Why the next generation of urban planners might be sixth graders

Society · Published 15 October 2026 Swipe more like this →

In short: Adults often view children as merely future citizens, but their current input could transform our streets. By involving youth in city design, planners are discovering a natural blueprint for greener, safer, and more inclusive communities that prioritize human connection over big-money interests.

In Boulder, Colorado, the Growing Up Boulder program—an initiative of the University of Colorado’s Community Design and Engagement Center—is testing a new approach to urbanism. Led by Mara Mintzer, the program engages children and youth to help redesign public spaces, such as local parks. The goal is to move beyond seeing kids as people whose opinions only matter 'someday' and instead treat them as active participants in the world they will inherit.

The results of this participatory practice reveal a distinct 'biophilic' preference among younger participants. Mintzer notes that children consistently request more nature, including plants, flowers, and animals, which are often sidelined in traditional development. Furthermore, youth-led design focuses on autonomy and safety. This includes creating separated bike and walking paths that allow children to navigate the city without adult supervision, and orienting buildings toward the street to ensure 'eyes on the streets' for family comfort.

The impact extends beyond the physical landscape to long-term civic health. Research by authors Louise Chawla, Victoria Derr, and Mintzer suggests that this involvement fosters environmental stewardship and civic commitment. In a survey of sixth graders who participated in a city redesign three years prior, 100 percent believed children should always be included in such processes, and 71 percent reported they are now more likely to engage in future civic activities within their schools or cities.

However, the process also highlights a tension in modern conservation. While adults often focus on protecting nature from damage, Mintzer argues that for children to become environmental stewards, they need access to green spaces where they can 'get messy' rather than just observing from a distance.

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