Children and young people are among the most disadvantaged groups when it comes to the possibility to move around in the city freely. They are actors with both rights and specific needs who often cannot take part in offers for young people across different urban districts, which tend to be segregated along spatial, socioeconomic, and ethnic boundaries with different infrastructural options leading to unequal opportunities for learning. Extending from a participatory workshop on cultural commons, in physical and digital space, with a group of youths, in summer 2021, this paper discusses children’s mobility patterns and mobility consumption processes in the greater Stockholm area through an accidental e-scooter experience and a method we call “following”. The study foregrounds the necessity for learning how to access and handle both physical and virtual space, in the context of the Sustainable Development Goals 4, Ensure inclusive and equitable education and promote lifelong learning opportunities for all; SDG 10, Reduce inequality within and among countries; SDG 11, Make cities and human settlements inclusive, safe, resilient and sustainable; and SDG 12, Ensure sustainable consumption and production patterns.