IN-PERSON Barcelona Livable Cities. Section B

Abstract

Urban school entrances are often unsafe, car-dominated, and uninviting spaces that deter community interaction. Despite growing interest in participatory urban living labs, limited research explores how involving local residents—especially children—can transform these areas into safe, inclusive public realms. The “Via Libera!” project in Palermo engaged schoolchildren, local organizations, and architecture students in collaboratively redesigning a once traffic-congested school entrance, aiming to enhance safety, inclusivity, and community ownership. The study employed a multi-method ethnographic approach to evaluate the participatory process and its outcomes. Children’s experiences and perceptions were captured through post-workshop questionnaires. Semi-structured interviews with architecture students illuminated their perspectives on design engagement with young participants. Ethnographic observations documented group interactions, inclusion patterns, and the evolving spatial dynamics. Visual materials (photographs, videos) complemented these methods, enabling a holistic analysis of both procedural and experiential dimensions. The findings indicate that involving children in the co-creation of urban furniture and spatial improvements fostered practical skill-building, creative expression, and teamwork. Children reported feeling safer, prouder, and more connected to the newly transformed space. Architecture students gained valuable insights into co-design, understanding the importance of balancing professional expertise with community input. Stakeholder reflections underscored the project’s success in improving usability, strengthening local bonds, and inspiring confidence in future community-led initiatives. This research demonstrates that modest, participatory interventions can meaningfully enhance urban school environments. By centring community voices, especially children’s, it highlights a replicable model for creating safer, more inclusive public spaces.