROLIMA, Anidare company, and Global Designing Cities
noise monitoring
streets could indicate if noise pollution was reduced or Initiative
→ To measure change in the way people perceive noise
merely relocated due to changes in use and function levels on the street as enjoyable, disturbing, Description
resulting from the new design. or stressful The Moquewawa project was an initiative of the Municipality of Lima,
in partnership with GDCI’s Streets for Kids program, that aimed to
improve the safety and accessibility of students walking to Andres
Tools you’ll need: Rosales Valencia school. Initial conversations with community members
revealed that noise impacted students’ performance, particularly for
younger children whose classrooms were at street level. Using a free
app, before-and-after noise measurements were conducted during
school hours.
Surveys Clipboards Survey tablets/
+ writing tools kiosks
In order to simplify the intersection, the project pedestrianized one
of the streets, Moquegua, added benches and play elements, and
reclaimed 850 m2 of space. See Snapshot, p. 13. Results demonstrated
that redesigning the street and enhancing enforcement of noisy
business activities resulted in a significant reduction of noise levels.
What your form could look like: On the pedestrianized street, noise levels were reduced so children
could hear their teachers clearly. These outcomes were showcased
through an outdoor community exhibition featuring before-and-after
1 General information 3 Project information
NOISE PERCEPTION Project Name images, highlighting the transformation and its impact. They were
Start a conversation by Community exhibition in Lima, Peru
then communicated to decision-makers as a new measure to evaluate
1 2
Surveyor name Basemap (mark survey location)
2 Location map offering details on the
Date/time mobility projects from the perspective of children and caregivers.
Choose a location with project. Have key contact
Day of the week
Notes
increased noise levels information on hand for
before the transformation, further inquiries.
or that is expected to
improve as a result of the Consider pairing noise evaluations with other
3
➔ Project description: Example: This [name] project is meant to improve the safety of routes near [school name]
and encourage [goal(s)]. It's led by [organization] with the support of [name any other partners], and is meant to
be completed by [month/year].
4 Questionnaire surveys (see p. 154). Planning ahead will allow
➔ Contact information: Example: You can read more about the project at [web page/QR code] and contact [name] change. Mark the locations
with questions or concerns about the project or evaluation/engagement activities. (Include their title/role and
Each form includes
4
contact information.)
where surveys took place you to incorporate ambient noise measurements
➔ SURVEY 1 TIME
two copies of identical
Perceived age group to maintain consistency. into your surveying timeline and choose times and
surveys. Use one
Accompanied by children of perceived ages: Are you especially sensitive to noise?
locations that can capture potential change.

< 12 13-18 19 - 60 61+ 0-3 4-12 13 - 18 None Yes No Decline to
copy per respondent,

respond
Reason for being here today:
Community Daily destination Visitor Passing through Other Notes:

member
How do you experience the noise level on this street? How do you experience the noise level on [nearby street]?
marking the time for
each at the designated
1 2 3 4 5 1 2 3 4 5
place.
I enjoy/ I’m ok I’m I’m I feel stress I enjoy/ I’m ok I’m I’m I feel stress
I can relax with the neutral bothered due to the I can relax with the neutral bothered due to the
with this level of about the by the noise with this level of about the by the noise
level of noise level of noise level of noise level of noise
noise noise noise noise
SURVEY 2 TIME
Collecting users’ perceptions about noise could help inform your design and
Perceived age group Accompanied by children of perceived ages: Are you especially sensitive to noise?
< 12 13-18 19 - 60 61+ 0-3 4-12 13-18 None Yes No Decline to

respond
communicate about:

member
You can also assess → Reduction in children reporting they feel bothered or stressed by noise
1 2 3 4 5 1 2 3 4 5 noise perception on the street
I enjoy/
I can relax
with this
I’m ok
with the
level of
I’m
neutral
about the
I’m
bothered
by the
I feel stress
due to the
noise
I enjoy/
I can relax
with this
I’m ok
with the
level of
I’m
neutral
about the
I’m
bothered
by the
I feel stress
due to the
noise
using Interactive → Increase in school community members reporting they can enjoy and
Boards on p. 180 .
relax despite the noise levels in streets near their school
AMBIENT NOISE Project Name NOISE PERCEPTION Project Name
Surveyor name Basemap (mark survey location)

Surveyor Basemap (mark survey locations)
name
Date/time
Notes
(Document
perceived Day of the week
noise,
technical Notes
issues,
weather, etc.)
➔ Project description: Example: This [name] project is meant to improve the safety of routes near [school name]
and encourage [goal(s)]. It's led by [organization] with the support of [name any other partners], and is meant to
NOTE The instructions should help you complete an initial STREET SOUND LEVELS REFERENCES be completed by [month/year].
noise measurement. For best results, supplement them with ➔ Contact information: Example: You can read more about the project at [web page/QR code] and contact [name]
with questions or concerns about the project or evaluation/engagement activities. (Include their title/role and
those of your device, and use the same device throughout 30-40 dB contact information.)
your evaluation period. Natural sounds
You should be able to ➔ SURVEY 1 TIME
➔ Locate yourself as indicated in the basemap above. hear birds chirping
➔ Measure 2-5 intervals during peak hours (same or Perceived age group Accompanied by children of perceived ages: Are you especially sensitive to noise?
different days). Each time, record at least 15 minutes. 85 dB
Heavy traffic < 12 13-18 19 - 60 61+ 0-3 4-12 13 - 18 None Yes No Decline to
➔ Avoid sound obstructions. Do not touch the device while Elevated noise levels due respond
to vehicle volume and Reason for being here today:
recording, and keep your distance from a direct source of
speed, vehicle types, or Community Daily destination Visitor Passing through Other Notes:
noise like high winds or construction work. If you are the streetscape. Noise member
measuring using a cellular device, remove the case. level may be harmful if
exposure is continuous
➔ Activate the noise-measuring device. If applicable, and long-term.
change “time weighting” to “fast.”
➔ Hold or place the device at arm’s length, at least a meter 100 dB 1 2 3 4 5 1 2 3 4 5
Car horn (5 meters)
above the ground, or as otherwise directed. If possible, I enjoy/ I’m ok I’m I’m I feel stress I enjoy/ I’m ok I’m I’m I feel stress
An immediate health risk I can relax with the neutral bothered due to the
angle the device at 30-45 degrees towards the site. I can relax with the neutral bothered due to the
with prolonged exposure with this level of about the by the noise with this level of about the by the noise
➔ After completing each session, save the report. If noise noise noise noise
possible, share it directly with the organizer.
WHO traffic-related long-term exposure SURVEY 2 TIME
➔ Document key measurements in the table below. recommended limit: 53 dB (day), 45 dB (night)
Perceived age group Accompanied by children of perceived ages: Are you especially sensitive to noise?
# Date Time Location Device, brand, version App, version LAeq LCpeak
< 12 13-18 19 - 60 61+ 0-3 4-12 13-18 None Yes No Decline to
respond
1
member
2
1 2 3 4 5 1 2 3 4 5
4
I enjoy/ I’m ok I’m I’m I feel stress I enjoy/ I’m ok I’m I’m I feel stress
I can relax with the neutral bothered due to the I can relax with the neutral bothered due to the
with this level of about the by the noise with this level of about the by the noise
5 level of noise level of noise level of noise level of noise
Resources | Surveys Resources | Surveys
Surveys
Who to survey?
Engage a diverse audience, capturing perceptions of If certain groups are not present, mark the location
Current perceptions of different pedestrians, Why is this important?
motorists, and other street users interacting with people from the school community and outside of it. the survey took place and investigate why. Are the
→ To learn how people feel about the school Talk to people who are walking, cycling, or using streets accessible for people with disabilities?
school surroundings can be understood through quick
surroundings, how they get to and from school, and mobility devices. Talk to people of different genders, Is public transportation connected to this site?
questionnaires given at different hours of the day. Survey how they use the space before and after school
as many people as you can and make sure you adjust ages, ethnicities, abilities, and backgrounds, and Does the school or other institutions attract users
hours
your sample size and diversity according to each context → To complement aggregate data by getting insights talk to caregivers with children. Use the opportunity at other times? What conditions exist that might
so your data is reliable and relevant. according to specific user groups to approach teenagers of all genders, in groups or dissuade different genders, ethnicities, and ages
→ To engage in conversation and understand young individually. See p. 56 for more details on Who to from being here? See p. 59 for more information
people’s perspectives on a particular topic Engage. about how to increase your reach and prepare your
→ To demonstrate the need for improved facilities survey.
→ To humanize the data being collected when telling
the story about the project later
Tools you’ll need: → To measure change in perception or behavior after
street Capturing the perceptions and habits
of caregivers and children:
→ Time your surveys to peak hours when you can expect → When surveying teens, consider that their decisions
Surveys Clipboard Survey tablets/ many to be present, such as school start and end. If are often a reflection of their parents’ decisions and
+ writing tools kiosks possible, choose periods when you think people will be the resources available to them.
more available to engage.
→ Open a conversation. Instruct your surveyors how
→ Count caregivers’ and children’s replies separately. to explain your project to respondents and capture
→ responses that offer additional insights.
What your form could look like: Prepare variations for questions that make sense
for different types of respondents and have different → Use surveys to estimate the project’s impact on
questionnaires for each user group printed out. For equity by collecting respondents’ socioeconomic
4 Questionnaire
SURVEY Respondent Caregiver Project name
example, when surveying teachers ask them about information. Make sure you have a representative
Add or change
Respondent Project name
SURVEY Caregiver
1 �urveyor name ��(mark survey location) 2 their students, not their own children who may live far sample to validate results, and align with local
questions questions
Feedback Why ask this?
Use the following to capture satisfaction or suggestions before, during, or after a transformation.
Date
How much did you enjoy the pop-up ⃞ ⃞ ⃞ ⃞ ⃞ away from the site. Review Question Library on p. 62 regulations. Ask these questions at the end, and
Day of the week event? 1 - Not at all 2 3 4 5 - Very much
based on how they
Instructions �urvey one person per form. �tart by
for more examples. mark them as optional.
apply to your project
introducing yourself and sharing brief
How do you feel about the
information about the project. On page
suggested design?
2, document required and optional
background information and any
goals and timelines

