University learning environments often involve prolonged sitting, sustained academic concentration, and limited opportunities for movement during lectures, seminars, and independent study. Active breaks provide a practical strategy for interrupting sedentary time, but students’ participation may depend not only on personal attitudes but also on perceived peer norms and the social acceptability of movement within academic settings. This paper examines the relationship between peer norms and active break behaviour in university learning environments from an educational social psychology perspective. The conceptual framework integrates social-norm perspectives, social cognitive theory, self-determination theory, and research on sedentary behaviour and classroom movement interventions. Existing evidence indicates that university students spend substantial amounts of time sedentary, while classroom movement breaks may reduce sitting and fatigue and support perceived attention and focus. Because no original participant dataset was available, the manuscript adopts a simulation-based conceptual design. Illustrative active-break behaviour scores of 2.64, 3.58, and 4.41 represent weak, moderate, and strong perceived peer-norm conditions. A second simulated analysis assigns contribution indicators of 48% to peer norms, 41% to perceived social support, and 34% to classroom climate. These values are methodological illustrations rather than empirical estimates. The conceptual analysis suggests that students may be more willing to take active breaks when peers visibly participate, approve of movement, and treat it as a normal part of the learning environment. However, instructor attitudes, academic workload, time pressure, physical space, and confidence may also influence participation. Future research should use longitudinal or experimental designs, objective movement measures, and clear distinctions between descriptive and injunctive norms.