Bullying and peer violence is still a serious threath for childrens' wellbeing and mental health in Europe (European Commission (2022, 2024, Cefai, Simões & Caravita 2021, Nordic Welfare Center 2019). In particurlarly cyber bullying is a growing as an alarming problem at a global level. In the WHO health survey 2021/2022, 16% of children aged 11, 13 and 15 in 44 countries and regions in Europe, Central Asia and Canada reported being victims of cyberbullying at least once or twice in the past couple of months. At the same time, 12% of the same age group said they had cyberbullied others at least once or twice in the past couple of months (Cosma, Molcho & Pickett 2024).

One of the factors research shows as to be relevant for attention in order to combat and prevent bullying is the environment where bullying takes place (Horton, Forsberg & Thomberg 2023). A scoping review
(Francis et al. 2022) on school-built environment impacts of bullying identified the classroom, playground, corridors, bathroom and lunch as common places for bullying. At the same lime this review pointed
out the need to further research to draw final conclusions about the influence of the school-built environment on bulling (Francis et al. 2022).

The aim of this research is to map up and analyze places as contributing or detrimental factors to the wellbeing of children in educational leaming environments. It starts from the following
research questions:
• Where does bullying frequently occur in schools from a childrens' experiences?
• Which places are experienced as safe places from childrens' experiences?
• Which differences conceming experiences of safe and non-safe places are registered between girls and boys?
This conference contribution is based on the quantiantive substudy of this large research. This sub-study focuses on places where bullying occurs, how it evolves over lime, and whether there is a relation
between gender and the location of bullying incidents.

THEORETICAL STARTING POINTS
Marc Augé:s (1993,1995) concepts of places and not places are used as theoretical tools for the analysis of the collected empirical data. This study starts from Augé's anthropological perspective in which place is defined as "...relational, historical and concerned with identity" spaces". On the contrary, " ... a space which cannot be defined as relational, or historical or concerned identity will be a not place" (Auge 1995:77:78).

The quantiative sub-Study Design and Data Collection This sub-study is based on a large-scale longitudinal survey conducted over a five-year period (2019-2024), involving approximately 6,000 students and generating more !han 50,000 data points over time The survey was administered biannually to students in grades 4 lo 9, offering a comprehensive representation of students' experiences across different educational stages. Given the high participation rate dataset provides robust insights into the prevalence of bullying, its temporal trends, and the contextual factors influencing ils occurrence. The survey included both closed-ended and open-ended questions, allowing for a mixed-method approach that integrates quantitative and qualitative analyses. Data Analysis The data were analyzed using both descriptive and inferential statistical techniques in SPSS. The analysis included: • Descriptive statistics to identify general trends, frequencies, and distributions of bullying incidents. • lnferential statistical methods, including: *t-tests to examine gender-based differences in bullying experiences. * ANOVA to assess variations across different grade levels and time periods. * time-series analysis to track changes in bullying trends over the five-year period.

1. Most Frequent Locations for Bullying Incidents Analysis of the dataset indicates that bullying frequently occurs in unsupervised school spaces. The most common locations reported include: • Classrooms without a teacher present • Corridors, near lackers, or coat hooks • Playgrounds • Changing rooms (during physical education) • On the way to or from school 2. Bullying Incidents in Classrooms The analysis reveals that bullying incidents occur more frequently in classrooms without a teacher present compared to when a teacher is supervising. This suggests that lack of supervision plays a crucial role in the occurrence of bullying within classroom seltings. 3. Gender Differences in Changing Rooms • Boys reported a significantly higher incidence of bullying in changing rooms (7.4%) compared to girls (4.0%). • This may indicate gender-specific dynamics in bullying behavior within physical education settings. 4.Gender and Place of Bullying A comparative analysis of bullying locations by gender revealed: • Boys reported higher incidents in areas such as the playground and changing rooms. • Girls reported more incidents in corridors and classrooms. • Both genders consistently reported bullying in classrooms without a teacher present, highlighting the lack of supervision as a critical factor. 5. Bullying Trends Over Time A time-series analysis revealed fluctuations in bullying incidents over the study period. Key trends include: • Seasonal variations, where certain timeframes exhibited spikes in reported bullying incidents, possibly influenced by external factors such as school schedules, exams, or social events. • Stable reporting patterns for bullying in classrooms without a teacher and corridors, indicating persistent issues related to unsupervised spaces.

*Augé, M. (1995) Non Places. lntroduction ot an Antropology of supermodemity. Versa. *Augé, M. (1993) Espace el Alterite. Entre tradition el universalisme. Recueil d'articles suite au Colloque Entre tradition el universalisme tenu ä Rimouski par l'ACSALF du 18 au 20 mai 1993. Retrieved the October 2024 from whttp://classiques.uqac.ca/contemporains/ACSALF /colloque _ACSALF _ 1993/entre tradition_ el_ universalisme _intro.html *Cefai, C., Simões, C. and Caravita, S. (2021) ‘A systemic, whole-school approach to mental health and well-being in schools in the EU’ NESET report, Luxembourg: Publications Office of the European Union. doi:10.2766/50546. *Cosma, A. , Molcho, M. & Picket, W. (2024) A focus on adolescent peer violence and bullying in Europe, central Asia and Canada Health Behaviour in School-aged Children international report from the 2021/2022 survey. Volume 2. World Health Organisation (WHO) Region Europe/Health Behaviour in School-aged Children. Retrieved the 13 August 2024 from https://iris.who.int/bitstream/handle/10665/376323/9789289060929-eng. pdf?sequence=2 *European Commission (2022) PATHWAYS TO SCHOOL SUCCESS STAFF. https://op.europa.eu/en/publication-detail/-/publication/2f5457d7-3edb-11ed-92ed-01aa75ed71a1/language-en *European Commission (2024): Directorate-General for Education, Youth, Sport and Culture, Wellbeing and mental health at school – Guidelines for education policymakers, school leaders, teachers and educators, Publications Office of the European Union, 2024, https://data.europa.eu/doi/10.2766/590 *Francis, J., N. Strobel, G. Trapp, N. Pearce, S. Vaz, H. Christian, K. Runions, K. Martin, and D. Cross. 2022. “How Does the School Built Environment Impact Students’ Bullying Behaviour? A Scoping Review.” Social Science & Medicine 314:115451. https://doi.org/10. 1016/j.socscimed.2022.115451. *Horton, P. , Forsberg, C. & Thornberg, R. (2023) Places and spaces: exploring interconnections between school environment, resources and social relations, Educational Research, 65:4, 462-477, DOI: 10.1080/00131881.2023.2252829 *Nordic Welfare Center (2019) Adolescent Health in the Nordic Regions. Health promotion in school settings. https://nordicwelfare.org/wp-content/uploads/2019/03 NWC_Temaha%CC%88fte_Skolelever_Webb.pdf *World Health Organisation (WHO) 2024. One in six school-aged children experiences cyberbullying, finds new WHO/Europe study. https://www.who.int/europe/news/item/27-03-2024-one-in-six-school-aged-children-experiences-cyberbullying--finds-new-who-europe-study