Secondary school students' social experiences and perceptions from school lunch breaks. A discussion of how informal lunch breaks with unrestricted seating can influence students' acquisition of social skills and social competence

School lunch breaks have in recent years been highlighted as important contexts for students' achievement of social skills, as they provide valuable opportunities for connecting with peers and developing relational and communicational skills. This study explores students' social experiences from informal lunch breaks and how unrestricted seating can strengthen but also obstruct the development of students' social skills and social competence. Data are taken from a mixed-method study in a Norwegian secondary school, and includes focus group discussions and observations, supported by questionnaires. Most students appreciated the informal seating arrangement and the freedom to decide for themselves where and with whom to sit during lunch break, but it could also be challenging for students who lacked close friends. The findings suggest that schools must work to create an environment that provides support to students who need additional assistance to develop and practice their social skills.