This paper is the fourth in a series of studies on architectural planning of “free schools”. In this part, action observation and interviews were conducted. 1) Children could stably engage activities by recognizing where staffs are. 2) Staffs choose locations according to four factors: children's activities, staff's activities, the situation at the time, and physical space. 3) Spaces without staff's control are essential for children for creating their own world. 4) Position of the staffroom is very important in relation with children's activities. 5) Staffs make a situation easy for children to approach and join them when staffs are not directly interacting with children.

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In this paper, school non-attendance is studied not in order to set childrenas objects of medical treatment, nor to make them into objects of teachercounseling (student guidance). Rather, the writer has examined thecharacteristics of places where school non-attendance occurs, and themechanisms of power used to intervene in them.
The author begins with a historical review of the relationship betweenschool and deviancy, as well as studies of school non-attendance in Japan. From this review, it is found that school non-attendance cannot be graspedby examining only the students' disorders, but that one must also considerthe validity and the legitimacy of the act of school attendance.
Second, the characteristics of places where school non-attendanceoccurs are considered. The author clarifies the limits of the school broughtabout by the decline of its function as a socialization space, especially asa space for career formation, and also by prosperity of learningopportunities outside school and the educational thought of diversification.The author examines how these processes have contributed to the end ofseeing the act of going to school as self-evident, and of schooling nolonger being taken for granted. Also the process through which schoolnon-attendance came to appear as a category of adaptation is clarified.
Finally, the author discusses how school non-attendance, which hasbecome one of the adaptation categories, is grasped by authorities, andhow the Panopticon is becoming deschooled and advancing into society ingeneral.
The writer concludes the school non-attendance has become onechoice of adaptation, and it is clear that authorities are attempting tograsp rather than to eliminate it.

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