additional notes or direct quotes as
applicable. Would you like to see more street ⃞ No ⃞ Not sure ⃞ Yes If “yes,”
transformations in your suggested site:
community?
3 5 Background questions Why ask this?
Optional: Profile
To evaluate the impact of the project on diverse street users.
5
*Optional
Age groups Gender Please mark if accompanied by underaged children:

C��te Why ask this?
Consider adding Reference Surveying Children and Teenagers on p. 58 for

To collect basic information about the commuting habits and preferences of diverse street users.
⃞ Woman
Why are you here today? ⃞ Residence ⃞ �chool ⃞ Work ⃞ �ervices�shopping ⃞ Other ⃞ Man
more tips on how to develop a survey. Use the Question

4 context-appropriate
⃞ 9-12 ⃞ 13-18 ⃞ 19-74 ⃞ 75+ ⃞ Other ⃞ 0-3 ⃞ 4-12 ⃞ 13-18 ⃞ None
What are up to three most ⃞ Walk ⃞ �ycle ⃞ Transit ⃞ �ar - driver ⃞ Motorcycle ⃞ Other ⃞ Decline to respond
common ways you ( ) mark if answered based on observation ( ) mark if answered based on observation
Library to add or change questions based on goal and
socio-economic
commute here? ⃞ �ar - passenger
Background questions
How long is your commute
here? (minutes)
⃞ � 5 min ⃞ 5-30 ⃞ 31-�0 ⃞ � �0 min
audience.
questions, and
Do you, or someone in your household, have a disability?
�er�e�ti�� a�� se Why ask this? ⃞ Yes, I have a disability

To collect comparable information to evaluate how the street is perceived and used.
How sa�e do you feel around motor

vehicles on the street?
⃞
1 - Not at all
⃞
2
⃞
3
⃞
4
⃞
5 - Very safe
⃞ Yes, a family member
mark this section as
⃞ No
How much do you e��y spending ⃞ ⃞ ⃞ ⃞ ⃞

⃞ Decline to respond/not applicable optional.9
time on this street? 1 - Not at all 2 3 4 5 - Very much
Notes Document additional insights or responses. If respondent agrees, use direct quotes.
How likely is your child to ��ay on ⃞ ⃞ ⃞ ⃞ ⃞
this street? 1 - Not at all 2 3 4 5 - Very likely
6 Notes
How safe do you feel it is for your
child to walk, cycle, or play on this
⃞
1 - Not at all 2
⃞ ⃞
3 4
⃞ ⃞
5 - Very safe 6 Document additional Depending on your project goals, collecting users’
street with �i�ite� s��ervisi��?
C��te�t s�e�i�� Why ask this?

To capture information about conte�t-speci�c priorities and goals. details or impressions. perceptions and behaviors could help inform your design
If respondent agrees, and communicate about:
If a �r�te�te� �y��i�g tra�k is ⃞ ⃞ ⃞ ⃞ ⃞
installed, how likely are you to use it? 1 - Not at all 2 3 4 5 - Very likely

document insights
using direct quotes. → Increase in older children walking/cycling to school
independently
1 General information 3 Project information
→ Increase in teenagers reporting they enjoy spending
Start a conversation by offering
details on the project. Have key
time on the street
2 Location map
Mark the location the contact information on hand for → Percentage of community members who support
the transformation Cerrillos, Chile
survey took place. further inquiries.
SURVEY Respondent Caregiver Project name SURVEY Caregiver
Surveyor name Basemap (mark survey location) Why ask this?

Feedback
Use the following to capture satisfaction or suggestions before, during, or after a transformation.
Date
How much do you appreciate/value ⃞ ⃞ ⃞ ⃞ ⃞
this street transformation? 1 - Not at all 2 3 4 5 - Very much
Day of the week
Instructions Survey one person per form. Start by

introducing yourself and sharing brief How do you think it could be
information about the project. On page improved? What is missing?
additional notes or direct quotes as Would you like to see more street ⃞ No ⃞ Not sure ⃞ Yes If “yes,”
applicable. transformations like this in your suggested site:
➔ Project description: Example: This [name] project is meant to improve the safety of routes near [school name] and city?
encourage [goal(s)]. It's led by [organization] with the support of [name any other partners], and is meant to be
completed by [month/year]. Why ask this?
➔ Contact information: Example: You can read more about the project at [web page/QR code] and contact [name] with Background questions
To evaluate the impact of the project on diverse street users.
questions or concerns about the project or evaluation/engagement activities. (Include their title/role and contact *Optional
information.)
Age groups Gender Please mark if accompanied by underaged children:
Commute
➔ Why ask this?
➔ To collect basic information about the commuting habits and preferences of diverse street users. ⃞ Woman
⃞ Man
Why are you here today? ⃞ Residence ⃞ School ⃞ Work ⃞ Services/shopping ⃞ Other
⃞ 9-12 ⃞ 13-18 ⃞ 19-74 ⃞ 75+ ⃞ Other ⃞ 0-3 ⃞ 4-12 ⃞ 13-18 ⃞ None
⃞ Decline to respond
What are up to three most ⃞ Walk ⃞ Cycle ⃞ Transit ⃞ Car - driver ⃞ Motorcycle ⃞ Other ( ) mark if answered based on observation ( ) mark if answered based on observation
common ways you
commute here? ⃞ Car - passenger
Background questions If appropriate, insert questions that will best help to capture diversity in your location
and are aligned with local norms and regulations. Only add background questions
How long is your commute ⃞ < 5 min ⃞ 5-30 ⃞ 31-60 ⃞ > 60 min when you have access to a representative sample size.
here? (minutes)
[Question type: Population group] [Question type: Socioeconomic background] [Question type: Disability]
Perception and use Why ask this?
To collect comparable information to evaluate how the street is perceived and used. ⃞ Option 1 ⃞ Option 1 ⃞ Option 1
How safe do you feel around motor ⃞ ⃞ ⃞ ⃞ ⃞ ⃞ Option 2 ⃞ Option 2 ⃞ Option 2

