Doodles and graffiti are theoretically classified as vandalism and thus are fundamentally negatively connoted forms of expression. However, vandalistic practices can be interpreted as traces of use or appropriations from the perspective of the actors, which are reconstructed in this study as a manifest component of school architecture. Against the backdrop of spatial theory, the latent meaning structures of the so-called masking of school spaces need to be located and discussed in relation to the question of inherent educational potentials.