Designing Urban Spaces to Enhance Active and Sustainable Mobility: An Analysis of Physical and Symbolic Affordances in School Squares in the Metropolitan Area of Milan, Italy
Abstract
:1. Introduction
2. Literature Review
2.1. Affective Responses and Affordances in the Urban Environment
2.2. Active School Travel
3. Materials and Methods
3.1. The Sample
3.2. Methodology
- Phase 1—type of school squares: localization and classification of the school squares according to their geometry and functions. The identification of these four different types of school squares is quite innovative, since, to our knowledge, there exists no previous reference on this topic in other works (similar classifications on the typology of spaces have been presented for schoolyards, namely, for the playground spaces inside a school [66,67,68]).
- Phase 2—physical affordances: identification of the spatial features and characteristics that might directly favor or hinder active mobility practices.
- Phase 3—symbolic affordances: identification of the elements and characteristics that might induce different affective responses towards the school square and, consequently, influence mobility choices.
- Type A—park or pedestrian area: large and protected place entirely dedicated to pedestrians, with greenery, seats, and other services where children can move and play freely, for example, an urban park, the main square of a municipality, or an entire road closed to traffic. In this type of school square, we can find the highest attention paid to the quality and to the design for pedestrian use: Such places appear welcoming to parents and their children and encourage them to walk or cycle to school.
- Type B—lay-by: punctual widening of the sidewalk in correspondence with the school entrance, for example, a “peninsula” facing the road or an indentation obtained from setbacks of buildings with a variety of shapes, sizes, and paving. In some cases, a lay-by is furnished with benches, playgrounds, or vegetation. This widening of the sidewalk functions as a symbolic affordance that communicates to the city the importance of the school square, since in this setting children and their parents are able to affirm their presence through lingering. Nevertheless, planners should remember the necessity of evaluating the size of the lay-by in relation to the number of pupils attending the school.
- Type C—sidewalk: This school square develops in a linear manner, almost following the flow of movements that pupils produce in order to reach the school entrance. Unlike the lay-by, the sidewalk is independent of the presence of the school and acts as a transit space rather than an area in which to linger: It has been noted that a sidewalk does not offer enough space when pupils and parents crowd in front of the entrance, often leading to occupying part of the road and thus reducing their sense of safety.
- Type D—car park: public car park used by other citizens or specific areas within the school complex with access regulated by gates separating the road. The presence of a car park as a school square can be interpreted from two different points of view. On one hand, a car park might be perceived by parents and school staff as an element of convenience for reaching school, since in a certain sense it frees streets and sidewalks from “wild parking.” On the other hand, it might be perceived as a problematic element. In fact, an area full of cars reduces the overall sense of safety and subtracts space from pedestrians, especially if rush hour coincides with the period in which pupils frequent the area. It was noted that in addition to the many negative aspects caused by traffic (e.g., danger, noise and environmental pollution, visual barrier, etc.), a car park functions as a (negative) symbolic affordance, encouraging the use of private cars and communicating a distorted cultural message, according to which the car is the “natural” way to get to school.
- Bicycle rack: embodies the concept of sustainable mobility because it provides pupils with a space to leave their bicycles while they are at school.
- Protective barrier: could favor active mobility protecting schoolchildren from the traffic of the street and make walking to school safer.
- Bench: encourages walking to school, providing the chance to rest and socialize with other people. It favors the possibility of experiencing a place slowly on foot or by bike, rather than just passing it to get in the car.
- Parked cars: make it more difficult and dangerous to go to school on foot or by bike. In addition to hindering active mobility, the presence of cars also lowers the quality of a school square, negatively influencing the affective perception that pupils have of this place.
- Greenery: The presence of trees, hedges, bushes, flowers, or flower beds was mapped within the sample area, assuming that greenery positively affects the walk to school and the permanence in a school square.
- Dustbin: a recurring element in school squares. Although schools need to manage a large amount of waste, placing it at the entrance gate has a negative influence on the affective perception of that place.