vehicles on the street? 1 - Not at all 2 3 4 5 - Very safe
⃞ Option 3 ⃞ Option 3 ⃞ Option 3
How much do you enjoy spending ⃞ ⃞ ⃞ ⃞ ⃞ ⃞ Mix (mark all that apply) ⃞ Decline to respond/not applicable ⃞ Decline to respond/not applicable
time on this street? 1 - Not at all 2 3 4 5 - Very much
⃞ Decline to respond/not applicable ⃞ Other: ⃞ Other:
How likely is your child to play on ⃞ ⃞ ⃞ ⃞ ⃞ ⃞ Other:

this street? 1 - Not at all 2 3 4 5 - Very likely
Notes Document additional insights or responses. If respondent agrees, use direct quotes.
How safe do you feel it is for your ⃞ ⃞ ⃞ ⃞ ⃞
child to walk, cycle, or play on this 1 - Not at all 2 3 4 5 - Very safe
street with limited supervision?
Context specific Why ask this?

To capture information about context-specific priorities and goals.
[Question] ⃞ ⃞ ⃞ ⃞ ⃞
SURVEY Respondent School staff Project name SURVEY Respondent School staff Project name

Feedback
After the transformation, use the following to capture satisfaction or suggestions.
Date
Day of the week

introducing yourself and sharing brief How do you think it could be
information about the project. On page improved? What is missing?
additional notes or direct quotes as Would you like to see more street ⃞ No ⃞ Not sure ⃞ Yes If “yes,”
applicable. transformations like this in your suggested site:
➔ Project description: Example: This [name] project is meant to improve the safety of routes near [school name] and city?
completed by [month/year]. Background questions Why ask this?
➔ Contact information: Example: You can read more about the project at [web page/QR code] and contact [name] with *Optional To evaluate the impact of the project on diverse street users.
questions or concerns about the project or evaluation/engagement activities. (Include their title/role and contact
information.)
Role Gender I have experience working with kids ages:
Commute Why ask this?
To collect basic information about the commuting habits and preferences of diverse street users.
⃞ Administration/management ⃞ Woman
What are up to three most ⃞ Walk ⃞ Cycle ⃞ Transit ⃞ Car - driver ⃞ Motorcycle ⃞ Other ⃞ Education/support (work directly with kids) ⃞ Man
common ways you commute ⃞ Other
⃞ Car - passenger ⃞ Logistics/security (observe kids) ⃞ 0-3 ⃞ 4-12 ⃞ 13-18 ⃞ None
here?
⃞ Other ⃞ Decline to respond
How long is your commute ⃞ < 5 min ⃞ 5-30 ⃞ 30-60 ⃞ > 60 min
here? (minutes) I have been working at this Do you or any of the students under your Do you agree to be contacted for
location for … direct care have disabilities? additional questions or activities?
Do you use/need ⃞ No ⃞ Car ⃞ Bicycle ⃞ Motorcycle ⃞ Other
parking facilities?
⃞ < 1 year ⃞ No ⃞ No
Perception and use Why ask this? ⃞ 1-3 years ⃞ Yes ⃞ Yes, phone/email:
To collect comparable information to evaluate how the street is perceived and used. ⃞ > 3 years
How would you rank the overall ⃞ ⃞ ⃞ ⃞ ⃞

safety, comfort, and attractiveness 1 - Very bad 2 3 4 5 - Very good Notes Document additional insights or responses. If respondent agrees, use direct quotes.
of the school surroundings?
How accessible do you find the ⃞ ⃞ ⃞ ⃞ ⃞

street is for community members 1 - Not at all 2 3 4 5 - Very
with disabilities? accessible
What are three words that best Safe | Convenient | Accessible | Healthy | Peaceful | Attractive | Eventful | Dangerous | Polluted |
describe your school street? Noisy | Neglected | Vacant | Other:

How often have you witnessed a school ⃞ Never ⃞ A few times ⃞ Multiple times ⃞ Often
community member being in danger from
vehicles?
(If relevant) How would you feel about ⃞ I don’t ⃞ I don’t like it, ⃞ I support the ⃞ I support ⃞ I do this at
leading or supervising an outdoor like the but I do this idea, with the idea my work
student activity on the street? idea at my work concerns willingly
SURVEY Teens (ages 13-18)
SURVEY Respondent
Teens (ages 13-18)
Project name

Feedback
After the transformation, use the following to capture satisfaction or suggestions.
Date
Day of the week

introducing yourself and sharing brief What would you like to do on the
information about the project. On page 2, street? What is missing?
document required and optional
background information and any Would you like to see more street ⃞ No ⃞ Not sure ⃞ Yes If “yes,”
additional notes or direct quotes as transformations like this in your suggested site:
applicable. city?
➔ Project description: Example: This [name] project is meant to improve the safety of routes near [school name] and
completed by [month/year]. Why ask this?
➔ Contact information: Example: You can read more about the project at [web page/QR code] and contact [name] with Background questions
To collect demographic information to evaluate the impact of the project on diverse street users.
questions or concerns about the project or evaluation/engagement activities. (Include their title/role and contact
information.) Age group Gender Please mark if accompanied by younger child:
Commute Why ask this?
To collect basic information about the commuting habits and preferences of diverse street users. ⃞ Girl
⃞ Boy
What are up to three most ⃞ Walk ⃞ Cycle ⃞ Transit ⃞ Car - driver ⃞ Motorcycle ⃞ Other
⃞ 9-12 ⃞ 13-18 ⃞ 19-74 ⃞ > 75 ⃞ Other ⃞ 0-3 ⃞ 4-12 ⃞ 13-18 ⃞ None
common ways you commute
here? ⃞ Car - passenger ⃞ Prefer not to say
( ) mark if answered based on observation ( ) mark if answered based on observation
How long is your commute ⃞ < 5 min ⃞ 5-30 ⃞ 31-60 ⃞ > 60 min
here? (minutes)
⃞ No ⃞ Adult ⃞ Older child ⃞ Younger child ⃞ Other

Are you usually accompanied? Notes Document additional insights or responses. If respondent agrees, use direct quotes.
Perception and use Why ask this?

