This single case study explores the physical Home Learning Environments (HLEs) of 10 vocational students in a Brussels school with a highly diverse socioeconomic and cultural population. Data were collected through mental maps, that is, cognitive representations drawn by the participants, and a group discussion on home learning. Using the Social Theory of Space to analyze the data, three key domains, that is, resources, workspace, and indoor climate, were identified as areas where students lack optimal conditions, potentially hindering their academic performance. To address the educational divide, the study highlights the importance of educators focusing on the quality of HLEs, by gaining a deeper understanding of students’ home contexts, fostering resilience, collaborating with parents on expectations, and partnering with local organizations to provide well-equipped collective learning spaces.
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