"This study aims to investigate the relationship between the urban environment and its inhabitants, especially from a children’s point of view. The relationship between children and urban environment is often characterized by parental fear and anxiety concern the risk of car accidents, and imply restrictions on children mobility, isolation from other children and adults, and greater necessity for parental supervision and control. Björklid (1994) defined this feeling of anxiety and fear as the ""traffic environmental stress"". Kyttä (2003), on the other hand, defined most child-friendly those environments that “offers children possibilities to take part in all of the everyday activities of the village” (p. 12). According to the author, child-friendly environment is characterized by a high level of children independent mobility and by a great number of affordances (Heft, 1988), they can perceive and actualize. The affordances an individual can use are tied in with the degree of mobility in their own living environment. Also, an environment where the activities of adults and children are not set aside and structured in special spaces is also presumably an environment where social control is more widespread and the degree of sense of community is higher (Tonucci, 2006). “A scuola ci andiamo da soli” (“We go to school alone”) is an Italian project that aims first of all to give back some autonomy to the children, asking them to go to school on their own without being accompanied by an adult, and then to re-create, in adults, social conditions of responsibility and protection and therefore safety conditions for the children themselves and for the whole neighbourhood community in general. A recent study (Prezza et al., under revision) conducted in the city of Rome analyzes the changes in children independent mobility along the home-school commuting before and after the “We go to school alone” project. This data may show that there is a correlation between the taking part in the “We go to school alone” initiative and the accomplishment of self-sufficiency, probably extending the latter to other environments beyond the home-school route, such as shops, friends’ houses or sporting centres."