## 4 Discussion
### Linking the Results with Behaviour Change Frameworks
#### 4.1.1 Environmental Context as a Physical Opportunity  
According to the COM-B model, the environmental context provides the physical opportunity to promote a specific behaviour [68]. Smaller distances and therefore shorter durations of the home-school trip could act as physical opportunities to promote AST, since they are both important features of children's affective experiences. Previous literature highlights the need for a better policy related to school selection and planning of school locations [70; 71]. However, since even the children residing within a relatively short distance of school may be driven to school [16], urban planning and design should also focus on other factors that may affect the journey experience. The results of this study indicate that the built environment is an important component of children's school journey. Particularly, neighbourhood and street design, including street connectivity and street trees, land-uses, active travel infrastructures (e.g., cycling path) and nature, emerged as significant environmental features underlying children's affective experiences, most often in a positive way. Active travel infrastructure supports walking and cycling [72], and therefore, planning active travel infrastructure within neighbourhoods around schools to accommodate children's preferences has the potential to increase active trips to school. Although the majority of children participating in this study were accompanied by adults during their travel to school, and hence their attitudes and behaviours may be influenced by their parents [73], the fact that similar aspects of neighbourhood design are mentioned by different children residing in similar environmental contexts (i.e., active travel infrastructures, street connectivity levels) indicates that objective features of the built environment play a significant role in shaping children's affective experience of everyday travel. Among behaviour change techniques [74],'restructuring the physical environment' and 'adding objects to the environment' ([75] (p. 702)) are claimed to be two strategies linked to the physical environment. Hence, these can be used to introduce changes to the environmental context as part of a complex behaviour change intervention [75], such as promoting physical activity and AST. Taking into consideration children's comments regarding the variety of the environmental context (e.g., seeing different buildings, lack of fun places, seeing the same landscape every day) and the opportunity to have a variety of routes to school, integrating a mix of land-uses and fun places along school routes could make children's travel experience more interesting, which might also lead to positive emotional consequences (i.e., can make children happier, less stressed) [74]. The negative comments regarding the number of streets and the positive comments on the existence of shops, parks and front gardens along the school route that stimulate children's senses (e.g., smelling food, hearing birds, seeing flowers) may indicate that school routes with multiple stimuli could provide more pleasant experiences and therefore more opportunities for a behaviour change [68]. Similarly, a well-connected street network in school neighbourhoods could provide a variety of routes [76]. In addition, providing routes with fresh air (e.g., less traffic, more trees and pocket parks) may encourage more children to walk to school, while simultaneously contributing to urban nature and ecology [77; 78], which in turn could enhance the multisensory experience of a school journey. Apart from the physical opportunity that an environmental context could provide for more active trips, the built environment may have an impact on other domains, such as emotions and social influence, which affect motivations and opportunities for a behaviour change. By exploring this impact, urban planning and design could contribute to creating cities, neighbourhoods and school streets supportive of active travel among children.