To collect comparable information to evaluate how the street is perceived and used.
How would you rank the overall safety, ⃞ ⃞ ⃞ ⃞ ⃞

comfort, and attractiveness of the 1 - Very bad 2 3 4 5 - Very good
school surroundings?
How many times a week do you usually ⃞ ⃞ ⃞ ⃞ ⃞

play on this street? Never 2 3 4 4 or more
Are you allowed to walk, cycle, or play on ⃞ ⃞ ⃞

this street alone?
No Yes Other:

Resources | Surveys Resources | Surveys
Visual survey: My school street activity packet
Visual surveys can be a compelling way to encourage Why is this important? Who to survey?
older kids to reflect on the streets surrounding their Use the packet to survey children ages 7 to 12. It could be
→ To learn how children get to and from school, how they
school, how they feel, what they like, and what they feel about their journeys and street space, and to gather adapted to engage teenagers. Ideally, it should be applied
would do to improve them. Surveys can be applied in their ideas on how spaces could be improved as part of school activities or a series of engagement
multiple ways, including inside classrooms, take-home → To complement aggregate data by getting insights activities. Talk to children of different genders, ages,
assignments, an ongoing journal, or during outdoor according to specific user groups ethnicities, abilities, and backgrounds. See p. 56 on more
excursions. Data collected can offer insights on children’s → To communicate the project, engage in conversation, details on Who to Engage.
and understand young people’s perspectives
perspectives and habits, which can be contrasted with
→ To raise children’s awareness about their mobility choices
data from other age groups and be collected both before
and streetspace
and after street transformations. → To demonstrate the need for improved facilities
→ To humanize the data being collected when telling the
Tools you’ll need: story about the project later
Capturing the perceptions and habits
→ To measure change in perception or behavior after street
transformation of older children:
→ Prepare your packet according to where, when, and

how children will be engaged.
Surveys Writing and Camera → Prepare variations of the suggested forms and
drawing tools
questions that make sense for different age groups.
Review the Question Library on p. 62 for more
examples, and adapt them to your audience.
What your visual survey could look like:
→ Open a conversation. Instruct facilitators on how
This visual survey can combine one or more of the following 1 General information and consent sheets:
to explain your project, and discuss their answers
sheets. Questions can be adapted according to the age groups Introductory sheets offer tips for facilitators and invite
for additional insights. When appropriate, include
engaged. Additional sheets can further explore specific topics children to participate by introducing the project, a
information that would allow your team to stay in
of interest. It could also be used as a journal that children can summary of the “activity packet,” and guidance on
touch (e.g. link to a social media group).
keep for a few days or weeks. completion. They also include basic questions on age, Paris, France
gender, and cycling skills. → Nurture a conversation among children and the school
community. Help children share their responses and See Snapshot on p. 68 for an example in Paris, France of
2 Questions and activities: drawings, and discuss what they have learned during how this can be used with students.
MY SCHOOL STREET ACTIVITY PACKET Project name
2 → Questions about the activity.

1
Hello! I am Hila from Global Designing Cities Initiative (GDCI). transportation help focus
I am doing this activity to figure out how to improve the street near
your school. We are asking you to take part because you and your
the kids on the theme,
peers use the street every day. You are our best experts!
We will ask you to answer a series of questions by writing or drawing

building vocabulary and
your responses. Some of them would ask that you share your
experiences to others. If you would like, you can share your generating interest.
responses with others or keep them to yourself. Some of the
questions will require you to walk through your school street. Questions about kids’
The activity will last approximately half an hour. We do not think it
will raise any big problems, but it may include the possible journeys to school and
discomfort such as “feel sad to think about this”. You can feel good
about helping us to design a safer and more enjoyable street near
your school. You should know that:
perceptions help collect Evaluating and communicating impact:
▢ You do not have to take part in this activity if you do not want to. valuable data about their
▢ You won’t get into any trouble if you say no.
▢ You may stop being in this activity at any time. daily commute. Depending on your project goals, collecting children’s
▢ Your guardian was asked if it is OK for you to be in this activity.
▢ You can ask any questions you have, now or later. If you think of a
question later, you or your caregivers can contact me at
→ Outdoor excursion perceptions and behaviors could help inform your design
[email protected]
If any answers are NO, or you don’t want to take part, DON’T fill out the information below!
sheet: Encourages and communicate about:
If you DO want to take part, you can fill out you information below:
children to explore school
This form is inspired by the proximity of care consent form. To learn more visit: at www.proximityofcare.com
surroundings and share

My name is My school name is → Increase in children walking or cycling to school → Increase in activities children are allowed to perform
their perceptions.
I am a Boy Girl Other /
→ Increase in older children who walk or cycle to school independently near school
→
prefer not to say My neighborhood is
Dream school drawing:
My cycling skills: Mark ★ if:
I know how to cycle Encourages children to independently
Age
Today is
I own/have access to a bicycle
I would like to learn/ improve my

think about their ideal → Increase in children reporting positive feelings about
cycling skills
1
street and share ideas on the streets near their school
how their school street
could be improved.
MY SCHOOL STREET ACTIVITY PACKET School Name MY SCHOOL STREET ACTIVITY PACKET Project name
New form
Facilitator Age range

Name Hello! I am [name] from [name from your organisation].
Number of Facilitator
kids notes I am doing this activity to figure out [how to improve the street near
your school]. We are asking you to take part because you and your
peers use the street every day. You are our best experts!
Number of
INTRODUCTION:
Number
kids of FACILITATORS We will ask you to answer a series of questions by writing or drawing
kids your responses. Some of them would ask that you share your
Dear facilitator, thank you for guiding the “My School Street” activity! experiences to others. If you would like, you can share your
responses with others or keep them to yourself. Some of the
This activity packet aims to engage children and their communities about
how they experience one of their most frequented public spaces: the street questions will require you to walk through your school street.
near their school. It is designed to help practitioners gather information
about how school-children use their street and how they feel as they move, The activity will last [approximately half an hour]. We do not think it
stay, or play in it. It also invites them to imagine better streets, and will raise any big problems, but it may include the possible
communicate their wishes. If conducted before and after a street discomfort such as “feel sad to think about this”. You can feel good
transformation, the packet can help measure its effects on awareness and about helping us to [design better Streets for Kids].
use of the streets where the transformation takes place.
You should know that:
Before getting started, please consider the following:
▢ You do not have to take part in this activity if you do not want to.
➔ Depending on the participants, the activity can take about 30 minutes to complete (not ▢ You won’t get into any trouble if you say no.
including the outdoor excursion). Try to choose a time when both you and the child are ▢ You may stop being in this activity at any time.
alert, comfortable, and engaged.
▢ Your guardian was asked if it is OK for you to be in this activity.
➔ If you are conducting the activity in class, inform the children’s guardians to get their ▢ You can ask any questions you have, now or later. If you think of a
consent and support for the activity. question later, you or your caregivers can contact me at [email
➔ This activity is best suited for ages 7-12. Try to read all parts of the questions out loud to address or phone number].
assess if the child is following along. Some questions ask about children’s ability to be
independent outdoors. For children not ready to navigate streets alone, independent If any answers are NO, or you don’t want to take part, DON’T fill out the information below!
movement would mean they can explore and play freely while an adult is nearby but not If you DO want to take part, you can fill out you information below:
directly supervising their movements.
This form is inspired by the proximity of care consent form. To learn more visit: at www.proximityofcare.com
➔ The activity could be conducted as a guided classroom or take-home activity. Page 3
(“Outdoor excursion”) should ideally be completed after visiting the street being
evaluated.
My name is My school name is
➔ “Shareout Bonus” questions best suit older or more engaged children. Try to leverage the
child’s response to conduct meaningful conversations with yourself or with peers. I am a Boy Girl Other /
prefer not to say My neighborhood is
➔ Encourage the child to draw, take pictures, or write their answers. If possible, have multiple
drawing utensils and a camera available. To learn more about interpreting and
documenting children’s responses, see “Hold the Sessions” in GDCI’s How to Engage Kids My cycling skills: Mark ★ if:
in Street Design on p. 60-61. I know how to cycle
Age
➔ To introduce the activity to the participants, consider adapting the template. I own/have access to a bicycle
Today is I would like to learn/ improve my

cycling skills
168 How to Evaluate Street Transformations Near Schools 1 Schools

How to Evaluate Street Transformations Near 169
MY SCHOOL STREET ACTIVITY PACKET My name is OUTDOOR EXCURSION My name is
There are different ways to move around. Circle all the ways you remember you traveled lately.
1 Talk to family or friends to find at least one other common way to move where you live and add it to the box.
1 The name of the street closest to my school is
Next time you visit the street, take a short walk around. Write, take a photo, or draw:
Something that I enjoyed… Something that made me feel bad or worried…
Walking Cycling Motorcycle Bus Car
Think of the ways people move where you live, and answer the questions below.
2 You can ask an adult, a sibling, or a friend to write down their opinions as well, and compare them together.
In my opinion … My answer An adult/sibling/friend

