This paper sets out to explore how and whether the physical conditions in schools facilitate or disrupt support work aimed at and preventing social exclusion in a designed school environment. This is accomplished by comparing student support practices conducted by student welfare officers in the common areas of two secondary schools built in two different time periods. Student welfare officers are included in the school's student health team and support students' social and psychosocial well-being. The results show that the design of the school buildings both enables and limits what, how, when and where the student welfare officers conduct their work, but that their actions are the outcome of the relation between the school environment and their task perceptions.