Feature | Physical Affordances | Symbolic Affordances |
---|---|---|
Bicycle rack (+) | ✓ | ✓ |
Protective barrier (+) | ✓ | |
Bench (+) | ✓ | |
Parked cars (−) | ✓ | ✓ |
Greenery (+) | ✓ | |
Dustbin (−) | ✓ |
4. Results
4.1. Phase 1—Type of School Squares
- Type A—parks and pedestrian areas, articulated as school squares, were found to have the least frequency in the study sample: 12% of the cases, with 20 schools in Milan and 30 schools outside Milan.
- Type B—lay-bys were more widespread in the municipalities around Milan and in those to the east (75 cases out of 198 outside Milan, 67 cases out of 218 in Milan) and accounted for 34% of the cases. The average size of the lay-bys in the sample area is 100 m2, whereas the average number of pupils per school is 340 children: It follows that each child has on average 0.3 m2 of peninsula available (0.15 m2 if we consider the presence of a parent for every child) and that dimensions of lay-bys are often undersized.
- Type C—the sidewalk typology was the most common within the sample area: 40% of cases, equal to 165 schools, with an average width of 2.5 m, and just enough space for two people side by side. Sidewalks were mainly in the city of Milan (115 schools out of 218).
- Type D—in the sample area, school squares in the form of car parks were found above all in urban areas with large availability of space: Out of 59 cases (14% of the total), 16 were in Milan and 43 outside Milan.
4.2. Phase 2—Physical Affordances
- Bicycle rack: found in 47% of cases (105 cases out of 198 outside Milan, 91 cases out of 218 in Milan).
- Protective barrier: found in 49% of cases (58 cases out of 198 outside Milan, 146 cases out of 218 in Milan).
- Bench: found in 29% of cases (79 cases out of 198 outside Milan, 43 cases out of 218 in Milan).
- Parked cars: found in 84% of cases (156 cases out of 198 outside Milan, 195 cases out of 218 in Milan).
4.3. Phase 3—Symbolic Affordances
- Bicycle rack: found in 47% of cases (105 cases out of 198 outside Milan, 91 cases out of 218 in Milan).
- Parked cars: found in 84% of cases (156 cases out of 198 outside Milan, 195 cases out of 218 in Milan).
- Greenery: found in 45% of cases (111 cases out of 198 outside Milan, 74 cases out of 218 in Milan).
- Dustbin: found in 52% of cases (112 cases out of 198 outside Milan, 105 cases out of 218 in Milan).
School Square Type | Bicycle Rack (+) | Protective Barrier (+) | Bench (+) | Parked Cars (−) | Greenery (+) | Dustbin (−) |
---|---|---|---|---|---|---|
Type A (park or pedestrian area) | ✓ | ✓ | ✓ | ✓ | ||
Type B (lay-by) | ✓ | ✓ | ✓ | ✓ | ||
Type C (sidewalk) | ✓ | ✓ | ✓ | |||
Type D (car park) | ✓ | ✓ | ✓ | ✓ |
5. Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Bianchi, F.; Riga, D.; Moscarelli, R.; Pileri, P. Designing Urban Spaces to Enhance Active and Sustainable Mobility: An Analysis of Physical and Symbolic Affordances in School Squares in the Metropolitan Area of Milan, Italy. Sustainability 2023, 15, 11328. https://doi.org/10.3390/su151411328
Bianchi F, Riga D, Moscarelli R, Pileri P. Designing Urban Spaces to Enhance Active and Sustainable Mobility: An Analysis of Physical and Symbolic Affordances in School Squares in the Metropolitan Area of Milan, Italy. Sustainability. 2023; 15(14):11328. https://doi.org/10.3390/su151411328
Chicago/Turabian StyleBianchi, Federica, Dafni Riga, Rossella Moscarelli, and Paolo Pileri. 2023. "Designing Urban Spaces to Enhance Active and Sustainable Mobility: An Analysis of Physical and Symbolic Affordances in School Squares in the Metropolitan Area of Milan, Italy" Sustainability 15, no. 14: 11328. https://doi.org/10.3390/su151411328
APA StyleBianchi, F., Riga, D., Moscarelli, R., & Pileri, P. (2023). Designing Urban Spaces to Enhance Active and Sustainable Mobility: An Analysis of Physical and Symbolic Affordances in School Squares in the Metropolitan Area of Milan, Italy. Sustainability, 15(14), 11328. https://doi.org/10.3390/su151411328