**5. Conclusions**

Studying a school and how to create a sustainable and educational learning environment has proven to be a rather complex endeavor. In this chapter, the focus has been on the students' experiences of safe and unsafe places, along with spaces that support or impede their learning.

How the learning environments are perceived by the students can be traced to the design of the physical space, the organizing of the school and the ways in which pedagogical praxis is expressed. The learning environment is perceived in varying ways, and there are variations in both the areas that the students viewed as safe and unsafe and the reasons for their choice of area. This means that one area can be depicted as safe or positive by one student, but unsafe or negative by another, which was also the case regarding places for learning.

From a potential safety perspective, it is possible to avoid ill-considered designs that create narrow passages and noisy spaces. In addition, flows of students and staff (i.e., the organizing) are crucial for how the flows play out during the school days. The school staff's task perception and practice are decisive for who, where, how and when the various staff functions match the physical space and the organizing. However, to create a sustainable and educational learning environment is still possible.
