This research aims to examine the spatial practices of lower secondary school students in the school playground by exploring how they appropriate and engage with this space. The playground is a dynamic social space where interactions, power relations, and occupation strategies unfold, reflecting specific forms of appropriation.

Given that student well-being is a central concern of educational policies, it is essential to question how students interact with their school environment and how this space is perceived and experienced. This requires examining the material and symbolic conditions that contribute to the construction of well-being, particularly within school life spaces. It is from this perspective that the present research is situated, and it addresses the following question: How do lower secondary school students appropriate the playground, and in what ways does this space serve as a resource for their well-being?