Name:
The quickest way to

move is …
The easiest way to

move is … How did you feel on the street?
What made you feel this way? Very bad Great
The safest way to

move is …
SHAREOUT BONUS
The most fun way to
move is …
My journey to school
2 Circle actions that you are allowed to do by yourself or with limited supervision near your school.
3 Circle all the answers that describe your way to school:
How I usually get to school …
I walk I cycle I take the bus I come by I come by car Add another way ...
motorcycle Play in a playground Cycle, scoot, or skate Play on the street Cross the street
I usually get there with …
What are places you can usually go by yourself?

What do you or your caregivers think make these places safe?
An adult A sibling/friend A group By myself Add another way …
4 Try to think how long it takes you to get to school, and fill in:
If you can’t remember, try to time it at home with a family member :
SHAREOUT BONUS
12 12
I left for school at How I traveled … I got to school at
9 3 9 3
Walk | Bicycle | Bus | Motorcycle | Car | Other :
: 6 6
170 How to Evaluate Street Transformations Near Schools 2 3

SCHOOL JOURNEY ACTIVITY PACKET - ROUTE TO SCHOOL DRAWING
Draw your typical journey to school, thinking about the different places, elements, and people you encounter along the way.
Would you get there by foot or vehicle? Who are you with?
START: HOME
is left blank
This page
FINISH: SCHOOL
SHAREOUT BONUS:
Draw emojis to show how you felt during different
stages of the journey. Excited Happy Safe Curious Bored Scared Unhappy
p. 5
My name is
DREAM SCHOOL STREET DRAWING
Take a photo, draw, or create a collage of your dream school street.
How would you get there? What activities would you do there?

SHAREOUT BONUS:
Three things I wish my
school street will 1 2 3
have are:
172
4
is left blank
This page
SCHOOL JOURNEY ACTIVITY PACKET - ROUTE TO SCHOOL MAPPING

Mark your typical route to school. Would you get there by foot or vehicle? Who are you with?

SHAREOUT BONUS:
Draw emojis to show how you felt during different
stages of the journey. Excited Happy Safe Curious Bored Scared Unhappy
174
p. 6
Resources | Interactive boards Resources | Interactive boards
Interactive boards
Surveying the community is a great way to gain quick Why this is important? Topics to explore
and actionable insights into the perceptions and habits
→ To understand school commute experiences
of focused, willing, and consenting adults and teens. School journey: Mobility choices p. 178 Play activities, p. 184
and feelings about street spaces, and gather This board examines children’s street
However, interactive boards may be an easier and This board quickly gathers data on school
improvement ideas from children and caregivers play, which can inform the street
quicker way to engage a larger number of stakeholders, travel modes for children/caregivers.
→ To assess personal safety, accessibility, and sense After project implementation, it assesses redesign. Post-implementation, it can
especially children and busy caregivers, while also
of belonging changes in travel patterns, such as active be used to measure the change in play
investing less resources. Although the collected data activities by type, informing potential
transport increases due to infrastructure
will not be exhaustive and cannot be disaggregated, → To pinpoint specific areas with challenges and physical and mental health outcomes.
improvements.
interactive boards allow you to interact with crowds in a opportunities
fun way. Encouraging participants to view each other’s → To communicate the project effectively, foster School journey: Routes and surroundings, Street/project satisfaction, p. 186
responses can also be a helpful tool to build consensus dialogue, and collect feedback p. 180 This board gathers children and
about community needs and opinions. See p. 55 for → To raise community awareness of mobility choices This board gathers details on commuting caregivers’ perceptions of streets and
more information on collecting data through interactive and street space usage patterns and perceptions of streets and spaces/elements they like or dislike.
methods. public spaces among children/caregivers. Post-implementation, it assesses
→ To add a personal dimension to collected data for
Post-implementation, it evaluates route satisfaction and gathers further
storytelling changes and improved safety and well-being improvement ideas.
→ To track changes in perceptions or behaviors after from infrastructure enhancements.
street transformation Street vision and priorities, pp. 188-197
Noise perception, p. 182
Tools you’ll need: These boards examine visions and
This board evaluates noise perceptions and priorities for street design. They collect
raises awareness about the impacts of noise inputs on values, street elements,
pollution. Post-implementation, it tracks and design alternatives, steering the
changes due to reduced traffic or lower design toward priorities driven by the
speeds. community.
Stickers Markers Printed boards
What your board could look like:

Enable participation
1 Title → Make it easier for people of

1 On most days, this is how I get to school… 3 all ages and abilities to share
their thoughts without relying
2 Clearly articulated task/question
2 Add stickers to the box that matches how you commute to school on most days. on technical knowledge and
vocabulary.
3 Program and partner logos
→ Avoid technical drawings and
5
plans to present the design; Pimpri-Chinchwad, India Lusaka, Zambia
I walk to
school
I cycle to
school
I scoot or skate
to school
I take the bus to
school
I come to school by
motorcycle
I come to school by
car
I get to
school by…
4 Space to place stickers or notes simple diagrams and graphics
that show the main changes are
→ Place them in classrooms, → Alternatively, place them
5 preferable.
On my own
Make space for additional options

→ If possible, have people on hallways, or near the school outside the school or
4
the team who are ready to entrance to invite students during launch events to
6 Offer background to raise
With someone
listen and document what the and busy caregivers to invite residents and other
(a family member or a
friend?) awareness and explain the
community has to say. participate. community members to
activity’s significance to the school
→ Provide interpretation services participate or visualize
community
and prints, and support for children’s needs, perceptions,
Why is my commute to school important?
Getting to school is perhaps the most common journey that children and young people
take. Inadequate infrastructure for people walking and cycling can limit children’s ability to
schools and daycares, particularly for children and caregivers with disabilities. In areas
where there are many motor vehicles, traffic-related noise pollution, air quality, and
7 Your participation helps us imagine
the future of your school street. 7 Offer ways for participants to visual and hearing impairments. or priorities.
6
Want to learn more?
learn more about the project and
play or move independently and safely on the street. In some cases, poorly designed streets high temperatures can even influence students’ experiences inside the classroom.
can even create obstacles to accessing
[Add contact information/website]
contact you in case of questions or

concerns
On most days, this is how I get to school…
Add stickers to the box that matches how you commute to school on most days.
I walk to I cycle to I scoot or skate I take the bus to I come to school by I come to school by I get to
school school to school school motorcycle car school by…
On my own
With someone
(a family member or a
friend?)

