“I think we have a good time if there are no disputes”: pupils’ dynamic perspectives on being on breaktime

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