Social places and senior pupils’ identity in a secondary school environment: an interpretative phenomenological analysis

This paper investigates the relationship between the school environment and senior pupils’ identity development in a secondary school in Scotland. Semi-structured interviews and Photovoice were used along with Interpretative Phenomenological Analysis, to explore senior pupils’ experience of the social places within their school. The findings reveal the relationship between the places that pupils can access for social interaction and their sense of identity, and their use of territoriality to protect these specific places. The findings are considered in the context of the role of the school environment, pupils’ needs and the implications for school design and planning.