Your participation helps us imagine
Getting to school is perhaps the most common journey that children and young people schools and daycares, particularly for children and caregivers with disabilities. In areas
take. Inadequate infrastructure for people walking and cycling can limit children’s ability to where there are many motor vehicles, traffic-related noise pollution, air quality, and the future of your school street.
play or move independently and safely on the street. In some cases, poorly designed streets high temperatures can even influence students’ experiences inside the classroom. Want to learn more?
can even create obstacles to accessing
178 How to Evaluate Street Transformations Near Schools [Addto
How contact information/website]
Evaluate Street Transformations Near Schools 179
Mapping my school journey and neighborhood
Draw the route you usually take from your home to school. Then, add as many stickers as you’d like to mark places that you go to
in the neighborhood to show where you feel happy, scared, or something else.
[insert site map]
Legend (add stickers with different colors)
Home
Where I feel happy
Where I feel scared of traffic
Where I feel …

Your participation helps us imagine
Getting to school is perhaps the most common journey that children and young people
take. Inadequate infrastructure for people walking and cycling can limit children’s ability to schools and daycares, particularly for children and caregivers with disabilities. In areas the future of your school street.
play or move independently and safely on the street. In some cases, poorly designed streets where there are many motor vehicles, traffic-related noise pollution, air quality, and Want to learn more?
can even create obstacles to accessing high temperatures can even influence students’ experiences inside the classroom.
180 How to Evaluate Street Transformations Near Schools [Addto
How contact information/website]
Evaluate Street Transformations Near Schools 181
On my street, I feel...
Place stickers below the line, indicating how the noise level on this school street makes you feel.
30-40 dB *
You could hear
a bird chirping
95 dB
85 dB Loud
Heavy traffic motorcycle noise
* Decibel (dB) is a commonly used standard measurement for sound.
I can enjoy and relax with I’m okay with the noise level I feel stressed or
the noise level uncomfortable
with the noise level
Why is noise pollution important?

EFor children and young people, exposure to noise pollution in schools can make it Your participation helps us imagine
harder to concentrate, increase stress levels, and reduce cognitive function.
Younger children and children with autism are much more susceptible to noise the future of your street.
pollution than adults. As a major source of noise pollution comes from vehicular Want to learn more?
traffic outside of schools, redesigning streets to lower speeds and buffer noise can
reduce noise pollution and improve the health of children and adults. [Add contact information/website]
How did I spend time here today?
Add as many stickers as you’d like to share how you played on the street today,
Use for girls, and for boys, or for other. Add sticky notes to share more activities!
I played ball games I played group games I hung out with friends I rolled or skated I played music, sang, or
listened
I also …
ote
d a sticky n
Ad er
re oth
to sha u spent
yo
ways re today!
e
time h
I played cards or I climbed a tree or I read, drew, I danced or I roleplayed or did make
board games explored nature or painted jumped around believe
Why is play important? Your participation helps us imagine

In many cities, streets are the largest continuous network of connected public spaces. 81% of the future of your street.
children are estimated to be insufficiently physically active. By shaping one of the most
accessible public spaces, redesigning streets to encourage play can improve children’s health,
Want to learn more?
development, and well-being. [Add contact information/website]
How do you feel about your [new/school] street?
I ♥ THAT … LIKE! ☺ DISLIKE! ☹ I WISH THAT…
➔
Place a sticker to vote
te
a s t i cky no u
Add t yo
s h a re wha ur
to yo
about
LOVE
!
street
Add a
st
to sha icky note
re wh
could at
be
impro
ved
Why temporary street transformations? Your participation helps us imagine

Quick-build materials or phased solutions provide opportunities to quickly demonstrate the future of your street.
change at a lower cost, and therefore can be easier to adjust, approve, and implement. These
can also be powerful strategies to enable permanent change.
Want to learn more?
What are the most important needs for your community?
Please choose 3 per participant.

Use for girls and for boys or for other. Add sticky notes to share more needs!
Better health More educational opportunities Safer streets Improved transportation More cultural activities
(art, music, etc.)
Other…
te
a s t i cky no
Add r
s h a re othe
to ur
for yo
needs rhood
bo
neigh
More active play Cleaner environment and Spaces for gatherings More play spaces More places to buy things
sustainability and entertainment
Why is it important to understand the needs of the Your participation helps us imagine
community? the future of your street.
By choosing priorities like better health, safer streets, vibrant cultural spaces, or a Every community has its own rhythm and story, and its streets should reflect that. By Want to learn more?
greener environment, we guide the transformation of streets into more than just identifying what is most important for our neighborhoods, we begin to define a vision
spaces to move—but places where people can play, stay, and thrive. for the streets we desire. [Add contact information/website]
What elements would you like for your street?
Please choose 3 per participant.

Use for girls and for boys or for other. Add sticky notes to share more needs!
Other…
Lighting Seating Water fountains Weather protection Play areas
ote
d a sticky n
Ad er
re oth
to sha ts you’d
n
eleme the street
r
like fo
Trees and landscaping Signage and wayfinding Bike parking Trash cans Public toilets
Why are street elements important? Your participation helps us imagine

Street elements such as street lighting, trash cans, and signage are essential to make streets the future of your street.
safe and accessible. Other elements, such as public toilets and drinking fountains, make
moving through cities more comfortable and convenient and encourage kids and caregivers
Want to learn more?
to spend time on streets. [Add contact information/website]
Which street design do you prefer?
Add a sticker to the design you like better for your street.
[insert before image] [insert after image or rendering]
I prefer this street I prefer this street
Why temporary street transformations? Your participation helps us imagine

Quick-build materials or phased solutions provide opportunities to quickly demonstrate
the future of your street.
change at a lower cost, and therefore can be easier to adjust, approve, and implement. These Want to learn more?
can also be powerful strategies to enable permanent change.
Exciting News!
[Street Name] is being

evaluated to improve the safety,
comfort, and well-being of the
community. Between [DD/MM]
and [DD/MM], you may observe
the following activities:
→ Measurement collection
→ Surveys and interviews
→ Observations →
→ Photography
Why is evaluation important?

Data plays a crucial role in identifying key issues that affect children and their After a successful transformation, data can help gather support to make the Your cooperation helps us imagine
needs, and it helps with making decisions based on evidence. Evaluating streets changes permanent; encourage fair discussions about street use among diverse
near schools helps us understand who is being harmed by current conditions and users; including children, and advocate for safer, more enjoyable, and the future of your street.
who benefits from street transformations, which can inform better designs. sustainable streets. Want to learn more?
Exciting News!
We are [working/discussing
how] to make streets safer,
more comfortable, and
enjoyable for kids!
Photographs and/or
film footage will be
taken at today’s event.
→
Why is engagement important? Using photos and art

Engaging kids in street design helps us understand what you need and want in your Photos and artwork created during these activities may be used to showcase your Your cooperation helps us imagine
streets. By participating, you can share your ideas and make your voice heard. This ideas. Please make sure sign the consent form. We will handle all materials
helps us create streets that are safe, enjoyable, and designed with kids in mind. responsibly and respectfully. the future of your street.
Want to learn more?
Resources | Acknowledgements Resources | Acknowledgements
Acknowledgements
Hannah Arcuschin Machado Ashley Rhead

Global Designing Cities Initiative Key contributors Inter American Development Bank, São Paulo, Brazil Department of Transportation, Seattle, United States

