Schools as the first social Setting have the aim of training and providing opportunities for learners to interaction with each other through constant communication in educational and social activities. Responding to social needs and providing the necessary opportunities in earning of social experiences, requires the existence of physical Setting. Informal Interstitial spaces in schools are capacity In responding to this aspect of the children`s life. Hence by According to the emphasis social dimension of man and space, this paper argues analyzing the role of kind of interstitial spaces organization on environmental Interoperability factors in schools and eager to activity in these spaces. For this purpose, the physical environment of interstitial spaces considered in 6 elementary school in 1 and 3 region of Tehran as a collective - behavioral  place which constitutes a collective- spatial system. In this regard, based on environmental psychology literature and behavioral sciences, environmental evaluating factors in human-human and human-environment interactions will be examined in two types of linear and central organization according to popularity of these two patterns in the evolution of Iran's school architecture. This research based on combining the quantitative-qualitative approach Using questionnaires and field analysis, collected information on testing hypotheses and then the data were analyzed in spss software. Based on the results, approved the existing of significant relationship between the evaluating factors in environmental Interoperability and the type of organization in the interstitial spaces of learning environments. So, through the appropriate organization of interstitial spaces by establishing a balance between physical and psychological components, the context of learner's interactions in learning environments is improved.