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“I think we have a good time if there are no disputes”: pupils’ dynamic perspectives on being on breaktime
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-0715-9703
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-7117-5620
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2022 (English)In: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400Article in journal (Refereed) Epub ahead of print
Abstract [en]

School climate is crucial for understanding everyday school life. For pupils, breaktime seems to be associated with how they feel about their school climate. To better understand school climate and what social processes pupils address, this study explores pupils perspectives on school climate with attention on how they perceive their breaktimes. The study was based on 29 focus group interviews (n = 164) with pupils from two public schools in grades 1-9 (i.e. 7-15 years old). Constructivist grounded theory guided data gathering and analysis. Findings revealed how breaktime was an indicator of how pupils perceived their school climate, but their perceptions were dynamic. We conceptualised breaktime as a social process influenced by three main categories: peer climate, levels of unsafe incidents, and availability of activities. We adopted a social-ecological perspective to conceptualise how pupils perceptions of breaktimes varied due to how breaktimes were nested within different social-ecological systems.

Place, publisher, year, edition, pages
Routledge; Taylor & Francis , 2022.
Keywords [en]
Pupils perspectives; school climate; breaktimes; grounded theory; social-ecological perspective
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-188403DOI: 10.1080/03055698.2022.2120763ISI: 000852177100001OAI: oai:DiVA.org:liu-188403DiVA, id: diva2:1694816
Note

Funding: Swedish Institute for Educational Research [2017-00038]

Available from: 2022-09-12 Created: 2022-09-12 Last updated: 2022-10-10

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Forsberg, CamillaHammar Chiriac, EvaThornberg, Robert
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