Jacob Smith Burkina Morgan
National Organizations for Youth Safety, NYC Department of Transportation, New York, United States
CORE PROJECT TEAM Anna Siprikova, Technical Expert
Washington, Unites States
Skye Duncan, Director Allan Cerqueira, Graphic Designer Camille Hugbart
Fabrizio Prati, Director of Design Jessica Fabiola Salman Espinoza CAUE de Paris, Paris, France
Gabriela Callejas, Technical Expert
City of León, León, México
Paul Supawanich, Director of Programs Grace Duggan, Copy Editor Chiara de Grandi
Eduarda Aun, Program Manager Jennifer Gennari, Copy Editor Jim Lammers Agenzia Mobilità Ambiente e Territorio, Milan, Italy
Francisca Benítez B., Program Consultant Street Lab, New York, United States
Julia Solléro, Graphic Designer Chilekwa O’Brien
Hila Bar Ner, Program Associate Sara Miranda, Graphic Designer Leonardo Tedeschi Zambia Road Safety Trust, Lusaka, Zambia
Hannah Mendes, Local Liaison Fondazione Innovazione Urbana, Bologna, Italy
Clóvis Ernesto de Alencar Matos Filho
The project team would also like to extend a special Lina Quiñones Prefeitura Municipal de Fortaleza, Fortaleza, Brazil
CONTRIBUTORS
thank you to Natalie Draisin and Agnieszka Krasnolucka Bogota, Colombia
Abhimanyu Prakash Demetrio Scopelliti
of the FIA Foundation, Susanna Hausmann-Muela of
Beatriz Rodrigues Marina Mergulhão Agenzia Mobilità Ambiente e Territorio, Milan, Italy
Fondation Botnar, Victoria Chavez Barriga of the Van Coletivo Massapê, Recife, Brazil
Brianna Williams Emily Weidenhof
Leer Foundation, and GDCI Board Chair Janette Sadik-
Carlos Urrego Rafaela Machado NYC Department of Transportation, New York, United States
Khan for their ongoing support and guidance of this
Fia Foundation, London, United Kingdom
Christie Klima Érica Fernanda Ferreira da Silveira
project.
Diana Laboso Roberto Corbia Prefeitura Municipal de Fortaleza, Fortaleza, Brazil
Ed Lancaster Fondazione Innovazione Urbana, Bologna, Italy
Finola O’Driscoll
Eduardo Pompeo Martins Simone Censi
External Reviewers National Transport Authority, Ireland
Fernando de la Torre GIZ Peru, Lima, Peru
Fuad Jamil
Francisca Benitez
Taís Herig Kota Kita, Solo, Indonesia
Giovanni Zayas Alex Baum Urban 95 Brasil, São Paulo, Brazil
BYCS, Amsterdam, Netherlands Hannah Lumley
Hayrettin Günç
Teddy Swenson Wellington City Council, Wellington, New Zealand
Iván de la Lanza Ankita Chachra NYC DOHMH, New York, United States
Jashwanth Tej Kasala Helena Porto
Capita, New York, United States
Prefeitura Municipal de Niterói, Niterói, Brazil
José Manuel Guzmán
Anna Becchi
Jullietta Jung Collaborators Jordan Caetano da Silva
Clean Cities Campaign, Rome, Italy
Maria Clara Trujillo Prefeitura Municipal de Fortaleza, Fortaleza, Brazil
Beatrice Dumaswala
Najwa Doughman Julie Plichon
Fia Foundation, London, United Kingdom
Naveenaa Munuswamy Alan Victor Rodrigues Coelho Sustrans, London, United Kingdom
Pratiksha Surpuriya Bernardo Pereira Prefeitura Municipal de Fortaleza, Fortaleza, Brazil
Lisboa E-Nova, Lisboa, Portugal Kirana Putri
Rachel Shue Alex Litherland Kota Kita, Solo, Indonesia
Regatu Solomon Bima Pratama Putra Wellington City Council, Wellington, New Zealand
Kyle Gorman
Renan Carioca Kota Kita, Solo, Indonesia
Alex Nettle NYC Department of Transportation, New York, United States
Solomon Green-Eames Hackney Council, London, United Kingdom
Carolina Caizachana
Leslie Davol
Uditi Agarwal Municipality of Quito, Ecuador
Anidare Street Lab, New York, United States
Vivi Tiezzi Lima, Peru
Wladimir De la Torre
Resources | Acknowledgements Resources | Acknowledgements
Marina Truñó i Salvadó Photo credits

Barcelona, Spain
Mary Alice Lee

The Trust for Public Land, New York, United States All images used in this handbook are taken by the C. Evaluating streets near schools:
authors, unless specified below. 46 middle left Colectivo Tomate; middle right Pinar
Melania Alvianti Sumaryata
Gedikozer/Superpool. 48 top, middle, and bottom right
Kota Kita, Solo, Indonesia
0. Front matter: Superpool. 50 bottom left GDCI/Hanoi Flycam. 53 top
Milagros Ramos La Torre II bottom Colectivo Tomate. V Pinar Gedikozer/Superpool. right Manuela Cavadas. 54 top right Kota Kita/Kirana
Municipalidad de Lima, Lima, Peru top right Comune di Milano. Putri. 55 top right Colectivo Tomate. 58 bottom GDCI/
Paulo Winz. 59 bottom right City of Recife. 61 top left
Nicholas Vignot
A. Introduction: Colectivo Tomate; top right GDCI/El Plan Producciones. 64
Ville de Paris, Paris, France
2 bottom Hanoi DoT. 6 top right Sustrans; 6 middle right bottom Josenildo Gomes/Prefeitura do Recife. 66 top left
Nina Asterina Sustrans; bottom right Gary Manhine/Hackney Council. Colectivo Tomate; top middle Pinar Gedikozer/Superpool;
Kota Kita, Solo, Indonesia 7 top and bottom right Christophe Belin/Ville de Paris. top right May Farra; bottom left GDCI/Paulo Winz; bottom
8 top left GMU - Municipalidad de Lima; top right Street middle GDCI/El Plan Producciones; bottom right GMU -
Saulo Santiago de Oliveira
Lab; middle left Hanoi DoT; middle right GDCI/Artur Municipalidad de Lima. 68 bottom right CAUE de Paris.
Prefeitura Municipal de Fortaleza, Fortaleza, Brazil
Jaramillo; bottom left Seattle DOT; bottom right GDCI/ 69 top, middle, and bottom right Urban Design Collective.
Simon Battisti Toca. 11 top left Pinar Gedikozer/Superpool; 12 top 73 bottom right Merri-bek City Council. 75 bottom right
Qendra Marrëdhënie, Tirana, Albania right Donjeta Sahatciu; middle right GDCI/Paulo Winz; Pınar Gediközer/ Superpool. 76 top and middle left
bottom right Amend. 13 top right GMU - Municipalidad Colectivo Tomate. 80 top left GDCI/El Plan Producciones;
Stefano Ragazzo
Agenzia Mobilità Ambiente e Territorio Milan, Italy de Lima; middle right Kota Kita/Angga Bakti; bottom middle (top) left Ochenuel Mobility; middle (bottom) left
right NYC DOT. 14 bottom left Pinar Gedikozer/Superpool. GMU - Municipalidad de Lima; bottom left Merri-bek City
Superpool 15 top right Municipality of Niterói; middle right Kunda Council. 81 top and bottom left Qendra Marrëdhënie.
Istanbul, Turkey Jonathan; bottom right Bwalya Mweene DroneTECH. 17
Suzie Olssen bottom left and right GDCI/Paulo Winz. D. Communicating and taking action:
Wellington City Council, Wellington, New Zealand 85 middle left Josenildo Gomes/Prefeitura do Recife;
B. Measure what matters the most: middle Colectivo Tomate; middle right MARUF23. 87
Svea Hundsdorf 20-21 Comune di Milano. 28 middle left GDCI/Manuela left, center, and right GDCI/Artur Jaramillo. 89 bottom
Hammersmith & Fulham Council, London, United Kingdom
Cavadas. 29 bottom left Alejandra Sandoval. 30 middle right May Farra. 90 middle left Paulo Winz/GDCI; bottom
Tom Bishop left Lucia de La Mora. 31 bottom left and right Kota left ITDP; right The Chain Effect. 91 top left and right
Amend, United Kingdom Kita. 33 bottom left Merri-bek City Council. 34 middle EPMMOP Quito/Alfredo Aguirre; middle left Make Space
left Christophe Belin/Ville de Paris. 35 bottom left and for Girls; middle right Colectivo Tomate; bottom right
Vidhya Mohankumar
right AMAT. 36 middle left Larissa Nobre/Municipality AMAT. 92 top right Josenildo Gomes/Prefeitura do Recife;
Urban Design Collective, Chennai, India
of Fortaleza. 37 bottom left and right Hammersmith middle right and bottom left Paulo Winz/GDCI; bottom
Viviane de Araújo Oliveira & Fulham Council. 38 middle left GDCI/El Ambulante right Tiago Gondim/GDCI. 93 middle right Safe Routes to
Prefeitura Municipal de Fortaleza, Fortaleza, Brazil Audiovisual; bottom right Kota Kita/Angga Bakti. 39 School Ireland. 95 top, middle, and bottom right Amend.
bottom left and right Margherita Caprilli for Fondazione
Xhezide Vlashi
Innovazione Urbana. 40 bottom right GDCI/El Plan Resources:
Komuna e Prishtines, Prishtina, Kosovo
Producciones. 41 middle left Superpool. 42 bottom left 97 GDCI/ Manuela Cavadas. 115 top right Cidade Ativa.
Zeina Hawa Ayuntamiento de Barcelona. 43 top right, middle right, 119 top Hanoi Flycam; bottom Jessica Salman, General
The Chain Effect, Tyre, Lebanon and bottom right Ayuntamiento de Barcelona. Direction of Mobility, Léon Municipality. 150 top right
Zoe McMaster Comune di Milano. 155 top right GMU - Municipalidad de
Merri-bek City Council, Melbourne, Australia Lima. 159 bottom right GDCI / El Plan Producciones. 167
middle right CAUE de Paris. bottom right ZRST.
Resources | Key terms and definitions Resources | Key terms and definitions
Key terms and definitions
Caregiver Engagement Kids Stakeholders
In this handbook, caregiver refers to the person who Connecting with people, communicating, and involving In this publication, the term includes infants, young In the street transformation context, stakeholders are all
provides assistance, support, and cares for infants, individuals and organizations representing different children, older children, and teenagers, from ages 0 to 18. those interested in the process of reshaping streets and
children, and teenagers. They may include family stakeholder groups, such as children of different ages, its outcomes. For instance: the city and its agencies, the
members, friends, professionals, and educators who caregivers, community members, the public sector, and communities affected by the project (residents, children
support children in their daily activities and health. others. Engagement activities may happen in different Metric and caregivers, businesses, passersby), activists, etc.
Primary caregivers are those providing primary settings and apply various tools, according to contextual
responsibility for kids, and often include parents, needs and/or projects’ goals, resulting in different levels
grandparents, older siblings and other family members. of involvement. A simplified measurement of impact that may indicate
the attainment of a goal or the result of a specific change
over time. This handbook uses metrics as a synonym
for “indicator”, a means of embodying the change in
Data analysis Evaluation
collected data before and after a street transformation,
in comparable conditions, to enable understanding of
The process of extracting meaningful information from The determination of whether a project has achieved its overall project impact, indications of success, and areas
standardized datasets for evaluation. expected results and goals. This process can be informed of improvement.
by both qualitative and quantitative analysis, and should
be made at multiple points throughout a project’s
Data collection lifespan to understand the degree of success, strategy Quantitative data
for improvement, or inform particular next steps to be

taken.
The process of gathering, measuring, or counting What you can count, measure, rate, or scale. Quantitative
variables of interest in a planned, systematic manner. data measures the change in physical space, operations,
In this handbook, the data collection process enables number of people or vehicles, movements, and more.
Exposure and risk
movement, perception, and activity in urban streets to be
captured so that outcomes of a project can be evaluated.
For the purposes of this handbook, “exposure” is defined Qualitative data
as the state of being exposed to risk. It is measured as
Data standardization the probability of a user being involved in a crash. “Risk”
refers to any situation involving exposure to danger, Intangible qualities that can be observed or shared
injury, or loss. Mathematically, it is defined as injury rate through stories. Qualitative data is subjective and relates
The process of organizing collected data into groups calculated as the number of injuries or crashes over the to how space is perceived rather than measured.
such as by date or time it was collected, street user type, amount of exposure or the population. Risk may apply to
mode, etc. This formatting enables it to be analyzed. perception of risk or the tendency to take risk.
Resources | References Resources | References
References
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How to

Global Designing Cities Initiative

Edition I - June, 2024

Van Leer Foundation Global Designing Cities Initiative (GDCI)

GDCI publications referenced

How to How to How to How to

Global Designing Cities Initiative

About this handbook

IV How to Evaluate Street Transformations Near Schools Istanbul, Turkey

Introduction Section A Section B Section C

B3 Collect data on site 70 Evaluation planning 104

Street transformations near schools 09

Why evaluate streets? 14

Changing the measure of success 14

Kuala Lumpur, Malaysia

Starting with streets near schools

ROAD SAFETY ACCESSIBILITY

AIR AND NOISE POLLUTION PHYSICAL ACTIVITY

SOCIAL ISOLATION EQUITABLE MOBILITY EFFECTIVE MOBILITY SCALABILITY

OPPORTUNITIES FOR SOCIAL CONNECTION COMMUNITY WELL-BEING COMMUNITY SUPPORT EQUITY

SCHOOL STREETS PROGRAM RUE AUX ÉCOLES PROGRAM

Commenting on the program’s success to reduce

→ At schools with School Streets, parents and

→ The School Streets program is ongoing in London.

What is possible? Street transformations near schools

Streets in front of schools Area-wide: Streets in front of Area-wide: Multiple streets

Lima, Peru New York, United States

SCHOOL ZONES Duration

SAFE ROUTES TO SCHOOL Permanence

Seattle, United States São Paulo, Brazil Pop-up Interim Permanent

throughout the school day or on weekends, fostering vibrant public spaces

PLANALTO AYRTON SENNA Time period: 2020-2021 Time period: 2023

Why evaluate streets? COUNTING CHILDREN CYCLING FOR INFRASTRUCTURE IMPROVEMENTS

Using short-term outcomes to support long-term change CAMINHOS DA ESCOLA PROGRAM

→ As of 2023, the program has implemented five projects.

Move towards Communicate Gather insights: compare Collect, organize, and

Streets for Kids design strategies

Goal Road safety 28

A1 | Identify goals and key metrics

Page 34 Page 36 Page 38

AIR QUALITY CLIMATE RESILIENCE SOCIAL CONNECTION

NOISE POLLUTION OUTDOOR PLAY AND LEARNING

Streets for Kids design strategies

Ensure safety for cyclists by adding protected cycle

Use operational strategies such as low-speed signal

Replace mixed travel lanes with transit-only lanes,

Reclaim vehicle lanes for pause and play, or use

Integrate both small and large spaces for children

Incorporate nature, trees, and landscaping

Define a frontage zone on wider sidewalks, and

Goal: Road safety SAN BARTOLO SCHOOL ZONE

infrastructure; and improved signage.

SUPPORTING EVIDENCE → Increase in safe crossings:

for a given amount of traffic.

between 1988 and 2013 by introducing over 9,000 pedestrian incidents

Goal: Universal accessibility SAFE AND INCLUSIVE SCHOOL ZONE

Street lighting The co-design process resulted in the transformation of

Goal: Active transportation OPEN STREETS TRIALS

commutes. streets and intersections